umsl.eduumsl.edu/~wadsworthbrownd/Romeo.WEB1[1].docx · Web viewNo matter what metaphor for...

Jessica RomeoJessica is a Reader with a capital R. From escapist to educational, Shakespeare to Sci Fi, epics of Harry Potter proportions or the back of cereal boxes, nothing is beyond the reach of this voracious consumer of words. This is a passion she has passed on to her gorgeous and gifted children Thomas, Sydney Li and Vi-Vi. Her fondest dream is to become a real Teacher, with a capital T.

‘It doesn’t happen all at once,’ said the Skin Horse. ‘You become. It takes a long time. That’s why it doesn’t happen often to people who break easily, or have sharp edges, or who have to be carefully kept. Generally, by the time you are Real, most of your hair has been loved off, and your eyes drop out and you get loose in your joints and very shabby. But these things don’t matter at all, because once you are Real you can’t be ugly, except to the people who don’t understand.’

~ Margery Williams, The Velveteen Rabbit

Below you will discover two samples of my abilities. (Yes, I said two samples and yes, it is still 40+ pages. I tend to go a little overboard. If you glance down really quickly you might get vertigo so take it slowly.) One, ‘Searching for Clues: What is lurking between the lines?’ (pages 2-23) is a reading focused unit and the other ‘The Big Picture Project: Work Sighted’ (a pun not a typo) (pages 24 to the end) is a writing focused unit. I hope you enjoy perusing them as much as I enjoyed percolating them!

No matter what metaphor for education you subscribe to- gardens in bloom, building blocks, puzzle pieces – it all comes down to connection. From page to mind, from teacher to student, from me to you, a world of knowledge waits to be handed over. Pass it on.

~ Jessica Romeo, teacher

Searching for Clues: What is lurking between the lines?High School EnglishJessica RomeoFall 2010

1. The Rationale: Teaching students to read is a process begun in elementary school while the children are still eager to learn. Students must learn the alphabet and the sounds they make. They move up to writing their name and sounding out words phonetically. Eventually they master literacy and move on to broader concepts like setting, plot, and theme. By the time students reach High School it is presumed that, barring any diagnosable learning disabilities, the student is able to read a good sized novel and answer questions regarding it. It is also secretly acknowledged that the students no longer enjoy reading but view it as a necessary evil to pass the test. None of this takes the students innate love of a good story into consideration. Many students are frustrated by “literature” because they assume the teacher wants them to dig deeper into the story for invisible details, underlying themes, and the dreaded symbolism supposedly inherent in canonical novels. I want to take the fear out of reading and return to the joy found in a good story. This unit will focus on the dreaded search for symbolism in literature in a fun and engaging way that will help my students realize there is more to be found in a book than what the characters do or say and discover there is no danger lurking between the lines.

2. The Summary: The students will listen to several oral traditions I will recite, read and discuss four of Robert Browning’s dramatic monologues, (Porphyria's Lover, My Last Duchess, The Bishop Orders His Tomb at Saint Praxed's Church, and Fra Lippo Lippi) and one novel (The Kitchen God’s Wife by Amy Tan), over the course of a month. Students will be required to participate in a class game and daily discussions, keep a daily Reader Response Journal as well as read and respond to each other’s journals. They will be responsible for one graphic organizer, 10-15 Two Column Notes, and one fully polished “This I Believe” essay. By the end of the unit all of my students will be able to read deeply for contextual clues, draw meaning from symbolism, and lose any lingering fear that literature must be difficult.

3. Objectives: DESE Curriculum Level Expectations for English III met through this unit:

Fluency: Read grade-level instructional textwith fluency:

a. accuracy, comprehension and appropriate expression

b. adjusting reading rate to difficulty and type of text

Vocabulary: Develop vocabulary through text, usinga. roots and affixesb. context cluesc. glossary, dictionary and thesaurus

Pre-Reading: Apply pre-reading strategies to a. aid comprehension b. access prior knowledgec. previewd. predict with text support or rationalee. set a purpose and rate for reading

During Reading: During reading, utilize strategies to a. determine meaning of unknown wordsb. self-monitor comprehensionc. question the textd. infer

e. visualizef. paraphraseg. summarize

Post Reading: Apply post-reading skills to comprehend, interpret, analyze, and evaluate text:

a. identify and explain the relationship between the main idea and supporting details

b. question to clarifyc. reflectd. draw conclusionse. paraphrase f. summarize

Making Connections: Compare, contrast, analyze and evaluate connections:

a. text to text (information and relationships in various fiction and non-fiction works)

b. text to self (text ideas and own experiences) c. text to world (text ideas and the world by

analyzing and evaluating the relationship between literature and its historical period and culture)

Literary Techniques: Identify and explain literary techniques, in text emphasizing

a. euphemismb. satire c. analyze and evaluate literary techniques,

sensory details, figurative language, and sound devices previously introduced

Literary Elements: Use details from text(s) to a. demonstrate comprehension skills

previously introducedb. analyze character, plot, setting, point of

view c. analyze the development of a theme across

genresd. evaluate the effect of tone on the overall

meaning of work

Text Structures: Use details from argumentative text(s) to

a. analyze and evaluate the organizational patterns

b. identify and analyze faulty reasoning and unfounded inferences

c. evaluate proposed solutionsd. evaluate for accuracy and adequacy of

evidencee. analyze and evaluate the type of appeal

(emotional, ethical, and logical)f. evaluate effect of tone on the overall

meaning of workg. analyze and evaluate point of viewh. analyze and evaluate author’s

viewpoint/perspectivei. demonstrate comprehension skills

previously introduced

4. Length of Curriculum: This will take six weeks to complete utilizing bi-weekly 90 minute classes.

5. Materials and Resources:

a. Teacher Provided:i. 1 copy of the children’s story The Lotus Seed by Sherry Garland

ii. A variety of Asian folklore such as The Great Race, The Dragon People, and The Kitchen God

iii. A PowerPoint presentation including an image the cover of the novel with the title removed and an image of the cover with the title

iv. either the podcast or individual copies of Amy Tan’s submission to NPR’s This I believe essay compellation http://thisibelieve.org/essay/62963/

b. School Provided:i. dry erase markers to mark the text

ii. 1 copy of The Kitchen God’s Wife by Amy Tan per studentiii. Paper and art supplies like colored pencils, crayons, or construction paper

(although pencils and notebook paper would suffice)

http://thisibelieve.org/essay/62963/

iv. An overhead of each poem: 1. Porphyria's Lover2. My Last Duchess3. The Bishop Orders His Tomb at Saint Praxed's Church4. Fra Lippo Lippi

c. Student Provided:i. 1 composition book per student

6. Means of Assessment: a. Formative assessment will be monitored daily through two column notes, class

discussions, oral feedback and written comments from myself and their peers in their reader response journals, daily reading quizzes and culminate in a competitive class game in which the winners receive Red Envelopes.

b. The summative assessment will be a “This I believe” essay that meets the NPR submission guidelines: “Your statement should be between 350 and 500 words. That’s about three minutes when read aloud at your natural pace.” These essays will either be written and presented to the class or recorded as a podcast. Rubric will reflect final assessment of this essay.

Lesson Plan #1

Jessica Romeo

Judging a Book by its Cover

Concept Teaching Lesson Plan

Phase 1: Introduction: Clarify goals and establish set.

The old adage “don’t judge a book by its cover” is great when applied to people but pointless when it refers to actual books. Cover art is provided explicitly to draw our attention! There is a reason books do not all have brown paper bag covers! They provide us with subtle clues about the plot and hint at deeper meaning the title alone could not possible offer. Our daily lives are inundated with advertisements that catch our eye, make us tune in, and draw us towards whatever is for sale. The authors do the same with cover art and its time we acknowledge this. We will confront the cover of the book head on looking for clues and symbols that could draw us into the book before we have even begun to read. The goal of this class is to create lifelong readers and in this day and age it is important to speak to our students on their level, and their level is a very colorful, noisy, active environment. Books are full of black and white words on paper. If we want students to delve deeper, past words and into stories, then it is vital we approach allow them to see the colorful outside plumage that is attached to the colorful inner life books are made of.

Phase 2: Provide examples and non-example pairs:

To begin with this lesson plan requires an image of the book jacket without the title. I will compile a PowerPoint of several different covers the book of since the day it was published and Photoshop the title right off the pictures. There is something to be found in even the worst cover art. This is important because I don’t want them to use preconceived notions about what they think the book is about to influence what they see with their eyes. I want to challenge the students to make predictions about the story based solely on the artist’s interpretations and draw out deeper questions regarding use of color and imagery to invoke deeper explorations from the students. Every image, every color, every word on a jacket is carefully chosen for a purpose. The students will list what they see and make a prediction about the choice as well as connect it to ideas and concepts from their own lives. This will give them a connection to the book before they have even opened the cover and hopefully entice them to read with enthusiasm.

Phase 3: Check student attainment of concept:

I will tell them the name of the book and ask how the title changes your ideas about the symbols and colors we have discussed. This will generate further free writing and hopefully more connections to their own lives. I will compile and post their assumptions so we could come

back to them while we read and see how accurate their guesses are and how their assumptions about the symbolism influence their reading.

