Youngstown City Schools Curriculum Project ENGLISH / LANGUAGE ARTS - - Grade 9 Unit #1 INTRODUCTION TO 9TH GRADE (2 weeks) 2013-14
SYNOPSIS: Students will become acquainted with each other and the teacher through writing and reading autobiographical pieces. They will discuss how writers focus on task, audience, and purpose. Students will read fiction and non-fiction selections and identify tone and theme (in fiction) or central idea (in non- fiction). By the end of the Unit, the students will write summaries of fiction and non-fiction, explaining the author’s tone and how he or she develops the theme (or central idea) across the piece. They will also write letters or reactions to fiction and non-fiction appropriate to task, purpose, and audience.
STANDARDS
RL 9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI 9.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W 9.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Materials Fiction Non-Fiction Poetry Drama The House on Mango Street, Excerpt from Sitting Bull “Traveling Through the Sandra Cisneros (select vignettes (attached) Dark”, William Stafford attached) (attached) Excerpt from Maya Ying Lin “Tyrone Bittings” from Bronx (attached) Masquerade, Nikki Grimes An article about starting high school from the website TeenHealth.org. (attached) Key Terms
General Vocabulary Literary Skills Writing Skills Speaking / Listening Skills analyze theme task style emerges central idea purpose summary autobiography reflection audience
MOTIVATION TEACHER NOTES 1. [ previously ] On a wall chart - - but hidden for now, T has developed a checklist of what makes good personal writing (e.g.,) (W 9.10)
central idea or core message
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 1 details that develop the central idea language that gives a feeling complete thoughts in complete sentences correct conventions: spelling, grammar, punctuation
2. Teacher assigns students to work in pairs (or holds whole-group discussion) about what makes good personal writing; students brainstorm lists, then together, teacher compares brainstormed list to wall chart; reinforces students, may add to chart. [ cont’d ]
MOTIVATION, cont’d TEACHER NOTES MODELS of autobiographical writing 3. OPTION #1: teacher uses his or her own autobiographical piece
3. OPTION #2: at the end of the Unit are two samples of autobiographical pieces - - one from Sitting Bull and one from the creator of the Vietnam Wall in Washington, DC.
3. OPTION #3 students read “My Name” from The House on Mango Street. [ attached ] students use that information to try an autobiographical piece. [ e.g., students may use a T-chart or web ]
4. Students write their own “My Name” piece, modeling it after one of the three options above. As an ice-breaker, the teacher may ask students to share one interesting line or event from their piece. This is called a Quaker Share and is popular with students who are reluctant to share entire pieces.
5. Teacher reminds students of Independent Reading requirement. See Attachment #1 for guidelines and documentation sheets.
6. Teacher helps students set goals for the Unit (1 personal and 1 academic ); students record in Notebooks.
7. Teacher previews “authentic assessments” as expectations for the Unit ( i.e., explains what students will be expected to accomplish by the end of the Unit ).
TEACHING-LEARNING ACTIVITIES TEACHER NOTES
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 2 1. Teacher assigns Students to read the chapter “Tyrone Bittings” from Bronx Masquerade by Nikki Grimes. As they read, Students will underline or highlight things that they learn about Tyrone. In the margin, they will explain how they learned it. (e.g., Tyrone doesn’t like school because he writes, “School ain’t nothing but a joke.”)
2. Students complete the “Reading and Writing Inventory.” [ See Attachment #2. ]
3. Teacher explains that Students will be writing an autobiographical piece about themselves; Teacher writes the word autobiography on board or wall chart; asks Students to “dissect” it ( e.g., auto, bio, graph . . . bio = life; graph = writing; auto = itself; ask students to form other words with these word parts). Students record notes. [ See sample autobiographies - - Attachment #3 and sample Note- taking page - - Attachment #4. ]
4. Teacher gives Students the prompt about writing their own autobiographical piece; teacher may set the stage with an anecdote, poem, song lyrics, etc. e.g., (W 9.10) a. “I Am” poem (format and sample attached - - Attachment #5) b. write an original piece that includes something about family, friends, and 3 favorites c. “What do you think of school so far?”
[ NOTE: Teacher may have Students exchange papers or work in 3s to “introduce” each other, noting the task, audience, and purpose of the auto- piece. ]
[ cont’d ]
TEACHING-LEARNING ACTIVITIES, cont’d TEACHER NOTES
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 3 5. Teacher refers Students to the short story “Tyrone Bittings” and asks Students about the task, purpose, and audience for the writing; Teacher records “attributes” of the three on the board or wall chart. To check for understanding, Teacher asks Students questions about varying the task, audience, and purpose. Students take notes, including examples for later reference. Teacher asks Students to refer to their own autobiographical piece to identify task, purpose, and audience. (W 9.10)
6. Teacher helps Students discover the term theme in “Tyrone Bittings” as recurring or consistent message. Teacher explains that in non-fiction, theme becomes central idea. Students work in triads to trace the development of theme throughout the story. (RL 9.2)
7. Teacher asks Students about “summary” and determines how many remember writing summaries. Teacher models writing a summary of a fairy tale or familiar TV episode or movie. Students then write an objective summary of “Tyrone Bittings.” [ NOTE: See Attachment #6 for summary samples and a format. ]
8. If time permits, Teacher shows a video clip of a popular song or movie excerpt [ e.g. “You can’t handle the truth” scene from A Few Good Men http://www.youtube.com/watch?v=8hGvQtumNAY] to lead Students to identify theme, task, purpose, and audience. Teacher and students jointly define what these are; students then record definitions, memorable examples.
