4 Close Reading #2 Class Reading Day Exit Ticket National Geographic Profiles Homelessness Focus Poetry Writing 1st Person Perspective Catch-Up Day Family Essay Socratic Seminar questions 5 Silent Reading Day Exit Ticket Character Maps Group Work Character Maps Group Work Character Maps Presentations Character Maps Presentations 6 Essay Writing Thesis Proposal Source Searching/ Org. Essay Writing Body Work Essay Writing Rough Draft Essay Writing Peer Review Personal Reflection Essay Writing Revision Process 7 Essay Writing Review Process Writing Final Draft Due Vocabulary Use It or Lose It Socratic Seminar Catch-Up Day Essay Writing (Peer Review and Revision) Socratic Seminar Questions The Bean Trees and Social Injustice Daily Instructional Sequence Activity/Strategy Texts and Resources Instructional Notes (including Sequencing & Scaffolding (Module 8), formative assessments (Module 6), integrated literacy lessons (Module 9), and days that target vocabulary(Module 9)) Frontloading Day 1: Monday Activities/Strategies: Modified DBI Social Injustice Modified DBI Documents and for Students Appendix A Introduction to the concept and term of Social Injustice using a Modified DBI students up into small groups of 4-5 by rearranging the desks into small clumps. The teacher will as the facilitator and should circulate throughout the room during the lesson. The teacher will instruct students between phases and promote silent work throughout the DBI. The groups will work through the activity silently, but will be able to discuss note-catcher responses at the end of the activity as a class. The teacher should ask questions and encourage full class participation (this may require class time on Day 2 to complete the discussion). Day 2: Tuesday Activities/Strategies: CODE Vocabulary- Word Wall Associations Glossary CODE: Associations Vocabulary Worksheet and Glossary Appendix B and C VerbalWorkout.com served as a source for SAT and Tier II vocabulary terms from The Bean Trees. Prior to the introduction of the vocabulary terms, create a Word Wall of the vocabulary terms. Refer back to the Modified DBI and have students fill in the CODE: Associations Vocabulary Worksheet on Social Injustice. completing Social Injustice Associations, have students use their dictionaries to create definitions and icons for the rest of their vocabulary terms in their Glossary (on the back of their Associations paper) Social Injustice will not be included on the Glossary, it is covered on the Associations paper.
on juries—were often denied on the basis of racial or gender distinctions. A small proportion of lived outside the slave system, but those so-called “free blacks” endured racial discrimination and enforced segregation. Although some slaves violently rebelled against their enslavement (see), African Americans and other subordinated groups mainly used nonviolent means—protests, legal challenges, pleas and petitions addressed to government officials, as well as sustained and massive civil rights movements—to achieve gradual improvements in their status.” “2015 Year in Review: What We Can From Prejudice in an Era of Globalization” by Jeff at The HuffingtonPost () Understanding Islamophobia The loudest statements from to ban Muslims (an entire culture and religion) is not exactly the sanest. But the approval ratings of his statements bring to light a simmering prejudice against muslims -- an Islamophobia that's been growing since 9/11. But just as we can't call all Christians, fundamentalists, we can't call all Muslims, extremists. So how about we address the problem where it actually is -- in the minds of the radicalized and soon to be radicalized -- in the prejudice which causes their violence against others and themselves. Fighting prejudice with prejudice only continues a cycle of violence for years to come. Sweeping generalizations from prejudice are the very seeds of hate that we abhor when we see the effects.
Chapter 8: “The Miracle of Dog Doo Park” p. 175 Week 4: Monday- Friday Chapter 9: “Ismene” p. 189 Chapter 10: “The Bean p. 202 Chapter 11: “Dream Angels” p. 214 Week 5: Monday - Friday Chapter 12: “Into the Terrible Night” p. 230 Chapter 13: “Night-Blooming Cereus” p. 253 Chapter 14: Guardian Saints” p. 272 Week 6: Monday - Friday Chapter 15: “Lake o’ the Cherokees” p. 283 Chapter 16: “Soundness of Mind and Freedom of Will” p. 290 Chapter 17: “Rhizobia” p. 312 Appendix F The Bean 5 Elements of Fiction In practice, students kept this assignment in their English Notebooks- these were turned in to be graded at the end of the unit (following the Socratic Seminar) Student Name: _________________________ Date: _____________ Hour: ________ Plot: Develop a traditional plot structure that outlines the major events that occur in The Bean Trees. Aim to include at least one event from each chapter; a minimum total of 17 plot points. Setting: Identify the significant physical locations of the novel. A setting is considered significant when a major event occurs there- several significant events can, and will, take place in the same general location. Character: Character Maps (To Be Completed In-Class) Conflict: Character Maps (To Be Completed In-Class) Theme: Do your best to take notes on the following topics as they are presented in the novel. To better assist you with the final essay and Socratic Seminar, make sure to include page numbers. The notes can be in bullet points, lists, or mini-essays. What is important is that you understand the appearance and progression of the themes throughout the novel. Family Matters: The definition and importance of family The Individual: The value of community support for an individual
David: “I've been living on the street for five years, going on six.” M: “Anyone who saw you walking down the street would never know. How do you keep that shirt so clean?” D: “I learn how to keep it clean. You gotta adapt to your environment…take time to respect yourself if you want respect from others.” M: “You go to job interviews?” D: “I've had jobs.” M: “What kind of jobs have you had?” D: “I had a job right here in landscaping.” M: “You like landscaping?” D: “Yeah, it's fun. I know a lot about it. It's what I've been doing my whole life besides laying brick and reconstructing houses.” M: “How did you end up living on the streets? What happened?” D: “I was a foster kid for a couple years. The last couple of years of childhood. So when I got out I had a scholarship to go to college and I took advantage of the scholarship but in the middle of nowhere in Arizona I didn't have anywhere to go for summer break so I ended up moving out here, getting a job…It took me three years to get back into school at [college – name withheld]. I’m on scholarship too.” M: “Do your other classmates know you live on the streets?” D: “I had a classmate that…We got to know each other and he kinda figured. But I don't try to… I don't like that being exposed.” M: “Do you know of any other students living on the streets, going to college?” D: “My age that are full time? No.” M: “Are you sure you're okay having your picture out there?” D: “Don't worry about it.” M: “Really?” D: “Don't put it on there, yeah.” H. Martin: "What brings you to living on the street?” Alexis: “We lost our house, me and my husband, and we got
The Bean Trees Argumentative Research Essay Rubric: Thesis Statement Concise and understandable Main ideas /15 Ideas Unique, original details Specific information Compelling Avoids cliches /15 Word Choice Descriptive, formal language Carefully chosen words Matches Voice /15 Voice Formal tone Writer engaged with topic Matches purpose and audience /15 Organization Logically grouped info. Flow of Intro., Body, Conclusion /10 Sentence Fluency Various sentence types Various sentence structures Supports /10 Conventions Limited capitalization and punctuation errors Limited grammar issues /10 MLA Format Proper basic format In-text citations Cited Page Avoids plagiarism /10 Comments: Appendix S Source: http://www.u.arizona.edu/~eleni/images/PEER%20REVIEW%20RESPONSE%20SHEET.pdf PEER REVIEW RESPONSE SHEET