Phase 4: Analyze student thinking processes:

After the novel is completed I would like to come back the PowerPoint of cover art and ask them again ‘why this coloring or that image’ but this time with knowledge behind their answers. I would ask them if this was good cover art. Did it convey everything you got from the story? Then I would invite them to do better! They don’t need to be artists to make cover art that appeals to them, that would draw a reader just like them to this book if it were on a library shelf. This type of lesson is significant to my students because they have to read it and cover art sets the tone and attitude for them before they have even read word one!

Objectives: DESE Curriculum Level Expectations for English III met through this unit:

Fluency: Read grade-level instructional textwith fluency: accuracy, comprehension and appropriate expressionadjusting reading rate to difficulty and type of text

Vocabulary: Develop vocabulary through text, using roots and affixescontext cluesglossary, dictionary and thesaurus

Pre-Reading: Apply pre-reading strategies to aid comprehension access prior knowledgepreviewpredict with text support or rationaleset a purpose and rate for reading

Post Reading: Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: identify and explain the relationship between the main idea and supporting details question to clarifyc. reflectd. draw conclusionse. paraphrase f. summarize

Making Connections: Compare, contrast, analyze and evaluate connections:a. text to text (information and relationships in various fiction and non-fiction works)b. text to self (text ideas and own experiences) c. text to world (text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture)

Lesson Plan #2

Jessica Romeo

It’s Symbolic!

Cooperative Learning Model


This is first and foremost a game. Therefore competition is encouraged as well as fairness and good sportsmanship. This is the culminating lesson for this unit and intended to be fun but also force my students to dig into all we have covered, all we have learned, and all their preexisting knowledge to showcase their understanding and creativity. The subject of my lesson is symbolism\ I wrote this lesson plan assuming it would be presented on the last day of a unit in which we explore The Kitchen God’s Wife by Amy Tan. I chose this novel because, while Tan is relatively new to the canon, it is exceptionally well written and told in a way that allows everyone to identify with the characters. It is based on the Chinese culture which opens the students up to diverse cultures and the experiences of 2nd generation immigrants in situations that are similar to their own experiences growing up. On this day I would also utilize The Lotus Seed by Sherry Garland. It is a story for much younger children but it addresses many of the themes we will have discussed in Kitchen God. The symbolism of the Lotus flows easily through the story and is explicitly drawn out bringing the discussion to the surface for the class’s observation. I also intend to draw on research I have conducted into Asian fairytales to make the lesson engaging, entertaining and enlightening. \ I will set out the rules for the game without telling them the goal is to be original. I want them to be creative and competition helps spark their drive. The groups will be asked to compose as long a list as possible of anything symbolic. It must be commonly acknowledged as a symbol and they must be prepared to defend any symbols that are challenged by myself or another student.

Phase 2: Present information (outline of content):

I begin with a discussion of the term symbolism. Symbolism is not in everything you see and read but once we have discussed it I know you will start seeing it everywhere. Sometimes it is as common and ordinary as a circle with a diagonal line. We don’t need anyone to tell us this means not to do something. Sometimes it is a limited cultural reference. Gang colors signal members and rivals whose side you are on. It is one of the most powerful tools in fiction because it allows the author to convey a secret message, like code ‘look here; notice this’ without being redundant. Repetition in a story almost always signals a symbolic theme and you need to examine the reading carefully to extract the clues. Some images are so ingrained in us we don’t even think of them as symbols anymore. The letters of the alphabet and numbers are all symbols. But in literature it is often much more subtle and is usually established by the author not to be used for the rest of your life but just for this novel or series. I will provide a dictionary definition but I will explain it in layman’s terms so that it is not just seen but heard and comprehended. I will then read out loud from The Lotus Seed. I will ask them to predict from the title what they can assume the main symbol will be. During my reading I will stop periodically to ask them what the symbol means to certain characters as it changes throughout the story. It is explicitly repeated that the lotus is “the flower of my country” but the seed itself

becomes representative of past present and future to different characters. It explains briefly the life of an immigrant and the feelings of leaving one country for another as well as the effect this has on their descendents. This reflects back on the novel and characters for Kitchen God and will do nicely to illuminate our themes and the idea of symbolism. From there I will display the cover of the novel we have read and ask them to seek out symbols in the cover art and predict what those symbols meant and the role they played in the story. If I have done my job illuminating all the layers of symbolism available this should draw out some fascinating ideas so I will turn them over to their groups for free writing.

Phase 3: Organize students into learning teams:

I will let them choose their own teams, breaking them down into four groups. Diversity will certainly aid their group as the broader they reach for ideas the more likely they are to win! They will be split into the four corners of the room so as not to overhear each other’s list and digression will be encouraged but not enforced. This is all part of the game!

Phase 4: Assist team work and study:

After they have had about ten minutes as a group I will call their attention back to the PowerPoint and introduce them to the difference in levels of symbolism. It is important for them to know it is not always on the surface what a symbol means and that symbols may have a significant meaning to only one group or person. I will demonstrate this with the Chinese zodiac. To us it might mean little more than the zodiac we are more familiar with that is used in astrology. However, each animal depicted actually stands for a certain trait analogous to the people born in that year. To the Chinese people it holds even more significance in that it is the physical representation of a story centuries old. I will recite this tale as an example of the deepest level of symbolism I expect them to understand. I will then return them to their groups with this added level to see if more time free writing will spark new avenues of creativity.Everything can be a made into a symbol when it is used in the context of fiction. However, there are common symbols in our everyday life that are easily identifiable.

Superman’s S The women’s restroom Stop and go cross walkDemocrat and republican partiesChristianity and Jewish signsA ring on your left handA mulletWhat are the lucky charms?What about Harry Potter’s lightning bolt?

What is the symbol for a spatula? Keys? A bakery? You’re mother? We have a symbol for ‘it’s a boy’ so why not for ‘he’s a dad’? These are not easily identified by a symbol in real life (yet). If you saw a picture of a laptop what would it signal to you? But if I drew a circle around it with a diagonal line crossing it you might have a clue, right

Phase 5: Test on the materials:

Each group will compose a list of as many symbols or symbolic ideas as they can. The twist is that the groups will read their lists out loud to the class and defend any questionable items. If group one has on their list an item which another group has listed as well then that item must be struck from both

groups final count. Only original ideas count in the final tally. I will not tell the students this until the last five minutes of group work. I will not tell them initially because I do not want to frustrate them by telling them the final outcome is to have strictly original ideas. I fear this will stifle their creativity.

Phase 6: Provide team recognition:

I have another story to tell, all be it a much smaller one because I do not one to give away the plot of the novel, but I will tell them who the Kitchen God is and what he means in relation to the Chinese and Vietnamese cultures he resides in. With this background in mind I can ask them to expand on their predictions about the symbols in the cover art. Does this change your mind about what they mean? Do you have anything to add now that you know the context of the title? I will conclude by giving them two more minutes to add anything new they have thought of to their list. Then I will ask each team to read their list out loud to the class. I will instruct the class to raise their hands if they had that same symbol on their list. If they do then both teams must cross it off. I will of course be judge of any symbol that is not easily recognizable and must be defended to my satisfaction. At the end of the last groups list I will ask for a tally and the team with the most original ideas wins. I fully expect this to generate many creative ideas and insight into the common symbols in their daily life. I will have on hand (just this once as I do not believe in giving food as a reward) one Red Envelope full of chocolate coins for each member of the winning team. Red envelopes symbolize good fortune and prosperity for the future!

Objectives: DESE Curriculum Level Expectations for English III met through this unit:

Fluency: Read grade-level instructional textwith fluency: accuracy, comprehension and appropriate expressionadjusting reading rate to difficulty and type of text

Vocabulary: Develop vocabulary through text, using roots and affixescontext cluesglossary, dictionary and thesaurus

Post Reading: Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: identify and explain the relationship between the main idea and supporting details


Making Connections: Compare, contrast, analyze and evaluate connections:a. text to text (information and relationships in various fiction and non-fiction works)b. text to self (text ideas and own experiences) c. text to world (text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture)

Two Column NotesMs. RomeoFall, 2010

Name: _____________________As we embark upon great literature it is easy to become so wrapped up in the joy of

reading we miss certain minor details: plot, characters, setting, foreshadowing, symbolism, point of view, conflict, irony, tone/mood, imagery, figurative language, ect. ect. (You know, the stuff the teacher cares about?) But reading is an experience not unlike going to the movies. When you watch a movie you laugh, you cry, you gasp, you react in some way. You react for a reason and that reason is unique to you. The same principle applies to reading and helps you to understand your own understanding. That can be a powerful way to read, if you ask me. To aid you in your reading, not just for pleasure but for comprehension and memory, we are going to compose Two Column Notes for each chapter, for each and every book we read. Not only will this aid you in reading for depth of understanding but I will check your notes for participation points and allow you to use them on the daily reading quizzes!

Title your page: Book Name, Chapter #Example: Lord of the Flies Chapter 12

On one side you write a quote directly from the book and its page number. Choose moments that speak to you as a reader.

Is it exceedingly beautiful in tone, mood, language or idea?

