Session 1 Session 2 Session 3Week 1Days 1-3

Read: NothingWrite: NothingDo: Cornell notes and KWL on Contemporary American lit.Due: Nothing

Read: “Letters to Hip Hop”Write: Letter to musicianDo: Annotate and intro to disc. Questions; allusionDue: nothing

Read: “Less hustle, More Flow”Write: reactionDo: Intro to Lit. Analysis and culminating textDue: Disc. Question

Week 2Days 4-6

Read: “The Drill,” “Polo”Write: Show vs. TellDo: Verbs and adverbsDue: Lit. Analysis and Disc.

Read: “Writing Personal Narrative,” 1-20 in MangoWrite: Who wore this?Do: Prepositions and participles, Student notes on “Writing”Due: Lit. Analysis

Read: 20-52 in MangoWrite: Image WalkDo: Narrative PrewriteDue: Disc., and Lit. Analysis

Week 3Days 7-9

Read: 53-75 in Mango, “One Day, Then Another,” “Full Gospel”Write: Found PhotoDo: AppositivesDue: Lit. Analysis, Disc.

Read: Mango to endWrite: Brainstorm sesh.Do: Drafting tools,Staccato phrases and parallel structureDue: What are you writing about? Lit. Analysis

Read: de la Paz and flash fic.Write: Flash fic. with Plot Character Conflict cards In class drafting timeDo: Student notes “How are the texts we’ve read American Lit.?” Evaluate textsDue: Paper Proposal.Disc., Lit. Analysis

Week 4Days 10-12

Read: Revisit “Writing”Write: In class drafting timeDo: Imperatives and intentional fragmentsDue: Work on Narrative

Read: NothingWrite: reflectionDo: Writers workshopDue: Workshop draft

Read: Your own narrativeWrite: Reflection on writing processDo: Student notes: How are the remainder of the texts American lit? How are your texts American Lit?Due: Final draft and everything that goes with it.

Day 1: Hunter lesson Due today: nothingClass: American LiteratureTeacher: Caroline PachakObjectives:

Students will begin to understand Contemporary American LiteratureStudents will understand and be able to use Cornell notes for note taking

Standards: 2.1.b.iii. Explain the influence of historical context on the form, style, and point of view of a written workMaterials: Lecture notes, KWL worksheets, white board and markers, notebooks and writing utensils. Duration: 80 minutesAnticipatory set: Students will complete the KW parts of a KWL. I will have student shout out things that they know and things they want to learn. This will help me to know what I need to talk about in depth and things I might not need to talk about 15 minutesTeaching:

Input: intro to contemporary lit in the last 40 years and multiculturalism Who will we study in this unit

1. American literature after 1980- rise of multiculturalisma. almost every ethnic minority claiming its own literatureb. Very often this has meant a reclaimingc. Immense outpouring of literature from all these ethnic minorities

i. various emancipation movements1. first and foremost that of the African Americans

ii. immigration and nationality act of 19651. officially put an end to the quota system imposed by the

immigration act of 1924.2. The Immigration and Nationality Act of 1965

changed the way quotas were allocated by ending the National Origins Formula that had been in place in the United States since the Emergency Quota Act of 1921.

3. The National Origins Formula was an American system of immigration quotas, between 1921 and 1965, which restricted immigration on the basis of existing proportions of the population. It aimed to reduce the overall number of unskilled immigrants, and to prevent immigration from changing the ethnic distribution of the population.

4. This almost immediately led to a renewed and massive immigration from Latin America, the Caribbean and later also Asia.

d. In 2002 the number of Americans born abroad was estimated at more than 33 million, or 11 percent of the U.S. population.

i. largest share now comes from Latin America, from Mexico or the Caribbean

ii. Continues to speak Spanish after immigration, and throughout successive generations.

iii. Mobility has also risen sharply with American born minorities. the prewar myth of a homogeneous and white America disproven

e. Result of all this is that the united states resemble in almost nothing the kind of country they were before World War II.

i. The tensions, uncertainties and doubts that this change from a population with overwhelmingly European roots to a much more diversified one engendered in that part of the us population, and especially its male part, whose hegemony until then had gone unchallenged, were captures in the narrative experiments and deregulations of post-modernism.

ii. These postmodern fictions convey the “sense of an ending” with regard to a particular view of American history and its concomitant literature.

f. The tensions, uncertainties and doubts, but also the hopes and aspirations that same transition gave rise to in America’s ‘Others’.

i. We find embodied in what usually goes by the term ‘multiculturalism’.

g. Multi-culturalism, with its attendant concepts ‘equal opportunity’ and ‘political correctness’, became the official ideology of the U.S. as of about 1980.

i. Multiculturalism describes the existence of multiple cultural traditions within a single country,

1. Small wonder, then, that the face of American literature in the period since has been very much co-determined by authors originating from multiple minorities,

2. all of them claiming their place under the American literary sun.