9. Teacher asks Students to read the poem “Traveling through the Dark” by William Stafford (Attachment #7) and leads Students to identify theme, task, purpose, and audience. Teacher and Students jointly define what these are; students then record definitions as illustrated in the poem; Students then write an objective summary. (RL 9.2 and W 9.10)
10. Teacher asks Students how fiction differs from non-fiction - - makes two lists on chart paper or the board; Teacher makes sure Students jot down and remember the distinctions.
11. Teacher reminds Students that in non-fiction, theme shifts to central idea. Teacher asks Students for examples of non-fiction they remember (e.g., speeches, editorials). Teacher reviews the term emerges and how this works across a text. Teacher assigns Students to work in triads to read the TeenHealth.org article “Starting High School.” (Attachment #8) As they read aloud to each other, Students record key details and prepare a diagram of how the central idea is developed across the article. (RI 9.2)
12. Each student writes an objective summary of the Health piece. (RI 9.2 and W 9.10)
Attachment #9 shows how to annotate a text.
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 4 TRADITIONAL ASSESSMENT TEACHER NOTES 1. NO Unit Test [ NOTE: Teacher may include quizzes ]
2. Journals / Notebook entries
3. Summaries; Autobiography
AUTHENTIC ASSESSMENT TEACHER NOTES Each student will
1. Analyze a passage from a NEW (not read during the Unit) piece of autobiographical FICTION; from that analysis, the student will - - [ on a response form provided ] a. determine the theme or central idea of the text, and show how it is developed through the piece (RL 9.2)
b. write an objective summary of the passage (RL 9.2)
2. Analyze a passage from a NEW (not read during the Unit) piece of autobiographical NON-FICTION; from that analysis, the student will - - [ on a response form provided ] a. determine the central idea of the text, and show how it is developed through the piece, including how it is refined by specific text details (RI 9.2) b. write an objective summary of the passage (RI 9.2)
3. Use the information from the “Reading and Writing Inventory” to write a letter - - prompt to be given (W 9.10)
4. Evaluate progress on Unit goals.
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 5 Authentic Assessment ELA GR 9, Unit 1
1. Analyze the following passage from a NEW (not read during the Unit) piece of autobiographical FICTION; from that analysis, provide a response to the questions that follow the passage.
FICTION - - Grade 9; Unit 1
Alexander the Great
So who was Alexander the Great for REAL? Why was he this larger-than-life super hero? He was related to the Greek hero Hercules from his father's side and to Achilles from his mother's side. So, was he immortal? Legend has it that the Temple of Artemis burnt down the day of Alexander's birth because Artemis was busy attending the birth.
Alexander became the greatest King in the history of Greece and the most successful Military Commander of all time. He was born July 20, 356 BC in Macedonia and died June 10, 323 BC in Babylon. Living only 32 years, he is best known for conquering much of Asia and Europe. He reigned as king of Greece from 336-323 BC.
Alexander's father was King Philip the II, King of Greece. Philip II had built up a strong and united empire in Ancient Greece, which Alexander inherited. In fact, he became ACTING King at age 16 when his father left for battle
Like most children in Athens, Alexander was tutored as a child and learned mathematics, reading, writing, and how to play the lyre. He also would have been instructed on how to fight, ride a horse, and hunt. When Alexander turned thirteen, his father Philip II wanted the best teacher possible for him. He hired the great philosopher Aristotle. In return for tutoring his son, Philip agreed to restore Aristotle's home town of Stageira, including setting many of its citizens free from slavery.
At school, Alexander met many of his future generals and friends such as Ptolemy and Cassander. He also enjoyed reading the works of Homer - - The Iliad and The Odyssey. He tamed a wild horse named Bucephalus when he was a kid. It was his main horse until it died of old age. Alexander named a city in India after his horse.
After securing the throne and getting all of Greece under his control, Alexander turned east to conquer more of the civilized world. He moved swiftly using his military genius to win battle after battle, conquering many peoples and rapidly expanding the Greek empire. It is alleged that he never lost a battle and that many of his enemies surrendered on hearing the sound of his army approaching.
First he moved through Asia Minor and what is today Turkey. He then took over Syria, defeating the Persian army at Issus and lay siege to Tyre in Lebanon. He next conquered Egypt and established Alexandria as the capital. After Egypt came Babylonia and Persia, YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 6 including the city of Susa. He then moved through Persia and began to prepare for a campaign in India. [ cont’d ]
Authentic Assessment, p. 2
At this point, Alexander had accumulated one of the largest empires in history. However, his soldiers were ready to revolt. They wanted to return home to see their wives and children. Alexander agreed, and his army turned back.
Alexander made it back as far as Babylon where he became suddenly sick and disappeared. Many claim his body was never found; others insist he was poisoned. No one is sure. Upon his death, the great empire he had built was divided up amongst his generals, called the Diadochi. The Diadochi ended up fighting each other for many years, and the empire fell apart. a. Determine the theme or central idea of the text, and show how it is developed through the piece (RL 9.2) ______
______
______
______
______
______
b. Write an objective summary of the passage (RL 9.2)
______
______
______
______
______
______
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 7 Authentic Assessment, p. 3
2. Analyze this autobiographical NON-FICTION, and respond to the questions that follow..
NON-FICTION - - Grade 9; Unit 1
Rosa Parks
Rosa Parks is one of the most famous Civil Rights activists of the 20th Century. She was born on February 4, 1913 in Tuskegee, Alabama and died October 24, 2005 at her home in Detroit, Michigan. A colleague of Dr. Martin Luther King, she is best known for her role in the Montgomery Bus Boycott.
