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Home Language: Author's Voice and Style

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Kelley Dutra

on 18 August 2013

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Transcript of Home Language: Author's Voice and Style

Home Language:
Ethnic Identity and YOUR Voice and Style
Some WHAT IF Questions...
Are we a truly "colorblind" society?
Agenda: Day 1
Objectives
BTEOTLIWBAT. . .
Heritage Questionnaire
Answer the questions to the best of your ability and as truthfully as possible.
No one else will see your answers except me (unless you want them to!).
"My Name"
By: Sandra Cisneros
Quick-write
Writing as much as you possibly can in 10 minutes, tell me about your name!
Standards
Intro: Are we a colorblind society? (15 min)

Questionnaire: Reflections on ethnic identity (20 min)

Explain Homework: Heritage Interview (10 min)

Mini analysis: Sandra Cisneros’ “My Name” (25 min)

Quick-write: YOUR Name (10 min)
Students will reflect and discuss: colorblindness, ethnic identity, and family background.

Students will analyze Sandra Cisneros' purpose and encounter writer's voice in "My Name."

Students will free-write for ten minutes about their views of their own name.
CC RL6 - Analyze a particular point of view or cultural experience reflected in a work of literature from outside

-- or within --

the United States, drawing on a wide reading of world literature.
Introduction:
WHAT IF every person had the same color eyes?
WHAT IF all people ate the same food?
WHAT IF all Americans spoke the same language?
WHAT IF every student had the same style? Listened to the same music? Played the same sports and games? Had the same passions and interests? Had the same personality?
WHAT IF each student at Central came from the same ethnic background?
WHAT IF there was no difference between us?
WHAT IF we were blind to race?
An advocate of
colorblindness
might say:
"I'm colorblind.
I don't see race - I just see people."
In your opinion, are we a colorblind society?
Why or why not?
Homework:
1. Where is our family from?
2. What is the story of our family coming to Fresno?
3. What was it like for you growing up?
4. What was it like for my grandparents growing up?
5. What’s something unique about our family’s culture or story?
6. What is one thing that our family is most proud of?
Write a 1 paragraph summary of your interview.
1. What do you see and hear?
2. What do you think and feel?
3. What is the author doing to make you think and feel that way?
4. What do you think Sandra Cisneros is communicating about her ethnic identity?
You may adjust the questions to fit YOUR life. Think about the people you consider to be YOUR family (even if they are not blood reletives).
*Once again, tailor these questions to fit YOUR life.
Circle it.
Write in the side margins.
Underline the phrases.
Write it in the bottom space.
DUE: THURSDAY
(May 9)
Agenda: Day 2
Introduction to author's voice in three news articles (15 min)

Notes on literary terms (30 min)

Revisit news articles and analyze author's voice (15 min)

Read "I Too" by Langston Hughes
Analyze Hughes' voice

EXIT TICKET quickwrite.
Objectives
Standard
CC RL6 - Analyze a particular point of view or cultural experience reflected in a work of literature from outside
-- or within --
the United States, drawing on a wide reading of world literature.
Voice in the News
Article 1:
Article 2:
Article 3:
Three Column Chart
1. Create three columns on a horizontal paper.
Now that you have acquired a wealth of new knowledge about voice, style, tone, and diction:
2. Label one column per article.
3. In each corresponding column, write down textual evidence of the author's personality or point of view.
Literary Terms
Take notes!!
Focus: What contributes to an author's voice?
Diction
Definition: A writer's .
Can be described as:
Formal or informal, technical or common,
playful or serious,
etc., etc., etc.
Tone
Definition: A writer's attitude toward a subject, as expressed through diction (choice of words).
choice of words
What would be some diction that would portray a FORMAL attitude or TONE? What about a PLAYFUL one?
Style
Definition: Refers to the particular in which a work of literature is written--NOT what is said but it is said.
way
how
Diction
Tone
Style
Voice
Definition: A writer's unique use of language that allows a reader to "hear" a human in the writer's work.
personality
Voice
(What you notice)
Diction
Style
Tone
(what you have to look harder for)
I, Too
Poem by Langston Hughes
I, too, sing America.

I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.

Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.

