5e+May+9+to+May+13

Overview for the week:
 * You should be reading your book for your book review (independent reading project.) They are due by May 18 with your timeline due at the beginning of class on May 19. Review the details of the independent reading project here.
 * Bring your book (independent reading project) each day.
 * We are also starting a great short story by an award-winning author, Alice Walker. This story continues a theme of "keeping memory alive." I think it's interesting that Ms. Walker just wrote a book about "chickens!" I was listening to radio when I heard an interview in which she talked about her chickens for at least half of an hour. Link to our page 2a with more details about Alice Walker
 * We will share an exciting opportunity for structured tutoring options with during activity periods and afterschool. (Details on Monday!)

Monday, May 9: 1. Read the overview above. 2. We'll discuss our expectations for "makeup" work sessions. Sign-up sheets are located on the bulletin boards in the room. If you sign up, we expect you to be there on time! 3. Read the following and select a golden phrase (two to four words which resonate with you.) “Alice Walker has used her writing and her fame to fight against social injustices. In her poetry, fiction, and nonfiction, she often focuses on African-American women’s struggle to survive in the face of poverty, racism, and sexism. But she also affirms the richness and the deeply spiritual traditions in the black community and the belief that people can change their lives despite seemingly overwhelming obstacles.” Applebee, Arthur N. "Alice Walker Author Study." //The Language of Literature.// Evanston, IL: McDougal Littell, 2000. 499. Print.

4. Make a four-squared chart in which you begin to explore your cultural identity by listing your Family Treasures Traditional Foods Customs Language in four separate boxes.

5. We will preview, set the purpose, and start reading Alice Walker's "Everyday Use." It starts on page 503 in the text. 6. We'll close with discussion about the sisters and two events which help us learn about them.

Tuesday, May 10: 2:30-3:30 Work sessions We're continuing to read "Everyday Use." We made a t-chart to examine the two sisters' similarities and differences. We looked at a picture of a gum tree and an African dress. We reminded you that good readers visualize (create word pictures) to help them comprehend reading! Good readers also reread what they need to read to make sure they understand. We added to the four-squared "Cultural Identity/Heritage" chart. We will discuss key components of the story including the "name" Dee has adopted. Remember our previous discussions about how important naming is ("Feather.") We read more of "Everyday Use."

Wednesday, May 11: We'll finish reading "Everyday Use." You will finish up your t-chart about Dee and Maggie. We'll give-one/get-one. You'll be assessed on your knowledge and comprehension of the story. Turn in your t-chart for a grade. You'll continue reading your indepdent reading work book.

Bring your independent reading book..

Thursday, May 12: Work session (during activity period) We completed a bellringer in which we 1) wrote about why we think people are interested in discovering their cultural identity/heritage and 2) wrote what part of our cultural identity/heritage (region of the U.S., country, or religion) we were interested in learning more about. We listened to a sample book review and read along with it.

You can read the book review and link to the audio interview on NPR by following the link below and then following the links on that page: 4 Book selection, award winners, and reviews

We answered questions students had about next week (especially the book report) and the final couple of weeks. We'll spend the rest of the period reading!

Friday, May 13: No school! Finish your books over the weekend and start a new one!