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|Essential Question: | |
| |How do we resolve the tension between individual and community needs? |
|Story/Poem: | |
| |“Hispanic or Latino? Debate Stirs Pride, Emotion” (Handout, extras available on class website) |
|Teaching Schedule: |Monday, 3/31 |Tuesday, 4/1 |Wednesday, 4/2 |Thursday, 4/3 |Friday, 4/4 |
|Homework Schedule: |Thursday, 4/3 |Friday, 4/4 |
| | | |
| |Continue to study for Friday’s test |DUE: Incomplete classwork |
| | | |
| | | |
|Test Day: | |
| |FRIDAY, 4/4 |
| |Test topics all from homework and classwork: Reading Comprehension; stating a position; and using supporting evidence |
|Essential Question: | |
| |How do we resolve the tension between individual and community needs? |
|Story/Poem: | |
| |“Demeter and Persephone” pg 818-821 |
|Teaching Schedule: |Monday, 4/14 |Tuesday, 4/15 |Wednesday, 4/16 |Thursday, 4/17 |Friday, 4/18 |
|Homework Schedule: |Thursday, 4/17 |Friday, 4/18 |
| | | |
| |Continue to study for Friday’s test |DUE: Textbook- all questions answered in complete sentences on pg 821; Skills Selection pages 221-223 |
|Test Day: | |
| |FRIDAY, 4/18 |
| |Test topics all from homework and classwork: the sw sound spelled su; commas with dependent clauses; reading comprehension; vocabulary; and supporting evidence |
|Essential Question: | |
| |How do we resolve the tension between individual and community needs? |
|Story/Poem: | |
| |“Popocatepetl and Ixtlaccihuatl” pg 778-784 |
|Teaching Schedule: |Monday, 4/21 |Tuesday, 4/22 |Wednesday, 4/23 |Thursday, 4/24 |Friday, 4/25 |
|Homework Schedule: |Thursday, 4/24 |Friday, 4/25 |
| | | |
| |Continue to study for Friday’s test |DUE: Skills Selection Worksheet pages 211-215 |
|Test Day: | |
| |FRIDAY, 4/25 |
| |Test topics all from homework and classwork: Parentheses/ brackets; long e words with ie; reading comprehension; vocabulary; and supporting evidence |
|PROJECT DUE 5/2 |
|Using the three sources used from the textbook since 3/31, create an answer to the essential question: |
|How do we resolve the tension between individual and community needs? |
| |
|Be sure to use 3 examples of evidence from at least 2 of the sources from the text assigned since 3/31. “Hispanic or Latino? Debate Stirs Pride, Emotion” (Handout, extras available on class website); “Demeter and |
|Persephone” pg 818-821; “Popocatepetl and Ixtlaccihuatl” pg 778-784; or readings from class. |
|Guidelines |Type of Project |
| |Choose one |
|May work together in pairs or a small group but be prepared to show individuals equal input into the project |Create a Collage /Drawing |
|May work together in pairs or a small group but be prepared to show individuals equal input into the project |Do a PowerPoint Presentation |
|May work together in pairs or a small group but be prepared to show individuals equal input into the project |Perform a skit/video (Possible ideas- teaching the class, stage a discussion at a |
| |coffee shop/store, act out examples, etc.) |
|May work together in pairs or a small group for the brainstorm and research part of this. BUT the essay must be written and handed in |Type and print a 5 paragraph essay |
|as an individual assignment. One Paper Per Person and No Duplicates! This must be written in your own words and by your own way of | |
|writing. | |
|Any project from the ”Our Culture Our Lives” project menu given in class from March’s project |
|Essential Question: | |
| |How do we resolve the tension between individual and community needs? |
|Story/Poem: | |
| |The House on Mango Street by Sandra Cisneros |
|Teaching Schedule: |Monday, 5/5 |Tuesday, 5/6 |Wednesday, 5/7 |Thursday, 5/8 |Friday, 5/9 |
|Homework Schedule: |Monday, 5/5 |Tuesday, 5/6 |Wednesday, 5/7 |Thursday, 5/8 |Friday, 5/9 |
|Journal Entry #1 |
|“Told in a series of vignettes stunning for their eloquence, The House on Mango Street is Sandra Cisneros’ greatly admired novel of a young girl growing up in the Latino section of Chicago … It has entered the canon of |
|coming-of-age classics. Sometimes heartbreaking, sometimes deeply joyous, The House on Mango Street tells the story of Esperanza Cordero, whose neighborhood is one of harsh realities and harsh beauty. Esperanza doesn’t |
|want to belong—not to her rundown neighborhood, and not to the low expectations the world has for her. Esperanza’s story is that of a young girl coming into her power, and inventing for herself what she will become.” |
| |
|Make connections between what this novel is going to be about and the information you discovered about Cisneros: How does Cisneros biographical information relate to the novel? What are the cultural similarities between |