3. in many ways this claim pivots on the recovery of histories alternative to ‘white’ American history

4. , the ‘return’ of history, but with a difference.h. What almost all ‘new’ literary movements or currents in American

literature after 1980 have in common is a turn or a return, toward some form of realism. This definitely applies to the multicultural writers we will deal with.

2. In Cisneros work we encounter instances of creolization not uncommon in multicultural works.

a. Creolization: partially or fully descended from Caucasian European colonial settlers. Their language, culture and/or racial origin represents the creolization resulting from the interaction and adaptation of colonial-era emigrants from Europe with non-European peoples, climates, and cuisines.

i. Creolization is the process in which Creole cultures emerge in the New World.[1] As a result of colonization there was a mixture among people of indigenous, African, and European descent,

which came to be understood as Creolization. Creolization is traditionally used to refer to the Caribbean; although not exclusive to the Caribbean it can be further extended to represent other diasporas.[2] The mixing of people brought a cultural mixing which ultimately led to the formation of new identities. It is important to emphasize that creolization also is the mixing of the "old" and "traditional" with the "new" and "modern". Furthermore, creolization occurs when participants actively select cultural elements that may become part of or inherited culture. creolization is a condition in which "the formation of new identities and inherited culture evolve to become different from those they possessed in the original cultures," and then creatively merge these to create new varieties that supersede the prior forms

b. Mango Street is a novel of education with a protagonist who, like Cisneros herself, grows up in Chicago’s Latino quarter.

c. Bildungsromand. Autobiographical impulse in minority authors in general. 40 minutes

3. Here I will introduce (assign?) all of the texts so that students can work ahead in reading and writing assignments if they would like (differentiation for more advanced students).

a. More specifically, I will frame the first two texts because some of the language is mature.

Modeling: while lecturing on Contemporary literature, I will be modeling Cornell note taking. On the white board I’ll make a divided space. On the left list main ideasChecking for understanding: I will recap what we have just learned by going over the notes that we took as a class, emphasizing the main points/ vocab words and then asking if students have any questions. 5 minutesQuestioning strategy:

Guided practice: Students will now finish the “L” portion of the KWL based on what they wanted to learn about contemporary American literature. 10 minutesClosure: I will ask students to share from their KWL something that they learned about contemporary American lit and if there was anything they wanted to know but didn’t learn so that I can answer it next time. 10 minutesIndependent practice: as independent practice, students will read “Letters to Hip Hop” for homework and think about the ways in which this piece of writing fits into the lecture from class.

Homework for next time: Read “Letters to Hip Hop”

Name: Topic:

What I Know What I Want to Know What I Learned

The first couple of texts we are reading for this unit have some strong language and PG13 type content. I feel, however that both pieces are important in helping students understand that there is more than 1 side to every story and especially to think the stories that young men and women are exposed to every time they turn on the radio and television. Further, I think the texts are instrumental in illustrating that everyone has a story to tell and that those stories can be told in many different ways. There is a lot of information flowing through the airwaves and young people need to know that expressing their thoughts and feelings about that bombardment shouldn’t be censored.

These texts urge readers to question what they are given and to make up their own minds about who speaks for them as consumers, individuals, and as a generation. Students will decide their values and examine how powerful language is.

Day 2: CEP Lesson PlanTeacher: Caroline PachakSchool: Poudre High SchoolGrade Level: 11thContent Area: English Title: Letters to Hip Hop: Writing Your Own Experience

Content Standard addressed by this lesson:2.1.b.ii. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.1.2.a.i. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL.11-12.1a)1.2.c. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (CCSS: SL.11-12.3)

Understandings: (Big Ideas)

There is always another side to the story. Both stories are worth being told.Not all writing and reading in school has to be strictly academic. (Ortmeier-Hooper suggests including this kind of text (not necessarily academic) as a way to make reading and writing more welcoming to ELL students)Inquiry Questions: How do people benefit from listening to the perspectives of others?

Evidence Outcomes:

Every student will be able to: I can: make connections between different texts and between my life and a text.I can: state my opinion about a text.This means: I can analyze a text and make inferences about what the writer means and make a judgment about it.

List of Assessments: (Write the number of the learning target associated with each assessment) I will formatively assess students on their understanding of different perspectives and their ability to form/state opinions on texts while they discuss.

