Wednesday, September 23, 2015

September 23 and 24- so I ain't no good girl

Today we discussed getting books for independent reading. We will read in class most days.

I also read to them the short story- "So I Ain't No Good Girl." There was a worksheet attached to the story that students should complete.

Here's the story and worksheet:

1. So I Ain't No Good Girl
PEOPLE SAY THINGS about me. Bad things. Momma says I give 'em reason to. That if I would just be a good girl -- like the girls who wait for the bus with me in the mornings -- then things wouldn't go so hard for me. But I don't wanna be like them girls: so plain and pitiful, boys don't even look their way or ask their names. I wanna be me. Ain't nothing wrong with that. Is it?
Me and them girls been standing on the same corner waiting for the same bus for a year now, and I don't even know their names. But I hate 'em just the same, mostly 'cause that girl with the red hair and gray eyes looks like the girl Raheem once left me for. She was a good girl too, so they say. She got straight A's. Worked in the principal's office, headed up the cheerleading team, and played flute for the marching band. You'd figure a girl like that wouldn't be no thief. But she was. She stole my man right from under me -- for a little while, anyhow.
"What you looking at?" I ask the girl in the green plaid skirt.
She keeps her mouth shut and her squinty, brown eyes looking down at the ground. And right when I go to tell her she better not even think about looking my way, I trip over my own two feet. The good girls laugh -- all four of 'em. Now, what they do that for?
"I should . . ." I say, going for the one with the red hair and run-over shoes.
She and her friends run to the other side of the street like they being chased by boys with bricks. I'm right behind 'em, with my fist balled up. But then, I see Raheem. Sweet, pretty Raheem. So I forget about them girls, and go back to be with my Boo.
Yellow phlegm flies out Raheem's mouth and onto the curb, right when I walk up to him. "Hey, baby," he says.
I give him a big one on the lips. "Hey."
He takes off his shades and eyes a girl passing by. Then out the blue he tells me to go to school without him, 'cause he's got things to do.
I push up against him. Stick my tongue in his ear and roll it around the fat gold stud I gave him for his seventeenth birthday. "Come on, Raheem. I skip English every day so me and you can ride to school together."
He yells at me. "Did I ask you to miss class for me?"
I snap out on him then, asking him why he's always wasting my time.
He hooks his thumb through my gold hoop earring and pulls down hard.
"Ouch! You trying to split my ear?"
He turns away from me and starts walking. But he don't get far -- I don't let him. I apologize. Then I press kisses to my fingers and touch his warm lips. I try not to sweat Raheem when he gets a little rough with me or says he's coming over my house and don't show up. He's the cutest boy in school: an amateur boxer with a six-pack and honey-brown muscles that girls reach for even when they don't know him. I can't keep him on no short leash; but I forget that sometimes.
Raheem puts his arm over my shoulder and tells me again to go to school without him.
"No," that's what I wanna tell him. But Raheem likes girls that do what he says and don't talk back. So I remind him that he's got a test third period. If he don't pass it, he flunks the class. If he flunks, he don't graduate next month. "So you just need to take your butt to school with me."
He rubs the back of my ear. "I know you been waiting on me," he says in a voice so sweet my knees almost give way. "But I ain't going. I got things to do."
I can't help it. I get mad all over again, and it's me that turns away from him this time. He tickles my neck. "Come on, baby. Don't be like that." He kisses my lips. Says it's me and him forever.
I give in. Tell him what he wants to hear -- I'll take the bus by myself. I'll do your homework, wash your clothes, lend you money, anything. . . . Just keep being my Boo. But then he takes off them sunglasses to wipe something out his eye, and before I say another word, his eyes crawl over one of them good girls, like worms sliding across wet dirt.
I am loud like my mother. When I holler, you can hear me up and down the street and around the corner. So when I go off on Raheem, people across the street turn and stare. "You my man! What you doing looking at her for?"
Raheem's hand smashes the words back into my mouth. "Girl! Don't make me . . ."
I apologize just like my momma does when my daddy slaps her. Like Raheem's momma does too.
Raheem says he's gonna forgive me this time. But I better check myself, 'cause he needs a cooperative woman. "Not a whole bunch of drama."
