Student Sample Hairs Modeling - saugerties.k12.ny.us



Elements of StyleClass NotesStyle—the distinctive way in which a writer uses language, from how he/she puts sentences together to his/her choice of vocabulary and use of literary devices.Metaphor—a comparison between two things that are basically dissimilar in which one thing becomes another.Example: “But my mother’s hair…is the warm smell of bread before you bake it.”Simile—a comparison between two things that are basically dissimilar using “like” or “as” to make the comparison.Example: “My papa’s hair is like a broom.”Personification—the act of giving human qualities to something that is not human.Example: “And me, my hair is lazy.”Alliteration—the repetition of similar consonant sounds within a phrase or sentence.Example: “It is the smell when she makes room for you on her side of the bed still warm with her skin.Repetition—the act of repeating words or phrases for dramatic effectExample: In “Hairs,” the words “hair,” “holding you,” and “rain” are repeated.Sensory details—images and/or details that emphasize our senses (sight, sound, smell, taste, touch) to recreate a scene for the readerExample: “The snoring, the rain, and Mama’s hair that smells like bread.The House on Mango StreetSandra CisnerosIntroductionWho are you? From where does our sense of identity come? How does the environment shape our identity? What identities, if any, are permanent and which do we have the power to change? What roles do neighborhood and community play in shaping who we become?What is the personal significance of your given name (first, middle, last)? Does your name mean different things to you, your family, and your friends? What are your nicknames? What do your nicknames mean to you and those who call you those names?Section One: Self-Definition and IdentityAfter reading “The House on Mango Street” please respond to one or several of the following journal entry/(ies):Write about a favorite house where you live or once lived.Describe your dream house.Write about a time when your family was denied housing because of their race, religion, or beliefs.After reading “Hairs”, “Boys and Girls”, and “My Name”, please respond to one or several of the following journal entry/(ies):Do you like or dislike your hair? Why?Think about the possibility of being treated unfairly because of the texture of your hair. What human right has been violated?At what age was it taboo to be seen talking with a member of the opposite sex?Who was your best friend before the sixth grade? What was his/her age? Are you still friends with this person today?Have you ever been prohibited from being friends with someone from another ethnic group? How would you feel if you were not allowed to talk or play with a person of another race or religion?What does your name mean? Whose name did you inherit? Do you like your name? If you were to change your name who would you become and why?Section Two: Friendship, Neighborhood, HomeAfter reading “Cathy Queen of Cats”, “Our Good Day”, “Laughter”, “Gil’s Furniture Bought and Sold”, “Meme Ortiz”, and “Louie, His Cousin and His Other Cousin”, please respond to one or several of the following journal entry/(ies):Were you ever the survivor of an act of racism or discrimination? How did the experience make you feel? How did you respond? Has your attitude or feelings changed since?How did you or would you greet new neighbors when you were about age ten?Was your attitude similar to Cathy’s or Esperanza’s attitude towards new kids?Were you quick-tempered or sassy like Rachel? Give examples.Do you know someone whose laughter is so funny that it makes you laugh when you think of the person? Describe the laugh and the person. Describe your laughter and how it sounds.What precious item did you find in a junk store or a thrift shop? Describe it.Did you or do you have a nickname? What is it? Who gave it to you? Why? Do you like or dislike the name?Which two of Louie’s cousins are most intriguing? Why?Section Three: Freedom and EntrapmentAfter reading “Marin”, “Those Who Don’t”, “There was an Old Woman …”, “Alicia Who Sees Mice”, “Darius and the Clouds”, and “And Some More”, please respond to one or several of the following journal entry/(ies):Describe the people in your current or previous neighborhood who were the most feared by outsiders.If Esperanza were describing your neighborhood, what is meant by her comment, “All brown all around, we are safe”?How did Esperanza describe what happened when she or her neighbors drove into the neighborhood of another ethnic group? What similar experiences have you had?What do you feel about Alicia’s inheritance and how would you handle such an inheritance?Write about kids in your neighborhood that remind you of Rosa’s children.Why do you feel that Darius’s cloud comment is wise?What is Darius’s view of God or a higher power?What is your view of a higher power?Section Four: Growth and Maturity, SexualityAfter reading “The Family of Little Feet”, “A Rice