Was it confusing? Did you LOL? Did you get misty eyed? Did you cringe in horror or

flinch in fear? Example: “Ralph wept for the end of innocence, the darkness of man’s heart, and the fall through the air of a true, wise friend called Piggy.” Pg. 184

On the other side you explain what it means, how it made you feel, what thought you have on the subject.

What did you feel and why? Ask yourself why is it

important to the plot? Did you see this coming? Can you make any connect

between this quote and your own experiences, in literature or real life?

Example: My heart broke for Ralph. How did he let himself get into this mess? I remember a time when I was in big trouble …

Prediction: Take a moment to write down what you think is going to happen next. Where is the plot leading? What might the characters do? What would you do in this situation? How do you come to that conclusion? Review your prediction from the last chapter. Were you right? If not, what direction did it head that surprises you? Should you have seen that coming? Can you think of any hints you missed that this would happen?

This I believeMs. Romeo’s English III

Fall, 2010Name_____________________________________________________________

Belief is difficult to define although it often defines us.

Who we are, where we came from, where we fall on religion, politics, literature, music, what is right and what is wrong, what is art and what is pornography ... well, to each his own, right?

Belief, like beauty, is in the eye of the beholder.

We change, grow, evolve, incorporate, eliminate and always always always re-evaluate who we are and what we believe. This is your chance to say what you believe right now - at this moment in time – which we will never recapture because tomorrow it might change, grow, disappear, progress, or decline in importance but RIGHT NOW who you are and what you believe in matters.

I believe in you.

In 1951 Edward R. Murrow launched the first ever This I Believe series not only to allow individuals find a voice but to allow those voices to inspire us to define ourselves and our beliefs to share as well. Today this series has been reawakened and in now sweeping the nation on radio, podcasts, and in several volumes of print. Through the National Public Radio students around the world can contribute their own essays or podcasts and let their voices be heard.

It’s time to hear from you.

Remember this classroom is safe. No one is here to judge or criticize, only to exercise our right to read, write and explore the world and our roles in it. The original rules state that essays should “Tell a story,” ”Be brief” (between 350 and 500 words), “Name your belief,” “Be positive” and “Be personal” so that is all I require of you. The complete guidelines are available at http://thisibelieve.org/guidelines/ if you want to be one of the millions who have contributed to this soul searching collection, if you want to take this beyond this classroom. The recording we heard in class is available at http://thisibelieve.org/history/ if you wish to hear the entire journey. I also strongly encourage you to find more essays by famous names (Helen Keller, Albert Einstein, Eleanor Roosevelt, Amy Tan) or search by topic (birth, death, hope, love, music, morality) at http://thisibelieve.org/themes/. It can be hard to put a name on our inner most thoughts but exploring others ideas might inspire you to discover your own.

http://thisibelieve.org/themes/

http://thisibelieve.org/history/

http://thisibelieve.org/guidelines/

“This I believe” RubricTeacher Name: Ms. Romeo

Student Name: ________________________________________

CATEGORY4 - Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards Score

Position Statement The position statement provides a clear, strong statement of the author's position on the topic.

The position statement provides a clear statement of the author's position on the topic.

A position statement is present, but does not make the author's position clear.

There is no position statement.

Attention Grabber The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.

The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.

The author has an interesting introductory paragraph but the connection to the topic is not clear.

The introductory paragraph is not interesting AND is not relevant to the topic.

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

author's position. author's position.

Grammar & Spelling

Author makes no errors in grammar or spelling that distracts the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distracts the reader from the content.

350 - 500 words Meets and does not exceed the length requirements

Falls short of the required length or exceeds the maximum +/- 10 words



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TEACHER CALENDARJessica Romeo

Searching for Clues: What is lurking between the lines?

Week 1 – Where might clues be hiding?

Day 1: Return Reader Response Journals. Introduce “Searching for Clues: What is lurking between the lines?” Unit, starting with packets of Robert Browning Poems: Porphyria's Lover, My Last Duchess, The Bishop Orders His Tomb at Saint Praxed's Church, and Fra Lippo Lippi. As a class discuss The Bishop seeking for identification of the speaker, point of view, contextual clues, and possible symbolism, as well as plot, theme, setting, conflicts, ect. If time allows, reflect in Reader Response Journals otherwise assigned as homework.

Day 2: Pick up where we left off in Robert Browning Packet. Resume class discussion with and Fra Lippo Lippi again seeking clues to who is speaking and what is going on in the story. Break class into 4-6 groups for intimate discussion of Porphyria's Lover and My Last Duchess. Come back to class discussion for sharing discoveries, controversies and conclusions. Handout Reader Response journals and have students exchange and comment on each other’s writing. Collect Reader Response journals for review.

Week 2 – Seeing past the end of your nose!

Day 3: Return Reader Response Journals. Provide “Two column notes” Handout. Read along with students and explain procedure for this book. Lesson Plan 1: Judging a Book by its Cover. Use PowerPoint of cover with title removed. Brainstorm with class about symbolism found on the cover in images and colors. Ask for possible titles, teacher keeps a running list on board. Display title and brainstorm further with new information. Discuss the history of the author, Amy Tan, including the titles of other works and her children’s literature, Sagwa. Each student will compose a one page response to the symbolism found and class discussion held regarding possible plot lines, expectations and predictions about the book we are beginning. Hand out Graphic Organizer worksheet. Read along with students and explain procedure. Hand out books, The Kitchen God’s Wife, and allow for DEAR Time to begin tonight’s homework: chapters 1&2.

Day 4: Daily Quiz. If time allows, reflect in Reader Response Journals otherwise assigned as homework. While testing, check for TCN for participation points. Hand back graded Reader response journals. Circle up for reading discussion. Inquire about the symbolism discussed yesterday and whether any have panned out yet. Discuss plot points and areas of confusion. Make references to RB poems and whether the practice helped them look deeper than the words and into the meaning. How does deception play a

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role in this novel so far? If time allows, reflect in Reader Response Journals otherwise assigned as homework. Tonight’s homework: chapters 3&4.

Day 5: Daily Quiz. While testing, check for TCN for participation points. Circle up for reading discussion. Handout Reader Response journals and have students exchange and comment on each other’s writing. Collect Reader Response journals for review. Tonight’s homework: chapters 5, 6&7.

Week 3 – Stories to make the world

Day 6: Return Reader Response Journals. Daily Quiz. While testing, check for TCN for participation points. Tell stories: a variety of Asian folklore such as Buddhist tales, The Great Race, The Dragon People, and The Kitchen God. Take time to discuss the symbolism and underlying meaning of the stories and how it reflects on the book we are reading. If time allows, reflect in Reader Response Journals otherwise assigned as homework. Tonight’s homework: chapters 8 & 9.

Day 7: Daily Quiz. While testing, check for TCN for participation points. Check progress on Graphic Organizers. Circle up for reading discussion. Handout Reader Response journals and have students exchange and comment on each other’s writing. Allow for DEAR Time to begin tonight’s homework: chapters 10, 11, &12. Collect Reader Response journals for review.

Week 4 – Essay Prep

Day 8: Return Reader Response Journals. Daily Quiz. While testing, check for TCN for participation points. Handout This I believe guide, rubric and samples. Play podcasts of This I believe essays including Amy Tan’s Saying Thanks to My Ghosts. Brainstorm in small groups possible ideas for their own This I believe Essays, prepare a list of at least 10 things (each) they believe in as possible essay topics. Think about the book and what Pearle and Winnie believe as well as the podcasts we heard in class. One of these beliefs will become your essay topic. If time allows, reflect in Reader Response Journals otherwise assigned as homework. Tonight’s homework: chapters 13 & 14.

Day 9: Daily Quiz. While testing, check for TCN for participation points. In class pick your top three examples and begin free writing ten minutes on each. Look for examples, stories that illuminate this belief and supporting evidence that you truly believe it. Choose the free write that you had the easiest time elaborating on, or the most supporting detail. Exchange with another student. Write questions at the bottom of partner’s paper. Retrieve work and free write for another 10 minutes answering the questions. If time allows, reflect in Reader Response Journals otherwise assigned as homework. If time allows,

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reflect in Reader Response Journals otherwise assigned as homework. Tonight’s homework: chapters 15 & 16.

Day 10: Daily Quiz. While testing, check for TCN for participation points. Circle up for reading discussion. Handout Reader Response journals and have students exchange and comment on each other’s writing. Allow for DEAR Time to begin tonight’s homework: chapters 17, 18, &19. Collect Reader Response journals for review.

Week 5 – The real work begins

Day 11: Return Reader Response Journals. Daily Quiz. While testing, check for TCN for participation points. Hand back belief statements. Discuss the parameters of this essay and the strength of the statements required. Circle up for reading discussion. Revisit the idea of deception and now introduce the idea of deception as protection. How is Winnie, the storyteller, disguising the details like RB did? Why is she doing this? What have we learned that she did not tell us? Tonight’s homework: chapters 20 & 21. First draft due tomorrow.

Day 12: Daily Quiz. While testing, check for TCN for participation points. Break into pairs for Peer Editing of first draft. Allow time for revision. Make a schedule for the class read-a-louds. Each student will be allowed the choice to recite their essay in class or record it for podcast. If a podcast is to be made the student must arrange a time with me to come in and record. If time allows, reflect in Reader Response Journals otherwise assigned as homework. Allow for DEAR Time to begin tonight’s homework: chapters 22, 23 &24. Collect Reader Response journals for review.

