Objective/Objetivo: IWBAT Compare and contrast the challenges Junior faces as a Native American with those of Jeremy Lin as an Asian American. IWBAT Compara y contrasta los desafíos que enfrenta Junior como nativo americano con los de Jeremy Lin como asiático americano. Standard: CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Do Now: What did Junior mean when he said the following: “They call me an apple because they think I’m red on the outside and white on the inside” (ch. 18). ¿Qué quiso decir Junior cuando dijo lo siguiente: "Me llaman manzana porque piensan que soy roja por fuera y blanca por dentro" (Cap. 18). Do Next: Put newly graded work away in binder. Whole Class: Whole class read of CNN's "Will Jeremy Lin's success end stereotypes?" Partnered annotations and compare and contrasts with our central novel. Direct: Complete Achieve 3000 Graphic Organizer to answer our guiding question. Exit Ticket: CEEL paragraph answering our guiding question.
Objective: IWBAT Explain how the author develops Junior’s character when he pretends to be middle class. IWBAT Explica cómo el autor desarrolla el personaje de Junior cuando pretende ser de clase media. Standards: RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Do Now: Brainstorm some conflicts you face on a daily basis. Que son algunos conflictos que enfrenta a diario? (5 min)
Collaborative: ID That Conflict Game (10 min)
Whole Class: Character Development Lesson with Guided Notes.
Collaborative: 30 min Use the table below to identify some conflicts that Junior is facing. Be sure to label them either External or Internal. Citations must be included. Usa la tabla de abajo para identificar algunos conflictos que enfrenta Junior. Asegúrese de etiquetarlos como Externos o Internos. Las citas deben ser incluidas.
Whole Class: Reading of Chapters 17-18.
Independent Exit Ticket: What is Junior’s internal conflict. Why does he see himself as “part-time Indian”? C_________________________________________________________________________________E:_________________________________________________________________________________E:_________________________________________________________________________________L:_________________________________________________________________________________
Objective: IWBAT make text-to-text and text-to-self connections using our central novel, informational texts, and personal lived experiences in order to gain a better understanding of the central idea. Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Criteria for Success:
DO NOW: The American Dream is a concept we have been exploring. If you had to choose two ideas that are a part of your vision of your American Dream, what would they be?Two ideas that are part of my vision are... El sueño americano es un concepto que hemos estado explorando. Si tuviera que elegir dos ideas que forman parte de su visión de su sueño americano, ¿cuáles serían? Dos ideas que son parte de mi visión son…
DIRECT STATION: Personal Narrative on the American Dream Directions: You will be exploring what the American Dream means to you. In doing so, you will also be exploring the ideas and lived experiences that shaped your dream. Just like Junior writes in a “absolutely true diary” format, you will do so as well. Use the template below to write your personal story. Instrucciones: Vas a explorar lo que el sueño americano significa para ti. Al hacerlo, también explorará las ideas y experiencias vividas que dieron forma a su sueño. Al igual que Junior escribe en un formato de "absolutamente cierto", también lo harás. Usa la plantilla de abajo para escribir tu historia personal.
COLLABORATIVE STATION: NYT Article, “Does Class Really Matter?” Directions: Complete the graphic organizer with your team. First, define important keywords that help you understand their central/main idea. In class, we’ve explored the main idea of the text. Now you will be tracking the supporting details and taking a position on whether you agree or disagree with their point. Instrucciones: Completa el organizador gráfico con tu equipo. Primero, defina palabras clave importantes que le ayuden a entender su idea central / principal. En clase, hemos explorado la idea principal del texto. Ahora estará siguiendo los detalles de apoyo y tomando una posición sobre si está de acuerdo o en desacuerdo con su punto.
DIRECT STATION: Novel Directions: Do a close read of the pgs. 41-43 (end of Ch. Hope Against Hope) and 44-47 (Ch. Go Means Go). With your team, explore the moment Junior decides to move schools. Answer the following questions. When you are done answer the Exit Ticket on the first page of this packet. Instrucciones: Haga una lectura detallada de las pgs. 41-43 (final de Ch. Hope Against Hope) y 44-47 (Ch. Go Means Go). Con tu equipo, explora el momento en que Junior decide mudarse de escuela. Responde las siguientes preguntas. Cuando haya terminado, responde al ticket de salida en la primera página de este paquete.
Exit Ticket: Essential Question:Does Junior's move to Reardan embody this hope for the American Dream? Why or why not? ¿El movimiento de Junior a Reardan encarna esta esperanza para el sueño americano? ¿Como? Answer/Respuesta: c: e: e: l:
Objective: IWBAT Determine the central idea of the article, “Does Class Still Matter?” by David Leonhardt and Janny Scott
Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Criteria for Success: I know I have mastered our objective when I am able to:
State the central ideas of the articles read
Make text-to-text connections
Make text-to-self connections
Do Now: To what extent do you agree with the following statements? Fill in each blank with A (agree), U (undecided), or D (disagree). _____ 1 I think that women and men have equal job opportunities in my country. _____ 2 People have the ability to determine their future professional and personal lives. _____ 3 To get a good job in my country, you need a college education. _____ 4 You cannot be successful without having a job that pays well. _____ 5 With hard work and determination, most people can achieve the American Dream. _____ б A person's job opportunities are largely determined by the social class into which he or she is born. _____ 7 It is easier for women than for men to balance their careers and family life. _____ 8 In my country, there are many opportunities for technical and vocational training. _____ 9 No one job has any more value than another. _____ 10 Most people are concerned about "keeping up with the Joneses," that is, following the latest fashions and having as many material possessions as their neighbors do. Do Next: -put graded work in your binder -write homework down in planner Pre-Reading: Watch Times video on Defining the American Dream. Quick Write: What is the American Dream? What does it mean to you and your family? (1-2 sentences) Explore personal understandings of the American Dream and the definition of class.
Whole Class: First Read of Does Class Still Really Matter? By David Leonhardt and Janny ScottSource: The New York Times Upfront Second Read: complete graphic organizer with annotations Third Read: formulate text-to-text connections and text-to-self connections
Exit Ticket: Complete on Graphic Organizer. Based on our reading, what are the author’s main points about class? Do they believe that class matters?