Week of May 25, 2009

Monday, May 25th NO SCHOOL Memorial Day

Tuesday, May 26th
Bell Work: Building green (define and draw a picture)
1. Students will draft the English portion of Unit #6 – Sustainable Systems Common Assessment. The “sandwich” template may be used and the content should be based on the following scenario:
a. Esperanza and her family will move to Kalamazoo. They would like to have a green and sustainable home. Write a paragraph proposing to Brownfield Reconstruction what specific home in Kalamazoo Esperanza’s family should build or renovate.
b. Consider and include information about:
· What house does Esperanza dream of?
· What have you learned about building green and sustainable homes?
· What can Esperanza’s family afford?
c. This is due in its final edited form by Friday, May 29th!
Homework: Continue drafting, revising, and/or editing the above mentioned paragraph

Wednesday, May 27th
Bell Work: Regreening (define and draw a picture)
1. Students will peer edit and revise the paragraph they drafted for the English portion of Unit #6 – Sustainable Systems Common Assessment.
2. Then, students will review their notebook entries and begin to draft at least two thesis statements for their literary essay on the House on Mango Street.
Homework: Continue to revise or draft another thesis statement in response to the House on Mango Street.

Thursday, May 28th
Bell Work: Coherence (define and give an example/draw a picture)
1. Students will create an outline using the “boxes and bullets” format to identify the following:
a. Thesis statement
b. Topic sentence #1(first body paragraph)
i. Quote/Example from the book
c. Topic sentence #2 (second body paragraph)
i. Quote/Example from the book
d. Topic sentence #3 (third body paragraph)
i. Quote/Example from the book
Homework: Final typed draft of ELA paragraph for Unit 6 Common Assessment (due tomorrow!)

Friday, May 29th
Bell Work: Word Puzzle
1. We will go to the library for a book exchange.
2. Save your ELA paragraph for the Unit 6 Common Assessment in the appropriate location.
3. Students will read silently for the rest of the class period.

Week of May 18, 2009

Monday, May 18th
Bell Work: Distortion (define & draw a picture)
1. Pre-Reading Questions:
a. How is growing into a teenage body (physically, mentally and emotionally) like moving into a new house/apartment? Compare the experiences of moving into a new house/apartment to the experiences of being a teenager.
2. Read~ House on Mango Street pages 39-55 (The Family of Little Feet; A Rice Sandwich; Chanclas; Hips; The First Job) As you read~ Identify the literary devices/elements of style that the author uses. Add as many as you can to the original list we started in class on Friday.
3. Quiet Writing~ Write an entry identifying: what you notice and an idea that you think is interesting. Use evidence from the text (include page #) to support your thinking, and use the conversational prompts to help you elaborate on your idea.
a. Prompts such as: for example…, another example…, this makes me realize…, this is important because…, this important because…, the reason for this is…, this is similar to…

Tuesday, May 19th
Bell Work: Stereotype (define and draw a picture)
1. Pre-Reading Questions:
a. Describe a situation where you once felt out of place or uncomfortable. Why did you feel this way? What does the word “outcast” mean? What kinds of attributes make people into outcasts? Why must society have outcasts?
2. Read~ House on Mango Street pages 74-87 (Four Skinny Trees; No Speak English; Rafaela Who Drinks Coconut and Pineapple Juice on Tuesdays)
a. As you read~ Pay close attention to the details of the story. Add to your literary device list.
3. Quiet Writing~ Complete the Double Entry Journal (Lancer Notes) page identifying a quote, then responding to it by identifying: who is speaking, what the situation is, what is means/how it is significant, stylistic devices, and connections.
Homework: Identify two more quotes and complete Lancer Notes responding to them by identifying: who is speaking, what the situation is, what is means/how it is significant, stylistic devices, and connections.

Wednesday, May 20th
Bell Work: Epic (define and draw a picture)
1. Discuss Homework (Lancer Notes-quotes and responses from yesterday)
2. Read~ House on Mango Street pages 81-87 (Sally; Minerva Writes Poems; Bums in the Attic)
a. As you read~ Pay close attention to the details of the story. Add to your literary device list.
3. Quiet Writing~ Write an entry about your thoughts using the following expressions: I see…The thought I have about this is…I realize that…To add on…This reminds me…

Thursday, May 21st
Bell Work: Coherence (define and give an example/draw a picture)
1. Pre-Reading Questions:
a. What inspires you most in life? What do you see your future holding for you? What obstacles stand in your way? In what ways will you attempt to overcome them and achieve your future desires?
2. Read~ House on Mango Street pages 103-110 (The Three Sisters; Alicia and I Taling on Edna’s Steps; A House of My Own; Mango Says Goodbye Sometimes) As you read add to your literary device list.
a. As you read~ Think deeply about characters’ traits, motivations, struggles, and changes.
3. Quiet Writing~ Fill in the open mind diagram with objects, images, symbols, and quotations (and page #s) identifying what might be going through Esperanza’s mind at the end of the novel. Then, write an entry explaining what you drew and wrote inside the open mind using the following expressions: I notice…for example…My big idea is…

Friday, May 22nd
Bell Work: Word Puzzle
1. We will go to the library for a book exchange.
2. Students will organize, label, and evaluate their House on Mango Street response writings.
3. They will turn them in, then read silently for the rest of the class period.