Planned Lesson ActivitiesName and Purpose of LessonLetters to Hip Hop: Writing Your Own ExperienceThe purpose of this lesson is to begin to introduce students to the idea that they can write their own stories and there is always room for someone’s individual experience

Approx. Time and Materials80 minutesMaterials: Wikipedia, Doc. Cam., “Letters to hip hop” 2-3 songs chosen by students. White board and markers. Highlighters.Anticipatory Set Students will come in and read for 10 minutes as the beginning of class as part of

their daily routine. Students will write for 10 minutes on the writing prompt displayed.

o “write a brief letter/poem to one of your favorite musicians”I will be writing along with the students.Procedures I will model annotating the text and students will follow along. 15 minutes As a class we will listen to/watch videos for 2-3 songs chosen by students. 8-15

minutes Introduce and model the process they will follow for their student discussions (a

brave soul will (hopefully) volunteer to sign up for next class period) and begin a class discussion about the texts we’ve just experienced.

o How is this a poem about one persons experienceo How is it a poem about the experiences of many peopleo Does the poem and or music reflect your experienceso What allusion are in the poem? How do we find out what they mean?

And why do they mattero Eazy-E - On February 24, 1995, Wright was admitted to the Cedars-

Sinai Medical Center in Los Angeles with what he believed to be asthma due to a recurring cough and wincing that occurred beginning in July 1994. Instead, he was diagnosed with AIDS. He announced his illness in a public statement on March 16, 1995. March 26, 1995, at approximately 6:35 p.m. PST, Eazy-E died from complications of AIDS, one month after his diagnosis. He was 30 years old

o Biblical allusions- Pre- and Postlapsarian o 30-35 minutes

ClosureI’ll recap key points from the discussion.I’ll remind students of the next days reading and on their way out the door, students will sign up for their discussion date. 10 minutes

Differentiation As a differentiation I will model annotating the text with the class and model the process for writing and presenting discussion questions.Assessment

I will be looking for students to express and understanding of different perspectives. They should be willing to listen to other students and take a stance about agreeing with or disagreeing with something in the text.

Once per semester, you will formulate a talking point or discussion question. You don’t need to know the answer to the question. Talk through why you picked the question or debate point, what you we’re wondering about the text, and/or our explanation/rationale. What are some potential responses or directions it could take us? How might your classmates respond? How does the question help us understand topics and themes in the text or what is American literature as we’ve been studying? If there are two or more texts being read for that day you can choose to talk about just one or you can write about them together as long as you are writing about them in conjunction and not writing about them separately. In class you will read your question/talking point and nudge people to talk. It should be typed, 12 point font, 1-inch margins.

Adapted from an assignment by Dr. Barbara Sebek

Unit 1Discussion Question sign up (1 per semester)

Day 3 – “Less Hustle, More Flow”

1. __________________________________

Day 4 – “The Drill” and/or “Polo”

1. __________________________________

Day 6 – 1-50 The House on Mango Street

1. __________________________________

Day 7 – “One Day, Then Another,” “Full Gospel,” and/or 53-75 in The House on Mango Street

1. __________________________________

Day 8 – 76-end of The House on Mango Street

1. __________________________________

Day 9– de la Paz and/or Flash Fiction

1. __________________________________

Day 3Due Today: Read “Less Hustle, More Flow,” Student discussion questionContent Standard addressed by this lesson:2.1.a.i.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-12.1)3.2.a. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.11-12.1)Understandings: (Big Ideas)There is more than one way to tell a storyInquiry Questions: In what way is the essay a personal narrative?Evidence Outcomes: Every student will be able to: I can: write a literary analysis paperI can: think about more than one way to write a storyThis means: I will be able to write a creative and compelling personal narrative and begin to write argumentativelyList of Assessments: Formative: I will have students write a ticket out the door Formative: I will keep track of students’ understandings while in discussionPlanned Lesson ActivitiesName and Purpose of Lesson “Less Hustle, More Flow:” Personal EssayTo engage students in different kinds of personal narrativesTo introduce students to literary analysisApprox. Time and Materials80 minutesMaterials: white board and markers, text, pencil and paperAnticipatory Set: Students will have 10 minutes of reading and 10 minutes of writing as part of their daily routine. Writing: “What was your reaction to the piece you read for today?”Procedures: I will have students share out their responses to the text read for today. I will use student responses to introduce and model the process student will take in writing their literary analysis papers. The first will be due first session the following week. Ex: I think that by writing and telling the story that she does, 15-20 minutesStudent discussion: the essay tells a story? What it the point?Can you tell a story that isn’t yours?How can you tell someone else’s story?Where else can we see these themes?What kind of story is this? 30 minutesI will introduce the culminating text: Personal narrative 10 minutesClosure: Ticket out the door with questions about the discussion, the assignment, or the reading, and remind students of the next days reading and assignments: “The Drill” and “Polo”; student discussion question; lit. analysis paper 5 minutesDifferentiation: I will model the literary analysis assignment

Assessment: I will know students have met goals set out for them if they are able to address in their ticket out the door that there is more than one valid story and more than one way to tell it. I will also use this to make sure students understood the new assignment.

