HOUSEKEEPING
- Research Papers Back ~ Could you have done this at the beginning of the year?
- EQ: How is this a transferable skill? (or an Approach to Learning if you want to be IB fancy pants!)
GRAMMAR: Who/Whom
PROJECT OPTIONS:
1. For the Artist
Create a product that examines part of our story and explores a deeper meaning beyond the text. You may use any medium. For example a painting, sculpture, collage, graphic, advertisement, ink art, etc… 2. Just Do It! Identify a theme or lesson from the novel that you think people could use. Find a way to enact that theme so that at least five people are affected in a positive way. Document what you did and what happens as a result, so that you can inspire others to do something equally meaningful. Share with the class via a multi- media presentation or demonstration.
3. Just Eat It! Trace your own immigration story. Who in your family first came to the U.S.? Tell us the story via a 5-8 minute speech while we eat an authentic dish you have prepared to help us “taste the history” of your family. Old photographs or other graphic representations are also a plus!
4. Why the Switchbacks Write an essay or create a presentation to analyze Reyna Grande’s style of switching back and forth between Juana and Adelina chapters. How does this style add depth to the novel? Would the novel have been better if told as two separate stories? How is meaning gained when a Juana chapter is paired with an Adelina chapter with a similar theme? (ie: both have sleeping problems, or both have a father in L.A., etc…)
5. Get a Real Story Find a person who has immigrated. Interview them to find out what factors inspired the move, the process of coming, the experience after, any challenges they faced, and their final advice to a person thinking about immigrating. Plan your interview questions ahead of time and then video tape the interview for the class viewing later. Time limit 5-7 minutes.
6. A Story Retold Write your own short story or epic poem to convey a theme from the novel in your own way. It may include autobiographical elements. 7. American Idol Perform a song or interpretive dance to show your understanding and personal reflection about a theme from the novel. Make sure there is a great amount of thought behind your performance and be ready to explain the meaning. Make sure you go beyond summary or demonstration, but toward teaching a lesson or adding to the meaning.
8. ????? Not satisfied with these choices? Come up with your own idea and propose it to the teacher. Some questions to consider: How does your project show your understanding of the novel? How is your project meaningful and enriching to you on a personal level? How could your project be meaningful and enriching to your audience?
FISHBOWL 1: Breaking Cycles (15-20 minutes)1. For the Artist
Create a product that examines part of our story and explores a deeper meaning beyond the text. You may use any medium. For example a painting, sculpture, collage, graphic, advertisement, ink art, etc… 2. Just Do It! Identify a theme or lesson from the novel that you think people could use. Find a way to enact that theme so that at least five people are affected in a positive way. Document what you did and what happens as a result, so that you can inspire others to do something equally meaningful. Share with the class via a multi- media presentation or demonstration.
3. Just Eat It! Trace your own immigration story. Who in your family first came to the U.S.? Tell us the story via a 5-8 minute speech while we eat an authentic dish you have prepared to help us “taste the history” of your family. Old photographs or other graphic representations are also a plus!
4. Why the Switchbacks Write an essay or create a presentation to analyze Reyna Grande’s style of switching back and forth between Juana and Adelina chapters. How does this style add depth to the novel? Would the novel have been better if told as two separate stories? How is meaning gained when a Juana chapter is paired with an Adelina chapter with a similar theme? (ie: both have sleeping problems, or both have a father in L.A., etc…)
5. Get a Real Story Find a person who has immigrated. Interview them to find out what factors inspired the move, the process of coming, the experience after, any challenges they faced, and their final advice to a person thinking about immigrating. Plan your interview questions ahead of time and then video tape the interview for the class viewing later. Time limit 5-7 minutes.
6. A Story Retold Write your own short story or epic poem to convey a theme from the novel in your own way. It may include autobiographical elements. 7. American Idol Perform a song or interpretive dance to show your understanding and personal reflection about a theme from the novel. Make sure there is a great amount of thought behind your performance and be ready to explain the meaning. Make sure you go beyond summary or demonstration, but toward teaching a lesson or adding to the meaning.
8. ????? Not satisfied with these choices? Come up with your own idea and propose it to the teacher. Some questions to consider: How does your project show your understanding of the novel? How is your project meaningful and enriching to you on a personal level? How could your project be meaningful and enriching to your audience?
- Goal: Use the narrative to make deeper connections to your research. Use the narrative to make deeper connections to the common theme of breaking cycles to make a better life for oneself.
- 10 points = TWO strong contributions to the conversation
IN CLASS: Read pages 173-183
HW: Read pages 187-200 and STOP!
HW: Read pages 187-200 and STOP!
- Work your timeline.
- Consider the dynamic between Adelina and Sebastian using the cycle of poverty. (Where is Adelina in the cycle?)
Confused Words Quiz on Block Day, Feb. 20.