Week 5 – Fitting the pieces together

Day 13: Take students to library to type revised second draft of essay. Conduct conferences with those students who require or request special attention. Return Reader Response Journals. Tonight’s homework: chapters 25 & 26 and graphic organizer due tomorrow.

Day 15: Daily Quiz. While testing, check for TCN for participation points. Collect Graphic Organizers. Circle up for final reading discussion of this novel. Handout Reader Response journals and have students exchange and comment on each other’s writing. Collect Reader Response journals for review. Return teacher revised copies. Allow for revision time in class with small groups if desired. Remind students that this is an essay but it is intended for read aloud. NPR guidelines state: “Your statement should be between 350 and 500 words. That’s about three minutes when read aloud at your natural pace.”

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Allow for final questions, revision time or practice time because Monday we present. Tonight’s homework: Be prepared to speak!

Week 6 – This, I believe, is a party!

Day 16: Reminder of the codes of conduct and class respect. Students who have chosen to recite their essay will present according to the schedule. Podcast will be broadcast second. Collect final copy of essay. Grades will be assigned to the written copy but class participation is given on quality of read-a-loud. Tonight’s Homework: think symbolism.

Day 17: Conclusion of “Searching for Clues: What is lurking between the lines?” Unit focusing on Lesson Plan 2: It’s Symbolic! Quick PowerPoint review of symbolism. Read The Lotus Seed. Discuss the symbolism found there, the hidden meaning and secrets in The Kitchen God and the special meaning found in our “This I believe” essays. Conduct the game and award the prizes. Tonight’s homework: relax.

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STUDENT CALENDARSearching for Clues: What is lurking between the lines?

Ms. RomeoEnglish III Name: ____________________________________________________________________

Feel the cool surface of a paperback cover, hear the rustle of the pages and you know: this author has a secret to tell. Some secrets become apparent the moment you open the book and start reading. Others are closely guarded. All the pieces are there but it is up to the reader, the detective, to seek, search and sift through the words looking for the hidden meaning, the mystery waiting to be solved. We will begin with a special kind of poetry by Robert Browning called dramatic dialogue in which even the speaker is unknown and it is up to the reader to uncover the clues. Then we will move onto a novel, (not yet revealed!), and attempt to look past the lies and deception the characters use to disguise themselves from each other. We will delve into ourselves and uncover the unknown in ourselves in an essay called “This I believe” to reveal the mysteries in our own nature. We will conclude our mystery tour in a game day to test your skills, creativity and luck in a grand symbolic gesture. Together we can decipher the clues to discover the what, the where, the who, and the whodunit in even the most deeply cloaked mysteries of literature.

Grand adventures await those who are willing to turn the corner

Day 1: I’ll return your Reader Response Journals and then as a class we will try to decipher the mysteries of Robert Browning’s dramatic monologues: The Bishop Orders His Tomb at Saint Praxed's Church, and Fra Lippo Lippi. Homework: reflect in Reader Response Journals

Day 2: Today small groups will tackle Browning’s poems Porphyria's Lover and My Last Duchess to try and discover contextual clues about the poem and what it means. We will exchange Reader Response Journals so remember – Sticks and Stones can break my bones but words can hurt forever! Critique not criticize! Homework: reflect in Reader Response Journals

Knowledge is available to those who open their minds

Day 3: Our strategy for this book will be Two Column Notes. Remember the more tools you have the strong your arsenal. We will intentionally break the rules when we judge a book by its cover seeking meaning in the visuals the author provides before the story is even begun. We will discuss a new Graphic Organizer and the merits of this type or organization versus our previous experiences. Homework: reflect in Reader Response Journals; add to Two Column Notes and Graphic Organizer, read chapters 1&2.

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Day 4: Circle up for Reading Discussion! Remember you can use your Two Column Notes on the quiz and they count for participation points. Homework: reflect in Reader Response Journals; add to Two Column Notes and Graphic Organizer, read chapters 3&4.

Day 5: Circle up for Reading Discussion! I’ll be collecting your Reader Response Journals as well. Homework: reflect in Reader Response Journals; add to Two Column Notes and Graphic Organizer, read chapters 5, 6 & 7.

A dark haired woman will attempt to engage your attention

Day 6: To truly understand a culture you must learn the stories they tell their children. Today I will tell you some stories! You’ll get your Reader Response Journals back as well. Homework: reflect in Reader Response Journals; add to Two Column Notes and Graphic Organizer, read chapters 8 & 9.

Day 7: I’ll be checking your progress on those Graphic Organizers so make sure you have put some work into them! Circle up for Reading Discussion! Remember you can use your Two Column Notes on the quiz and they count for participation points. We will exchange Reader Response Journals and I will collect them at the end of class. Homework: add to Two Column Notes and Graphic Organizer, read chapters 10, 11, &12.

Trust your intuition. The universe is guiding your life.

Day 8: Today we will begin to explore our most strongly held beliefs and why we believe them for this quarter’s essay: “This I believe.” We will listen to some podcast examples and work in small groups to brainstorm ideas of our own. Homework: reflect in Reader Response Journals; add to Two Column Notes and Graphic Organizer, read chapters 13&14.

Day 9: We will discuss the possible beliefs and how you can support them and then you will be given time to free write on your beliefs. We will work in small groups to aid each other in this exploration and dig deeper for all we can give. Homework: reflect in Reader Response Journals; add to Two Column Notes and Graphic Organizer, read chapters 15 & 16.

Day 10: Circle up for Reading Discussion! We will exchange Reader Response Journals so remember – Sticks and Stones can break my bones but words can hurt forever! Critique not criticize! I will collect Reader Response journals for review. Homework: add to Two Column Notes and Graphic Organizer, read chapters 17, 18, &19.

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If you want a rainbow you must put up with the rain

Day 11: I have reviewed your belief statements so now we need to discuss the nuts and bolts of this essay. Your first draft is due tomorrow so now is the time to ask questions. Circle up for Reading Discussion! Remember you can use your Two Column Notes on the quiz and they count for participation points. Homework: reflect in Reader Response Journals; add to Two Column Notes and Graphic Organizer, read chapters 20 & 21.

Day 12: We will Peer Edit your first draft today. We will exchange Reader Response Journals and I will be collecting them at the end of class. Make sure you are scheduled for presentation time or podcast recording! Homework: add to Two Column Notes and Graphic Organizer, read chapters 22, 23 &24.

Your past success will be overshadowed by your future success.

Day 13: Today we head to the library to type up our 2nd drafts of “This I believe.” I will be available for last minute questions but by now you should have a good handle on your paper. Make sure I get a copy of this draft today so I can edit it one last time. I will hand back your Reader Response Journals. Remember Graphic Organizers are due tomorrow! Homework: reflect in Reader Response Journals; add to Two Column Notes and Graphic Organizer, read chapters 25 & 26.

Day 14: The End! You have made it to the conclusion of yet another fabulous novel and it is time to circle up for a last Reading Discussion! I will collect your Graphic Organizers and then we will exchange Reader Response Journals for commentary. I will give you back your teacher edited essays but it is up to you to polish them before presentation day. I will collect Reader Response Journals as well. Tonight’s homework: Be prepared to speak!

Today is a lucky day for those who remain cheerful and optimistic!

Day 15: Present! Place a finished copy of your essay in my hands if you want a grade. Tonight’s Homework: think symbolism.

Day 16: A grand recital deserves a grand celebration! Today we will read a little story called The Lotus Seed and then play a game designed to utilize some of those deductive skills you have honed this novel. Tonight’s homework: relax.

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Ms. Romeo English III Fall 2010Name _________________________________________________

Pearl’s Search for the Truth in The Kitchen God’s WifeDirections: Use this KWL chart to keep track of the truth as it is parceled out. Follow the stories as they unfold but remember: Pearl is hearing the truth through Winnie’s story and gaining more information with each page but there are still many unanswered questions so be thinking while you read instead of trying to compile this after you have finished the book. It is ok if the information you record changes or the unanswered questions get answered after all. This is a toll to help you follow through her confusion without getting lost along the way. This is due at the completion of the novel with a minimum of 12 answers per column for full credit. Come to me for more pages if you fill this one!