Her full name was Rosa Louise McCauley, and she was born to Leona and James McCauley. Her mother was a teacher and her father a carpenter. She had a younger brother named Sylvester.
Her parents separated while she was still young and she, with her mother and brother, went to live on her grandparent's farm in the nearby town of Pine Level. Rosa went to the local school for African-American children where her mother was a teacher. Rosa's mother wanted her to get a high school education, but this wasn't easy for an African- American girl living in Alabama in the 1920s. After finishing up elementary school at Pine Level she attended the Montgomery Industrial School for Girls. Then she attended the Alabama State Teacher's College in order to try and get her high school diploma.
Unfortunately, Rosa's education was cut short when her mother became very ill. Rosa left school to care for her mother.
A few years later, Rosa met Raymond Parks. Raymond was a successful barber who worked in Montgomery. They married a year later in 1932. Rosa worked part time jobs and went back to school, finally earning her high school diploma. She was always proud of that accomplishment.
During this time, the city of Montgomery was segregated. This meant that things were different for white people and black people. They had different schools, different churches, different stores, different elevators, and even different drinking fountains. Places often had signs saying "For Colored Only" or "For Whites Only.” When Rosa would ride the bus to work, she would have to sit in the back in the seats marked "for YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 8 colored.” Sometimes she would have to stand even if there were seats open up front. Growing up, Rosa had lived with racism in the south. She was scared of the members of the KKK who had burned down black school houses and churches. She also saw a black man
[ cont’d ]
Authentic Assessment, p. 4
get beaten by a white bus driver for getting in his way. The bus driver only had to pay a $24 fine. Rosa and her husband Raymond wanted to do something about it. They joined the National Association for the Advancement of Colored People (NAACP).
Rosa saw the opportunity to do something when the Freedom Train arrived in Montgomery. According to the Supreme Court, the train was not be segregated. So Rosa led a group of African-American students to the train. They attended the exposition on the train at the same time and in the same line as the white students. Some people in Montgomery did not approve of this, but Rosa wanted to show them that all people should be treated the same.
It was on December 1, 1955 that Rosa made her famous stand (while sitting) on the bus. Rosa had settled in her seat on the bus after a hard day’s work. All the seats on the bus had filled up, when a white man boarded. The bus driver told Rosa and some other African-Americans to stand up. Rosa refused. The bus driver said he would call the police. Rosa did not move. Soon the police showed up, and Rosa was arrested.
Rosa was charged with breaking a segregation law and was told to pay a fine of $10. She refused to pay, however, saying that she was not guilty and that the law was illegal. She appealed to a higher court.
That night a number of African-American leaders got together and decided to boycott the city busses. This meant that Africans would no longer ride the busses. One of these leaders was Dr. Martin Luther King Jr. He became the president of the Montgomery Improvement Association, which helped to lead the boycott.
It was not easy for people to boycott the busses, as many African-Americans did not have cars. They had to walk to work or get a ride in a carpool. Many people could not go into town to buy things. However, they stuck together in order to make a statement.
The boycott continued for 381 days! Finally, the U.S. Supreme Court ruled that the segregation laws in Alabama were unconstitutional.
Just because the laws were changed, things did not get any easier for Rosa. She received many threats and feared for her life. Many of the civil rights leader's houses were bombed, including the home of Martin Luther King Jr. In 1957, Rosa and Raymond moved to Detroit, Michigan. Rosa continued to attend civil rights meetings. She became a symbol to many
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 9 African-Americans of the fight for equal rights. She is still a symbol of freedom and equality to many today.
Rosa was awarded the Congressional Gold Medal as well as the Presidential Medal of Freedom.
[ cont’d ]
Authentic Assessment, p. 5
a. Determine the central idea of the text, and show how it is developed through the piece, including how it is refined by specific text details (RI 9.2)
______
______
______
______
______
______
b. Write an objective summary of the passage (RI 9.2)
______
______
______
______
______
______
3. Use the information from the “Reading and Writing Inventory” to write a letter to the ELA teacher, giving advice on how to help [ YOU ] the student - -
a. become a better reader
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 10 b. become a better writer
c. feel better about “myself” as a student (W 9.10)
[ use form on following page. ]
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 11 Authentic Assessment, p. 6
Dear ______,
______
______
______
______
______
______
______
______
______
Sincerely.
______
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 12 Attachment #1 Youngstown City Schools
INDEPENDENT READING PROGRAM GUIDELINES Grade 9 English / Language Arts
GROUND RULES 1. Submitted documentation will comprise 20% of the letter grade each 9 weeks.
2. In keeping with the Common Core standards, materials selected must be from a variety of sub-genres (see Genre Checklist - - attached).
3. All materials selected must be approved by either the teacher or the Media Specialist / Librarian.
4. To be included in the grade for any nine weeks, all work must be submitted on the forms provided one week prior to the end of each quarter.
5. All reading must be done outside of class; all of the write-ups must be completed outside of class with the exception of one period per nine weeks to consult with the teacher.
