Tag Archive for i remember

Cultural Identity 4: I Remember

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can draft a narrative about my childhood that reveals my cultural identity.

Opening Session (5 minutes)
Think of your most vivid childhood memory! Take a few minutes to come up with a good one, then I’ll call on a few volunteers to share. I’ll share mine first to get us started

We’re going to be writing an essay about our own personal cultural identities over the next couple days. Ultimately, these will be your essay requirements:

Write a narrative essay that shows your personal cultural identity through story. You may use the “I remember…” format given in class, or you may choose your own structure.

Your essay should be approximately 500 words, written in MLA format (Times New Roman 12, double spaced, MLA header) and turned in electronically to your teacher through Google Drive. You will all create your own google docs folder that you will share with me. Please name your folder as following: firstname_lastname_blocknumber. Mine would be Hannah_Vernex-Loset_3rd.

Work Session (55 minutes)
I’ve got a drafting sheet for all to get started with today! The basic prompt we’re working with is pretty simple:

  • I remember…
  • I remember…
  • I remember…
  • But mostly I remember…

You’re going to spend the day doing a brainstorm/brain dump/journal entry using that prompt. You should include sensory details such as sights, sounds, and smells. This draft will ultimately become your cultural identity narrative, so as you write, consider how the stories we have read this week revealed the characters’ cultural identities, and try to do the same thing in your own writing.

Closing Session (10 minutes)
Exchange your draft with a partner and read your buddy’s writing. Give your partner some feedback on their writing, making at least two comments on things they did well, and two comments on things they could improve.

Also, Vocab words!! You’ll have a quiz on Friday! Look these up tonight and tomorrow we will go over the definitions.

  1. Indignity
  2. Reproach
  3. Listlessly
  4. Bellows
  5. Mesmerizing
  6. Trills
  7. Arpeggio
  8. Reverie
  9. Fiasco
  10. Nonchalantly

Assessment
Summative (essay will be a major grade)

Differentiation
Process (scaffolded essay prompt or framework)

World Lit: Cultural Identity 4 – I Remember

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can draft a narrative about my childhood that reveals my cultural identity.

Opening Session
Think of your most vivid childhood memory! Take a few minutes to come up with a good one, then I’ll call on a few volunteers to share. I’ll share mine first to get us started 🙂

We’re going to be writing an essay about our own personal cultural identities over the next couple days. Ultimately, these will be your essay requirements:

Write a narrative essay that shows your personal cultural identity through story. You may use the “I remember…” format given in class, or you may choose your own structure.

Your essay should be approximately 500 words, written in MLA format (Times New Roman 12, double spaced, MLA header) and turned in electronically to your teacher through Google Drive.

Work Session
I’ve got a drafting sheet for all to get started with today! The basic prompt we’re working with is pretty simple:

  • I remember…
  • I remember…
  • I remember…
  • But mostly I remember…

You’re going to spend the day doing a brainstorm/brain  dump/journal entry using that prompt. You should include sensory details such as sights, sounds, and smells. This draft will ultimately become your cultural identity narrative, so as you write, consider how the stories we have read this week revealed the characters’ cultural identities, and try to do the same thing in your own writing.

Closing Session
Exchange your draft with a partner and read your buddy’s writing. Give your partner some feedback on their writing, making at least two comments on things they did well, and two comments on things they could improve.

Assessment
Summative (essay will be a major grade)

Differentiation
Process (scaffolded essay prompt or framework)

World Lit: Finish your essay!

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: I can compose a narrative about my childhood that begins to show my cultural identity through a story.

Opening Session: VOCAB QUIZ!!! We will do the vocab quiz before Independent Reading. When you finish the quiz, go straight into reading, and when the reading timer is up, we will trade with a friend and grade them.

Work Session: Today is your last day to work on your Cultural Identity essay. Remember that you should be revealing your cultural identity to me through a story. This is a narrative essay. Narrative means story! TELL ME A STORY!!

You should probably ask a friend or two to read through your essay for a final workshop before you turn it in. It’s also a really good idea to read your essay out loud to yourself. This will help you catch any silly errors like a missed capital letter or typo.

Closing Session: One final review of how to use OneNote and then upload your assignments!! I will be grading them directly from the class Notebook and giving you feedback there.

Assessment: Summative (cultural identity embedded assessment); formative (vocab quiz)

Differentiation: Process (scaffolding), product (varied essay length or prompt)

World Lit: Brief pause for USATestPrep….

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: I can compose a narrative about my childhood that begins to show my cultural identity through a story.

Opening Session: Grab a laptop! We are going to do a diagnostic USATestPrep assessment today.

  1. Log in to USATestPrep. If you’ve never used it before, you’ll need to create an account.
  2. Click “Join a Class” and find my name. Make sure you join the right semester/block class 🙂
  3. Take the assessment I’ve assigned to you!

Work Session: After you finish USATestPrep, you can go back to working on your cultural identity paper until everyone is done. Continue your revising, editing, deleting, adding, fixing, and so on and so on.

When everyone is done, I want a few more volunteers to share what they’ve been working on with the class. You don’t have to be completely finished, because you do have one more day to work on this, but if anyone wants to share where they are right now you know we’d love to hear it!

Closing Session: VOCAB REVIEW! Don’t forget quiz tomorrow!!

Assessment: Summative (cultural identity embedded assessment); formative (journal checks, discussion)

Differentiation: Process (scaffolding), product (varied essay length or prompt)

World Lit: Workshop and revise!

Standard:

ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: I can workshop, revise, and create a new draft of my writing by working with a small group.

Opening Session: Let’s start out today with a little model of the writer’s workshop we’re going to do! I’ll sit in the middle of the room with two people and we will demonstrate how to do the workshop for everyone. Here are the rules:

  • Be quiet while your partner reads their work.
  • Say what worked FIRST.
  • Give some CONSTRUCTIVE criticism, like “I think this could be stronger” or “I didn’t understand this”
  • The author does NOT TALK. Seriously, shut your face!
  • After the readers discuss the author’s piece, the author should say thanks for sharing thoughts.
  • …Then move on to the next reader! 🙂

Work Session: After I model the workshop with a couple volunteers, I want you to do the same thing in your group. Each person should read their piece aloud, get some good feedback, say thanks, and then move along to the next author.

After we spend about 30 minutes workshopping, we’re going to take the rest of class to work on typing up our next drafts of our piece. Grab a laptop and start typing your I Remember piece, remembering that the ultimate goal here is to make it into a piece of writing that shows your cultural identity through story. You will also be able to work on this tomorrow, and we will share a little on Wednesday 🙂

Closing Session: For the last few minutes of class, I want to introduce you all to OneNote and make sure everyone has a passing understanding of how to use our class notebook. This will be how you turn everything in! Go ahead and practice by uploading your essay draft to your Cultural Identity Essay section 🙂

Assessment: Summative (Cultural Identity Embedded Assessment); Formative (workshop)

Differentiation: Process (scaffolding)