Literary Analysis Papers

Once per unit you will turn in an argumentative literary analysis paper. You can select the piece you write about. If there are two or more texts being read for that day you can choose to talk about just one or you can write about them together as long as you are talking about them in conjunction and not writing about them separately. In the paper, you will state your position on a topic on the text and make an argument for why you believe that. 1 page typed double-spaced. 12 pt. font. This is not just a book report.Format:NamePeriodDateTitle of text you’re writing about

Opinion (claim), because (data/evidence). So what? (warrant).

Example: Strawberries are the best fruit. They are the best fruit because they don’t have big seeds. Larger seeds from other berries get stuck in your teeth and that is annoying.

Adapted from an assignment from Prof. Rebecca Kennedy

Unit 1 Literary Analysis sign up (1 per unit)

Day 4 – “The Drill” and/or “Polo”1. __________________________________2. __________________________________3. __________________________________4. __________________________________5. __________________________________

Day 5 – 1-20 in The House on Mango Street1. __________________________________2. __________________________________3. __________________________________4. __________________________________5. __________________________________

Day 6 – 21-50 in The House on Mango Street1. __________________________________2. __________________________________3. __________________________________4. __________________________________5. __________________________________

Day 7 – “One Day, Then Another,” “Full Gospel,” and/or 53-75 in The House on Mango Street

1. __________________________________2. __________________________________3. __________________________________4. __________________________________5. __________________________________

Day 8 – 76-end of The House on Mango Street1. __________________________________2. __________________________________3. __________________________________4. __________________________________5. __________________________________

Day 9 – de la Paz and/or Flash Fiction1. __________________________________2. __________________________________3. __________________________________4. __________________________________5. __________________________________

Day 4Due today: “The Drill” and “Polo”; student discussion question; lit. analysis paper.Content Standard addressed by this lesson:2.1.a.iii.Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS: RL.11-12.3)Understandings: (Big Ideas)

Inquiry Questions: Which character from the current text do you most identify with and why?Evidence Outcomes:

Every student will be able to: I can: identify story elements that develop character in a narrativeI can: start sentences with verbs and adverbs to vary sentence structureI can: show action and detailThis means: I will be able to incorporate character development into my own narrative and show detail instead of just telling it.

List of Assessments: Formative: I will evaluate students ability to show action and detail in their writing.Formative: I will assess students understanding of character development.Planned Lesson ActivitiesName and Purpose of LessonShowing and Building Character.Approx. Time and Materials80 minutesMaterials: Examples for sentence structure, fresh prince theme, white board, markersAnticipatory Set: students will read for 10 minutes Students will watch/listen to the theme from the fresh prince (https://www.youtube.com/watch?v=1nCqRmx3Dnw 1:40) and give examples of where they think Will Smith is showing instead of telling 5-10 minutesI’ll list on the board student examples.ProceduresStudents will do a writing activity in which they enhance sentences by showing what happens in the sentences that only tell what happened. I will read the instructions from the bottom of the sheet. Students will share out their responses. 15 minutes

Student discussion: Student discussion: what happened in “Polo” who are the different characters? Why do they act the way they do? In “The Drill”?In “The Drill” what motivates the characters? What is the tone? How do we know? Can you relate to either character? 30 minutesHow is action in the stories shown?How does each of the authors develop character in the stories?

Students will start building their “Sentence Banks” starting sentences with verbs and adverbs using “The Drill” and “Polo” as mentor texts 10-15 minutes Ex: Consider the possibility of world peace.Assume for one moment that freedom of speech has been abolished in America.Shrewdly, the salesman made his spiel to the potential customer.Intellectually, the war made no sense to the poet.From text: Leaving the event, she was quietly annoyed with Derek.Acutely sensitive to the school of thought, she changed her mind.Apologetically, Polo lifted his eyes and smiled.Boldly he stared around the room

Closure: I will recap example of showing vs. telling and examples of sentences starting with verbs and adverbs. 5 minutes

Differentiation students will have a copy of the fresh prince text while we are listening to the songI will model “showing” in an “I do, we do, you do” fashion.Assessment I will collect students “showing” daily writing I will know they were successful if they are able to be descriptive in their rewriting of the “telling” sentences.I will assess students grasp of character development by listening to their discussion.

Due Next time: Homework for next time: read writing personal narrative; read 1-20 in mango. Lit analysis paper; No student Disc.

"Fresh Prince Of Bel-Air (Theme Song)"

Now this is a story all about howMy life got flipped-turned upside down

And I'd like to take a minuteJust sit right there

I'll tell you how I became the prince of a town called Bel-Air

In west Philadelphia born and raisedOn the playground was where I spent most of my days

Chillin' out maxin' relaxin' all coolAnd all shooting some b-ball outside of the schoolWhen a couple of guys who were up to no good

Started making trouble in my neighborhoodI got in one little fight and my mom got scared

She said, "You're movin' with your auntie and uncle in Bel-Air."