FOR THE YEAR
FICTION Three novels of at least 150 pages each (e.g., 1 fall, 1 winter, 1 spring); book review format attached NOTE: at the end of each grading period, students will submit an interim form to document progress. If they finish the novel within the quarter, they will submit a complete form. Sample interim report form attached.
Six short stories of at least 3 pages each; response sheet attached
NON-FICTION Ten pieces of at least 900 words each; response sheet attached NOTE: Photocopies must be submitted with the response sheet.
These entries may be provided by content teachers (e.g., Science, Social Studies, Art, Music, etc.) and may count toward the course requirements in those subjects, if teacher permits.
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 13 Attachment #1, cont’d Youngstown City Schools Independent Reading Checklist
Fiction Adventure Mystery Science Fiction Allegory Contemporary Contemporary Contemporary Contemporary Classical Classical Classical Classical
Historical Myth Realistic Fiction Parody or Satire Contemporary Contemporary Contemporary Contemporary Classical Classical Classical Classical
Graphic Fiction Contemporary Contemporary Contemporary Contemporary Classical Classical Classical Classical
Drama Comedy Tragedy Historic Event Musical Contemporary Contemporary Contemporary Contemporary Classical Classical Classical Classical
Poetry Narrative Lyrical Free Verse Sonnet Contemporary Contemporary Contemporary Contemporary Classical Classical Classical Classical
Ode Ballad Epic Contemporary Contemporary Contemporary Contemporary Classical Classical Classical Classical
Non-Fiction Essay Speech Opinion Piece Essays about Art or Literature Contemporary Contemporary Contemporary Contemporary Classical Classical Classical Classical
Biography Autobiography Memoir Journalism Contemporary Contemporary Contemporary Contemporary Classical Classical Classical Classical
Historic Account Scientific Account Technical Account
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 14 Contemporary Contemporary Contemporary Contemporary Classical Classical Classical Classical
Attachment #1, cont’d Youngstown City Schools Independent Reading Documentation
Student: ______Teacher: ______Date: ______
Selection: ______Author: ______Pages: ______
Genre: ______Sub-Genre: ______ Contemporary Classical [ use above Checklist for Genres and Sub-Genres ]
NOVEL Final Report Interim Report
Summary of Material Read
Chronological Diagram of Plot Events, labeled with Characters and Setting(s)
Author’s Theme (message)
______
______
______
Analysis of Author’s Style (i.e., use of language, imagery, tone; include reference to figurative devices and connotation)
______
______
______
Personal Reflection and Analysis (i.e., Did you enjoy the book - - why or why not? Why would you or would you NOT recommend it to a friend?)
______
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 15 ______
______
Attachment #1, cont’d Independent Reading Documentation
Student: ______Teacher: ______Date: ______
Selection: ______Author: ______Pages: ______
Genre: ______Sub-Genre: ______ Contemporary Classical [ use above Checklist for Genres and Sub-Genres ]
SHORT-STORY
Summary of the Short Story
Chronological Diagram of Plot Events, labeled with Characters and Setting
Author’s Theme (message)
______
______
______
Analysis of Author’s Style (i.e., use of language, imagery, tone; include reference to figurative devices and connotation)
______
______
______
Personal Reflection and Analysis (i.e., Did you enjoy the story - - why or why not? Why would you or would you NOT recommend it to a friend?)
______YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 16 ______
______
Attachment #1, cont’d
Independent Reading Documentation
Student: ______Teacher: ______Date: ______
Selection: ______Author: ______Pages: ______
Genre: ______Sub-Genre: ______ Contemporary Classical [ use above Checklist for Genres and Sub-Genres ]
DRAMA
Summary of the Drama
Chronological Diagram of Dramatic Events, labeled with Characters and Setting(s)
Dramatist’s Theme (message)
______
______
______
Analysis of Dialogue (i.e., use of language, imagery, tone; include reference to figurative devices and connotation)
______
______
______
Personal Reflection and Analysis (i.e., Did you enjoy the drama - - why or why not? Why would you or would you NOT recommend it to a friend?)
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 17 ______
______
______
Attachment #1, cont’d Independent Reading Documentation
Student: ______Teacher: ______Date: ______
Selection: ______Author: ______Pages: ______
Genre: ______Sub-Genre: ______ Contemporary Classical [ use above Checklist for Genres and Sub-Genres ]
POETRY
Summary of the Poem
Diagram of poetic sequence and detail (verse by verse), including any Characters and Setting(s)
Poet’s Theme (message)
______
______
______
Analysis of Lyrics (i.e., use of language, imagery, tone; include reference to figurative devices and connotation)
______
______
______
Personal Reflection and Analysis (i.e., Did you enjoy the poem - - why or why not? Why would you or
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 18 would you NOT recommend it to a friend?)
______
______
______
Attachment #1, cont’d Independent Reading Documentation
Student: ______Teacher: ______Date: ______
Selection: ______Author: ______Pages: ______
Genre: ______Sub-Genre: ______ Contemporary Classical [ use above Checklist for Genres and Sub-Genres ]
NON-FICTION
Summary of the Non-Fiction Text
______
______
______
Key Details (1) ______
(2) ______
(3) ______
Key Inferences Drawn (1) ______
(2) ______
(3) ______
Key Word or Phrase #1 Location (p. # and “context” )
Definition in THIS Original sentence that shows Other definitions in OTHER context understanding contexts
Connotatio Figurative n ? Expression ?
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 19 Key Word or Phrase #1 Location (p. # and “context” )
Definition in THIS Original sentence that shows Other definitions in OTHER context understanding contexts
Connotatio Figurative n ? Expression ?
