Week of Monday, January 7, 2008 Mrs. Navejar
Unit 3/ from Desert Exile: The Uprooting of a Japanese-American Family   <ul><li>Open to page 298 </li></ul><ul><li>Connec...
Japanese Internment  <ul><li>Why it happened </li></ul><ul><li>What Do U Know About Japanese Internment Camps During WWII?...
Activity One- Evacuation Day <ul><li>Copy Observation sheet in your reader’s log  </li></ul><ul><li>Look at the  following...
Activity Two- Writing Activity <ul><li>You have been detained in a Japanese internment camp with your family.  </li></ul><...
Superficial; done without attention to detail  When you do something casual/ not focused/ detailed work/ finely done The c...
This grading period’s assignments  <ul><li>Through the Tunnel Reader’s log- page 240-241 </li></ul><ul><li>Page 251- 1, 2,...
Imagery <ul><li>What do you know about imagery?  </li></ul><ul><li>What do you think it means?  </li></ul><ul><li>Imagery ...
Group Activity <ul><li>Read the poem,  Ode to Los Raspados  (Snow Cones)  </li></ul><ul><li>As you read, underline example...
Imagery in Action  <ul><li>Read the poem, “Ode to My Library”  </li></ul><ul><li>Pick out at least five images from the po...
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Week of January 7th, 2008

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Unit 3/ from Desert Exile: The Uprooting of a Japanese-American Family

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Week of January 7th, 2008

  1. 1. Week of Monday, January 7, 2008 Mrs. Navejar
  2. 2. Unit 3/ from Desert Exile: The Uprooting of a Japanese-American Family <ul><li>Open to page 298 </li></ul><ul><li>Connect Question- Have you ever been judged based on your appearance. What happened and how did you feel? </li></ul><ul><li>Background </li></ul><ul><ul><li>Read the paragraph, pick the most important sentence and write it down. </li></ul></ul><ul><li>Literary Analysis </li></ul><ul><ul><li>Writer’s purpose is his or her reason for writing </li></ul></ul><ul><li>Comparing literary works- Compare the details that each writer uses to achieve his or her purpose. </li></ul><ul><li>Reading Strategy </li></ul><ul><ul><li>To apply background knowledge as you read, use what you already know about a subject to help you understand new information about that subject. </li></ul></ul><ul><li>Vocabulary- Immersed in Words chart </li></ul>
  3. 3. Japanese Internment <ul><li>Why it happened </li></ul><ul><li>What Do U Know About Japanese Internment Camps During WWII? </li></ul><ul><ul><li>How would you respond to this question? </li></ul></ul><ul><li>A 1940’s propaganda film . What does “propaganda” mean? </li></ul><ul><li>World War II Documentary </li></ul>
  4. 4. Activity One- Evacuation Day <ul><li>Copy Observation sheet in your reader’s log </li></ul><ul><li>Look at the following photo and write your observations down on your observation sheet (10 points) </li></ul><ul><ul><li>Next photo </li></ul></ul><ul><li>An Interview with Marielle Tsukamoto: A First-hand Account of Japanese Internment </li></ul><ul><ul><li>Two students will come to the front of the class and read the interview </li></ul></ul><ul><ul><li>Everyone will read along </li></ul></ul>
  5. 5. Activity Two- Writing Activity <ul><li>You have been detained in a Japanese internment camp with your family. </li></ul><ul><li>Write a letter to a relative in Japan detailing your experience. </li></ul><ul><ul><li>Why were you sent to the camp? </li></ul></ul><ul><ul><li>How did you feel? </li></ul></ul><ul><ul><li>How did the “other Americans” treat you? </li></ul></ul><ul><ul><li>What is your opinion on how you’ve been treated? </li></ul></ul><ul><li>In your Reader’s Log, title a new page “Letter Home” and write today’s date </li></ul><ul><li>Use the proper informal letter format </li></ul><ul><ul><li>The date- after February 19, 1942 </li></ul></ul><ul><ul><li>Address- pacific coast </li></ul></ul><ul><ul><li>The content of the letter should reflect the experiences and concerns of the Japanese-Americans during this time period </li></ul></ul>
  6. 6. Superficial; done without attention to detail When you do something casual/ not focused/ detailed work/ finely done The cleaner did a cursory sweeping of the floor Cursory Adj Picture representing image Definition What it is/what it isn’t Experience Word
  7. 7. This grading period’s assignments <ul><li>Through the Tunnel Reader’s log- page 240-241 </li></ul><ul><li>Page 251- 1, 2, 3, 5, 6 and 10 </li></ul><ul><li>GRAMMAR- 252- 1-5 </li></ul><ul><li>The Dog that Bit People Reader’s Log- pg 254-255 </li></ul><ul><li>Page 261 1, 3, 4 and 8 </li></ul><ul><li>Poetry Unit Reader’s log- pgs 264-265 </li></ul><ul><li>Page 271- 1, 2, 3, 4, 7, 8 and 10 </li></ul><ul><li>Newspaper- pgs 274-277 </li></ul><ul><ul><li>Page 277- 6, 7 and 8 </li></ul></ul><ul><li>Like the Sun Reader’s log- pg 278-279 </li></ul><ul><li>Page 285- 1, 2, 3, 7 and 8 </li></ul><ul><li>Antigone’s Reader’s Log- 770-771 </li></ul><ul><li>787- 1, 3a, 4, 6, and 7 </li></ul><ul><li>Antigone’s Reader’s Log part II- page 790 </li></ul><ul><li>Page 809- 1, 2, 3, 4b and 6 </li></ul><ul><li>Page 787- 1, 3a, 4, 6 and 7 </li></ul><ul><li>From Desert Exile: The Uprooting of a Japanese-American Family Reader’s Log- pgs 298-299 </li></ul><ul><li>Observation Sheet (chart) </li></ul><ul><li>Letter Home- Activity two 1/7/08 </li></ul><ul><li>Page 309-1, 2, 3, 4, 5, and 8 </li></ul><ul><li>Page 310/grammar- 1-5 </li></ul>
  8. 8. Imagery <ul><li>What do you know about imagery? </li></ul><ul><li>What do you think it means? </li></ul><ul><li>Imagery involves one or more of your five senses (hearing, taste, touch, smell, sight). </li></ul><ul><li>An author uses a word or phrase to stimulate your memory of those senses. These memories can be positive or negative which will contribute to the mood of your poem </li></ul>
  9. 9. Group Activity <ul><li>Read the poem, Ode to Los Raspados (Snow Cones) </li></ul><ul><li>As you read, underline examples of imagery (things you can see, hear, taste, touch and smell) YOU HAVE 6 MINUTES </li></ul><ul><li>Group work- write down as many examples of imagery in the appropriate box- YOU HAVE 9 MINUTES </li></ul>
  10. 10. Imagery in Action <ul><li>Read the poem, “Ode to My Library” </li></ul><ul><li>Pick out at least five images from the poem </li></ul><ul><li>Draw the images on the paper (You have 10 minutes) </li></ul><ul><li>Pass your paper to a classmate nearest to you (without getting up) </li></ul><ul><li>As your classmate to try to identify which images come from the poem. </li></ul><ul><li>Your classmate should write on the back of your paper </li></ul><ul><ul><li>Their name </li></ul></ul><ul><ul><li>The lines from the poem that go with your image </li></ul></ul><ul><li>You will correct your classmates “guess” and let them know if they’re right or wrong </li></ul>
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