E. Quinson

D-201

8R, periods 2 and 3

 

Monday, September 29, 2008

SWBAT:           read and respond to Cynthia Rylant (excerpts from But I'll Be Back Again, an excellent choice for independent reading!)

DO NOW:  Write an entry:  Did you find any new understanding when you tried to write from the perspective of the other gender?

DEVELOPMENT: 

1.      Discuss previous memoirs, "A Day at the Mall" and “Debbie” responses.

2.      We will all be writing memoirs soon (define memoir) so as we read, write and LIVE let's all be looking for ideas to write a memoir about.

3.      Let’s review those territories lists now.

4.      Add more ideas from Writing Territories topics. 

5.      How about kissing?  Does any one have the bravery to add kissing to the territories list?  Well, Cynthia Rylant was brave enough!

6.      Distribute and read “First Kiss,” by Rylant excerpt aloud. 

7.      Group discussion/Share responses.

8.      Review H.W.

H.W.:  1.  Write one page in your writer’s notebook.  Free choice of topic and technique.  2.  Read at least 30 minutes at home in your independent reading book.

 

Thursday, October 2, 2008

SWBAT:  read “I Know Why the Caged Bird Sings” by Maya Angelou.

DO NOW:  Independent reading and turn in your notes page for “Debbie.”  Make sure your name is on it.

DEVELOPMENT: 

  1. Look for and begin discussion of  “I Know Why the Caged Bird Sings.”
  2. Have students write an entry:  Look at the title:  why WOULD a caged bird sing?
  3. Titles can be very annoying.  Why would a caged bird sing?  What does this have to do with the story?  One cannot always figure out their meaning until after one has read the whole book, and this is just an excerpt.  Let's finish reading this, and see what we can make of it.
  4. Distribute vocabulary sheets for “I Know Why the Caged Bird Sings”
  5. Begin read aloud. 
    1. Discuss names! Maya=Marguerite.
    2. Notice the sensory details – pineapples
    3. Conflicts

                                                               i.      Internal:  should she steal a can of pineapples?

                                                             ii.      External:  rape!

  1. Explain what happened in the ellipsis.  Changes our understanding of why Maya/Marguerite no longer speaks.
  2. Summarize/review.  Be ware of pop quizzes that go bump in the night!

H.W.:  1.  Finish “I Know Why the Caged Bird Sings,” if we have not done so in class.  Pp. 32-38 in new textbook.  Be careful of pop quizzes that go bump in the night!   2.  Write one page in response.  Now that you have read the whole story:  what is the significance of the title?  Use specific details from the memoir to provide evidence for your opinion.  3. Independent reading.

 

Friday, October 3, 2008

SWBAT:  create a notes page for “I Know Why the Caged Bird Sings” by Maya Angelou.

DO NOW:   Independent reading. 

DEVELOPMENT: 

1.      Look at Maya Angelou’s quotation:  A bird doesn’t sing because it has an answer.  It sings because it has a song. Write an entry in your writer’s notebook in which you discuss what this might have to do with this excerpt from Angelou’s memoir.

2.      Or… possible POP QUIZ!

3.      Consider:  What does the title mean?  Last week, you listened to silence.  Did you hear any birds?  Were there any birds in Angelou's piece?  Can you figure out any significance here?

4.      Discuss any similar experiences we might have had.  If notebooks have been returned have students write entries about people who might have affected them. 

5.      Consider adding them to their territories.

6.      Why does Mrs. Flowers make Marguerite read aloud?  What does she mean “words mean more than what’s on the page?”  Do we agree?

7.      What does Marguerite means she had tea with Oliver Twist?  Or mead with Beowulf?  Have we ever had a similar experience? 

8.      One way good readers read actively is by making connections:

1.      Text to self

2.      Text to world

3.      Text to text

9.      Discuss specific vivid images, pineapple, cookies, having something done just for her.  What other piece of literature that we have read this year might this remind you of?  (“Mama Sewing”)

10.  If time allows, distribute copies of Alicia Keys’ song:  “Caged Bird.”  Can this be a coincidence? 

11.  If time allows, we will begin our notes pages together. 

H.W.:   1.  Complete notes page for “I Know Why the Caged Bird Sings.”   2.  Write one page in your writer’s notebook.  Write about an adult in your life who has had an important impact on you.  Parent, grandparent, relative, adult friend.  Explain what the impact has been and how you think it might affect you in the future.  3.  IRR.