Attachment #1, cont’d
Key Word or Phrase #1 Location (p. # and “context” )
Definition in THIS Original sentence that shows Other definitions in OTHER context understanding contexts
Connotatio Figurative n ? Expression ?
One connection to your own experience
______
______
______
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 20 Attachment #2 Reading & Writing Survey
Name ______Date ______
Please respond to the following questions completely and honestly. The more information you give me about yourself as a reader and a writer, the more I can help you to grow in your skills throughout this year. Please answer using complete sentences and proper mechanics.
1. What do you like best about writing? As a writer, what do you do well?
2. What do you dislike about writing? As a writer, what skills do you need to work on?
3. Describe the things you write during your free time (poetry, songs, stories, emails, blog, FaceBook, Twitter, etc)?
4. In your opinion, what makes a good writer? What things does a good writer do?
5. What is the best piece of writing you’ve ever done? What makes it so good?
6. Rate your writing skills: advanced average below average. Why did you rate yourself the way you did? Be specific.
7. In your opinion, what makes a good reader? What things do good readers do?
9. Describe what you read in your free time (books, magazines, the Internet, etc.)?
10. Rate your reading skills: advanced average below average. Why did you rate yourself the way you did? Be specific.
11. What are the qualities you look for in a good book? What topics (sports, romance, mystery) do you like to read?
12. What’s the best book you’ve ever read? What made it so good?
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 21 13. Do you have a favorite author? yes ______ no What do you like about his/her books?
14. Describe (don’t name !) your best Language Arts teacher. How did he/she help you to improve as a reader and/or writer?
15. What advice would you give to me that might help you to be a better reader and writer?
Attachment #3
SAMPLE AUTOBIOGRAPHICAL PIECES
SITTING BULL - - The Chief Who Defeated General Custer
I have been called “the most powerful and perhaps famous of all Native American chiefs.” In 1845, I joined my first war party at 14 and soon gained a reputation for bravery in battle. In 1868, the Sioux accepted peace with the U.S. government, but when gold was discovered in the Black Hills in the mid- 1870s, a rush of white prospectors invaded Sioux lands. I responded but could only win battles - - not the war. [ Sitting Bull was arrested and killed in 1890. ]
EARLY YEARS I was born in 1831 in what is now called South Dakota. My father was an esteemed Sioux warrior named Returns-Again, and I looked up to him. I hoped to follow in his footsteps. But a first, I did not show a particular talent for warfare. As a result, I was called "Slow" for my apparent lack of skills.
At the age of 10, however, I killed my first buffalo. Four years later, I fought honorably in a battle against a rival clan. Their leader was Tatanka-Iyotanka - - a Lakota name that describes a buffalo bull sitting on its haunches. From that time on, I was known as Sitting Bull.
Much of my life was shaped by the struggles against an expanding American nation. When I was young, I was chosen as leader of the “Strong Heart Society.” In June, 1863 I took up arms against the United States for the first time. I fought American soldiers again the following year at the Battle of Killdeer Mountain.
During the American Civil War in 1865, I he led an attack on the newly built Fort Rice in what is now called North Dakota. My skills as a warrior and the respect I had earned as a leader of my people led me to become chief of the Lakota-Sioux nation in 1868.
DEFENDER OF HIS PEOPLE After gold was discovered in the 1970s in the Black Hills - - a sacred area to Native Americans - - confrontation with American soldiers escalated. The
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 22 American government had decided to take this sacred land as part of the 1868 Fort Laramie Treaty.
As white prospectors rushed into the Sioux lands, the American government tabled the treaty and declared war on any native tribes that prevented it from taking over the land. When my people and I refused to abide by these new conditions, the stage was set for confrontation.
[ cont’d ]
Attachment #3, cont’d
[ Sitting Bull, cont’d ]
My defense of his land was rooted both in the history of his culture and in the fate I believed awaited our people. At a Sun Dance Ceremony on the Little Bighorn River, where a large community of Native Americans had established a village, I danced for 36 consecutive hours. I finished my performance by informing villagers that I had received a vision in which the American army was defeated.
In June 1876, just a few days later, I led a successful battle against American forces in the Battle of the Rosebud. A week later, I was engaged in battle again. This time, however, it was against General George Armstrong Custer in the now famous Battle at Little Bighorn. There, I led thousands of Sioux and Cheyenne warriors against Custer's undermanned force, wiping out the American general and his 200-plus men.
For the U.S. government, the defeat was an embarrassment. But instead of leaving and giving us back our land, the Army doubled down its efforts to wrest control of the territory from Native American tribes. To escape America’s wrath, I led my people into Canada, where they remained for four years.
SITTING BULL'S RETURN In 1881, I returned to the Dakota territory, where I was held prisoner until 1883. In 1885, after befriending Annie Oakley, I joined Buffalo Bill Cody's Wild West Show. The pay was more than good - - $50 a week to ride once around the arena - - but I quickly grew tired of the boring performances and life on the road. I was shocked by the poverty I saw in the cities. In addition, there was intense hatred directed toward me by some of the show's audience members.
They could not forget the slaughter of General Custer and his troops. I could not blame them, I guess. I know I would have felt the same. I decided to return to my people, with the now famous pledge that "[I] would rather die an Indian than live a white man. "
FINAL YEARS Back home, in a cabin on the Grand River not far from where I had been born, I lived my life without compromise. I rejected Christianity and continued to honor
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 23 the ways of my people. In 1889, Native Americans began to take up the Ghost Dance, a ceremony aimed at ridding the land of white people and restoring the Native American way of life. I soon joined it.