I begged and pleaded with her day after dayBut she packed my suitcase and sent me on my wayShe gave me a kiss and then she gave me my ticket.

I put my Walkman on and said, "I might as well kick it."

First class, yo, this is badDrinking orange juice out of a champagne glass.

Is this what the people of Bel-Air living like?Hmm, this might be alright.

I whistled for a cab and when it came nearThe license plate said "Fresh" and it had dice in the mirror

If anything I could say that this cab was rareBut I thought, "Nah, forget it."

– "Yo, home to Bel-Air."

I pulled up to the house about 7 or 8And I yelled to the cabbie, "Yo home smell ya later."

I looked at my kingdomI was finally there

To sit on my throne as the Prince of Bel-Air

Exercise in “Showing Rather than Telling” When Writing a Narrative

Read the following narration about getting to school in the morning.

I got up at 6 a.m.I got annoyed with the alarm and got hurt when I hit the clock too hard.I got into the shower.I got chilled because my sister had used up all of the hot water.I got dressed.I got into the kitchen after all the eggs and toast were gone.I got myself a breakfast of cereal and juice.I got a stain on my shirt.I got a different shirt.I got my stuff together and got it all in my backpack.I got yelled at by my mother for lagging.. I got irritated by the way the morning was going.I got in trouble for keeping my carpool waiting.I got in the backseat of the car with two other people.We got a ticket for speeding on the way to school.We got to school late.I got detention for being late.I got behind in the assignment given in my first period class.I got a bad grade on my assignment.

Rewrite this “story” in a more interesting way:

Do not use got at all.

Vary your sentence length and style.

Add copious amounts of detail. Show what happened in that car when the policeman flashed his lights in the rear window. Let your reader hear the driver’s response. What was said? Dialogue always helps a story come alive. What did the mom or the sister say? The teacher? You might want to add an interior monologue; what does the narrator say to him or herself? At what point in the story do we know the narrator’s gender? At what point is the voice of the narrator important and when does it emerge and become a significant force in the story? This brief tale is a first person narration. Consider shifting your narrative to the third person and giving your character a name. If you think that would improve the narrative, then write it in the third person.

written for TeachWithMovies.com by Mary Red Clay

Day 5Due today: literary analysis; read “Writing Personal Narrative”; read 1-20 in The House on Mango Street, No student disc.

Content Standard addressed by this lesson:1.2. a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)2.2.a.iv.Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience, shape a personal opinion or decision, or perform an activity)Understandings: (Big Ideas)

Inquiry Questions: How can I develop my own character?Evidence Outcomes:

Every student will be able to: I can: use prepositional and participle phrases to vary sentence structureI can: develop character in my personal narrativeThis means: I can write an interesting and engaging personal narrative

List of Assessments: Formative: students will use descriptive language to develop a fictional character based on a piece of the characters clothing.Students will identify prepositional and participle phrases in their text and write their own sentences using Mango Street as a mentor text.

Planned Lesson ActivitiesName and Purpose of LessonDeveloping my characterApprox. Time and Materials80 minutesMaterials: An old piece of clothing (probably an old costume dress from Aunt Polly), white board and markers, paper and pencil, “Writing Personal Narrative” and The House on Mango StreetAnticipatory SetRead 10 minutesWrite: I will bring in an old (like, really old, not just used) piece of clothing and have students describe the person who wears/wore this piece of clothing. (maybe a student wears the clothing to demonstrate how the character might move?) 10 minutes.

ProceduresSentence bank 50 ways pg. 121: prepositions and participle phrases

We will use the students’ daily writing and the first 20 pages of Mango Street as a mentor text for sentence variation 20 minutesEx: Burdened by his kids’ poor choices, the father set out to reconnect with his family.Frustrated with her poor performance, the opera singer pledged to practice more.In the past, the mysteries of astronomy have been based more on imagination than objectivity.Under the guidance of the virtuoso, the flamenco guitarist greatly improved his skills.In English my name means hope.

Per the agreement, on the first night of the meeting she went with himNote taking: students will lead note taking for main takeaways from “Writing Personal Narrative” (scaffolding for research). As a group they will decide on what they need to know and should be doing in their narrative 30 minutes

ClosureI will make sure that students hit all the key points from the reading and recap what they are and make sure that all questions have been asked and answered. 5 minutesDifferentiation I will have a set of notes on “Writing Personal Narrative” for students who need it.Assessment I will know what students have achieved the goals set out for them if they can accurately identify prepositional and participle phrases in their text and use them to vary sentence structure and if they are able to develop a fictional character.