 

Monday, October 6, 2008

SWBAT: read "How to survive Shopping with Mom" and respond to the use of the 2nd person narration.

DO NOW:  Independent reading.

DEVELOPMENT:

  1. Review how Independent reading is going.  Tomorrow, Friday, I want everyone to look at their reading schedules and evaluate how they have been doing.  So!  Make sure you have your reading schedule with you.
  2. Write an entry in your writer's notebook:  What is the difference between shopping with your parents and shopping with your friends?  Why?  Give examples.
  3. Review H.W. and DO NOW entries.
  4. Discuss 1st, 2nd, and 3rd person narrators.
  5. Distribute copies of  "How to survive Shopping with Mom" and read aloud.
  6. Discuss realism, and 2nd person narration.  What has this genuine student writer done?  Why was it effective?
  7. Review H.W./share.

H.W.:  1.  Write one page in response to "How to survive Shopping with Mom."  You could write about a similar experience shopping with your mom, or you could choose a reader response question and answer it.  2.  Independent reading.

 

Tuesday, October 7, 2008

SWBAT:  read an honest memoir by a fellow Felix Festa 8th grader.

DO NOW:       Independent reading.

DEVELOPMENT:

  1. Write an entry in your writer’s notebook:  Free write off the word: CAFETERIA
  2. Discuss H.W. entry and possible memoir topics.  Part of what we will be doing for the next week or so, is exploring possible topics for our own memoirs.  Could you write a memoir about shopping with your mother? With friends?  Could you make it interesting? With lots of details?  What other topics have we read about that you could write about:
    1. Adults who have had an influence on you. (“I Know Why the Caged Bird Sings”
    2. Animals who have had an influence on you (“Debbie”)
    3. Kissing?!  Well, boys-girls and that whole thing.  (“First Kiss”)
    4. The Mall with friends (A Day at the Mall)
    5. Loss of loved ones (Papa)
    6. Parents (Mama)
  3. As mentioned last week, we will be reading memoirs by my past students and the first one is one that became somewhat infamous.  Yes, it is a real event.  And yes, there are some errors of spelling, mechanics, etc. in this student’s work.  But I think it is still powerful, honest, and admirable.
  4. Read aloud or silent reading and then time for response in notebooks.
  5. Discuss the value of HONESTY and BRAVERY in writing.  It is not easy, but is always improves writing.

H.W.:  1.  Write one page in your writer’s notebook about a former best friend, a faded friendship, a new friendship.  Try to be as specific and honest as possible in your entry.  Search out the specific details that could make your memoir come alive.  2.  Independent reading.  You have a whole 3 day weekend.  See if you can find 3 whole hours to read!  Really take the time to get into your book.  J

 

Wednesday, October 8, 2008

SWBAT: read a memoir about baseball

DO NOW:  Take out your writer’s notebooks and write an entry about BASEBALL.

DEVELOPMENT:

  1. Review H.W. entry about a friendship.  How did the writing go?  Did you have a lot to say?  How about an idea for your memoir? 
  2. One topic that sometimes appeals to student writers is sports.  But be careful!  You have to be specific and detailed to make it come alive.  Sports writing is some of the best newspapers have to offer and it isn’t easy to make a game come alive.
  3. Read Sam Burd’s memoir.  Examine for detailed craft, which really makes it come alive.
  4. Look for vibrant VERBS.
  5. Look for other specific details.
  6. Another example of a baseball memoir exists in your new textbook and I am asking you to read it for H.W.
  7. If time allows I will read it aloud.  Perhaps have copies made? 

H.W.:  1.  Read “Baseball” by Lionel Garcia in the new textbook, pp. 624-627.  2.  Write one page in your writer’s notebook.  Write about your favorite sport.  One idea is to consider:  have you ever had a game (sports or otherwise) where you and your friends or family had your own rules?  Explain.  3.  Independent reading. 

