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Going into Week 2, here is a potential sketch of the material we hope to cover.
Introduction to SpringBoard SpringBoard is the new English/Language Arts resource that Cobb County has acquired for grades 6-12. For 10th grade, the focus is world cultures. Each student will be given a textbook in which they can write. Textbooks will be kept IN CLASS. The replacement cost for a lost SpringBoard book will be $80. UNIT 1 - CULTURAL CONVERSATIONS Day 1 (08/07/17) As we begin unit 1, we will first take time to explore what learning goals we have in unit 1. Unit 1 includes a collection of poetry, short stories, and essays, all focusing on some element of cultural identity. What is cultural identity? Watch THIS VIDEO to learn more about what culture is. Students should be prepared to answer the essential questions: 1) What is my cultural identity? and 2) How do cultural experiences shape, impact, or influence our identity and perception? Students will begin to think about how culture can be defined. Students should complete the CULTURAL IDENTITY QUESTIONNAIRE to help them define their own cultural identity, as well as understand where other people's identity comes from. Day 2 (08/08/17) Students will begin SpringBoard Activity 1.3, "Exploring Cultural Identity" by discussing the difference between academic writing and personal/memoir writing. On pg 9, students will briefly read and attempt to "decode" the academic piece "What is Cultural Identity?" Students should note the purpose of the text, potential audience, and tone. Students will then read the more personal essay "Ethnic Hash" by Patricia J. Williams on pg 13. Students should annotate the piece as they read, making note of important ideas, terms they may not know, etc. Once finished reading, students should answer questions 10-12 on pg. 15. Students will then work in groups to create an "Ethnic Hash" collage, describing how each of their favorite foods reflect their culture. Day 3 (08/09/17) Students will continue their exploration of other cultures through writing, by reading the novel excerpt "Two KInds" by Amy Tan on pg. 21 of their SpringBoard text. Students will begin with a silent, individual reading and annotation of the text, paying special attention to conflict in the excerpt. Once finished reading, students will complete the Conflict Map, answering the following questions: 1) What is the main conflict in this story? 2) What causes this conflict? 3) How is the conflict resolved? 4) What are some other ways the conflict could have been resolved? Day 4 (08/10/17) Students will re-read "Two Kinds" and/or listen to the audio, available HERE. After reviewing the text, students will work in groups to answer questions 1-9 on pgs 30-31 of the SpringBoard text. Day 5 (08/11/17) Students will be introduced to Independent/Sustained Silent Reading. 1-2 times per week, students will independently and quietly any text of their choice. They may read books on their phone, but must show them to the teacher beforehand. We have a classroom library of texts, and students may also choose their own book, blog, or magazine. After independent reading, students will view the film, My Big Fat Greek Wedding, furthering our discussion of cultural expression across different media. Students will complete a venn diagram, illustrating the differences and similarities between the cultures of Toula and Ian as portrayed in the medium of film. My Big Fat Greek Wedding is rated PG. Read more about this film HERE.
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DR. MEGHAN CONLEY
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