He's right. A boy like him can get any girl he wants. He ain't gotta take no stuff off nobody. "Sorry," I say, thinking 'bout how jealous girls be when they see me with him.
Raheem and me been together two years now. He my third boyfriend. The other ones, they was all right. But him, well, he's better than I deserve, I figure. I mean, like my mother says, I won't never win no beauty contest. But my body, well that's something else. It's the Mona Lisa. The sun and the moon,Raheem wrote in a poem once. It's too big in too many places, that's what I think. But Raheem likes it. That's all that counts, right?
Raheem don't never stay mad long. So a few minutes after our bus-stop fight, me and him are talking and laughing again. But when he bends down to wipe his sneakers, the good girl with the red hair and the dirty brown skirt comes back to our side of the street. She looks his way and smiles -- just a little. He stands, she bends way over and pulls up her long white socks. He smiles. She winks. I go to tell him what I seen, but his eyes let me know I'd better hold my tongue. I do.
Raheem rubs my butt. "You know you my Boo. Can't nobody take me off you." Then he asks me to spot him five. Before I get inside my purse, he unsnaps it. Takes out my wallet and puts ten bucks in his back pocket, right when the other girls return.
"Don't be going in my . . ."
"What's yours is mine, ain't it?"
The good girls watch him kiss my neck and whisper in my ear. "Yeah, he mine," I say loud enough for them to hear.
The redhead presses her books to her flat chest and rolls her eyes at me. I point to her. Say for her to step into the street if she got a problem with me.
Raheem tells me not to be like that. "You the only one I want," he says, crossing the street, heading for the doughnut shop.
I look over at the good girls. The redhead looks back my way, shakes her head, and just like that, I feel dirty -- like somebody rolled me in chicken fat and left me outside for the birds to snack on.
I wanna give them girls something they won't forget, but the bus is coming. The good girls step into the street, just when Raheem makes it back over to me. He wipes white powder off his mouth with the back of his hand and tells me he'll come to my place later.
He takes off his shades. Crosses his heart. "Sure."
When the bus finally pulls up, there's all this commotion, people pushing to get on. I head for the back, following right behind the good girls. A blind man steps on my foot. I tell him about it, too. Some fat woman blocks my way, so it's a few minutes 'fore I get back to where them girls are. When the bus jerks and takes off, I hold on to the rail and peek out between all the bodies to get one last look at my man.
"Oh no you didn't!" I say, digging my elbow into some girl's stomach. Slapping my hand up against another girl's back, trying to get to the front of this thing. But it's too late. The driver won't stop, even though I'm yelling at the top of my lungs for him to please, please let me off.
I lean over and stare out the window and see the redhead standing on the corner with Raheem. She must have sneaked out the back of the bus as soon as she got on. Raheem's all up in her face. Sunglasses off. Arms wrapped around her neck. His sweet, brown lips pressed tight to hers.
I wanna kill 'em both. But then my mother's words come back to me. You ain't no beauty prize.
The bus keeps rolling, just like my tears, down my cheeks and dripping off my chin. "Who I'm gonna be without him?" I whisper. I wipe my face clean on the bottom of my skirt, stand up, and head for the back of the bus. Then, well, I start thinking. Raheem don't never stay gone too long. Besides, he is cute. Really, really cute. And when you got a man like that, you can't be expecting to keep him all to yourself, not all the time anyhow.
The driver stops two blocks away. He eyes me. "Getting off?"
If I go after her, I think, Raheem's gonna be mad at me.
"Hey, you. Off or not?"
But if I act like I ain't seen nothing, he'll be by my place tonight -- like usual.
"Next stop, Seventeenth Street," the driver says, closing the door and pulling into traffic.
I sit down, cross my legs, and stare out the window. I'll go to his class, I think, and tell his teacher he was sick this morning. That he'll take the test tomorrow.
When the bus stops again, the good girls fly out the back door and head for their school.
I bang on the closed window. "You better run! Better not let me see you tomorrow, neither!"
The driver tells me to settle down. I let him know I paid my money and I can talk as loud as I like. He says something else, but I don't know or care what it is. My head's back to thinking on Raheem. Tonight, when I see him, I'm gonna . . . I'm gonna . . . make him something nice to eat, I think. And act like I ain't seen nothing at all.