Confucius says cite page numbers now for improved grades later

What Pearl thinks she knows What Pearl wants to know

What Pearl learns

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The Big Picture Project: Work SightedAll Levels, any English CourseJessica RomeoFall 2010

Overview:

The Rationale: Whether our students see it or not, English teachers put a lot of thought into connections. Whether it is one lesson (in which you teach a poem that is alluded to in the novel) or a unit (in which you cover the period that is part of the setting in the novel) or a yearlong curriculum (sorted by common themes, stylistic endeavors, chronological, alphabetical by author) there is a connection between one day and the next. We do this so that when a student says ‘Why do we have to do this?’ we can say ‘it fits into the lesson like so.’ However, when they say ‘What does this have to do with real life?’ we feel like we have taken a mortal blow! The fact that students ask this proves that they do not believe school to be “real life”. Yet, we are giving them life skills every day in class. They need to improve their writing skills in order to procure a position and find success in most forms of employment. Every level of employment must be able to read and understand instruction manuals, tax documents, and job applications if nothing else. As English teachers, we want more. We want our students to read not because it is required but for enjoyment, pleasure, escape and adventure! To do this we must demonstrate how good readers stretch their minds for connections to outside meaning through comparison to other works of art, music, literature and drama. Reading is life! How can they not see that? They can see it and will through a seemingly simple unit that can be incorporated into any existing curriculum. This unit intends to take a very internal process and make it external. This unit intends to take something intangible and make it tangible. This project will take a mental process and make it visual. The Big Picture Project will add that missing component and answer that burning question in your student’s minds: ‘What does this have to do with me?’ I give you Work Sighted.

The Summary: The students will read whatever the teacher has assigned and this exercise will not interfere with their scheduled lesson plans in any way, only add to it. Each student will write one page journals/writing prompts (weekly minimum) on what they have read (regardless of length, genre or type) and search for a connection between the assigned work and another piece of work they are familiar with. The work could be (but is not limited to) music, paintings, poems, plays, movies, novels, short stories, essays or even TV episodes. As they are reading the piece, they will reflect upon connections they have spotted and dig for more connections that branch from there. That connection will lead to another and another for a total of six steps leading from the assigned reading to a piece special to the student. Each step must be documented in MLA style for the final step of the project. The students will write the MLA citation on an index card and tape it to a wall in the classroom. Using ribbon or yarn a line will be made showing the connection between one card and the next for a series of six connections. Other students who used anything in common, (the first step, final step or any step in between) will connect their branches appropriately. One essay illustrating all six steps will round out the assignment. This can be repeated continuously throughout the year for every piece of assigned reading, in or out of class, and even independent reading projects. The ultimate goal is to have a wall full of branches showing how great literature is connected to every facet of your student’s daily lives!

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Objectives:CA 2, 3, 1.5, 1.6, 3.5During reading, utilize strategies to

a. determine meaning of unknown words

b. self-monitor comprehension

c. question the textd. infere. visualizef. paraphraseg. summarize

CA 2, 3, 1.5, 1.6, 3.5Apply post-reading skills to comprehend, interpret, analyze, and evaluate text:

a. identify and explain the relationship between the main idea and supporting details


CA 2, 3, 7, 1.5, 1.6, 1.9, 3.5Compare, contrast, analyze and evaluate connections:

a. text to text (information and relationships in various fiction and non-fiction works)

b. text to self (text ideas and own experiences)

c. text to world (text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture)

CA 2, 3, 1.5, 1.6, 2.4, 3.5Analyze and evaluate literary techniques, sensory details, figurative language, and sound devices previously introduced

CA 2, 3, 1.5, 1.6, 2.4, 3.5Use details from text(s) to

a. demonstrate comprehension skills previously introduced

b. analyze character, plot, setting, point of view

c. analyze the development of a theme across genres

d. evaluate the effect of tone on the overall meaning of work

CA 1, CA 4, 1.8, 2.1, 2.2Apply a writing process to write effectively in various forms and types of writing

CA 4, 2.1Compose text

a. showing awareness of audience

b. choosing a form and point of view appropriate to purpose and audience

CA 4, 2.1Compose text with:

a. strong controlling ideab. relevant specific detailsc. complex ideasd. freshness of thought

CA 4, 2.1Compose text with

a. effective beginning, middle, and end

b. a logical orderc. effective paragraphingd. cohesive devicese. varied sentence structuref. clarity of expressiong. active voice

CA 4, 2.1Compose text using

a. precise and vivid language

b. writing techniques such as imagery, humor, voice, figurative language, and rhetorical devices

CA 1, 2.2In written text use

a. conventions of capitalization

b. conventions of punctuation

c. standard usage

CA 4, 1.8, 2.1, 2.6, 4.8Compose a variety of texts,

a. using narrative, descriptive, expository, and/or persuasive features

b. in various formats, including workplace communications (resume, letter of application, follow-up letter)

c. including summaryd. including literary analysis

e. including reflective writing

CA 5, 6 1.5, 1.6, 1.10Listen

for enjoyment for information for directions critically to summarize

and evaluate communications that inform, persuade and entertain

to evaluate own and others’ effectiveness in presentations and group discussions, using provided criteria

to evaluate the validity and reliability of speaker's message

CA 5, 6 1.5 Use active-listening behaviors (e.g., asks questions of speaker and uses body language and facial expressions to indicate agreement, disagreement or confusion)

CA 1, 6 2.1, 2.3, 4.6In discussions and presentations,

create concise presentations on a variety of topics

incorporate appropriate media or technology

respond to feedback defend ideas demonstrate poise and

self-control

CA 1, 6 2.1, 2.3Give clear and concise multi-step oral directions to perform complex procedures and/or tasks

CA 4 1.4, 1.7, 1.8, 2.3, 4.4Document sources of information using a standard citation format

CA 5 1.5, 1.7, 2.7Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs)

Length of Curriculum: The process can be used after the completion of any one book, after a short series of readings, at the end of every quarter or at the end of an entire year as it fits in with the teacher’s style and plans. It would be most effective if it is repeated at least once every six weeks for the entire school year.

Materials and Resources: The school will provide the teacher selected reading material as well as index cards, no less than six per student per rotation of the process, tape and yarn.

Means of Assessment: Each student will create several journal entries contemplating the connections between their own interests and the assigned reading as well as one essay, per reading, outlining the six connections they have made. A Work Sighted Wall will display the MLA citations of the connections. All six index cards will be graded for correct usage of MLA citation and displayed on the wall in the growing web of connections. Journal and essays will receive a grade according to the analytic rubric.

Jessica RomeoLesson Plan 1: Variety is the Spice of LifeConcept Teaching Fall 2010

Purpose: To present different types of writing

Preparing Concept Teaching:

1. Writing prompt: Mysterious Possibilities: Present plastic, fake bacon on a chair or somehow put on the wall with magnets (?) Journal possibilities on what this clue might mean about the unit we begin today.

2. Introduce the Work Sighted Project and how it will affect them in this class All Year Long! Use copies of the Work Sighted handout and Graphic Organizer on the projector.

3. Helpful website for later reference: http://ksdl.ksbe.edu/writingresource/cause.html


You must have good writing skills in order to procure a position and find success in every forms of employment. You must be able to read and understand instruction manuals, tax documents, and job applications if nothing else. This year you will be reflecting upon connections you have spotted in the reading and digging for more connections that branch from there. Each connection will lead to another and another for a total of six steps leading from the assigned reading to a piece special to you. All of this will be reflected in one essay that shows the six-step-path you followed to get from point A to point … F. Since we will be writing so many essays this year it is important for you to have some wiggle room. So, the type of writing you use will change with each essay. I will teach you a variety of essay styles. You will choose which form your first essay will be in now and the rest of them as they are assigned so take notes on the different options. You will need to know them later! Each type will have its own rubric, which I will keep on my desk. You will staple the rubric you feel fits your essay to the top when you submit your final draft. Each essay needs to be in a different style but the path you follow is your choice! What do they have in common: needs stimulating ideas, logical organization, engaging voice, original word choice, effective sentence style, and come in a correct, accurate version.

Phase 2: Provide examples and non-example pairs:

(Types of Writing PowerPoint)

Cause/Effect Essay: Cause and effect essays are concerned with why things happen (causes) and what happens as a result (effects). 1. Distinguish between cause and effect. To determine causes, ask, "Why did this happen?" To identify effects, ask, "What happened because of this?" 2. Develop your thesis statement. State clearly whether you are discussing causes, effects, or both. 3. Find and organize supporting details. Back up your thesis with relevant and sufficient details that are organized. You can organize details in the following ways: Chronological (Details are arranged in the order in which the events occurred), Order of importance (details are

http://ksdl.ksbe.edu/writingresource/cause.html

arranged from least to most important or vice versa) or Categorical (details are arranged by dividing the topic into parts or categories.) 4. Use appropriate transitions. For causes: because, due to, on cause is, another is, since, for, first, second. For Effects: consequently, as a result, thus, resulted in, one result is, another is, therefore. Decide if you are writing to inform or persuade. For the purposes of this essay we will say the literary device caused me to think of this connection and the effect was the next step in the six degrees of separation!

Compare/Contrast Essay: 1. Uses subjects that have enough in common to be compared and or contrasted. 2. Serves a purpose-either to help readers make a decision or understand the subjects being compared and/or contrasted. 3. Presents several important, parallel points of comparison/contrast 4. Arranges points in a logical organization. For this essay that means the first paragraph will illuminate the pattern we are trying to achieve. Then each paragraph compares and contrasts one step in the process but shows a strong enough connection to move on to the next step. If you do not compare effectively the contrast will win and the path will be broken!

Deductive Essay: Deductive reasoning is based on the concept that given as set of circumstances or clues (premises), one can draw a reasonable assumption as to the state of the situation. More simply, a person can solve a puzzle or identify a person if given enough information. A good deductive essay is clear and focused. Each paragraph focuses on a particular aspect or a particular point, using detail and examples to lead to a specific conclusion. The support for one's conclusion is the most important factor. In other words, without supporting one's point, the conclusion is weak. For our purposes, you will need to establish the beginning and the conclusion and then prove logically that this is a path that can be established!