Sandwich”, “Chanclas”, “Hips”, and “The First Job”, please respond to one or several of the following journal entry/(ies):Write about a time you were so frightened by someone that you ran away from the situation. How were your Human Rights violated by this incident?When during your childhood did you need to feel special? How old were you? What were the circumstances?What statement do your shoes make about you?Write about a time when your shoes and clothing made you feel uncomfortable.What was the one positive thing that you learned from your first job?Section Five: Gender Roles and ExpectationsAfter reading “Papa Who Wakes Up Tired in the Dark”, “Born Bad”, “Elenita, Cards, Palm, Water”, “Geraldo No Last Name”, “Edna’s Ruthie”, “The Earl of Tennessee”, and “Sire”, please respond to one or several of the following journal entry/(ies):Esperanza’s innocence is challenged by the death of a family member. An older man again challenges her innocence. What was a similar challenge for you and what Human Right was violated?“Born Bad” and “Elenita” are stories about superstitious beliefs. Describe one of your superstitious beliefs.What myths have you heard about fortune tellers?Write about a mystery that reminds you of Earl or his wife.Write about someone who reminds you of Sire or Esperanza in this story. Did you fear this person? How did you overcome your fears of kids who remind you of Sire?Section Six: Fitting InAfter reading “Four Skinny Trees”, “No Speak English”, Rafaela Who Drinks Coconut and Pineapple Juice on Tuesdays”, “Sally”, “Minerva Writes Poems”, and “Bums in the Attic”, please respond to one or several of the following journal entry/(ies):If you were criticized for using your first language in public, how do you think you would respond to the requester? Is this a violation of your Human Rights?Help Rafaela imagine a life outside the room where her husband holds her captive. What is the life that you imagine for her?What job do you imagine for Rafaela and how much would her job earn weekly?Write about a time when you felt your parents/guardians were being too strict about your dress, free-time, or your movie-viewing. Were your Human Rights violated?Do you know anyone who has a stormy relationship with his/her or partner? What advice would you offer regarding this couple?Write about a person who is homeless or struggling to exist without employment. How do you feel about this homeless person’s struggle?Section Seven: Future Opportunities and LimitationsAfter reading “Beautiful and Cruel”, “A Smart Cookie”, “What Sally Said”, “The Monkey Garden”, “Red Clowns”, and “Linoleum Roses”, please respond to one or several of the following journal entry/(ies):What parts of your life would you most like to escape? Can you escape these elements at some point in your life/ If so, how? If not, why not?Section Eight: Finding One’s “Home”After reading “The Three Sisters”, “Alicia and I Talking on Edna’s Steps”, “A House of My Own”, and “Mango Says Goodbye Sometimes”, please respond to one or several of the following journal entry/(ies):What inspires you most in life? What do you see the future holding for you ? What obstacles might stand in your way? In what ways will you attempt to overcome them and achieve your future desires?“Hairs” Modeling AssignmentWriting Situation: In the vignette “Hairs,” Sandra Cisneros reveals a lot about the narrator’s family, especially her mother, through a discussion of one physical trait: hair. Her first paragraph describes the hair of the narrator’s father and the hair of her siblings, using those descriptions to give the reader insight into each of their personalities. Cisneros also reveals the narrator’s feelings towards her mother in the passage, using a variety of stylistic devices to achieve this effect. Think about the people in your own family, the characteristics you share with them and those which make them (and you) distinctive. Decide which physical trait you would like to write about. Is the trait one you share with your family or yours alone? How might you present your piece Cisneros did with metaphors, similes, personification, alliteration, repetition and sensory details?Writing Directions: Using “Hairs” as a model, write a vignette about your own life that discusses an important physical trait and how it reveals something about the person who possesses it and your relationship to him/her. You may choose to discuss a trait that all of you share, or one that makes a particular family member—or you—stand out from the others because it is different.. You must incorporate at least four stylistic devices in your vignette.Student Sample Hairs ModelingLipsMy mom says my lips are like my grandpa, her father. My lips are nice and smooth like the skin of a shark or a ground with no cracks in it. Everyone says that I am always looking mad like a mad dog. To me, I feel as if I don’t have to smile unless something is funny or I want to. My lips are sad most of the time because I am bored.My sister