So I ain’t no good girl

Why does she act the way she does?


Why does he act the way he does?


Is this girl a static or a dynamic character?  Why do you say that?


What would you say the theme of this story was?  Give me specific reasons from the story that support this answer.






Come up with a list of things that would have to happen for her to change/be more self-confidant.


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Monday, September 21, 2015

September 21- education argument reflection-Scavenger hunt

4th block:

We setup a Portfolio in our Google Doc. You may need to come see me during lunch to get that figured out.

Find your Education Argument and open it.

START A GOOGLE DOC AND TITLE IT “Reflection on Education Argument”

Copy and paste the following into the document:

What is your score out of 20?  _____

What is your score for Development and Elaboration?  _____
What could you have done to improve your score?

What is your score for Organization and Focus?  _____
What could you have done to improve your score?

What is your score for Language and Clarity?   _____
What could you have done to improve your score?


Then answer all the questions.

Add this doc to your English 1 Portfolio

1st and 3rd block

We watched a short film called "Underground"
http://www.break.com/video/ugc/underground-short-film-by-kristen-dehnert-aimee-lagos-551043

Then students worked on the following worksheet:

Name: ____________________________

Short story scavenger hunt

Using “Adventures in Reading” pages 722-742, define these terms:

THEME


SETTING


CLIMAX


CHARACTER—STATIC


CHARACTER— DYNAMIC


FORESHADOWING



POINT OF VIEW—1ST PERSON


POINT OF VIEW—3RD PERSON OMNISCIENT


POINT OF VIEW—3RD PERSON LIMITED




FLASHBACK




Say in your own words what the theme of the short movie “Underground” is.



What is the climax in “Underground”?



Give me the name of your favorite movie.  What’s the setting?



Name 4 of your favorite characters from a movie, book or TV show.
1.

2.
3.

4.


DEFINE Plot Structure:
Using each of these words: Rising action, Conflict, Climax, Falling action, Resolution,








List the Dynamic Character from Beauty Lessons.


List two Static Characters from Beauty Lessons.


There was no flashback in “Coming Attractions.” But if there had been one, what might it have been about?


Extra Credit:

On page 741-742, it tells you what the Theme of the poem, “Bears” is.  Write what you think the Theme is, using your own words.

Wednesday, September 16, 2015

September 16 - reflection on education argument

1st block and 3rd block:

We setup a Portfolio in our Google Doc. You may need to come see me during lunch to get that figured out.

Find your Education Argument and open it.

START A GOOGLE DOC AND TITLE IT “Reflection on Education Argument”

Copy and paste the following into the document:

What is your score out of 20?  _____

What is your score for Development and Elaboration?  _____
What could you have done to improve your score?

What is your score for Organization and Focus?  _____
What could you have done to improve your score?

What is your score for Language and Clarity?   _____
What could you have done to improve your score?


Then answer all the questions.

Add this doc to your English 1 Portfolio

4th block:

We watched a short film called "Underground"
http://www.break.com/video/ugc/underground-short-film-by-kristen-dehnert-aimee-lagos-551043

Then students worked on the following worksheet:

Name: ____________________________

Short story scavenger hunt

Using “Adventures in Reading” pages 722-742, define these terms:

THEME


SETTING


CLIMAX


CHARACTER—STATIC


CHARACTER— DYNAMIC


FORESHADOWING



POINT OF VIEW—1ST PERSON


POINT OF VIEW—3RD PERSON OMNISCIENT


POINT OF VIEW—3RD PERSON LIMITED




FLASHBACK




Say in your own words what the theme of the short movie “Underground” is.



What is the climax in “Underground”?



Give me the name of your favorite movie.  What’s the setting?



Name 4 of your favorite characters from a movie, book or TV show.
1.

2.
3.

4.


DEFINE Plot Structure:
Using each of these words: Rising action, Conflict, Climax, Falling action, Resolution,








List the Dynamic Character from Beauty Lessons.


List two Static Characters from Beauty Lessons.


There was no flashback in “Coming Attractions.” But if there had been one, what might it have been about?


Extra Credit:

On page 741-742, it tells you what the Theme of the poem, “Bears” is.  Write what you think the Theme is, using your own words.

Tuesday, September 15, 2015

September 15 and 16- Story maps

We read two different stories the past two days- Beauty Lessons and Coming Attractions. For each story, students filled out a Story map for it.

If you missed class, you will need to get the story from me as well as a copy of the story map to complete.

Also, students should turn in their Book List homework. They should be getting three suggestions of possible books to read from: three friends, one family member, and one teacher.

Wednesday, September 9, 2015

September 9 and 10- Education argument

Today we worked on our Beginning of the Year assessment. We wrote an argument with the goal of carefully tracking our writing skills through the course of the year. Here is the format we used today:

Grade 9 Beginning-of-Year Assessment

Name: _____________________________________ Date: ______________

Task Overview

Malala Yousafzai, a teenager from Pakistan, became an activist and spokesperson for female education when religious extremists, including Taliban officials, began shutting down schools and imposing harsh restrictions on females’ lives.  On Tuesday, October 9, 2012, Malala was shot in the head on her way to school.  Surviving, she has become an international spokesperson for universal education and human rights.  She addressed the United Nations on her 16th birthday in July of 2013, and her memoir, I Am Malala, was the 2014-2015 University of Wisconsin-Madison Go Big Read selected book.  

Jonathan Kozol and Catherine Meek are writers who discuss educational inequalities in the United States.

You are going to read excerpts from these three authors in order to consider their arguments that education is important for every nation, that all citizens should have access to education equally.  As Malala writes, “Going to school, reading and doing our homework wasn’t just a way of passing time.  It was our future.”  

