EXPOSITION: (PERSPECTIVES IN MULTICULTURALISM; pages 65 - 130)

(Do when we return either from Thanksgiving or Christmas Break)

DAY ONE:

Quickly go over the Academic Vocabulary on page 65 in the purple paper back PERSPECTIVES IN MULTICULTURALISM.

Show pics from internet to illustrate symbols:

Symbol for Justice

The Caduceus

The Cross

Yin/Yang

Ambiguity:

Signs which could be interpreted as two faces or a goblet.

Irony:

Have students break into groups of three to demonstrate the three types of irony.

Day 2:

Read pages 66 - 67 together as a class.

Read “Before You Read” and have students create a chart for each source. Each source should have listed under it “Main Ideas” and underneath that “Details”.

Begin reading “Homecoming” by Richard Rodriquez

Day 3:

Read “Wild as It Ever Was” by Jeff Rennicke (page 73)

Read “The Repatriation of Ishi, the Last Yahi Indian”; the Smithsonian (page 77)

Discuss the time line of Ishi’s life

Pair up and discuss “After You Read”; share with class (page 79)

“Homecoming”

“Wild as It Ever Was”

“The Repatriation of Isi”

Create a chart “Synthesizing Sources” (page 81)

Day 4:

Skills Review: Vocabulary (page 82)

SECOND PART

Day 1:

BEFORE YOU READ (page 83)

Read “Codes of Conduct: Literary Focus and Reading Skills” together as class

Read Vocabulary Development: page 84

(Choose pairs of students to act out the vocabulary words:

Innocuous, Visceral, Filial, Melodramatic, Mundane, Ravenous

Read Denotation and Connotation

Write a description of a slender person you like.

Write a description of a slender person you don’t like.

Compare

Day 2:

“Codes of Conduct” (page 85) Read together as a class

AFTER YOU READ (page 89)

Pair up and discuss; share with the class

Style

Analyze

Style

Identify

Style

Interpret

Interpret

Analyze

For homework: SKILLS PRACTICE (page 90)

Day 3:

SKILLS REVIEW (page 91) Read together as a class

Vocabulary and Comprehension

ELEMENTS OF LITERATURE (page 92)

Irony and Ambiguity

Symbolism and Allegory

For homework: Students bring in symbols and explain what they mean

“Hurdles” (page 97) (Cartoon)

After You Read (page 100)

Effect

Cause

Ambiguity

Irony

Connect

For homework: Skills Practice (page 101) and Skills Review (page 102)

Third Part

Day One:

BEFORE YOU READ: “Prologue from Walking with the Wind” (page 103)

Literary Focus: Symbols and Allegory

Reading Skills: Making Inferences

Vocabulary Development

Connotation/Denotation

“Prologue from Walking with the Wind”; read together as a class

AFTER YOU READ (page 111)

Pair up and discuss; share with class:

Identify

Clarify

Cause and Effect

Infer

Visualize

Symbolism

Cause and Effect

Interpret

Fluency

Clarify

Symbolism

Clarify

SKILLS PRACTICE (page 113)

For homework:

Allegory Chart

Vocabulary and Comprehension

Go over in class

Day Two:

LITERARY RESPONSE and ANALYSIS (page 115)

Using Primary and Secondary Sources

“Kennedy’s Assassination” by Eric Sevareid; read together as a class

“For Me, It Was a Dramatic Day”; read together as a class

AFTER YOU READ; work together as a class (page 118)

For homework:

CONSTRUCTED RESPONSE (page 118)

Day 3:

LITERARY RESPONSE and ANALYSIS (page 119)

“Internment”; Read together as a class

BEFORE YOU READ (page 122)

“Make the Connection”; “Literary Focus: Diction”; “Denotation and Connotation”

“Internment” (poem); page 123

AFTER YOU READ; page 124

Pair up and work together; share with class

For Homework:

Reading Check, Thinking Critically

Day 4

BEFORE YOU READ; “How to Eat a Guava” (page 125)

Read together as a class:

Literary Focus: Style: Diction and Imagery;

Tone: An Attitude

Background

“How to Eat a Guava”; (page 126) Read together as a class

“The Tropics in New York”; (page 128) Read together as a class

AFTER YOU READ; (page 129)

“Reading Check”; read and discuss as a class

“Thinking Critically”; read and discuss as a class

“Literary Criticism”: read and discuss as a class

Constructed Response; for homework