Nice work today students:
Let's review the class agenda:
1) Write to Learn - Essay writing review
A) Review of personal scores and overall class grades
2) Regents review, Part 2 - Multiple Choice (page 6) ((#'s 9 thru 14) (+ Homework Credit)
3) Eligibility of "Final Exam Exempt Status"
4) Weekend Homework
*(ELA Regents, Part 2 -- Reading Comprehension Passage B, MC (page 8) ((#'s 15-20))
*NorthStar Unit Theme: Utopiaism, (page 21 - notes, page 22 - review the list, pages 23-24 - find synonyms for contextual vocabulary - synonmys for underlined words.
Let's review WriteToLearn and eligibility "Final Exam Essay Exemption" (Free of taking the final exam essasy)
*Log on account on Write To Learn and shows that you have earned at least a score of 5 or higher with less than 5 errors in all categories. This means that you have until the week of June 6th to:
1) Logged onto your account
2) Have scored a minimum of 5 or higher with less than 5 errors in all categories for the same essay: "An Unusual Event.
Note:
Final Exam will include
*Essay (except for those who are exempt)
*Multiple Choice
*Grammar
*Vocabulary
*Genre--Swallowing Stones
*Listening Comprehension
*Reading Comprehension
Friday, May 27, 2011
Monday, May 16, 2011
ESL ART CLASSES 2 AND 5 MAY 17TH 2011 THEME: SYMBOLISM and the Huichol Indian Yarn Art (ending mythical unit)
ESL ART STUDENTS:
Fantastic job creating and designing your own mythical stories. They are exciting to view (illustrations), hear (listening to the story orally), and analyze the morals. Thank you for your attention and hard work.
Here are key ideas to know when your assessment of this unit takes place:
*Recall brainstormed ideas on myths
*Recall personal cultural stories you know from your culture, and other stories you learned about by listening to other student's cultural myths
*Recall the four mythical stories read in class, key ideas and vocabulary, and moral lessons that were implied in each story.
*Remember your inquistive question that may have been used in iginiting your ideas for your own myth, and that may be used later on in the semester when a research assignment is reviewed.
Here is a list of key ideas (themes) and vocabulary from the stories we read in class:
-sacrifice
-generosity
-benevolence
-punishment
-camouflage
-metamorphosis
-rejection
-hope
---------------------------------------------------------------------
Let's move on to our unit study of symbolism.
HOTS: What is a symbol? Where are there symbols in the classroom? Where are there symbols in school?
Where are there symbols on the street? Where are there symbols in your neighborhood?
What is meant by symbolism?
Content Objective:
-Recall symbolism, and identify in written text "I'm Watching the Sunrise," by Ms. Lozano; in a song, "Here Comes the Sun," by George Harrison, in researching (newspapers and in magazines) and in cultural art: namely the Huichol Indian of Mexico.
-Analyze the symbolism in cultural art, especially in the Huichol Indian yarn art, and create a symbolic art work with a juxtaposed poem
Language Objective:
-Read descriptive elements of the Huichol Indian
-Discuss the possible reasons for symbolic significance in their art
-Brainstorm ideas for a personal yarn art symbolic piece
-Write a poem and/or song about that piece
Grammar: Use ideas of present progressive forms when writing and discussing process and procedures
Key Vocabulary:
Huichol Indian
yarn
symbol
symbolism
icon
iconic
represents
shows
expression
significance
shamans
Materials:
-Story "I'm watching the sun"
-Song, "Here Comes the Sun"
-Mac of song
-Symbol Worksheet, researching in newspapers, magazines
-Huichol Reading
-Cardboard, Yarn, glue, glue stick
-Paper for poem
-Presentation Sign-Up Sheet
Building Background:--Links to Students:Questions: What are symbols on the flag of your country?
--Links to Concept:Question: What symbolic figures do you readily see in the Huichol Yarn Paintings? What is the significance of these repeated symbols?