 

Thursday, October 9, 2008

SWBAT:  read some more memoirs in preparation for our writing cycle.

DO NOW:  Independent Reading.

DEVELOPMENT:

  1. Discuss how Independent Reading is different from “Reading Comprehension” reading.  Our purpose is different!  We are seeking the answers to set questions.  When we read independently our own questions emerge naturally.  Discuss what kinds of questions may arise in either genre.  Later this month we are going to have a practice ELA many of the strategies we use for good reading either in class or with our independent reading books are also useful there.  J
  2. Discuss how this is similar to writing. When we write an essay for a teacher or a test, we are seeking to please the grader.  When we write memoir?  How does this affect our discussion about audience the other day?
  3. We still have a few memoirs left to read and then we will begin writing in the computer lab on Monday.  Be sure you are thinking hard about what you may like to write about.
  4. Discuss “Baseball” by Lionel Garcia.  One thing that I think is missing in today’s suburbs are the pickup games that were a part of my life and everyone’s life up until very recently.  What experience have you had with pick up games?  How is setting important to this memoir?  Or neighborhood friends?  Ask your parents (especially if they grew up in a city) if they had any similar experiences of playing ball in the school yard. 
  5. Discussion Questions/Topics for memoirs may include:  imagination games kids play, neighborhood friendships, etc.
  6. Write an entry:  write off the word home, or fights or friend.
  7. Read “Home” and “Fights” and “Best Friends” as time allows.  Discuss adding these ideas to your territories list at the back of your writer’s notebook.

H.W.:  1.  Write at least one page in your writer’s notebook:  Free write about a possible memoir topic.  Look over your territories list if you’re stuck.  2.  Independent reading.

 

Friday, October 10, 2008 – depending on timing, etc. I may do one of the following lessons:

SWBAT:  read additional memoirs in preparation for our writing cycle.

DO NOW:  Independent reading.

DEVELOPMENT:

  1. Write an entry:  Describe being the new kid in school if you ever have been, or imagine what it might be like.
  2. read “This is Jean Little…” 
  3. Why was this moment so important to the writer?  What do we learn about her?  About the situation?  What questions do we have?
  4. Write off the word “Fight”
  5. Read “Maybe a Fight”.
  6. What do we learn about the characters in the memoir?  What do we learn about fighting?  Do we agree?
  7. Read “Motherhood II”
  8. What kind of a fight has gone on here?  Can anyone here relate?  What new point of view do we see?  How do the mother and Chloe really feel about each other?

H.W.:  1.  Write at least one page in your writer’s notebook:  Free write about a different possible memoir topic.  Look over your territories list if you’re stuck. 2.  Independent reading.

 

OR PROBABLY I WILL GO RIGHT INTO:

 

SWBAT:  develop a list of ideas for writing a memoir.

DO NOW:  Review your territories list which should be at the back of your writer’s notebook.

Also, review your homework entries for the last two nights.

DEVELOPMENT:

  1. Discuss how finding a memoir topic is going?
  2. Distribute and put up Questions for Memoirists on overhead.  Review questions and encourage students to add these to their territories lists and their possibilities. 
  3. Have students write entries about the Questions for memoirists.  Or if they seem ready,
  4. Have students complete Seed Idea Worksheet and work in groups to share ideas.

n      1st Writer tells all 3 ideas, why favorite is the favorite and then reads DO NOW paragraphs. 

n      Members advise whether the idea is small enough and meaningful enough.  Possibly, the buddies may want to choose one of the other 3 possible ideas.

n      Each member also writes two original questions about the topic that they would like to see answered in the writer's final piece. (We may not have time for this…)

     5.  Groups work.

     6.  Group Share where each group tells what everyone will be writing about.

     7.  Tomorrow we meet in the computer lab.  Go there directly!

H.W.:  1.  Write at least one page in your writer’s notebook:  Free write about your memoir topic.  Look over your territories list if you’re stuck. If you are ready to go, you may begin your memoir at home, but then be prepared to retype it, or bring it in on a flash drive, disk, or email it to yourself.  2.  Independent reading.

 

 

 

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