says I have a big mouth, which is like saying I have big lips also. Maybe it’s because of whatever comes out of it. She says this and the word big reminds me of an ugly fish. My mom says I talk too much and that everything that comes out of my mouth has to be a smart remark. Maybe. But I like my lips. They describe me. Student Sample #2: Hairs ModelingSkinEveryone in my family has different skin colors. Even though we are family, our skin colors are different because we all come from at least three other places: Africa, the Northern Plains, and Europe. Black. Indian. White. That’s why I think my family and I have different skin colors.My grandmother on my mom’s side is light skinned like a fresh banana, mixed with black, white and Indian. My grandfather on my mom’s side id dark skinned like a dark brown crayon and mixed with black and Indian. Their child, my mom, is also dark like a dark brown crayon. Black, white and Indian.Both of my parents are mixed with black, white and Indian, which makes me light, lighter than both of them.Even though we all look different, somehow we are as one. After all the ancestry and the two sides of my family coming together, I was the one. Togetherness.The color of my skin reveals who I am, where I came from, what I am all about. It is what identifies me. My ancestry. Where it all started. Houses in the BookDirections: As you read the story and come across each house or apartment listed below, fill in the details about the place and the people who live there in the middle column. Write a significant quotation about the place (or what happens there) in the right-hand column.The HousesDetails from the storySignificant QuotationsEsperanza’s house on Mango Street(p. 3-4, 109-110)Cathy’s house (p.12-13), the one that Meme Ortiz moves into after Cathy’s family moves out(p.21-22)Louie’s house where he lives with his family and his cousin Marin (p.23-27)Earl’s place(p.70-71)The HousesDetails from the StorySignificant QuotationsThe Monkey Garden(p.94-98)Sally’s new house after she gets married(p.101-102)Esperanza’s dream house in the future(p.108)The House on Mango Street—Map ProjectOverview: Sandra Cisneros’ novel presents vivid details, lively metaphors, and symbols about Esperanza’s life and the lives of dozens of others who live on Mango Street. Each chapter introduces the reader to more characters, conflicts and places in the neighborhood. Since each chapter seems to be its own story, it is sometimes hard to imagine that all of this is happening in or around the same block.Directions: In a group of 2-3 people, you will be creating, illustrating and annotating a map of Mango Street. Include the following pieces in your map:Draw a map that accurately locates at least 10 of the character’s houses, apartments, stores, etc. on Mango Street. You may also add other significant features of the neighborhood like pets, objects, trees, etc.Select one quotation from the novel for each building or feature of the street and copy it onto your map in a physically or symbolically appropriate location. (For example if I were talking about Esperanza’s house, I might write the quotation “It’s small and red with tight steps in front and windows so small you’d think they were holding their breath” (4) on the windows of the house.)Identify and list the characters that live in each house/apartment and the significant events that happen at each location. (i.e. Mama, Papa, Carlos, Kiki, Esperanza and Nenny all live at 4006 Mango Street. Or, in his backyard, Meme Ortiz wins the First Annual Tarzan Jumping Contest and breaks both arms).Illustrate your map using appropriate colors and images from the novel. Recall the significant images and metaphors that we have discussed in this class and use them to illustrate your map. Recall that Esperanza’s house has “crumbling steps” and a “swollen front door” and illustrate them accordingly.Getting started: To begin, you and your partner(s) should make a list of all the characters and places you want to include in your map. Use the “Houses in the Book” worksheet that we completed in class to help you organize the details about each location. Keep in mind, however, that there are characters and places that should be included but are not on that paper! When you have gathered the information, do a rough draft sketch on binder paper or pleting the map: After you have gotten the necessary approval from me, you will turn your rough sketch and notes into a carefully annotated, thoughtfully illustrated, and artistically prepared map of Mango Street. I will supply poster board and some art materials, but you are encouraged to bring in any special supplies, magazine pictures, etc. that you might need to make your map unique. We will spend 3-4 days working in class; if you need extra time you and your group members will need to come before or after school or during lunch.Grading criteria: You will be graded on the quality, thoughtfulness, creativity and accuracy of the sites you draw and