|Cisneros and Esperanza? Is The House on Mango Street written in Cisneros’ known style of writing? Based on your research, where do you think the inspiration for this novel came from? Write in complete sentences. |
|Journal Entry #2 |
|Reread Chapter One, “The House on Mango Street.” Write a description of their own home, mirroring the description in Chapter One and using the elements of the style of a vignette. You should write about the physical |
|description of their home, as well as briefly mention any family members who live with you. Also describe what ‘home’ means to you. Be sure to answer the following questions: Does your home make you who you are/define |
|you? How does it affect your identity? Does it depict your culture? You should accompany this with either a photograph or a drawn picture of your own home. Write in complete sentences. |
|Journal Entry #3 |
|Read up to page 26 (read through “Louie, His Cousin & His Other Cousin”). Pick one vignette and write a short response paper about it. You can write about their personal feelings, relate it to something that has happened|
|to you or someone you know, etc. You must also explain what the theme of the chosen chapter is and support your idea with evidence from the text. Write in complete sentences. |
|Journal Entry #4 |
|Write a journal entry about the following prompt: “Think about the chapter ‘Our Good Day.’ Describe one of the best days you can remember from your childhood. What happened? How did you feel? Was your good day at all |
|similar to Esperanza’s good day? If so, how?” Write in complete sentences. |
|Essential Question: | |
| |How do we resolve the tension between individual and community needs? |
|Story/Poem: | |
| |The House on Mango Street by Sandra Cisneros |
|Teaching Schedule: |Monday, 5/12 |Tuesday, 5/13 |Wednesday, 5/14 |Thursday, 5/15 |Friday, 5/16 |
|Homework Schedule: |Monday, 5/12 |Tuesday, 5/13 |Wednesday, 5/14 |Thursday, 5/15 |Friday, 5/16 |
|Due Monday, 5/19 |
|Bring in something from your own culture that is meaningful to you. It can be something symbolic or something literal. It can be in any form – a written text, a song, a photograph, etc. In addition to this, you must complete|
|a WebQuest: search the web for at least three and at most five websites that have to do with culture. You may choose to research Esperanza’s Latino heritage or your own. Record the address of each website and also write a |
|short paragraph about each website. The paragraph should not simply summarize the site, but should be your opinion on whether the site was helpful, what was most interesting about the site, and whether he or she could relate |
|to anything on the site. This information, as well as the cultural artifact that you will bring in, will be presented during the next class period. The results of the WebQuest should be typed and will be collected after the |
|presentations. |
|Journal Entry #6 |
| |
|Write a journal entry in response to the following prompt: “Do you feel like you have a role or place in society? If so, what is it? If not, what would you like your role in society to be? Is it influenced by your family? |
|Your culture?” Write in complete sentences. |
|Journal Entry #7 |
|Read up to page 58 (read through “Papa Who Wakes Up Tired in the Dark”). Write a journal entry in response to the following prompt: “As you read, you are starting to see a change in Esperanza. She is beginning the |
|transition from childhood to adolescence. What is happening physically, socially, and emotionally? Cite specific examples from the novel when necessary.” Write in complete sentences. |
|Journal Entry #8 |
|Read up to page 69 (read through “Edna’s Ruthie”). Write a journal entry about the vignette “Geraldo No Last Name.” After this reading, you will have read three vignettes dealing with death (“Papa Who Wakes Up Tired in the|
|Dark,” “Born Bad,” and “Geraldo No Last Name”). Respond to “Geraldo” according to the following prompt: “Who was Geraldo? What did we as the reader know about him? Does he have an identity? How does Esperanza feel about |
|Geraldo’s death in comparison to the deaths in the other two chapters?” Write in complete sentences. |
|Journal Entry #9 |
|Write a journal entry in response to the prompt: “Is there something in your community or neighborhood that is significant to you? What is it? What does it mean to you? Why is it so important to you?” |
|Write in complete sentences. |
|Journal Entry #10----DUE FRI., 5/23 |