Definition Essay: 1. Tell readers what term is being defined. 2. Present clear and basic information. 3. Use facts, examples, or anecdotes that readers will understand. For this project to work effectively you will need to find six connections that use the same literary device. You will need to establish a mastery of the term and how it is used.

Description Essay: Creates a main impression-an overall effect, feeling, or image -about the topic, uses concrete, specific details to support the main impression and uses details that appeal to the five senses: sight, hearing, smell, taste, and touch. This will be a highly evocative essay using all of your senses to reach out and grab each step, helping the reader experience the connection as if they have just made it themselves!

Narrative Essay: As a mode of expository writing, the narrative approach, more than any other, offers writers a chance to think and write about themselves. When you write a narrative essay, you are telling a story. Narrative essays are told from a defined point of view, often the author's, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story. The verbs are vivid and precise. The narrative essay makes a point and that includes specific details to make the incident come alive for your reader, focuses on re-creating an incident, and conveys a particular mood (surprise, humor, sorrow, fear). For this choice you would take the reader on the walk you took, experience the works as you experienced them, connect them intuitively not just logically.

Persuasive Essay: 1. Choose your position. Know the purpose of your essay. 2. Analyze your audience. Do they agree/disagree with you or are they neutral with your position. 3. Research your topic. A persuasive essay must provide specific and convincing evidence. Often it is necessary to go beyond your own knowledge and experience. You might need to go to the library or interview people who are experts on your topic. 4. Structure your essay. Be well informed about your topic. To add to your knowledge of a topic, read thoroughly about it, using legitimate sources. Take notes. Test your thesis. Disprove the opposing argument. Understand the opposite viewpoint of your position and then counter it by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the opposing argument. Support your position with evidence: facts, statistics, quotes, or examples. What if someone challenged your path? What if they disagreed with your literary devices or said what you chose was to rare to be a strong link? How would you prove to them your path was legit?

Process Analysis (How to) Essay: This type of essay either helps readers perform the steps themselves or helps them understand how something works. It presents the essential steps in a process and in detail. It presents steps in logical order (usually time order - chronological) so they can be followed easily. Assume your audience wants to begin their own Work Sighted Wall. Use your six connections to illustrate how to come up with the connections and create a wall!

Summary Essay: You cannot write a good summary essay of a source that you do not understand completely so be sure if you choose this option, you are completely sure of your competence with the reading. The purpose of the summary essay is to convey to others an understanding of a text you have read, without their having to read it themselves, it functions as a substitute for the source that you are summarizing. You must represent your source accurately and comprehensively, with as little of your own interpretation as possible. You should not add your own examples and explanations. It is a demonstration of comprehension to make sure that you and your audience fully understands the assigned source. Summarize the whole piece briefly, and specifically the moment in which the literary device you cite is used. Make it clear enough that the people reading your essay do not have to have seen or read the piece themselves. This focuses on the artifacts themselves more than the connections.

Journalism Essay: A journalistic essay is a combination of journalistic reporting and personal essay writing. A newspaper article contains straight journalistic reporting most of the time, while a personal essay tells a story. In a journalistic essay, you must combine these elements in order to tell a story with a factual basis in reporting. 1. Do your research. The basis of a journalistic essay must be factual; research any available background information. take notes, and spend time at the library or online researching the information you need for the story. 2. Organize your facts. Begin your essay by outlining your factual information and organizing it in a manner that is easy to understand. You do not always have to tell a story in chronological order; instead, consider how to tell the story in a way that will keep your readers interested from beginning to end. 3. Write your essay in a clear and concise manner. You should strive to make your point clear, not to impress your reader with your vast vocabulary skills. 4. Let the story be the important part of your essay, not your writing. Your writing should showcase the story in the best light, hooking your reader's interest and keeping it until the end. Remember there is no I in the newspaper world. It is what happened, when, where, why and how. This is an excellent choice if you do not see connections right away and need research ones other people have discovered. It also has

a creative nature, should you choose to incorporate a little newspaper feel into the finished product!

Resume: You are applying for a job in The Big Picture Project: Work Sighted Division. 1. Write a cover letter. Introduce yourself and say why you are the best candidate for the job. 3. Know what type of job you are applying for and what the qualifications are for employment. 4. Choose a design for your resume. The outline could include objective, work experience, qualifications and references. 5. Put in the resume your objective, fitting the job description. 6. Study the job qualifications and highlight any skills that meet those requirements. It is also best to use action words like prepared, directed, managed, developed, monitored, implemented, coordinated and presented. If you lack experience, focus on how your education has prepared you for the position for which you are applying. 7. Highlight your strengths by putting the most relevant points first where they can be viewed quickly. Remain positive and avoid negatives such as reasons for leaving an employer and history gaps in employment. Demonstrate your knowledge with an example of your work making quick connections with strong defendable literary connections. Prove yourself and get the job! Formal Business Letters: You have been hired to work in The Big Picture Project: Work Sighted Division. You and a coworker exchange letters to decide which literary devices to utilize on this week’s project and what connections are strong enough to implement. The business-letter format is very important for communicating formally with a company. You shouldn't write in the same voice as when you write family or friends, a business letter needs to be more formal. 1. Type the letter. Formal letters should not be written by hand. 2. On each letter type your name, title and return address four to six lines down from the top of the page. 3. Choose your alignment: left aligned or justified on both sides. 4. Skip two lines and type the recipient's full name, business title and address, aligned at the left margin. Precede the name with Mr., Ms. or Dr. as appropriate. 5. Skip two to four lines and follow with your greeting, again using the formal name and closing with a colon "Dear Mr. Jones:" for example. 6. Skip two more lines and begin your letter. Introduce yourself in the first paragraph, if the recipient does not already know you. Examples: ‘I am new to the company and am pleased to establish a correspondence with you.’ 7. Continue with the body of the letter, stating your main purpose for writing. This may be to suggest a starting point, request information or clarification, or to elaborate on a plan in place. 8. Skip two lines and conclude the letter with 'Sincerely,' 'Thank you' or 'Best wishes,' followed by a comma. 9. Leave at least four blank lines for your signature, then type your name and title. 10. Sign the letter in ink in the space created. This will be no less than 2 letters, (one from you and one in return) but should not exceed 12 letters (in case the issue is up for some debate.)

Speech: Get your resources and be prepared to do your outline on your lined index cards! 1. Mark the title of your first index card "Introduction." Line #1 will be your name and background, unless someone has already introduced you with the appropriate and applicable information. If that is the case, make #1 your "humorous" intro. Learn the story by heart to make it more personal, but you can write it down on the index card for practice. 2. The title and purpose of your speech. Make it concise and tell them WHY this is important for them to know by appealing to your similarities as people. Think big picture. 3. The next index card will be "Content." Explain the main points of your speech. These should be the paraphrased topic sentences of each of your points. ‘Starting here and using this literary device I made my way

towards this, this and this.’ The next 6 index cards will expand on each of your topic sentences. Do not go overboard on explanations to laymen. If there is time and interest, details can be addressed with Q and A. Try to use examples that compare each of your points with an everyday event, so you can keep your audience on track. ‘Western tales are similar to old John Wayne movies. They are dirty, gritty and pack a real punch.’ 5. Your last index card will be marked "conclusion." Here you will paraphrase your points and explain their significance. You may choose to end with another personal anecdote to illustrate why you find this important. End with your appreciation for their time and your availability to answer questions. Also, let them know if you have materials or business cards they can take, so they can contact you in the future.

Debate: Like a persuasion essay but with a clear opponent in mind (often present) and written in informal speech, everyday language, to appeal to a listening audience. 1. Choose your area of Debate. You contend this piece deserves to be on the Work Sighted Wall. It has literary merit and the points you have to make are strong and compelling. 2. Choose your topic. Read as much information as you can on the topic beforehand. In a debate, you may be asked to debate a side of the topic that you personally do not agree with. You need to know what both sides of the issue are. The more you know about what your opponent is going to say, the better. 3. Be prepared. Once you know your area, study the subject from every angle. In a Debate Speech you will be writing about one aspect of the subject. Even though you know there are other angles to this subject: stay on track. Write out your purpose on top of the page so you can get back to your subject instead rambling off on a tangent. 4. Take your information and outline your Main Points. Mark them with Roman Numerals (I, II, III) These Main Points should be exactly what you are trying to get your opponent to believe about your position. Under your Main Points use Capital Letters (A,B,C) to write sub points. The sub points should explain why your Main Points are right. Under your sub points flesh out your argument with examples or illustrations and mark them with Lower case letters. 4. If you are presenting your speech, breaking down your topic into sub points can trigger your memory during the debate. Practice your speech and during the debate listen to your opponent. If you are turning this speech in as a written work, make sure your points are concise and easy to understand. You will not be rebutting an opponent like in an oral debate. Your written speech has to be very thorough. 5. If you are presenting your speech, dress like you have something important to say. Remember you are not given information but persuading others to believe what you are right.