Comprehensible Input
-Discussions
-Idea sharing
-Visual Images of Huichol Yarn Paintings
-Art Work (student's needed for discussions and analysis)
-Share Outs
Scaffolding
-Individual Brainstorming/Research/Discussing/Understanding Huichol Culture/Creating a Personal Yarn Painting/Analzying Individual Pieces/Evaluating Reasons of Significance
Meaningful Activities
Art Gallery/Art Gallery Walk Through with Tally Sheet/Open Forum for Discussion and Evaluation
Assessment:
*Yarn Painting
*Notes/Class Assignments
*Gallery Walk Tally
*Wrap UP: Exiting Question
1-Who are the Huichol Indians?
2-What is significant about their culture?
3-Where do the Huichol Indians live?
4-When did they most practice the Shaman work?
5-What is the significance in this practice?
6-Why do you think there are symbolic images that have significance?
7-What is your favorite yarn painting and what is its significance?
8-Why do you think the artist choose that particular icon and/or symbol?
Links to Huichol Ar
http://www.google.com/imgres?imgurl=http://www.indigoarts.com/gallery_art/huichol_maximino11.jpg&imgrefurl=http://www.indigoarts.com/gallery_huicholart1.html&usg=__73uMNziZYiVtHIgnEN7o_t8iyjQ=&h=497&w=500&sz=136&hl=en&start=1&zoom=1&tbnid=VNTF68lB47-6wM:&tbnh=129&tbnw=130&ei=7LnRTbDRHIjh0QGl2LGKDg&prev=/images%3Fq%3Dhuichol%2Bindian%2Byarn%2Bpaintings%26hl%3Den%26sa%3DX%26tbm%3Disch&itbs=1
http://www.mexconnect.com/articles/190-mexico-s-huichol-resource-page-their-culture-symbolism-art
Symbolic Icons often used in Huichol Yarn Art
The paintings reflect the visions of Huichol shamans - Huichol history and mythology and especially the peyote-inspired visions through which they believe they can communicate with the deities to heal themselves and their world.
Thanks to their isolation in the mountains and canyons of the state of Nayarit, the Huichol, alone among the indigenous peoples of Mexico, were able to largely resist conversion to Christianity by the Spanish conquistadors. They have maintained their pre-conquest religion and traditions nearly intact. The Huichol practice a nature-based religion guided by shamans, which the anthropologist Peter Furst calles “a powerful everyday spirituality that seemed to owe nothing to the religion of the conquistadores.” The religion and the sacred arts which serve it are directed toward communication with a pantheon of “numberless male and female ancestor and nature deities” and in so doing finding the causes and cures of illness.
http://www.google.com/imgres?imgurl=http://indian-cultures.com/Cultures/Dcp_0712.jpg&imgrefurl=http://indian-cultures.com/Cultures/huichol.html&usg=__FkySK0ck7HQ4MlCBgQ7tWHkFApY=&h=222&w=228&sz=11&hl=en&start=15&zoom=1&tbnid=Oh8A8i0DPmoohM:&tbnh=105&tbnw=108&ei=7LnRTbDRHIjh0QGl2LGKDg&prev=/images%3Fq%3Dhuichol%2Bindian%2Byarn%2Bpaintings%26hl%3Den%26sa%3DX%26tbm%3Disch&itbs=1
Fantastic job creating and designing your own mythical stories. They are exciting to view (illustrations), hear (listening to the story orally), and analyze the morals. Thank you for your attention and hard work.
Here are key ideas to know when your assessment of this unit takes place:
*Recall brainstormed ideas on myths
*Recall personal cultural stories you know from your culture, and other stories you learned about by listening to other student's cultural myths
*Recall the four mythical stories read in class, key ideas and vocabulary, and moral lessons that were implied in each story.
*Remember your inquistive question that may have been used in iginiting your ideas for your own myth, and that may be used later on in the semester when a research assignment is reviewed.
Here is a list of key ideas (themes) and vocabulary from the stories we read in class:
-sacrifice
-generosity
-benevolence
-punishment
-camouflage
-metamorphosis
-rejection
-hope
---------------------------------------------------------------------
Let's move on to our unit study of symbolism.
HOTS: What is a symbol? Where are there symbols in the classroom? Where are there symbols in school?
Where are there symbols on the street? Where are there symbols in your neighborhood?
What is meant by symbolism?