the quotes and annotations which support them. Each site on your map can earn you up to 10 points:3 points for each site illustration3 points for each quotation4 points for each site identification/annotation (characters, events, symbols)10 points X 10 sites on map = 100 points!Dear Parent/Guardian,As part of their grade for this marking period, I am asking students to share some of their work with you and to get your responses to the following questions. After looking over your student’s work, please answer the following questions or allow your student to interview you and record your answers. These responses give me valuable information to help improve my teaching of your child. Thank you in advance for taking the time to respond.Sincerely,Amanda TuccilloBased on what your student has shared with you (or other work you’ve seen), what are your impressions of the work s/he is doing in English 10 so far?What, in your opinion, are your student’s strengths, interests and goals?What does your student do that makes your proud? What are some of your hopes and dreams for him/her in the upcoming semester?Does your student spend time reading at home? What does s/he like to read? Does s/he discuss what is read? With whom?Tell me anything else you would like me to know about your student as a learner.Thanks again for your time!Parent’s/Guardian’s Signature_________________________________________________Autobiographical Incident Essay“Developing a Sense of Self”Overview: As shown by the beautiful “Chapter Titles” hanging all over our room, we each have significant events or “chapters” that make up our lives and have helped shape who we are becoming. An autobiographical incident paper is one in which you tell the story of one of those important memories, lessons or events. Like other narratives, it includes characters, a series of related events (plot) and a setting. Beyond just explaining what happened, however, an autobiographical incident paper also reflects on what the incident meant to you then and what it means to you now. (In other words, WHY is this memory worth writing about? What happened to you, your life and/or your sense of self as a result of it?)Writing directions: Choose ONE of your “Chapter Titles” and tell the story behind it. The memory or event you write about should be very specific—DO NOT try to tell the story of your whole life in this paper. Your essay should have an interesting beginning that grabs the reader’s attention, and a clear conclusion which directly states (or clearly implies) the significance of this event in your life and in shaping your sense of identity. Your essay should also put the incident in context—that is, include when and where the event took place and exactly what happened. Include sensory details, “show not tell,” and dialogue so that your reader can really picture the scenes and situations you are describing.We will go through a fairly long drafting process for this essay, which means that you will work step by step on your own and in groups to revise and improve your paper. I grade on the process, the improvement and the overall product. (This means you need to save everything to get full credit for the process!)Autobiographical Incident Essay Check List:__________Final Draft(25 points)__________Revision Strategies(5 points)__________Peer Evaluation(5 points)__________Rough Draft(10 points)__________Cluster Chart(5 points)Due dates:Rough draft:____________________Final draft and process packet:____________________Name: _________________________Date: __________________________Period: _____Context: Who was there? Where were you? How old were you? etc. Sensory details: Sights, sounds, smells, tastes, etc.Dialogue: Who said what?Chapter title:Events: Exactly what happened? (List the events in order)Significance: How has this incident affected my sense of self? What did I think or feel at the time? What do I think or feel about the incident now? Cluster Chart: Autobiographical Incident EssayAutobiographical Incident Essay—Peer EvaluationAuthor: _____________________________Peer Reviewer: _______________________________Directions: Answer these questions carefully and completely about your partner’s essay. Your goal here is to be helpful so be honest about the strengths and weaknesses of the paper. You are not doing anybody any favors by telling them their essay is perfect as it is—there’s always something that can be improved upon. Feel free to make notes on their papers as well.What part of the essay is the most memorable or attention grabbing? Why are these parts successful in getting and keeping your attention?What specific memory is the author writing about? What exactly happens? In what paragraph(s) do you learn this information?Does the essay have an interesting beginning and a clear conclusion? Why/why not?List three examples of sensory details, simile/metaphor/personification, etc. that you see in this essay: 1.2.3.Where should the author add more sensory details, etc. to the