Week of May 11, 2009
For the next few weeks we will be reading, studying, and analyzing Sandra Cisneros’novel, The House on Mango Street in order to write a literary essay. The novel is made up of short character sketches/stories, called vignettes. Esperanza, a Mexican-American young woman who just moved with her family to Mango Street, narrates them. We will be addressing different subjects and literary devices for each set of stories. We will not read the novel in its entirety. We will only read the sections which relate to our Magnet theme of sustainable systems focusing specifically on green architecture. At the end of this unit, students will write a three paragraph essay identifying a local area where Esperanza should build a “green” house. This will include a thesis/rationale and supporting excerpts from the text to justify this point of view.

Monday, May 11th
Bell Work: Symbolism (define & draw a picture)
1. Pre-Reading Questions:
a. What is the personal significance of your given name (first, middle and last)? Does your name mean different things to you, your family, and your friends? What are your nicknames? What do your nicknames mean to you and those who call you those names?
2. Read~ House on Mango Street pages 3-11 (The House on Mango Street; Hairs; Boys and Girls; My Name
a. As you read~ Put yourself in one of the character’s shoes. Imagine what he/she is seeing, hearing, feeling, and thinking.
3. Quiet Writing~ Write an entry about what you picture in your mind. Identify what your character might be thinking or feeling.

Tuesday, May 12th
Bell Work: Simile (define and draw a picture)
1. Pre-Reading Questions:
a. Is living in a house your family owns different from living in a house or apartment you family rents? How? Are renters, owners and homeless people all considered equal citizens in America? Why or why not?
2. Read~ House on Mango Street pages 12-20 (Cathy Queen of Cats; Our Good Day; Laughter; Gil’s Furniture Bought and Sold)
a. As you read~ Pay close attention to the details of the story.
3. Quiet Writing~ Write an entry about your thoughts using the following expressions: I see…The thought I have about this is…I realize that…To add on…This reminds me…

Wednesday, May 13th
Bell Work: Cultural Influences (define and draw a picture)
1. Read~ House on Mango Street pages 21-25 (Meme Ortiz; Louie, His Cousin and His Other Cousin)
a. As you read~ Pay close attention to the details of the story.
2. Quiet Writing~ Write an entry about your thoughts using the following expressions: I see…The thought I have about this is…I realize that…To add on…This reminds me…

Thursday, May 14th
Bell Work: Metaphor (define and give an example/draw a picture)
1. Pre-Reading Questions:
a. In what areas of your life are you most free to do what you like? In what areas of your life do you have the least freedom? Consider the roles, gender, race, religion, education, class, age, and upbringing play in limiting an individual’s personal freedom.
2. Read~ House on Mango Street pages 26-38 (Those Who Don’t; There Was an Old Woman…; Alicia Who Sees Mice; Darius and the Clouds; And Some More)
a. As you read~ Think deeply about characters’ traits, motivations, struggles, and changes.
3. Quiet Writing~ Write an entry answering the quesitons: What kind of person is this character? What does this character long for? Fear? What is the character struggling against? What gets in the character’s way? What relationships does the character have and how do they play a significant role in the story? How does the character change over the course of the story? Does the character lean lessons or come to realizations?
4. Then, use the following expressions: I notice…for example…My big idea is…

Friday, May 15th
Bell Work: Word Puzzle
1. “Elements of Style” Notes~ Fill in the blanks to identify the definitions of the literary devices (figurative language) that are used in House on Mango Street.
2. Skim through the vignettes that we have already read. Pick out examples of the literary devices in the stories and begin creating a chart of figurative language used in the novel. This chart should be used during the rest of the unit.

Week of May 4, 2009
This is the beginning of the 6th (last) marking period of the year. Students will be writing a Literary Essay responding to the essential question: Why is the world different because you are in it? The primary focus will be on analyzing, comparing/contrasting his/her own housing/residence with The House on Mango Street. We will begin reading and responding to this text next week.

This week, Tuesday through Thursday, students will be taking the MAZE reading comprehension test and the AIMS reading fluency test.

Monday, May 4th
1. MAZE (3 minute timed) reading comprehension test
2. Reading Workshop: “The Landlady”
a. Students will read along with the audio version of the story.
3. They will also complete a graphic organizer to monitor comprehension; predicting, questioning, commenting/responding to the text.

Tuesday, May 5th
Bell Work: Allusion (define and draw a picture)
1. Students will reread/skim “The Landlady” and draft an alternative ending for the story. This ending should be two or three paragraphs in length.
2. Next, get share these endings with the rest of their table group.
3. Then, as a group decide which ending to share with the class.
4. Last, one person per table will read his/her ending to the class.

Wednesday, May 6th
Bell Work: Ambiguity (define and draw a picture)
1. Students will get into groups of three in order to write a script for acting out one scene of “The Landlady”.
2. Next, decide on the scene they want to create and who will play each role.
3. Then, draft the script working together to determine how things will develop, what he/she will say and do.
a. Each person should determine and write his/her own parts/lines.
4. This script needs to include: title, scene description/setting, actors/actresses, props, lines, and actions.
a. The length should be a minimum of two pages long. (presentations tomorrow)
Homework: Finish writing the script and gather any props needed for the presentation tomorrow.

Thursday, May 7th
Bell Work: Nuance (define and give an example/draw a picture)
Students will present their “Landlady” scenes.
Those watching the presentations will provide written feedback to each group. (1 wish & 1 star)

Friday, May 8th
Bell Work: Word Puzzle
1. We will go to the library today.
2. The Loy Norrix Ignite Student mentors will be engaging MMS students in activities related to high school transition.
3. Then, students will return, renew, and check out books.
4. Last, they will take an Accelerated Reader test for any book(s) that they have completed recently.