Content Objective:
-Recall symbolism, and identify in written text "I'm Watching the Sunrise," by Ms. Lozano; in a song, "Here Comes the Sun," by George Harrison, in researching (newspapers and in magazines) and in cultural art: namely the Huichol Indian of Mexico.
-Analyze the symbolism in cultural art, especially in the Huichol Indian yarn art, and create a symbolic art work with a juxtaposed poem
Language Objective:
-Read descriptive elements of the Huichol Indian
-Discuss the possible reasons for symbolic significance in their art
-Brainstorm ideas for a personal yarn art symbolic piece
-Write a poem and/or song about that piece
Grammar: Use ideas of present progressive forms when writing and discussing process and procedures
Key Vocabulary:
Huichol Indian
yarn
symbol
symbolism
icon
iconic
represents
shows
expression
significance
shamans
Materials:
-Story "I'm watching the sun"
-Song, "Here Comes the Sun"
-Mac of song
-Symbol Worksheet, researching in newspapers, magazines
-Huichol Reading
-Cardboard, Yarn, glue, glue stick
-Paper for poem
-Presentation Sign-Up Sheet
Building Background:--Links to Students:Questions: What are symbols on the flag of your country?
--Links to Concept:Question: What symbolic figures do you readily see in the Huichol Yarn Paintings? What is the significance of these repeated symbols?
Comprehensible Input
-Discussions
-Idea sharing
-Visual Images of Huichol Yarn Paintings
-Art Work (student's needed for discussions and analysis)
-Share Outs
Scaffolding
-Individual Brainstorming/Research/Discussing/Understanding Huichol Culture/Creating a Personal Yarn Painting/Analzying Individual Pieces/Evaluating Reasons of Significance
Meaningful Activities
Art Gallery/Art Gallery Walk Through with Tally Sheet/Open Forum for Discussion and Evaluation
Assessment:
*Yarn Painting
*Notes/Class Assignments
*Gallery Walk Tally
*Wrap UP: Exiting Question
1-Who are the Huichol Indians?
2-What is significant about their culture?
3-Where do the Huichol Indians live?
4-When did they most practice the Shaman work?
5-What is the significance in this practice?
6-Why do you think there are symbolic images that have significance?
7-What is your favorite yarn painting and what is its significance?
8-Why do you think the artist choose that particular icon and/or symbol?
Links to Huichol Ar
http://www.google.com/imgres?imgurl=http://www.indigoarts.com/gallery_art/huichol_maximino11.jpg&imgrefurl=http://www.indigoarts.com/gallery_huicholart1.html&usg=__73uMNziZYiVtHIgnEN7o_t8iyjQ=&h=497&w=500&sz=136&hl=en&start=1&zoom=1&tbnid=VNTF68lB47-6wM:&tbnh=129&tbnw=130&ei=7LnRTbDRHIjh0QGl2LGKDg&prev=/images%3Fq%3Dhuichol%2Bindian%2Byarn%2Bpaintings%26hl%3Den%26sa%3DX%26tbm%3Disch&itbs=1
http://www.mexconnect.com/articles/190-mexico-s-huichol-resource-page-their-culture-symbolism-art
Symbolic Icons often used in Huichol Yarn Art
The paintings reflect the visions of Huichol shamans - Huichol history and mythology and especially the peyote-inspired visions through which they believe they can communicate with the deities to heal themselves and their world.
Thanks to their isolation in the mountains and canyons of the state of Nayarit, the Huichol, alone among the indigenous peoples of Mexico, were able to largely resist conversion to Christianity by the Spanish conquistadors. They have maintained their pre-conquest religion and traditions nearly intact. The Huichol practice a nature-based religion guided by shamans, which the anthropologist Peter Furst calles “a powerful everyday spirituality that seemed to owe nothing to the religion of the conquistadores.” The religion and the sacred arts which serve it are directed toward communication with a pantheon of “numberless male and female ancestor and nature deities” and in so doing finding the causes and cures of illness.
