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