Besides,
They'll see how beautiful I am
And be ashamed--

I, too, am America.
Exit Ticket
1. What are three words can you use to describe Hughes' voice in this poem?
(Remember that voice=personality)
2. What is Hughes communicating about his ethnic identity?
Revisit each article/column and write down at least TWO pieces of textual of the author's voice within EACH article.
evidence
Evidence can be:
Words,
phrases, or
tone descriptors.
BTEOTLIWBAT. . .
Identify elements of an author's individual voice in three news articles.

Define literary terms that apply to author's voice.
Identify elements of Langston Hughes' voice and view of ethnic identity in his poem "I, Too".
Heritage Interview
Homework
How did it go?
Did anything surprise you?
Put assignment in your folder.
I will stamp it after class.
Day 3 Agenda
Read "Only Daughter" by Sandra Cisneros (30 min)

Reading Comprehension quiz (15 min)

Luminous Lines activity (25 min)

Read and analyze "Colored Child at Carnival" by Langston Hughes
Compare/contrast to "I, Too."
Objectives
BTEOTLIWBAT. . .
Demonstrate reading comprehension by scoring 80% or better on a multiple choice quiz.
Analyze Cisneros' voice by identifying and extracting specific words and phrases that showcase her style/tone/diction.
Compare/contrast Langston Hughes' voice in "I, Too" and "Colored Child at Carnival."
"Only Daughter"
By: Sandra Cisneros
InterActive Reader p.219

2. Answer questions in margins as we read.
Highlight words or phrases that showcase her voice. (We will use these later!!)
Luminous Lines
In groups of FOUR. . .
1 image that represents your
understanding of the story
3 adjectives describing tone or style
10 strongest words (Diction)
5 Luminous Lines -
Evidence of her VOICE
Your group's poster should include:
QUIZ P. 225
1. Quickwrite about your role at home.
Langston Hughes
Create a venn diagram
What is the same?
What is different?
Diction
Style
Tone
Voice
I, Too

I, too, sing America.

I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.

Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.

Besides,
They'll see how beautiful I am
And be ashamed--

I, too, am America
I, Too
Theme for
English B
Both
Sandra's family moved back and forth between Mexico City and Chicago when she was a child.
She had 6 brothers and no sisters.
Examples of Tone (Attitude) Words
1. angry
2. sarcastic
3. sweet
4. harsh
5. cheerful
6. pleasant
7. sharp
8. disgusted
9. haughty
10. soothing
11. melancholic
12. depressed
13. ecstatic
14. agitated
15. sympathetic
16. seductive
17. hollow
18. humorous
19. passive
20. persuasive
21. afraid
22. tired
23. happy
24. disappointed
25. dejected
26. excited
27. desperate
28. superficial
29. sad
30. artificial
Agenda: Day 4
"A Moment in Time" Quick-Writes (30 min)

Venn Diagram: Comparing/Contrasting
Langston Hughes (20 min)

Intro to your HW: Bring photo (10 min)

Research: Cisneros or Hughes (10 min)
Objectives
Write two quick-writes focusing on specific tone and building capacity for writing with distinctive voice.
Compare/Contrast Langston Hughes' elements of voice in "I, Too" and "Theme for English B."
Informally research Sandra Cisneros' and/or Langston Hughes' biography and analyze connection to voice.
Standard
CC RL6 - Analyze a particular point of view or cultural experience reflected in a work of literature from outside
-- or within --
the United States, drawing on a wide reading of world literature.
A Moment in Time
Write exactly what you see!
2. Write one sentence.
3. Write same sentence in alternative tone.
Tone Words!
1. angry
2. sarcastic
3. sweet
4. harsh
5. cheerful
6. pleasant
7. sharp
8. disgusted
9. haughty
10. soothing
11. melancholic
12. depressed
13. ecstatic
14. agitated
15. sympathetic
16. seductive
17. hollow
18. humorous
19. passive
20. persuasive
21. afraid
22. tired
23. happy
24. disappointed
25. dejected
26. excited
27. desperate
28. superficial
29. sad
30. artificial
31. authoritative
32. surprised
33. ironic
34. content
35. hurt
36. confused
37. questioning
38. inquisitive
39. arrogant
40. condescending
41. coarse
42. romantic
43. upset
44. paranoid
45. pleading
51. loving
52. scornful
53. enthusiastic
54. snooty
55. dreamy
46. numb
47. cynical
48. facetious
49. hating
50. nervous
56. lighthearted
57. humble
58. instructive
59. disinterested
60. uninterested
1. Observe my actions.
4. Observe video.
3. Write one paragraph.
(In a DIFFERENT chosen tone.)
Tone (Attitude) Examples
Theme for English B

The instructor said,
Go home and write
a page tonight.
And let that page come out of you---
Then, it will be true.