|During class you discussed different quotes from the novel. (Quotes available on class website starting the Week of the 21st). Explain where and with what quote they identified the theme of belonging. Do the same for the |
|theme of heritage and then the theme of home. |
|Write in complete sentences. |
|Essential Question: | |
| |How do we resolve the tension between individual and community needs? |
|Story/Poem: | |
| |The House on Mango Street by Sandra Cisneros |
|Teaching Schedule: |Monday, 5/19 |Tuesday, 5/20 |Wednesday, 5/21 |Thursday, 5/22 |Friday, 5/23 |
|Homework Schedule: |Tuesday, 5/20 |Thursday, 5/22 |Friday, 5/23 |
| |Complete book by Thurs. 5/22 and bring to Thurs. class period. |Study for test |DUE: Journal entries turned in |
|Test Day: | |
| |FRIDAY, 5/23 |
| |Test topics all from novel: reading comprehension and supporting evidence |
|Teaching Schedule: |Tuesday, 5/27 |Wednesday, 5/28 |Thursday, 5/29 |Friday, 5/30 |
| |Work on Project |Peer Review 1st Draft of Projects |Continue Peer Review and Spelling Exercises |Work on Projects and Spelling Exercises |
|Homework Schedule: | |First Drat of Project Due | | |
|PROJECT DUE 6/2 |If you work in a group (no more |
|Included your answer to the essential question: How do we resolve the tension between individual and community needs? |than 6): |
|For this project, you will be writing a series of vignettes that are similar to those that we have read in Sandra Cisneros’ The House on Mango Street. You should review your notes in |Each member must write his or her |
|order to refresh your memory on style and the vignette. Of course, you should use the novel for help! Here are the requirements: |own response in the introduction. |
| |Each member must write three brand|
|You must write a series of six vignettes. Remember, you have already written two similar to “The House on Mango Street” and “My Name.” You should come up with an original title for |new his or her own vignette. So |
|your first vignette if you have not already done so. You may change the title of your second vignette if you wish, but you do not have to. “My Name” is a perfectly fine title for this|product could have anywhere from |
|one. |6-18 vignettes depending on the |
| |group size. |
|You will pick four other chapters from The House on Mango Street to rewrite using your own experiences and ideas. Please come up with original titles for each of these four vignettes.|Project must have a smooth |
|The vignettes that you choose and your writing should convey something to the audience about your identity. |transition between team members’ |
| |products. |
|After you have written four additional vignettes, you should put them together (in order), design a cover for your story, create a title, and create an introduction page that answers | |
|the essential question. [If you do not want to create a booklet, you have other options, such as: PowerPoint, Animoto, Blogs, or Video Diary.] | |
| | |
|Remember that when you are writing, you should emulate the style of Sandra Cisneros. Again, use your novel! | |
| | |
|Be sure to keep in mind the elements of a vignette as you are writing. Review your notes or ask questions if you need help. | |
| | |
|Your first draft of the vignettes will be due at the beginning of the 5/28 class period. We will be peer editing in class, and you will also have the opportunity to work one-on-one | |
|with me if you need to do so. | |
| | |
|Finally, good luck, have fun, and be creative! | |
|Format in blog: |Guidelines: |
| | |
| |Go to the class website and click on the link under the class homework page (“English 7 Advanced”) or go to |
| |the website: mangostreetblog. |
| |Find your period and group name |
| |Cut and paste your response/entry from a word document (to ensure grammar and spelling mistakes are corrected |
| |before posting). |
| |No inappropriate symbols or comments or words. |
| |No cyber bullying! Comments are to be helpful and positive only. |
| |Stay on topic. |
| |Sites will be checked every Friday morning. Anything before that time will be late. |
| | |
|Full Name | |
|Period | |
|Date | |
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|Answer to question in complete sentences: | |
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|Name of person #1’s blog that you will comment on: | |
|Your comment: | |
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| | |
|Name of person #2’s blog that you will comment on: | |
|Your comment: | |
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Journal Entries Procedures:
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Class Website : mrslodgeenglish.
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