Fearing my influence on the movement, American authorities directed a group of Lakota police officers to arrest me.
[ On December 15, 1890, they entered Sitting Bull’s home. After they dragged him out of his cabin, a gunfight followed, and the chief was shot in the head and killed. He was laid to rest at Fort Yates in North Dakota. In 1953, his remains were moved to Mobridge, South Dakota, where they remain today. ]
Attachment #3, cont’d
Maya Ying Lin - - Designer of the Vietnam “Wall” and the Civil Rights Memorial
Maya Ying Lin (born 1959) was an American architect whose two most important works in the 1980s were the Vietnam Veterans' Memorial in Washington, D.C., and the Civil Rights Memorial in Montgomery, Alabama.
I am Maya Ying Lin, and I was born in 1959 in Athens, Ohio, a manufacturing and agricultural town 75 miles southeast of Columbus. Athens is also the home of Ohio University, where both my mother (a poet) and my late father (a ceramicist) taught. My parents fled China just before the Communist Revolution of 1949, leaving behind a prominent family which had included a well-known lawyer and, perhaps significantly, an architect. My family in America includes my mother and an older brother, Tan, who, like our mother, is a poet.
During my childhood, I found it easy to keep myself entertained, whether by reading or by building miniature towns. From an early age, I excelled in mathematics, which led me toward a career in architecture. While in high school, I took college level courses and worked at McDonald’s. I considered myself a typical mid-westerner in that I grew up with little sense of ethnic identity. But I admit to having been somewhat "nerdy," since I didn't date or wear make-up, and I found it enjoyable to be constantly thinking and solving problems.
After graduating from high school, I enrolled at Yale to study architecture. My best-known work, the design for the Vietnam Veterans' Memorial in Washington, D.C., grew out of a class project during my senior year at Yale. In 1981, my entry was chosen out of a field of 1,421 unlabelled submissions in a design competition. It was open to all Americans, not just professional architects. I was just 21 years old at the time, and I admit being worried that my professional life had peaked before it had properly started.
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 24 My design was simple. Among the criteria for the competition were (a) it had to be sensitive nearby Lincoln Memorial and Washington Monument; (b) it has to include the names of all the dead and missing of the war; and (c) it could not bear any political statements about the war.
I proposed two 200-foot-long polished black granite walls, which plunged ten feet below grade to meet at an obtuse angle of 130 degrees. The two arms were to point to the Lincoln Memorial and Washington Monument and to be inscribed with the names of the approximately 58,000 men and women killed or missing in Vietnam. These names were to be listed chronologically, according to the dates killed or reported missing, instead
[ cont’d ]
Attachment #3, cont’d
[ Maya Ying Lin, cont’d ]
of alphabetically, so they would read, in my words, "like an epic Greek poem." The memorial was dedicated in November of 1982.
The story of the politics surrounding the choice of my design reads like an epic in itself. For the jury, the choice of her proposal was unanimous. Jury chairman Grady Clay described it as "an eloquent place where the simple setting of earth, sky, and remembered names contains messages" for everyone who will visit. The proposal was generally accepted by veterans, but early on, a small but vocal minority of veterans and others appeared who attacked the design as "a tribute to Jane Fonda," a "wailing wall for draft dodgers," and "a black gash of shame."
My design was perhaps best described by one veteran who likened it to a Rorschach test [ a test of various ink blotches where the person taking it is asked what he or she “sees” in each blotch.] for what each American thinks of the Vietnam War. Such a description suggests that I was successful in my intentions to create "a very psychological memorial … that brings out in people the realization of loss and a cathartic healing process."
After the Vietnam Memorial project, I returned to Yale for a Master's degree. My later projects included designs for a Philadelphia stage set; a corporate logo; an outdoor gathering place at Juniata College in Huntington, Pennsylvania; a park near the Charlotte, North Carolina, a coliseum; and a ceiling for the Long Island Railroad section of Pennsylvania Station. In addition, my lead and glass sculptures have been exhibited at New York's Sidney Janis Gallery.
My second nationally recognized project was the design of the Civil Rights Memorial in Montgomery, Alabama, commissioned by the Southern Poverty Law Center. My conception of the memorial grew out of my admiration of a line in Martin Luther King's "I have a dream" speech, which proclaims that the struggle for civil rights will not be
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 25 complete "until justice rolls down like water and righteousness like a mighty stream." Water, along with this key phrase from the King years, became my theme. Dr. King's words stand out boldly on a convex, water- covered wall which overlooks an inverted cone-shaped table with an off- center base. The surface of this table is inscribed with the names of 40 who died in the struggle for civil rights between 1955 and 1968, as well as with landmark events of the period. This element is also bathed in a film of moving water, which serves to involve the viewer sensually - - through sound, touch, and the sight of his or her reflection - - while the words engage the intellect.
[ cont’d ]
Attachment #3, cont’d
[ Maya Ying Lin, cont’d ]
The asymmetrical, cone-shaped table looks different from every angle, a quality which implies equality without sameness - - an appropriate sentiment in a memorial to civil rights. I think this memorial will be my last and feel fortunate and satisfied to have had the opportunity.