Homework for next time: mango 20-52 student discussion; literary analysis

Day 6Due today: read mango 20-52; student discussion; literary analysisContent Standard addressed by this lesson:3.1.a.iv.Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (CCSS: W.11-12.3d)Understandings: (Big Ideas)Vibrant language keeps readers engaged.Inquiry Questions: How does vibrant language change the way I write?Evidence Outcomes: Every student will be able to: I can: use vibrant language to create original writingI can: begin to write a personal narrativeThis means: I will have all of the stepping-stones to write a full and engaging personal narrative

List of Assessments: Formative: At this halfway point in the unit I will be assessing the students on how well they are able to take what we have been reading and learning and put it into a narrative.

Planned Lesson ActivitiesName and Purpose of LessonCreative writingTo get students thinking about how they can write creatively using all senses, and to start students thinking more deeply about their unit culminating text.Approx. Time and MaterialsMaterials: 80 minutesAnticipatory SetReading 10 minutesWrite: image walkStudents will close eyes, listen to script, then record responses on worksheetStudents will then write a paragraph narrative describing their “experience”from 50 ways to develop strategic writers pg 63Close your eyes and pretend that you do not have any bones in your bodyYou jiggle like a bowl full of jelloThe bell rings and its time for you to go to your next classHow will you move? Will you be late? Feel yourself trying to move, pushing against the floorPush your body in the direction of the door. Feel your skin stretching out in the direction of the door.How do your organs feel jumbled in your skin, pouring around insideHow do you carry your backpack?

The door is closed! Move yourself under the door. Does it smash? Does it flow? How do your organs get under the door and into the hallway? Oh no! The hallway is full of students rushing to class! 15-20 minutes

ProceduresStudent discussion: mango street 25-30 minutesWhat does the vignette “Hips” say about Esperanza? About the culture of her community? In “Marin” how does the story reflect what we know about major themes in contemporary literature? In “And Some More” and “Hips” how can we see the progression that Esperanza is taking through adolescence? How can we see that she is ‘in between’?

Students will “write about a event (a personal experience) and its consequences that had an impact on you or someone you know. Be as specific as you can in describing the event and its consequences or impact. Try to write so that the reader will see what you saw and feel what you felt.” (Prewriting from Dynamics) 20 minutes

Closure Students will have the option to share either their quick write or their image walk to recap the days activities. 10 minutes

Differentiation: Students will be provided with a chart to fill in so they can be sure they are representing each sense in their writing.Assessment I will know that students have met the goals if they are able to write a quick write personal narrative incorporating character development, varied sentence structure, and vivid language.

Homework for next time: mango street 53-75 gospel and one day

What did I see?

What did I hear?

What did I feel?

What did I smell?

What did I Taste?

What did I see?

What did I hear?

What did I feel?

What did I smell?

What did I Taste?

Day 7Due today : mango street 53-75 gospel and one day, lit analysis and student disc

Content Standard addressed by this lesson:2.1.b.i. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4)2.3.b.i. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.11-12.4a)3.1.a.iv.Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (CCSS: W.11-12.3d)3.3.a.iii.Use a variety of phrases (absolute, appositive) accurately and purposefully to improve writing

Understandings: (Big Ideas)Similar themes can be handled very differently by different textsInquiry Questions: How can we compare the 3 texts?Evidence Outcomes: Every student will be able to: I can: write descriptively using appositivesI can: determine the meaning of unknown words using context cluesThis means: I will be able to vary sentence structure in my writing and understand my text without having to consult a specialized (Spanish/English) dictionary

List of Assessments: Formative: Students will describe a photo then modify their sentences with appositive phrases to further describe the scene and characters.Formative: students will accurately describe the manner in which the three texts treat common themes similarly and differently.Planned Lesson ActivitiesName and Purpose of LessonGrief in Personal NarrativeStudents will understand that it’s not only happy things that can be written about and that the same theme can be handled in different ways.Approx. Time and Materials80 minutesMaterials: found photographs form my personal collection (maybe I make photocopies? Enough for each student to have a different photograph or maybe 3-5 of each so that students can discuss in what ways they viewed the scene differently?), paper and pencil, white board and markers.Anticipatory Set

Read 10 minutesWrite: describe found photo: who are they? What do they do? Who do they love? etc. Who is in the photographs? When were the photographs taken? What was happening in the photographs? 10-15 minutes

ProceduresSentence bank: appositives. Students will turn their writing about the photos into sentences using appositives. Give the people in the Photograph full live. Ex: The woman at the piano, Mary’s aunt Beth, could play like no one I’ve ever heard.Cindy, who on her 4th birthday attempted to eat an entire cake, grew up to be a librarian.15-20 minutesEx: Dr. Schuman, the nation’s finest heart surgeon, practices at clown hospital.Antarctica, which makes up ten percent of the world’s landmass, is not colonized.Papa, who wakes up tired in the dark . . . Student discussion: Who was in the room with the two people at the end of “one day”?How do these 3 stories handle grief differently?How do characters in the story view the different types of loss? By the cultures of the characters in the stories?What does abuelito mean Mango pg 56? Esta Muerto? How does the title of this vignette change the way you read it? 30 minutes