I wonder if it's that simple?
I am twenty-two, colored, born in Winston-Salem.
I went to school there, then Durham, then here
to this college on the hill above Harlem.
I am the only colored student in my class.
The steps from the hill lead down into Harlem
through a park, then I cross St. Nicholas,
Eighth Avenue, Seventh, and I come to the Y,
the Harlem Branch Y, where I take the elevator
up to my room, sit down, and write this page:

It's not easy to know what is true for you or me
at twenty-two, my age. But I guess I'm what
I feel and see and hear, Harlem, I hear you:
hear you, hear me---we two---you, me, talk on this page.
(I hear New York too.) Me---who?
Well, I like to eat, sleep, drink, and be in love.
I like to work, read, learn, and understand life.
I like a pipe for a Christmas present,
or records---Bessie, bop, or Bach.
I guess being colored doesn't make me NOT like
the same things other folks like who are other races.
So will my page be colored that I write?

Being me, it will not be white.
But it will be
a part of you, instructor.
You are white---
yet a part of me, as I am a part of you.
That's American.

Sometimes perhaps you don't want to be a part of me.
Nor do I often want to be a part of you.
But we are, that's true!
As I learn from you,
I guess you learn from me---
although you're older---and white---
and somewhat more free.

This is my page for English B.
Homework:
Special Snapshot
Bring one significant photo of you or your family that represents your ethnic identity or personality.
You will be writing about the pictures so find an interesting one!
DUE NEXT CLASS!
Mini-Research Project
Tell me everything you can about:
Langston Huhges
Sandra Cisneros
OR
Work in groups of 3 or 4
Exit Ticket
Where do you see evidence of these life events/experiences in these authors' writings?
Match event with direct text!
BTEOTLIWBAT. . .
Agenda: Day 5
LOOK AT PICTURES!! (5 min)

Read "Carmelo" by Sandra Cisneros (10 min)

Venn diagram comparing and contrasting "Carmelo" to "Only Daughter" (20 min)

Mini research on Langston Hughes and Sandra Cisneros (15 min)

Voice and Bio poster (30 min)
Comparing and Contrasting Author's Voice
"Only Daughter"
"Carmelo"
Both
Look for similarities and differences in:
Style
Tone
Diction
Voice
Objectives
Standard
CC.SS.RL.6 - Analyze a particular point of view or cultural experience reflected in a work of literature from outside
-- or within --
the United States, drawing on a wide reading of world literature.
BTEOTLIWBAT. . .
Research Project
(Mini)
1. GET OUT YOUR SMART PHONES!!
2. Get into groups of four-- one person MUST have a phone for internet!
3. Find out as much as you can about the lives of
Langston Hughes
OR
Sandra Cisneros
4. Write it all down in bullet point form.
Voice and Bio Poster
Match 1 FACT about the author's life with 2 QUOTES from the text that show how that event
INFLUENCES
their VOICE.
Hughes attended Columbia University
"I went to school there, then Durham, then here
to this college on the hill above Harlem. "

