Conclusions! - Week 1

Share your own thoughts and feelings about this week's discussions.  Post at least one comment and reference a specific passage and page number from your reading.

Writing Activity - Week 1

Ms. Dyer

Lesson Objectives:
Students will be able to understand how to make stylistic choices in writing for varied purposes.

Language Objectives:
Students will be able to practice using language appropriate for specific situations.

Instructions for students:
1. Read the information below.
2. Respond to the writing prompt and write your response in the comment section for this post.

As we have discussed in our study of "The House on Mango Street" this week, Sandra Cisneros creates a specific voice through which she tells Esperanza's stories. Cisneros' diction, form, and tone all contribute to the development of Esperanza's character. Diction refers to word choice. Cisneros chooses to use Spanish or English words in order to emphasize how Esperanza is struggling with her identity. Form refers to the structure of the words on the page.  Cisneros often chooses to use a non-traditional form to make Esperanza's thoughts more fluid, poetic, and authentic. Tone refers to the writer's attitude toward a subject. Each of Cisneros' vignettes has a specific tone ranging from humorous to serious. The tone of a vignette also connected to how Esperanza perceives her experiences.

In 300-400 words, share a story of your own in comments below. Make sure you pay attention to diction, choose a particular form, and establish a tone that is consistent through the whole story.  You may type your response on a word processor and copy your final version into a comment. Remember that formatting and spacing may not transfer in to Blogger from programs like Microsoft Word, so make sure you preview the comment before you post it. Your story may be a true personal story or a fictional story.

After you post your story, read one other student's story. Be prepared to discuss what you've written and read in class next week.

HAPPY BLOGGING!

Language Conventions and Literary Elements - Week 1

Mrs. Alexander

Lesson Objectives:
Students will be able to understand that words can carry multiple meanings.  Students will be able to understand the functions of a simile and metaphor in language and how they are structurally different.

Language Objectives:
Students will be able to properly identify, create, and use similes and metaphors and to use these devices in their own writing. Students will also be able to gain a better understanding of how idiomatic expressions can be used to enhance the details and descriptions.

Instructions for Students:
1. Read the information below.
2. Complete the tasks and write your answers in the comment section below for this post.

Hi Class!

For our first blog on language conventions and literary elements, we are going to focus on simile and metaphor.  Remember this week in class, we learned that word(s) can have a denotative or connotative meaning.  We also learned that through the use of figurative language some words can have multiple or more than on meaning.  A simile and metaphor are two examples of figurative language.  We then learned the definitions of what a simile and metaphor are, how they are different, and we read examples.

Now go to pg. 49 of your books to the chapter, Hips.  Read the chapter and as you do, keep an eye out for any similes and metaphors.  Note these down.

In your comments to this post, complete the following tasks:
1) Share at least one example of each (simile and metaphor) from the Hips chapter.  Explain what meanings the author is conveying through these elements and how they are structurally different.

2) Think and create one example of a simile or metaphor.  It can be about anything of interest to you or even something that could also be used in the Hips chapter.  Explain what meanings you are trying to convey with your choice of words.

Remember, be creative and have fun!  If there are any sayings you are familiar with from your own culture that are also like simile or metaphor and relevant, please share them on the blog!

Reading Comprehension - Week 1

Mrs. Aluwihare

Language Learning Objectives:

Reading/Comprehension of Literary Text/Theme and Genre. 


Lesson Objectives:
Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

Instructions for students:
1. Read the assigned pages/stories for this week from the book, The House on Mango Street.
2. Read the information below.
3. Answer each comprehension question and write your answers in the comment section below for this post.  Each of the questions must be answered in complete sentences and provided with explanation as required. Please number the questions as you are answering them.
4.  Complete the "VIGNETTE WORKSHEET" located at the top, right corner of the home page. Click on the link to view it and print it out. Complete the worksheet with any story of your choice from the assigned selections of the week.

"The House on Mango Street" - Comprehension Questions - Week 1
1. What do you think the author wants readers to get from this selection?
2. If you were the author, how would you write the stories differently and why?
3. What does Esperanza mean when she says, “I was writing a novel and didn’t know I was writing a novel; if I had, I probably couldn’t have done it."
4. Name the three characters that Esperanza sees as positive people and explain how you came to this conclusion.
5. In your opinion, which story is more meaningful and why?
6. What does Esperanza look like to you?
7. How would you describe Esperanza’s character?
8. Think of a book, movie, or television program. Give two examples of how the author followed any similarities presented in this book.
9. What do the stories have in common? Tell why you think so.
10. Is there any story or character you or someone you know relate to? Why?

How Will I Be Graded?

Review the rubric for the different activities under the PAGES heading on the right side of the blog.

Introduction to Lesson (for Teachers)

Language Learning Objectives: Increase reading comprehension through extended reading. Increase writing fluency and accuracy through structured writing tasks.
Applicable TEKS and ELPS are posted in the PAGES section on the right side of the blog.


Technical Requirements & Digital Literacy Skills (for teachers and students): Students must be able to have access to and basic knowledge of operating a computer (keyboarding, mouse use, using word processors)  and using web browsers (accessing a Website, creating and managing an account on a Website); and a basic understanding of what blogs are (how to make new posts, how to make comments on a post).

Target Language: English

Target Level: 9th graders, mainstream class that consists of about 40%-50% high intermediate - advanced English Language Learners.

How to Use the Blog in the Unit:
The students will ideally be in a 3 week unit reading, "The House on Mango Street", by Sandra Cisneros.  Every week, the students will be assigned pages to read.  The students will access the blog and comment on the Reading Comprehension, Language Conventions and Literary Elements, and Writing Activity posts written by the teacher that pertain to the week's assigned pages. This blog demonstrates what the first week's blogs post will look like and also includes objectives, technical requirements, and teacher instructions for each activity.  This blog serves as a supplement to what the students are learning about the book and writing in the classroom.

Grading - There is a rubric posted in the PAGES section on the right side of the blog.

General Instructions for Teacher
Setting Up the Blog and Accounts
1. The teacher will instruct the student on how to create a blogger account so they may access the blog. Student can access Blogger through Google. (Note - if students already have Google accounts, encourage them to create a new account to keep their personal account and school accounts separate.)
2. The teacher will make a list of all of the student's real names and usernames to keep track of who has posted and who hasn't. Also, it may be useful to have students give the teacher their Blogger passwords in case they forget (although there is a forgotten password feature) or lose track with multiple accounts. This should be optional.
3. Commenting on the blog is open to the public so it is important to monitor posts. Student do not need to be made blog authors to comment on the posts. Only teachers should have administrative accounts. Administrative accounts are allowed make posts and edit the blog in various ways.

Accessing/Implementing Activities
4. The  teacher will instruct the students to log on to their Blogger accounts and access the class blog using this URL - http://callfinalproject2011.blogspot.com/
5. The students will read the blog entry which will include directions and instructions on the specific task. Also, remind students to review the RUBRIC of how their comments will be graded.
6. The student will respond to the prompt by posting a comment to the blog post.
7. If further instruction is necessary, it will be available in the posting for an activity.