Phase 3: Check student attainment of concept:

Teacher presents additional examples and non-examples to test student understanding. Students are asked to provide their own examples and non-examples of the concept.

Phase 4: Analyze student thinking processes:

Teacher asks students to examine their own thinking processes. Students are asked about their decision-making processed and choices. Teacher integrates the concept into other concepts in a unit of study.

Jessica RomeoLesson Plan 2: Let your Brain do the WalkingPresentation Fall 2010

Phase 1: Introduction: Clarify aims and establish set.

Writing Prompt: After contemplating last night’s reading, what connections have you thought of? What song ran through your head? What TV show did it remind you of? Why were you thinking of that? How far have you understood the connection process so far?

Today, I will read aloud from the book and make my own connections aloud as I read. After that, we will conduct a Vocab Treasure Hunt! If you finish early, you may join your groups, or work by yourself, brainstorming possible connections using the treasures you have researched.

Phase 2: Present advance organizer:

As I read aloud pay special attention to my train of thought when I stray from the page.. This is the way my brain works anyway but I am going to do it outloud so you can see how it works. In fact my twin sister and I are so used to discussing books together that when she moved far away we devised a system: We buy and read books and then write post it note messages to each other, like in blogs and on Facebook. Then the next time we see each other we exchange a pile of books full of little notes about the reading! Some of you complain that you have a hard time concentrating because you start thinking of something else. If what you are thinking about is in any way connected to the text then you are actually showing signs of being a very Good Reader! I will present not only my thought but try to make some connections like the ones I want you to make.

Phase 3: Present learning materials (outline of content):

Conduct Read Aloud/Think Aloud

Use at least one literary device to illustrate how the connections can be justified.

Phase 4: Application (Check for understanding and to strengthen student thinking):

Teacher asks questions and elicits student responses to the presentation to extend student thinking and encourage precise critical thinking.

Now, I will have each of you pick three slips out of this box. On the slips are written literary devices that you can use to justify your connections. We will conduct a Vocab Treasure Hunt! I will provide time to use the computers and dictionaries to find out what they mean but make sure to choose a definition that will help you in your search for connections the way I just modeled for you. You will record the dictionary definition and where you found it. Then translate the definition into their own words and think of examples from either this text or your

own mind to illustrate the vocabulary for the class. You will stand up and present your discoveries to the class and then I will compile your answers into a packet we can use throughout the year!

1. Adventure2. Allegory3. Alliteration4. Analogy5. Audience6. Autobiographical7. Author’s purpose8. Bias9. Canon10. Cause and effect11. Character traits12. Colloquialisms13. Coming of age14. Conflict15. Connotation16. Context clues17. Culture18. Descriptive19. Detective20. Dialect21. Euphemism22. Existentialist23. Fantasy24. Figurative language25. Flashback

26. Foreshadowing27. Genre28. Gothic29. Graphic novel30. Heroic Couplet31. Historical novel32. Historic time frame33. Hyperbole34. Imagery35. Irony36. Jargon37. Lampoon38. Metaphor39. Metaphysical40. Mock Epic41. Mood42. Multicultural novel43. Mystery novel44. Narrative45. Novella46. Novel of manners47. Onomatopoeia48. Parallel structure49. Parody50. Persona

51. Petrarchan Conceit52. Personification53. Persuasive54. Plot55. Point of view56. Propaganda57. Pulp fiction58. Purpose59. Regional60. Romance61. Sarcasm62. Satire63. Science fiction64. Sentimental65. Sensory details66. Setting67. Slang68. Style69. Subplot70. Symbolism71. Theme72. Thesis73. Tone74. Utopian75. Western

If you finish early, you may join your groups, or work by yourself, brainstorming possible connections using the devices you have researched.

Jessica RomeoLesson Plan 3: A Team (& Mr. T) says, “I love it when a plan comes together”Discussion PlanFall 2010

Objective(s):

By the conclusion of this lesson the student will have taken notes on 75 different literary devices, think of situations in which they have seen them used, think beyond the presented facts, participate in a fast paced discussion, investigate the text for hidden meaning and apply this knowledge to their own lives with 100% accuracy.

Materials needed:

Writing Prompt: What literary devices have you discovered in the reading that you think can be used in a connection to something else? What connections have you made that still need a literary device?

Presentation of three literary devices by each student (those who came unprepared can pick up the dictionary and improvise in the spot for partial credit

Dictionary for corrections, fact checking Recorder sheet or Brainstorming/Mind Mapping Handout for each group Strategy for grouping: Kick ball style – the highest grades in the class get to choose their

teammates one at a time, can challenge someone to a question about the text before choosing them

Phase 1: Clarify aims and establish set:

Each of you will present the literary devices you have found while the audience take notes of ones you think you can use immediately and those that they don’t know in case they need them later. After you present the class will discuss more instances in which we have seen this device either in this book or elsewhere. Later we will break into teams for further discussion

Phase 2: Focus the discussion:

Define. Translate. Reference.

Phase 3: Hold the discussion:

I will do the teacher thing. I will listen and respond, incorporate and direct. It will be important to value everyone’s opinions because it is a sensitive subject as well as correct any misinformation. Class additions? How does this help you and where your mind was headed?

Phase 4: End the discussion:

Ok guys, great additions to your vocabulary! I can’t wait to see you start using these techniques on a daily basis!

Phase 5: Debrief the discussion:

Let’s break into our Work Sighted Teams and work on incorporating some of these into our Big Picture Project. Work on the linking, choosing at least one link you will all use in common – You can agree on all six links if you like but the team with the most color on the wall wins and if everyone has just one piece in common and five branch offs from there then your team will have more strings on the wall! Have the Group Recorder take down the brainstorming notes for future reference if you get stuck. Then as a group cluster and mind map possible ideas and branches. I will be available for questions.

Reminder, your rough draft due tomorrow. It can be handwritten but must use at least one connection agreed upon by your group and five others that you have either agreed upon, discussed, brainstormed or come up with on your own.

Jessica RomeoLesson Plan 4: The Challenge: Throwin’ Down Cooperative Learning Fall 2010

Purpose: Give them a chance to defend their work and ready it for presentation!

Planning cooperative learning:1. Revision and Correction2. Through Structural Approach 3. Using Peer Checklist4. In Work Sighted Student Teams5. Writing prompt: What would you love to see get up on the board? What do you think

could never get up on the board in a million years? Challenge yourself and the class to get something "really good" up there!

Phase 1: Introduction: Clarify goals and establish set.1. Two Minute Preview: We will begin by throwing down the gauntlet! Let’s hear those

impossible to get on the wall ideas and see who can bring it home! (Compile list on the board, inspire to think outside the box, check off items people claim to already be using!)

2. Review the connection you agreed upon and check to make sure everyone in your group has used at least that one.

3. Read aloud your connections to your group – just the item used and the connection – to bring it up for challenge. Defend as necessary. If you can prove it to the group then you will be able to prove it to the class

4. Use your Peer Checklist to make sure your papers are as good as they are gonna get tomorrow.

a. 5 Peer Editing Mistakes to Avoidi. Save the love for someone who needs it. Telling someone you can't find

anything to improve on their paper means one of two things: you're a lazy reader or you don't know how to peer edit.

ii. You are not the grammar and spelling police. If you notice a spelling mistake, mark it, but avoid hunting down and fixing grammar—it'll distract you from reviewing the paper as a whole. If the piece contains a lot of grammatical mistakes, tell the writer he/she needs to fix them and give one or two examples of mistakes you found in the paper.

iii. Fast and furious. Blowing through a peer review "just to get it over with" shows that you're not invested in learning the skills in becoming a good teacher or colleague. Plus, it disrespects your friends and their work.

iv. The pen is mightier than the (blank) page. Turning someone's paper back with no comments on it is a waste of time—see #3 above. Mark up the page with questions.

v. Insecurity is unattractive. Don't succumb to the idea that you have nothing to say or offer in helping someone be a better writer—be confident in your opinions.

Phase 2: Present information (outline of content):Provide Peer Review Checklist:

1. Authors name:2. Essays Title:3. Reader:4. Type of writing chosen:5. How do you know?6. 6 Works Sighted and their connecting Literary Device:

__________ > ___________>____________ > ___________>____________ > ___________Under each work rate the connection on a scale of 1-5, five being a strong and clever connection

On a scale of 1-57. Writing holds the reader’s interest.8. Writing is well organized, with introduction, body, and conclusion.9. Grammar and spelling are correct.10. Sentences and paragraphs are punctuated properly11. Sentences are clear and concise.12. Handwriting or typing is neat.13. Proper use of citations 14. Does the first paragraph serve as a good introduction to the rest of the paper or writing?15. Select the best phrase in the writing and underline it.16. Does the paper end with a whimper or a shout?17. Best parts of this piece overall:18. Areas needing more work:19. After reviewing someone's piece, discuss your comments with them so they can ask

questions and better understand your comments. This helps you articulate why you made the suggestions you did.

20. If time: Read your paper backwards, from the last word to the first to check for spelling, punctuation, capitalization, ect.