"The instructor said,

Go home and write
a page tonight."
Example:
Do this with 3 life events
Langston Hughes
Exit Ticket
Write on your poster:
How does who you are impact how you communicate?
(Wikipedia)
(Theme for English B)
(Theme for English B)
Agenda: Day 6
Introduce final assessment (10 min)
Get into character (10 min)
I Am poems
Drafting and revising (30 min)
Final drafting (10 min)
Begin drafting vignette for final assessment (20 min)
Objectives
Standards
Final Assessment Preview
I Am Poem Template
Get into Character!
Using the picture you brought, answer these questions:
Who?
When?
Where?
Why?
What?
Just you? Anyone else?
What does this photo say about your identity?
Year? Age?
Location?
Event? Special occasion? Just for fun?
Who?
Just me. My mom took the picture. My uncle and my grandpa were there also.
When?
Summer 2009. I was 18 (almost 19) years old.
Where?
Ingalls, Kansas.
Wheat field.
Why?
I wanted to show
everyone in CA what
it is like in Kansas.
What?
This picture represents the part of me that comes from the farms in the mid-west. Most of my family comes from this background like me. The profits from this field paid for my college education, so in a way, it also represents my identity as a student.
Phase 1: 1st Draft
Complete the I Am poem template as the person you were/are in the picture you brought.
Example:
I am Kelley Dutra, age 18.
I wonder what my friends will think
about how "flat" Kansas is.
I hear my uncle and grandfather
brag loudly about how well the crop is doing this year.
I see the ripening wheat that will be
turned into an education.
I want to melt into the summer heat
for a moment in time.
I am Kelley Dutra, age 18.
Phase 2: 1st Revision
Take out your ethnic identity questionnaire. Replace 2 dull lines with 2 things from the questionnaire.
Example:
I wonder what my friends will think
about how "flat" Kansas is.
Revision:
I wonder if my grandma is baking
fresh Zweibach back at the house.
Phase 3: 2nd Revision
Take out your heritage interview and replace 2 more dull lines with ideas from the interview.
Example:
I want to melt into the summer heat
for a moment in time.
Revision:
I want to know what the feeling was
like the first time my great-grandfather set eyes on this field.
Phase 4: Peer Review
Partners:
Underline the three most luminous (or strongest) lines.
Star one line that could be a little shinier.
Swap with a partner!
Phase 5: Final Draft
Make any last changes to your poems.
Consider partner's suggestions.
Re-write poem with all changes made and in your BEST handwriting.




I am ______________________
I wonder __________________
I hear _____________________
I see ______________________
I want _____________________
I am _______________________

I pretend __________________
I feel ______________________
I touch ____________________
I worry ____________________
I cry_______________________
I am _______________________

I understand _______________
I say _______________________
I dream ____________________
I try _______________________
I hope _____________________
I am _______________________
You will choose one childhood photo that can represent a moment when you learned something about your ethnic identity. This could be a picture of your family, your neighborhood, your friends, or just you.

Using that photo as a starting point and Sandra Cisneros’ “My Name” as a mentor text, you will write a short vignette. Use your unique writing voice to describe the context of the photo with sensory details, and connect the image to one story that conveys the importance of your ethnic identity.
Draft and revise an I AM poem using multiple autobiographical sources.
Agenda: Day 7
Textbook field trip!

Quick Write on colorblindness

Final Unit Assessment

Revisions
Unit Assessment



You find increasing amounts of ‘colorblind’ language going on around you, high school students staying away from topics of personal and ethnic identity that are deemed too controversial. People seem to think it would be better if everybody were all the SAME. Do you want to counteract this trend?


To put together a compelling visual/writing project that explains the importance (or unimportance) of your individual identity to others around you.


Your peers at Central East.


You will choose one childhood photo that represents your personal identity. This could be a picture of your family, neighborhood, friends, or just you.

Using that photo as a starting point and Sandra Cisneros’ excerpt from “Caramelo” as a mentor text, you will write a short vignette. Use your unique writing voice to describe the context of the photo with sensory details, and connect the image to one story that conveys the importance (or unimportance) of your individual identity.


Your product needs to include:
- One childhood photograph as your starting point
- At least 2 pages
- Clear usage of your voice
-Strong uses of sensory details
- Communicate convincingly to your audience
Your Situation:
Your Task:
The Product:
Your Audience:
Is being "colorblind" to race a good thing, or a bad thing?
Quick Write
When you are done:

P. 226 in InterActive Reader-Short response and graphic organizer (15 min)

"Why Dad's Don't Talk" In InterActive Reader p.228-Complete margin questions (20 min)

Quiz on p. 232 (10 min)
OR work on MAKE-UP work!!
Possible Outline:
1. Introduction
a. Tell us about the situation.
b. Make a claim: is colorblindness a good idea or bad? Why or why not?
2. Part 1 of your photo
a. Describe your photo with sensory detail.
b. What is in your photo?
3. Part 2 of your photo
a. Describe the context of your photo
b. What is the story behind it?
4. Part 3 of your photo
a. What does this photo say about your identity?
b. What does your identity mean to you?
5. Conclusions
a. Wrap it up!
b. Remind us of your claim about colorblindness.
Most importantly: Use your VOICE and PERSONALITY to express yourself!
Agenda: Day 8
Re-introduction to unit assessment (10 min)

Time to complete unit assessment (40 min)

P. 226 in InterActive Reader-Short response and graphic organizer (15 min)

"Why Dad's Don't Talk" In InterActive Reader-Complete margin questions (20 min)

Quiz on p. 232 (10 min)
Full transcript