In 1993, I created a sculptural landscape work called Groundswell at Ohio State University. It is a three-level garden of crushed green glass. The glass used in the effort reveal my environmentalist nature. I am still an active sculptor and architect. I live in Vermont and stay as much out of the public eye as I can.
from The House on Mango Street by Sandra Cisneros My Name In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican records my father plays on Sunday mornings when he is shaving, songs like sobbing.
It was my great-grandmother’s name and now it is mine. She was a horse woman too, born like me in the Chinese year of the horse—which is supposed to be bad luck if you’re born female—but I think this is a Chinese lie because the Chinese, like the Mexicans, don’t like their women strong.
My great-grandmother. I would’ve liked to have known her, a wild horse of a woman, so wild she wouldn’t marry. Until my great-grandfather threw a sack
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 26 over her head and carried her off. Just like that, as if she were a fancy chandelier. That’s the way he did it.
And the story goes she never forgave him. She looked out the window her whole life, the way so many women sit their sadness on an elbow. I wonder if she made the best with what she got or was she sorry because she couldn’t be all the things she wanted to be. Esperanza. I have inherited her name, but I don’t want to inherit her place by the window.
At school they say my name funny as if the syllables were made out of tin and hurt the roof of your mouth. But in Spanish my name is made out of a softer something, like silver, not quite as thick as sister’s name— Magdalena—which is uglier than mine. Magdalena who at least can come home and become Nenny. But I am always Esperanza.
I would like to baptize myself under a new name, a name more like the real me, the one nobody sees. Esperanza as Lisandra or Maritza or Zeze the X. Yes. Something like Zeze the X will do.
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 27 Attachment #4
SAMPLE Sheet for NOTE-TAKING (Cornell Method)
Notes Reflection (Journal Entry )
Date: ______Student Name: ______
TOPIC: ______
If Reading Assignment, Page numbers: _____ to _____
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 28 Attachment #5 “I Am” Poem
Brainstorming Column 1st I am (two special characteristics you have) Stanz a I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
2nd I pretend (something you actually pretend to do) Stanz a I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
3rd I understand (something that you know is true) Stanz a I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 29 I am (the first line of the poem repeated)
Attachment #5, cont’d
Example of an “I Am” Poem
Strut Her Stuff Girl
Watch out, for this multitalented, strut her stuff girl.
I wonder why I am so different from the world.
I hear cameras flashing and people screaming my name.
I see me ripping the runway and rocking the stage.
I want to be the biggest star to hit the red carpet.
Watch out, for this multitalented, strut her stuff girl.
I pretend to be a quiet, keep to herself person because I don’t want to be distracted
I feel people watching my every move.
I touch the sky as if I’m flying on cloud nine.
I contemplate on how to live my dream all day and night.
I cry for the screaming souls that need to be rescued.
Watch out for this multitalented, strut her stuff girl.
I understand that practice makes perfect.
I say working hard will be worth it.
I dream about the friends I miss, and it relieves me when I see them.
I try to stop my procrastination.
I hope that one day everyone will know the real me.
Watch out for this multitalented, strut her stuff girl.
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 30 Kerrisha, grade 9, East HS
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 31 Attachment #6 SAMPLE GUIDELINES FOR PREPARING SUMMARIES
FICTION SUMMARIES
Pre-Write a simple outline 1. Genre (e.g., a short story, a folk tale, a poem, a novel, a TV show, a movie, a play, etc.) 2. Author 3. Context a. environment (e.g., the woods, a theme park, the suburbs, a space station etc.) b. geographic location (e.g., near X city, in the deep South, colonial Massachusetts) c. timeframe, if specified (e.g., the 1700s, today, the future) 4. Characters / Narrator (e.g., involves 3 high school students; told by the main character’s best pal) 5. Major Plot Details (e.g., two or three key events including the ending)
Avoid ANY editorial remarks or comments - - include ONLY what’s written
SAMPLE The Lion King is a Broadway play and an animated movie written by Irene Mecchi and others. It is set in the Pride Lands of Africa. It is the story of a community of jungle animals ruled by lions. The father lion has a son who will become king. But the father’s wicked brother decides to have the father killed and drive off the son so that he can become king. The son goes into hiding, believing he killed his father. The wicked brother becomes king, and the community begins to fall apart. But friends loyal to the father king and the son find the son and convince him to return to the Pride Lands and take his rightful place as king. He does so, and the wicked brother is thrown out.
NON-FICTION SUMMARIES
Pre-Write a simple outline 1. Genre (e.g., an essay, a speech, a set of directions, a court transcript, a treaty, a biography, etc.) 2. Author(s) 3. Context or locale - - if important (e.g., delivered to the Ohio Historical Society) 4. Purpose (e.g., to convince, to entertain, to inform, to explain, etc.) 5. Thesis Idea(s) or Main Point(s) 6. Support or development of detail
Avoid ANY editorial remarks or comments - - include ONLY what’s written
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 32 SAMPLE “The Gettysburg Address” is a famous speech given by President Abraham Lincoln just after the battle at Gettysburg during the Civil War. The President was asked to make a few remarks to the crowd who had come to the battlefield to remember those who died in the battle. The speech was to remind people that the country had been set up as one nation and that everyone deserved to be free. But with the Civil War, there was the threat that the country would split into North and South and that slavery would continue. Mr. Lincoln urged listeners to see the horrific sacrifice of so many lives as a reminder that the country dare not forget its origins of one nation under God.