Phase 3: Organize students into learning teams:Use Work Sighted Team

Phase 4: Assist team work and study:

The teacher moves among groups to monitor behavior, process, and answer questions groups or individuals may have. Interrupt only when necessary. Allow some problems to be solved within each group. Clarify directions or process if misunderstanding is evident with more than one group.

Phase 5: Test on the materials:The project will reflect the improvement.

Phase 6: Provide team recognition:The winner is the team with the most color on the wall at the end of presentations!

Work SightedMrs. RomeoFall 2010Name_________________________________________________________________________

Over the course of a school year, you may be asking yourself “Why do we have to read this? What does this have to do with the here and now?” This project will help you connect the dots from what you enjoy anyway to what I force you to enjoy for a grade!

Have you ever played Six Degrees of Kevin Bacon? Where you connect actors to Kevin Bacon in Six Degrees or less? Well this is a lot like that!

While you read, your mind is looking beyond the page,making connections to things you have seen, heard and read. In this project,

we will expand those connections beyond the page into your actual life!

The Process:

Begin with something we read in class, a "classic." Think about what art, music, poetry, short stories, plays, novels, movies or TV episodes

remind you of your choice and how they are connected. Connect those choices to new choices until you have a string of Six Degrees separating

you from your in class reading. Use the literary devices we discuss in class to make the connection real and justifiable

for everyone. Compose one journal each week showing what you are thinking about and how it

might come together. Journal your ideas about the reading as a whole piece or in small chunks focusing on the details, the structure or the themes it use. Look to the Literary Devices Word Bank for possible connections! There must be six degrees, (no more, no less) of separation from canon to your very most favorite thing.

For the Classroom Teacher:Work Sighted Variations:

You may choose to assign this project with each new reading assignment, say each novel, or you may choose to do so every three novels or so to give the students options in which novel to begin the connections.

It can be either a daily journal or a weekly journal relating reading to outside works. Remember building connections builds understanding as well as retention!

The outside works can be common encounters the students have (TV, movie, comic books, graphic novels, popular adolescent literature, ect), it can be limited to serious works of art and literature (poems, plays, short stories, novels, essays, ect) or a combination of the two.

You can allow the students to make whatever connects they can find (like comparing character traits and common plot elements between two stories) or you can require serious literary devices, possibly ones you cover in class as vocabulary or have the students research independently, to make the connections.

Some teacher may stick to the journals and Work Sighted Wall while others may require a serious essay compiling the connections the students have found. This might be a fine way to introduce different styles of essay such as compare/contrast vs. persuasive essays! However all types of writing could be taught using this topic: narrative, descriptive, expository, and/or persuasive features and in various formats, including workplace communications (resume, letter of application, follow-up letter), summary, literary analysis and reflective writing.

This project is especially helpful in teaching MLA citation. An extra step might be to require each of the Six Degrees to be of a different form to ensure all types of citation are practiced: poem, novel, TV program, song, movie, play, short story, painting, sculpture, ect.

The presentation aspect can be very simple (the graphic organizer and the connections the student made) or very complex (requiring visual aids and samples of music, video clips, and read aloud of sections of the text being compared)

Consider Color Coding the Index Cards that get Hung on the wall! A small colorful frame or colored ink used to fill out the card (like green for novels, red for poems, blue for songs, ect) not only gives a pleasing contrast but illustrates how diverse and varied the class choices are!

Individuals could conduct this or you could have the class break down into teams and each team gets their own color string, then if anyone can justify a connection between their own work and a work another team put up they can add the connecting string in their color. The team with the most colored strings at the end of semester/year wins!

Take a picture after each new addition to the wall to make your own stop action film of the wall as it grows!

Making the Connection

Your life is built of tiny experiences. Reading is constructed in the same way.

Final Product:

Compose one essay showing the progression from the first connection to the grand finale of answers (the choice that is nearest and dearest to your heart) citing supporting details from the text, dialogue or image. Fill Out you Graphic Organizer with the connections you have made.Present the Graphic Organizer of your Six Degrees to the class. Cite your finding! The works you discover will not just be put into your standard Work Cited page because this is the Work Sighted Project! We want to see the connections you have discovered! Your six citations will find their way onto six Index Cards that will be taped up to the wall with yarn connections illustrating everything everyone in class have discovered!

Lord of the Flies

The Scarlett Letter

Romeo and Juliet

West Side Story

Harry Potter and The Deathly Hallows

… the religious symbolism reminds me of the A in…

… a theme of forbidden love makes all teachers think of …

… a classic tale remade into a more modern movie…

…nearly mythical epic love needs realism…

The Petrarchan conceit he uses is so sarcastic as to be an unexpected in the land of romance and twisted romantic couplings always bring me back

Shakespeare’s Sonnet 130

… funny how all my thoughts lead to

Shakespeare’s Sonnet 130

Rowling, J.K.. Harry Potter and the Deathly Hallows. London: Bloomsbury, 2007.

STOP!

On top of index card list the connection that comes before this card On bottom list

the connection to follow or the word STOP to indicate this is where it ends!

In the middle show the full citation for this link in the chain

Word Bank: Possible Literary Devices or Terms to use for Connections

AdventureAllegory

AlliterationAnalogyAudience

AutobiographicalAuthor’s purpose

Blank verseBias

CanonCause and effectCharacter traitsColloquialismsComing of age

ConflictConnotation

Context cluesCulture

DescriptiveDetectiveDialect

EuphemismExistentialist

FantasyFigurative language

FlashbackForeshadowing

Free verse

GenreGothic

Graphic novelHeroic CoupletHistorical novel

Historic time frameHyperboleImagery

IronyJargon

LampoonMetaphor

MetaphysicalMock Epic

MoodMulticultural novel

Mystery novelNarrativeNovella

Novel of mannersOnomatopoeia

PaceParallel structure

ParodyPersona

Petrarchan ConceitPersonification

Persuasive

PlotPoint of viewPropagandaPulp fiction

PurposeRegionalRhymeRhythm

RomanceSarcasm

SatireScience fiction

SentimentalSensory details

SettingSimileSlangSlantStyle

SonnetSubplot

SymbolismThemeThesisTone

UtopianVoice

Western

MLA Citation ExamplesWork Cited Page and Work Sighted Index Cards Must be in proper MLA Form!

The basic form for a book citation is:

Lastname, Firstname. Title of Book. Place of Publication: Publisher, Year of Publication. Medium of Publication.

Works may include an essay in an edited collection or anthology, or a chapter of a book. The basic form is for this sort of citation is as follows:

Lastname, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). Place of Publication: Publisher, Year. Page range of entry. Medium of Publication.

An Image (Including a Painting, Sculpture, or Photograph)Provide the artist's name, the work of art italicized, the date of creation, the institution and city where the work is housed. Follow this initial entry with the name of the Website in italics, the medium of publication, and the date of access. For artwork in an online format, consult “An Image (Including a Painting, Sculpture, or Photograph)” by following the link Works Cited: Electronic Sources at the bottom of this page.

For example:Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, Madrid.

Recorded Films or MoviesList films by their title. Include the name of the director, the distributor, and the release year. If relevant, list performer names after the director’s name. Use the abbreviation perf. to head the list. End the entry with the appropriate medium of publication (e.g. DVD, VHS, Laser disc).

For example:Ed Wood. Dir. Tim Burton. Perf. Johnny Depp, Martin Landau, Sarah Jessica Parker, Patricia Arquette. Touchstone, 1994. DVD.

Recorded Television Episodes (e.g. DVD, Videocassette)Cite recorded television episodes like films (see above). Begin with the episode name in quotation marks. Follow with the series name in italics. When the title of the collection of recordings is different than the original series (e.g., the show Friends is in DVD release under the title Friends: The Complete Sixth Season), list the title that would be help researchers locate the recording. Give the distributor name followed by the date of distribution. End with the medium of publication (e.g. DVD, Videocassette, Laser disc).

For example:Ed Wood. Dir. Tim Burton. Perf. Johnny Depp, Martin Landau, Sarah Jessica Parker, Patricia Arquette. Touchstone, 1994. DVD.

Sound RecordingsList sound recordings in such a way that they can easily be found by readers. Generally, citations begin with the artist name. They might also be listed by composers (comp.) or performers (perf.). Otherwise, list composer and performer information after the album title.Use the appropriate abbreviation after the person’s name and a comma, when needed. Put individual song titles in quotation marks. Album names are italicized. Provide the name of the recording manufacturer followed by the publication date (or n.d., if date is unknown). List the appropriate medium at the end of the entry (e.g. CD, LP, Audiocassette). For example:Nirvana. "Smells Like Teen Spirit." Nevermind. Geffen, 1991. Audiocassette.

Digital Files (PDFs, MP3s, JPEGs)Determine the type of work to cite (e.g. article, image, sound recording) and cite appropriately. End the entry with the name of the digital format (e.g. PDF, JPEG file,Microsoft Word file, MP3). If the work does not follow traditional parameters for citation, give the author’s name, the name of the work, the date of creation, and the medium of publication. Use Digital file when the medium cannot be determined.

For example:Beethoven, Ludwig van. Moonlight Sonata. Crownstar, 2006. MP3.

In-Text Citations: Author-Page StyleMLA format follows the author-page method of in-text citation. This means that the author's last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263). Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).

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