http://www.google.com/imgres?imgurl=http://indian-cultures.com/Cultures/Dcp_0712.jpg&imgrefurl=http://indian-cultures.com/Cultures/huichol.html&usg=__FkySK0ck7HQ4MlCBgQ7tWHkFApY=&h=222&w=228&sz=11&hl=en&start=15&zoom=1&tbnid=Oh8A8i0DPmoohM:&tbnh=105&tbnw=108&ei=7LnRTbDRHIjh0QGl2LGKDg&prev=/images%3Fq%3Dhuichol%2Bindian%2Byarn%2Bpaintings%26hl%3Den%26sa%3DX%26tbm%3Disch&itbs=1
Wednesday, May 11, 2011
ESL SIX -- CLASSES 3 AND 4 -- SWALLOWING STONES REVIEW
Students:
Thank you to the students who earned points for listening (speaking will be accounted through your script and dialogue performance) ((If you were absent, you will need to make up the points afterschool -- from 2:23 until 2:50))
It is time to review Swallowing Stones, by Joyce McDonald. All notes will be credited in Journal. (Counts as test/project grade for literature unit)
Scheduled Plan for Review includes:
HOTS: *Interpret Quote
"If you paniced you would suffocate -- you had to stay calm and swallow the stone. You would live but it would rip your gut apart."
How would you interpret this quote? Whiat is its meaning? What is it saying metaphorically?
What part of the story is this from?
How does the stone act like a metaphor?
How does the title of the book foreshadow parts of the story?
*Review Reading Log
*What questions would you ask the protagonist? Why?
*What questions would you ask the antagonist? Why?
What idiomatic expressions did you cite?
*Movie clips
http://www.teachertube.com/viewVideo.php?video_id=59673
http://www.teachertube.com/viewVideo.php?video_id=100090&title=Swallowing_Stones_P1
*Divide into groups for deeper analysis
What is contrasting in Michael's character?
What actions in Michael's behavior changes his mood?
What is repeated thoroughout this story?
The purpose and/or moral to the story is?
The author's feelings (tone) toward teenage thinking is ...?
The author's attitude (tone) about "Don't judge a book by its cover" refers to ..."
Lesson
HOTS:
Interpret Quote: -- "If you paniced you would suffocate you had to stay calm and swallow the stone you'd live but it would rip your gut apart."
Content Objective:
*Summarize, paraphrase and explain referencing of the fictional story of Swallowing Stones by Joyce McDonald.
*Apply translation to show the contrast of "life in the fast lane" vs. "the downfall of identity"
*Through analysis, analyze character behavior and relationships, events and their affects
*Illustrate possible outcomes of fate of secrecracy vs. honesty. (List pros and cons)
*Evaluate scenario of, "What if it were you?"
Language Objective:
*Brainstorm questions to ask main characters
*Role play character in an improvised manner
*Discuss
*Quote/enchance vocabulary (6)/Q and A (5) and illustrate (use imagery phrases from source) within assigned chapter -- see
www.teachers.net/lessons/posts
http://teachers.net/lessons/posts/3218.html
and share theory of moral value with class
(Grammar--Simple Past Tense//Past Unreal Conditional//Wish Statements)
Key Vocabulary: See links
Materials: Computer/Sites/Journal/Book/Illustration Poster/Paper
Building Background:
--Links to Students:
Questions: Have you ever experience a detrimental event?
--Links to Concept:
Question: What would it be like to have your whole life in front of you and then have it suddenly changed?
Comprehensible Input
-Discussions
-Idea sharing
-Video Clips
-Posters
-Share Outs
Scaffolding
-Individual Reading/Comprehension/Analyzing/Evaluation Role Play/Discussing
Meaningful Activities
*Group Work/Role Play and Posters
Evaluation:
*Journal/Skit/Poster
*Wrap UP: Exit Question
Unit Reading Analysis (Rubric)
-Interpret Quote 5 pts
-Review Reading Log and discuss 10 pts
-Reread chapter (ok- by groups)
Note theme and use supportive words: "You u read well." "I like the way you pronounce ____."
