Oct. 8, Tuesday- SWBAT explore issues that have impacted the Native American community and that are addresed in the litreature by collaborating to examine U.S. Federal Policy. CCSS.SL.11-12.1.
IR
Return Scarlet Letter to book room
Introduction to Unit: examine one era in U.S. Native American Policy . Annotate the text you are given by underlinging key ideas, defining words you don't know, and answering the essential question: What would the Native American community be concerned with at this time?
HW: IR - 2 hours outside of class every week
Oct. 9, Wednesday - SWBAT gain historical knowledge of the Native American community from each other through a collaborative jigsaw activity.
IR
Prepare your presentation - do not just read your notes. Be sure you briefly explain the era and address the essential question: What would the Native American community be concerned with at this time?
Read Silko's poem
HW: IR - 2 hours outside of class every week
Oct. 10, Thursday - SWBAT gain an understanding of important elements of Native American literature by defining and discussing elements and comparing it to main stream literature.
IR
Pair up to define the unknown words on the chart juxtaposing Mainstream Literature and Indigenous Literature.
Whole Group Analysis of the chart.
Oct. 11, Friday - SWBAT analyze Silko's poem by searching for and annotating literary devices in this Native American poem.
IR + BBB #3
Reread Silko's poem for deeper understanding as well as for initial analysis of language and its effect.
Annotate this poem using the following resources: the literary devices we covered today (diction, imagery, repetition, and figurative language)
HW: Finish annotating the first two pages of the poem.
Oct. 14, Monday - SWBAT solidify their understanding of literary devices and concepts often found in Native American literature by collaborating to identify these in Silko's poem and getting guidance from me.
IR
Students must annotate the elements I have identified on the annotate chart with a post it note. We will review the notes they took on the juxtapositioning of Mainstream Lit. and Indigenous Lit before we given annotating the third page of the poem in class. (i.e. criticism of colonialism and conversational tone, etc.) We will discuss their annotations for the first two pages of the poem. They will annotate the last two pages of the poem on their own.
HW: Annotations due tomorrow.
Oct. 15, Tuesday - SWBAT show knowledge of elements of Native American literature and literary devices by discussing their annotations of Silko's poem.
IR 15 mins - (Turn in annotated poem. I will check this while they read.)
We will discuss their annotations on the poem.
Another Argument Paragraph: Now that students have thoroughly annotated the text and discussed it, they can formulate a written response. I assign a short analytical paragraph. This assignment is meant to give them another opportunity to practice analyzing the language of an author. I want all students to collaborate on formulating one argument for all to use as a topic sentence. I explain that they will be checking off each item under the “Self Editing” column. Then they will ask a peer to double check and they will mark these on the “Peer Editing” column. I ask them to scan the list and confirm what must be clear to them, that there is nothing new here.
Students will state one central point the author made in the poem. (i.e. Leslie Marmon Silko explained to the reader that the future holds an unfortunate fate for Native Americans.). Students will write this as their topic sentence of their paragraph. Tomorrow they will be selecting evidence from the poem that supports the idea stated in this topic sentence and that they will be analyzing it.
Oct. 16, Wed. - SWBAT strengthen their ability to formulate original analysis of a piece of Native American literature by engaging in self and peer editing.
IR
Students will use "Another Argumentative Paragraph," handout to assess their written paragraph tomorrow. Their analytical paragraphs are due at the end of class today. They must have all components of analytical writing to be considered complete. It will not be accepted/graded otherwise.