essay? Any suggestions of what senses/images to use?Does the author use dialogue in his/her essay? Should s/he use more? If so, where?Does the author reflect on why this event is significant or meaningful and how it has shaped his/her sense of self? What does s/he say?Does the essay flow well from one part to the next? Is it well organized? Are there any words misspelled or any grammatical errors that you noticed? (List below and circle/correct on draft).Any other questions or comments you have for the author? What do you want to know more about?English 10Name: ______________________Autobiographical Incident Essay—Revision StrategiesDate: _______________________Period: _____Revise: v. 1. To prepare a newly edited version of a text. 2. To change or modify.Directions: You will notice that to revise something is to prepare a new, edited version of it. You have been working on revision by revising your first rough draft, completing the self-evaluation, and working with your partner(s) on closely reading the second draft. Using the list of responses from your partners, write your own strategies for improvement below. You must have at least four total and they must be in complete sentences. Be as specific as possible. See example below.I will describe the size of the cliff and show the distance I fell in the opening paragraph.I will add more sensory details about the injuries I mention on page 2.I will use dialogue to show my mom’s reaction to my accident.I will make the personal significance of this incident clearer in the conclusion of my essay.1.2.3.4.Autobiographical Incident Essay—Evaluation RubricRubric Category1Missing2Weak3Needs Improvement4Good5ExcellentFocuses on a specific memory or eventStylistic devices (sensory details, dialogue, etc.)Reflects on the significance of the eventWell organized, clear paragraphs, flows nicely Mechanics: Uses accurate spelling and grammar Essay Packet: Final Draft: ______/25Comments:Revision Strategies: ______/5Peer Evaluation:______/5Rough Draft:______/10Cluster Chart:______/5Total Points:______ 50English 10Name: _____________________Autobiographical Incident Essay—Evaluation RubricPeriod: _______Rubric Category1Missing2Weak3Needs Improvement4Good5ExcellentFocuses on a specific memory or eventStylistic devices (sensory details, dialogue, etc.)Reflects on the significance of the eventWell organized, clear paragraphs, flows nicely Mechanics: Uses accurate spelling and grammar Essay Packet: Final Draft: ______/25Comments:Revision Strategies: ______/5Peer Evaluation:______/5Rough Draft:______/10Cluster Chart:______/5Total Points:______Simile/Metaphor PoemYou are going to write your poem from ‘spoint of view. Choose a particular event from Sandra Cisnero’s The House on Mango Street and pretend that wrote a simile/metaphor poem in response to this event.(Emotion) is (Color).It looks like…It sounds like…It smells like…It tastes like…(Same emotion) is (an action).Example:I am writing this from ESPERANZA’s point of view. She was happy in the vignette “Our Good Day” when she and Rachel and Lucy bought the bicycle. This was how she felt: Happiness is Yellow.It looks like my sister’s smiling face as she embraces her favorite stuffed teddy.It sounds like children’s laughter, the laughter that can’t even catch its breath.It smells like the warm, buttery, popping corn, pop-pop-popping in a panic.It tastes like sweet cotton candy, light, airy, and melting in your mouth.It feels like the moment before you jump from the high diving board in the pool.Happiness is being with family, friends, and loved ones the first day of summer vacation.Each person in the group will fulfill at least ONE task function and ONE maintenance function. Please write the first draft of the poem on SCRAP paper. Please delegate ONE person to write the FINAL copy of the poem on the appropriate paper I will supply to you. ALL should be responsible for proofreading for spelling errors.TASK FUNCTIONS:The ALLITERATOR – This person will be responsible for including ALLITERATION in the poem. Your poem must have at least ONE example of alliteration. ALLITERATION IS: .The DEVELOPER – This person will be responsible for DEVELOPING IDEAS and expanding the thoughts in the poem. We can DEVELOP IDEAS by: .The PERSONIFIER – This person will be responsible for including PERSONIFICATION in the poem.PERSONIFICATION IS: .The REPEATOR – This person will add repetition for effect in the poem.MAINTENANCE FUNCTIONS:The ENCOURAGER encourages ALL to participate.The TASK MASTER will be sure ALL are on task, or doing what s/he is supposed to be doing.THE EARS AND EYES will notice and address any OUCHES in the group.THE PRAISER will give appropriate praise to good ideas.This is a group grade for the poem:1 example of ALLITERATION - 5 points1 example of PERSONIFICATION - 5 points1 example of REPETITION - 5 pointsDEVELOPMENT OF IDEAS - 10 pointsMECHANICS - 5 points30 points maximum credit ................
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