ClosureStudents will recite a sentence describing the person in their photograph properly using an appositive, as they leave the classroom.Differentiation: I do, we do, you do: I will create an appositive sentence about my photograph, we’ll do one together, they will do one on their own. Students can have a classmate read their sentence as they leave the class if they are uncomfortable talking standing in front of the class.Assessment: I will know students have met their goals if they are able to accurately use an appositive in a sentence and if they are able to talk about the three texts in relation to each other. They will be assessed orally.Homework for next time: think about things you might want to write about

Day 8Due: Read Mango Street to end. Think about things you might want to write you personal narrative about. Literary analysis paper.

Content Standard addressed by this lesson:2.3.a.i. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. (CCSS: L.11-12.3a)

Understandings: (Big Ideas)I do have a story to tellInquiry Questions: How does a writer plan his/her work for a specific audience?

Evidence Outcomes:

Every student will be able to: I can: use graphic organizers to organize my ideasI can: use parallel structure and staccato phrases to vary sentence structureThis means: I will be able to write a well organized and engaging personal narrative

List of Assessments: Formative: Students will show progress in their writing process and I will check to make sure that everyone has an organizational too that they understand and will be able to work with.Planned Lesson ActivitiesName and Purpose of LessonPlanning to writeStudents will find drafting tools that work best for themApprox. Time and Materials80 minutesMaterials: white board and markers, pencil and paper, graphic organizer handouts, textsAnticipatory SetRead 10 minutesWrite use dynamics pg 68Brainstorm what so you want to write about? Begin proposal in class. I am going to write about. . . because. . . 20 minutes

ProceduresDrafting tools: story web; timeline etc. I do, you do, we do. 20 minutes

Sentence bank: staccato phrases and parallel structure texts as mentor texts 20 minutesEx: The cresting waves, the snapping canvas, the briny breezes—all capture the sailor’s imagination.Faulkner’s imagery is richly evocative, but his syntax is often opaque.If a free society cannot help the many who are poor, it cannot save the few who are rich.Their arms were little, and their hands were little, and their height was not tall , and their feet very small.Closure: Students will share which kind of graphic organizer they used and why so that all students can find one that works best for them. 10 minutes.

Differentiation : graphic organizers will be provided for students. Writing prompts will be used to help students brainstorm ideas for their narratives.

Assessment: I will check students graphic organizers to be sure they understand how to use graphic organizers to develop their narrative writing.

Homework for the next day: Homework for next time: ½ pg Paper proposal choose 1 topic to write about. Why did you choose this topic? What was the consequence or impact of the event?; de la Paz, Flash Fic., Disc., Lit. Analysis.

Day 8 Modified Lesson: Fire Drill 15 minutesFor the modification I lessened the duration of grammar, drafting tools, and brainstorming portions of the lesson each by 5 minutes.

Due: Read Mango Street to end. Think about things you might want to write you personal narrative about. Literary analysis paper.

Content Standard addressed by this lesson:2.3.a.i. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. (CCSS: L.11-12.3a)

Understandings: (Big Ideas)I do have a story to tellInquiry Questions: How does a writer plan his/her work for a specific audience?

Evidence Outcomes: Every student will be able to: I can: use graphic organizers to organize my ideasI can: use parallel structure and staccato phrases to vary sentence structureThis means: I will be able to write a well organized and engaging personal narrative

List of Assessments: Formative: Students will show progress in their writing process and I will check to make sure that everyone has an organizational too that they understand and will be able to work with.Planned Lesson ActivitiesName and Purpose of LessonPlanning to writeStudents will find drafting tools that work best for themApprox. Time and Materials80 minutesMaterials: white board and markers, pencil and paper, graphic organizer handouts, textsAnticipatory SetRead 10 minutesWrite use dynamics pg 68Brainstorm what so you want to write about? Begin proposal in class. I am going to write about. . . because. . . 15 minutes

ProceduresDrafting tools: story web; timeline etc. I do, you do, we do. 15 minutes

Sentence bank: staccato phrases and parallel structure texts as mentor texts 15 minutesEx: The cresting waves, the snapping canvas, the briny breezes—all capture the sailor’s imagination.Faulkner’s imagery is richly evocative, but his syntax is often opaque.If a free society cannot help the many who are poor, it cannot save the few who are rich.Their arms were little, and their hands were little, and their height was not tall , and their feet very small.Closure: Students will share which kind of graphic organizer they used and why so that all students can find one that works best for them. 10 minutes.

Differentiation : graphic organizers will be provided for students. Writing prompts will be used to help students brainstorm ideas for their narratives.

Assessment: I will check students graphic organizers to be sure they understand how to use graphic organizers to develop their narrative writing.

