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Week of January 7th, 2008
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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

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

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  • 1. Week of Monday, January 7, 2008 Mrs. Navejar
  • 2. Unit 3/ from Desert Exile: The Uprooting of a Japanese-American Family
    • Open to page 298
    • Connect Question- Have you ever been judged based on your appearance. What happened and how did you feel?
    • Background
      • Read the paragraph, pick the most important sentence and write it down.
    • Literary Analysis
      • Writer’s purpose is his or her reason for writing
    • Comparing literary works- Compare the details that each writer uses to achieve his or her purpose.
    • Reading Strategy
      • To apply background knowledge as you read, use what you already know about a subject to help you understand new information about that subject.
    • Vocabulary- Immersed in Words chart
  • 3. Japanese Internment
    • Why it happened
    • What Do U Know About Japanese Internment Camps During WWII?
      • How would you respond to this question?
    • A 1940’s propaganda film . What does “propaganda” mean?
    • World War II Documentary
  • 4. Activity One- Evacuation Day
    • Copy Observation sheet in your reader’s log
    • Look at the following photo and write your observations down on your observation sheet (10 points)
      • Next photo
    • An Interview with Marielle Tsukamoto: A First-hand Account of Japanese Internment
      • Two students will come to the front of the class and read the interview
      • Everyone will read along
  • 5. Activity Two- Writing Activity
    • You have been detained in a Japanese internment camp with your family.
    • Write a letter to a relative in Japan detailing your experience.
      • Why were you sent to the camp?
      • How did you feel?
      • How did the “other Americans” treat you?
      • What is your opinion on how you’ve been treated?
    • In your Reader’s Log, title a new page “Letter Home” and write today’s date
    • Use the proper informal letter format
      • The date- after February 19, 1942
      • Address- pacific coast
      • The content of the letter should reflect the experiences and concerns of the Japanese-Americans during this time period
  • 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. This grading period’s assignments
    • Through the Tunnel Reader’s log- page 240-241
    • Page 251- 1, 2, 3, 5, 6 and 10
    • GRAMMAR- 252- 1-5
    • The Dog that Bit People Reader’s Log- pg 254-255
    • Page 261 1, 3, 4 and 8
    • Poetry Unit Reader’s log- pgs 264-265
    • Page 271- 1, 2, 3, 4, 7, 8 and 10
    • Newspaper- pgs 274-277
      • Page 277- 6, 7 and 8
    • Like the Sun Reader’s log- pg 278-279
    • Page 285- 1, 2, 3, 7 and 8
    • Antigone’s Reader’s Log- 770-771
    • 787- 1, 3a, 4, 6, and 7
    • Antigone’s Reader’s Log part II- page 790
    • Page 809- 1, 2, 3, 4b and 6
    • Page 787- 1, 3a, 4, 6 and 7
    • From Desert Exile: The Uprooting of a Japanese-American Family Reader’s Log- pgs 298-299
    • Observation Sheet (chart)
    • Letter Home- Activity two 1/7/08
    • Page 309-1, 2, 3, 4, 5, and 8
    • Page 310/grammar- 1-5
  • 8. Imagery
    • What do you know about imagery?
    • What do you think it means?
    • Imagery involves one or more of your five senses (hearing, taste, touch, smell, sight).
    • 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
  • 9. Group Activity
    • Read the poem, Ode to Los Raspados (Snow Cones)
    • As you read, underline examples of imagery (things you can see, hear, taste, touch and smell) YOU HAVE 6 MINUTES
    • Group work- write down as many examples of imagery in the appropriate box- YOU HAVE 9 MINUTES
  • 10. Imagery in Action
    • Read the poem, “Ode to My Library”
    • Pick out at least five images from the poem
    • Draw the images on the paper (You have 10 minutes)
    • Pass your paper to a classmate nearest to you (without getting up)
    • As your classmate to try to identify which images come from the poem.
    • Your classmate should write on the back of your paper
      • Their name
      • The lines from the poem that go with your image
    • You will correct your classmates “guess” and let them know if they’re right or wrong

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