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 33 Attachment #7 Traveling Through the Dark by William Stafford
Traveling through the dark I found a deer dead on the edge of the Wilson River road. It is usually best to roll them into the canyon: that road is narrow; to swerve might make more dead.
By glow of the taillight I stumbled back of the car and stood by the heap, a doe, a recent killing; she had stiffened already, almost cold. I dragged her off; she was large in the belly.
My fingers touching her side brought me the reason— her side was warm; her fawn lay there waiting, alive, still, never to be born. Beside that mountain road I hesitated.
The car aimed ahead its lowered parking lights; under the hood purred the steady engine. I stood in the glare of the warm exhaust turning red; around our group I could hear the wilderness listen.
I thought hard for us all—my only swerving—, then pushed her over the edge into the river. YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 34 Attachment #8
Starting High School
So what's high school really like? Is there more work? More stress? Will it be difficult going from being one of the oldest middle school students to one of the youngest high schoolers?
If you're having thoughts like these, you're not alone: Lots of other freshmen are feeling the same way you are — you're all starting out in a new place. With that in mind, here are a few topics that commonly worry incoming freshmen and some things you might want to know about them.
Starting Out at a New School
You may not know a lot of people when you start high school. Maybe your friends from middle school are going to a different high school. Even if you know other freshmen, you might feel nervous that you don't know any upperclassmen. How are you going to make friends among this sea of unknown faces?
Most high schools hold a freshman orientation before school actually starts. These are helpful not only because you learn your way around the building and get to meet some of your teachers, but you also get to meet fellow freshmen. That way, when you show up on your first day of school, you may already recognize a few familiar faces.
When you talk to people at orientation, you'll probably find that a lot of them are feeling just like you are. They're all new to the school and don't know what to expect. Talking about a common concern with your classmates can spark new friendships.
Learning Inside the Classroom
How about the workload in high school — is it a lot harder? Again, this is something your classmates are probably worried about, too.
The work in high school builds on what you learned in middle school, giving you a more advanced knowledge of many academic subjects. So you may find you have more work to do or that it's a bit more challenging. But these challenges can make you feel less bored with the usual routine — it feels great when you've mastered something really tough. Maybe you'll find a new appreciation for biology or discover a passion for literature.
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 35 Attachment #8, cont’d
If you ever find your work too overwhelming, teachers and tutors are available for extra help. While you have more independence as a high school student than you might have had in middle school, there are still many resources to fall back on if you feel the work is too much.
Extracurricular Activities
High school also has more extracurriculars than middle school did, such as clubs, music and theater groups, student government, and sports teams. This is a fantastic time to explore your interests and try new things. Who said school has to be all work and no play?
These activities may take place before or after school, or during free periods or study halls. Because of this, it helps to sharpen your time management skills in your first year. Extracurricular activities are great, but remember to leave free time for yourself. Everybody needs some downtime.
Learning Outside the Classroom
High school is a time of increasing independence and responsibility. As in middle school, you or your friends may encounter some tough times. But if you ever find that personal issues get really overwhelming, find someone to talk to. Just because you're becoming more independent does not mean you're alone.
Friends and parents can be great resources, but sometimes that's not enough. School counselors or other therapists can be very helpful if you want to talk with someone outside of your friends and family. So many people are available to help you.
Middle school taught you the basics of academics, time management, and social skills while providing you with a little extra support and guidance — kind of like a bicycle with training wheels.
High school gives you the chance to take off those training wheels and learn how to be more independent. It's perfectly OK if you're nervous at first. Even if you don't get off to the best start, that's normal, too — everybody's a bit wobbly the first time they take off their training wheels. Just be patient and keep trying. Once you've adjusted to your new independence you may find you can go further than you ever imagined.
Reviewed by: D'Arcy Lyness, PhD Date reviewed: August 2009
Note: All information on TeensHealth® is for educational purposes only. For specific medical advice, diagnoses, and treatment, consult your doctor. © 1995-2012 The Nemours Foundation. All rights reserved. http://teenshealth.org/teen/school_jobs/school/starting_high_school.html#
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 36 Attachment #9 How to Annotate a Text
As an "active reader," you already know that when you read textbook assignments, you should have questions in your mind. As you read, you should be looking for the answers to these questions. You should also have a pencil in hand so that you can "annotate" your text. As the word suggests, you "take notes" in your textbook.
Unlike "highlighting," which is a passive activity, the process of annotating text helps you to stay focused and involved with your textbook. You'll find that the process of taking notes as you read will help you to concentrate better. It will also help you to monitor and improve your comprehension. If you come across something that you don't understand or that you need to ask you instructor about, you'll be able to quickly make note of it, and then go on with your reading.
Annotation is your thinking on paper. It is also evidence to your teacher that you read and thought about the reading.
The following is a list of some techniques that you can use to annotate text:
Mark anything that you think is important, confusing, interesting, or surprising. Underline important terms. Circle definitions and meanings. Write key words and definitions in the margin. Signal where important information can be found with key words or symbols in the margin. Use circles, underlines, and arrows to help identify information. Write short summaries in the margin at the end of sub-units. Write the questions in the margin next to the section where the answer is found. Indicate steps in a process by using numbers in the margin. Annotation is to help you become a better reader and learner. It is not polished and perfect. Thinking is messy, and so your annotations may also be a little messy.
http://faculty.bucks.edu/specpop/annotate.htm
YCS Grade 9 English / Language Arts: Unit 1 - - INTRODUCTION 2013-14 37