Homework for the next day: Homework for next time: ½ pg Paper proposal choose 1 topic to write about. Why did you choose this topic? What was the consequence or impact of the event?; de la Paz, Flash Fic., Disc., Lit. Analysis.

Day 10Homework due: Work on Narrative Content Standard addressed by this lesson:3.3.d. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W.11-12.5)3.1.a. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3)

Understandings: All of the elements we’ve worked on this unit come together to write a personal narrative.Inquiry Questions: Now that I am writing my narrative, how’s it going?Evidence Outcomes: Every student will be able to: I can: Draft a copy of my personal narrativeI can: tell the difference and appropriately use (or not use) imperatives, unintentional fragments and intentional fragments.This means: I know what a sentence needs to be a complete sentence (and since I know the rules, I can break the rules).List of Assessments: Students will show that they are prepared to begin writing their narrative.Planned Lesson ActivitiesName and Purpose of LessonIn class writingApprox. Time and MaterialsMaterials: paper and pencil, all resources (texts, sentence bank, graphic organizers, prewrite, quick writes)Anticipatory SetRead 10 minutesProcedures Sentence structure: imperatives and intentional fragments. What is the difference between imperatives, unintentional fragments and intentional fragments? Ex: Eat your spinach. Clean your room. Examples from Mango: Only two. Sire. Etc. they’re on pretty much every page. What effect do they have? Create suspense, slow things down, add emphasis.15 minutes Review Lopate text so that students can will concorporate the concepts into text. 5 minutesWrite: In class drafting time: work alone, in pairs, or small groups. 45 minutesClosure: student will write a ticket out the door stating one thing they are finding difficult about writing their narrative and one thing they are finding to be easy. 5 minutes

Differentiation: students will be able to work in partners or small groups. They are encouraged to have all resources (texts, sentence bank, graphic organizers, prewrite, quick writes) out while they write.

Day 11Due: workshop ready draft.Standards3.1.a.vi. Use a range of strategies to evaluate whether the writing is presented in a clear and engaging manner (such as reading the text from the perspective of the intended audience, seeking feedback from a reviewer)Understandings: (Big Ideas)Editing and peer feedback is important to the writing process.Inquiry Questions: What are the implications if the revision process is not done?Why do writers want to appeal to the readers’ senses? Why use sensory tools to influence the reader?Evidence Outcomes: Every student will be able to: I can: Work with my peers to produce well written pieces of literatureI can: Tell my story in an effective and interesting wayThis means: that I am an American author.Planned Lesson ActivitiesName and Purpose of LessonWriter’s workshopApprox. Time and Materials80 minutesMaterials: workshop ready draft, paper and pencil.Anticipatory SetRead 10 minutesWrite: what are you liking about your narrative? Disliking? What do you want your workshop partners to know? 10 minutesProceduresWorkshop: what is the best part? What is exciting? Is there anything that doesn’t make sense? Are there any grammar and mechanics mistakes that are distracting. model: on a separate sheet of paper, students will list grammar and mechanics mistakes that are distracting, things that the students needs to go back and fix. Directly on the narrative student will make comments on the narrative itself, use of language, and sentence structure.Students will do 2 workshop rounds so their narrative will be read by 2 different students and they will read the narratives of 2 different students. 40 minutes10 minutes to discuss out loud with workshop partners. Talk about what you wrote on each others narratives. Ask questions, clarify comments.Closure debrief on the workshop process as a class: what did you like about it? What didn’t you like? 10 minutesDifferentiation Homework for next time: shine up narrative to turn in final draft

Day 12Homework due: Final draft of narrative with all writing process materials.Content Standard addressed by this lesson:3.3.a.vii.Use resources (print and electronic) and feedback to edit and enhance writing for purpose and audienceUnderstandings: (Big Ideas)I am an author of American LiteratureInquiry Questions: What are the characteristics of my writing that make me an author of American Literature?Evidence Outcomes: Every student will be able to: I can: Write a personal narrativeI can: reflect on my writingThis means: I am able to effectively use the writing process

List of Assessments: Summative: students will hand in their final personal narrative draft and all of their writing process artifacts.Planned Lesson ActivitiesName and Purpose of LessonFinal day of unit.Approx. Time and Materials80 minutesMaterials: Final draft, all process materials, paper and pencil.Anticipatory SetReading: read your own narrative 10 minutesProcedures.Collect any artifacts that you wish to include with your final draft 10 minutesWrite: reflection on writing process, mention how each piece helped you along the way 30 minutesUnit ClosureStudent lead note taking: how do the readings fit into American lit?How does your writing fit into American lit? 30 minutesAssessment students will be graded via rubric.Collect narrative:3-5 pg storybrainstorm liststory map drafting toolfirst draftworkshop draft with error listany daily writes that you feel helped you toward the final paperreflection