-Choose a quote and interpret (use chart paper) 10 pts
-Summarize (paraphrase) assigned chapter 10 pts
-Analyze literary elements/techniques i.e. characterization, tone, symbolism, etc -- Explain how element/technique supports theme 10 pts
-Vocabulary Enhancement (2 per group member) 10 pts
-At least 3 Q/A questions and answer from chapter 10 pts
-Illustrate chapter 5 pts
-Freewrite 5 pts
-Freewrite 5 pts
-Present - Group Work 8 pts
-Evaluate ending 2 pts (Final/Turn in Book)
Thank you to the students who earned points for listening (speaking will be accounted through your script and dialogue performance) ((If you were absent, you will need to make up the points afterschool -- from 2:23 until 2:50))
It is time to review Swallowing Stones, by Joyce McDonald. All notes will be credited in Journal. (Counts as test/project grade for literature unit)
Scheduled Plan for Review includes:
HOTS: *Interpret Quote
"If you paniced you would suffocate -- you had to stay calm and swallow the stone. You would live but it would rip your gut apart."
How would you interpret this quote? Whiat is its meaning? What is it saying metaphorically?
What part of the story is this from?
How does the stone act like a metaphor?
How does the title of the book foreshadow parts of the story?
*Review Reading Log
*What questions would you ask the protagonist? Why?
*What questions would you ask the antagonist? Why?
What idiomatic expressions did you cite?
*Movie clips
http://www.teachertube.com/viewVideo.php?video_id=59673
http://www.teachertube.com/viewVideo.php?video_id=100090&title=Swallowing_Stones_P1
*Divide into groups for deeper analysis
What is contrasting in Michael's character?
What actions in Michael's behavior changes his mood?
What is repeated thoroughout this story?
The purpose and/or moral to the story is?
The author's feelings (tone) toward teenage thinking is ...?
The author's attitude (tone) about "Don't judge a book by its cover" refers to ..."
Lesson
HOTS:
Interpret Quote: -- "If you paniced you would suffocate you had to stay calm and swallow the stone you'd live but it would rip your gut apart."
Content Objective:
*Summarize, paraphrase and explain referencing of the fictional story of Swallowing Stones by Joyce McDonald.
*Apply translation to show the contrast of "life in the fast lane" vs. "the downfall of identity"
*Through analysis, analyze character behavior and relationships, events and their affects
*Illustrate possible outcomes of fate of secrecracy vs. honesty. (List pros and cons)
*Evaluate scenario of, "What if it were you?"
Language Objective:
*Brainstorm questions to ask main characters
*Role play character in an improvised manner
*Discuss
*Quote/enchance vocabulary (6)/Q and A (5) and illustrate (use imagery phrases from source) within assigned chapter -- see
www.teachers.net/lessons/posts
http://teachers.net/lessons/posts/3218.html
and share theory of moral value with class
(Grammar--Simple Past Tense//Past Unreal Conditional//Wish Statements)
Key Vocabulary: See links
Materials: Computer/Sites/Journal/Book/Illustration Poster/Paper
Building Background:
--Links to Students:
Questions: Have you ever experience a detrimental event?
--Links to Concept:
Question: What would it be like to have your whole life in front of you and then have it suddenly changed?
Comprehensible Input
-Discussions
-Idea sharing
-Video Clips
-Posters
-Share Outs
Scaffolding
-Individual Reading/Comprehension/Analyzing/Evaluation Role Play/Discussing
Meaningful Activities
*Group Work/Role Play and Posters
Evaluation:
*Journal/Skit/Poster
*Wrap UP: Exit Question
Unit Reading Analysis (Rubric)
-Interpret Quote 5 pts
-Review Reading Log and discuss 10 pts
-Reread chapter (ok- by groups)
Note theme and use supportive words: "You u read well." "I like the way you pronounce ____."
-Choose a quote and interpret (use chart paper) 10 pts
-Summarize (paraphrase) assigned chapter 10 pts
-Analyze literary elements/techniques i.e. characterization, tone, symbolism, etc -- Explain how element/technique supports theme 10 pts
-Vocabulary Enhancement (2 per group member) 10 pts
-At least 3 Q/A questions and answer from chapter 10 pts
-Illustrate chapter 5 pts
-Freewrite 5 pts
-Freewrite 5 pts
-Present - Group Work 8 pts
-Evaluate ending 2 pts (Final/Turn in Book)
Group Work – Reading Comprehension Unit
Set Assignment to group members:
1) Summary
2) Theme
3) Vocabulary (8) See model
4) Analyze literary elements – simile, metaphor, idioms, analogies, symbolism, setting, etc.
5) Quote – Interpretation
6) Illustration/Imagery
7) All members must present
8) All work must show referencing (Chapter, Page Number and Line Area)
Project Due/Presentation Due Date: May 23/24th – Tuesday and Wednesday
Check with teacher for guiding themes, vocabulary, quote, analysis, and overall help.
Tuesday, May 10, 2011
ESL ART CLASSES 2 AND 5 MAY 10TH MYTHS
Thank you students for being great readers!
Suggestions for reading includes the following class made list:
*Focus and pay attention
*Read for understanding, relate to characters and setting (people and places)
*Learn spelling words
*Learn pronunciation of words
*Learn sequencing (what is 1st, 2nd, 3rd, etc.)
Thank you for your support.
Moving forward: Recall your homework activity:
What mythological stories do you have to share that stem from your culture?
Be prepared to give the title, (author if possible), and details about this myth. (Do not draw and/or write the myth--this will be processed in class).
Thank you.
Suggestions for reading includes the following class made list:
*Focus and pay attention
*Read for understanding, relate to characters and setting (people and places)
*Learn spelling words
*Learn pronunciation of words
*Learn sequencing (what is 1st, 2nd, 3rd, etc.)
Thank you for your support.
Moving forward: Recall your homework activity:
What mythological stories do you have to share that stem from your culture?
Be prepared to give the title, (author if possible), and details about this myth. (Do not draw and/or write the myth--this will be processed in class).
Thank you.
Monday, May 9, 2011
ESL ART -- Classes 2 and 5 -- May 10th Mythological Stories
HOTS: Brainstorm mythological stories
Who is Pan Ku?
What culture is this myth from?
What does it explain?
What are key vocabulary?
*tools
*hammer
*chisel
*stretched
*repeated
*chariots
*red dragons
*tradition
*culture
*legend
*creation
*phenomenon
Read three other myths
Choose one to illustrate and write a statement that says what the illustration and myth show.
(google pictures) http://www.google.com/
Who is Pan Ku?
What culture is this myth from?
What does it explain?
What are key vocabulary?
*tools
*hammer
*chisel
*stretched
*repeated
*chariots
*red dragons
*tradition
*culture
*legend
*creation
*phenomenon
Read three other myths
Choose one to illustrate and write a statement that says what the illustration and myth show.
(google pictures) http://www.google.com/
ESL SIX CLASSES 3 AND 4 MAY 9TH--ENDING NS/LS UNIT
Students:
Be prepared for next class. Review all unit pages NS/LS--theme: "Other Addictions"
This review includes pages 1-20 (19 and 20 will be completed in class before the exam)
Also, be prepared to participate in a group script writing project that will account for a group process and result grade for the exam.
Again, for the next class there will be an assessment. Review all pages, including pages 16 and 17 -- "Wish Statements"
*Also, please continue to improve your essay on Write to Learn, even if you passed the project grade with a "4" -- you will need to earn a grade of "6" + write another assignment online to be exempt from the Final Exam Essay in June.
Thank you.
Be prepared for next class. Review all unit pages NS/LS--theme: "Other Addictions"
This review includes pages 1-20 (19 and 20 will be completed in class before the exam)
Also, be prepared to participate in a group script writing project that will account for a group process and result grade for the exam.
Again, for the next class there will be an assessment. Review all pages, including pages 16 and 17 -- "Wish Statements"
*Also, please continue to improve your essay on Write to Learn, even if you passed the project grade with a "4" -- you will need to earn a grade of "6" + write another assignment online to be exempt from the Final Exam Essay in June.
Thank you.
Friday, May 6, 2011
ESL SIX CLASSES 3 AND 4, MAY 6, 2011 IDIOMATIC EXPRESSIONS
http://www.usingenglish.com/
This link is an extraordinary site that shares idiomatic expressions in English
Weekend Homework:
1) Scrambled Idioms
2) Idioms by the Numbers
This link is an extraordinary site that shares idiomatic expressions in English
Weekend Homework:
1) Scrambled Idioms
2) Idioms by the Numbers
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