Why is equal education important to nations and their citizens?  Cite evidence from at least two of the three authors as well as your own experiences to form your argument.

Things to think about:
  • Why is it beneficial to have equal education for everyone?
  • Why do some powerful people want to take away education from others?
  • Is education the future in the United States as Malala says it is in Pakistan?
  • What evidence do the articles provide to show why an education is important?










Purpose for reading: to consider Malala’s description of conditions she believes should be changed through education in Pakistan and Kozol’s and Meek’s descriptions of unequal resources for education in the United States in order to explore the importance of equal education for a country’s well being.

Directions for interacting with the text:  Please mark places where Malala, Kozol, and Meek describe unequal educational practices and places where their examples show the importance of education with a (*).  

After you’ve marked the texts, please write your thinking next to two (*)’s  →  why did you mark them as you did?

from I Am Malala by Malala Yousafzai

1 Islamic laws in Pakistan reduced a woman’s evidence in court to count for only half that of a man’s.  Soon our prisons were full of cases like that of a thirteen-year-old girl who was raped and became pregnant and was then sent to prison for adultery because she couldn’t find four male witnesses to prove it was a crime.  A woman couldn’t even open a bank account without a man’s permission.  The leader of the Taliban in my Swat Valley, Fazlullah, would broadcast radio shows often aimed at women.  He must have known that many of our men were away from home, working in coal mines in the south or on building sites in the Gulf.  Sometimes he would say, “Men, go outside now.  I am talking to the women.” Then he’d say, “Women are meant to fulfill their responsibilities in the home.  Only in emergencies can they go outside, but then they must wear the veil.”
2 (One Taliban leader) proclaimed that there should be no education for women, even at girls’ madrasas (religious schools).  “If someone can show any example in history where Islam allows a female madrasa, they can come and piss on my beard,” he said.  Then Fazlullah turned his attention to schools.  He began speaking against school administrators and congratulating girls by name who left school.  “Miss So-and-so stopped going to school and will go to heaven,” he’d say, or, “Miss X of Y village has stopped education at Class 5.  I congratulate her.”  Girls like me who still went to school he called buffaloes and sheep.
3 Then, at the end of 2008, Fazlullah’s deputy announced on the radio that all girls’ schools would close.  From 15 January girls must not go to school he warned.  First I thought it was a joke.  “How can they stop us from going to school,” I asked my friends.  They don’t have the power.  My father used to say the people of Swat and the teachers would continue to educate our children until the last room, the last teacher and the last student was alive.  My parents never once suggested I should withdraw from school, ever.  Though we loved school, we hadn’t realized how important education was until the Taliban tried to stop us.  Going to school, reading and doing our homework wasn’t just a way of passing time.  It was our future.  The Taliban could take our pens and books, but they couldn’t stop our minds from thinking. I began to speak out, “How dare the Taliban take away my basic right to education?”  I said.  
4 Our words were like the eucalyptus blossoms of spring tossed away on the wind.  The destruction of schools continued.  On the night of 7 October 2008 we heard a series of faraway blasts.  The next morning we learned that masked militants had entered (a school for girls and a school for boys) and blown them up using improvised explosive devices (IEDs).
5 I wanted people to know what was happening.  Education is our right, I said.  Just as it is our right to sing. Islam has given us this right and says that every girl and boy should go to school.  The Quran (Islamic holy book) says we should seek knowledge, study hard and learn the mysteries of our world.  I wanted to start an education foundation.  This had been on my mind ever since I’d seen children working on a rubbish mountain.  I still could not shake the image of the black rats I had seen there, and a girl with matted hair who had been sorting rubbish.  We held a conference of twenty-one girls and made our priority education for every girl in Swat (our valley) with a particular focus on street children and those in child labor.  
6 (The Taliban ruled that all girls’ schools must close in January of 2009).  How could they stop more than 50,000 girls from going to school in the twenty-first century?  I kept hoping something would happen and the schools would remain open.  But finally the deadline was upon us.  I cried and cried.  I didn’t want to stop learning.  I was only eleven years old, but I felt as though I had lost everything.  I told (the media), “They cannot stop me.  I will get my education if it’s at home, school or somewhere else.  This is our request to the world -- to save our schools, save our Pakistan.”  
7 (I had seen) a young girl selling oranges. She was scratching marks on a piece of paper with a pencil to account for the oranges she had sold as she could not read or write.  I took a photo of her and vowed I would do everything in my power to help educate girls just like her.  This was the war I was going to fight.





excerpt modified from Savage Inequalities by Jonathan Kozol

1 The city of Detroit.. is poor…. and its school system is so poorly funded that three classes have to share a single set of books in elementary schools.  ‘It’s not until the sixth grade,’ the Detroit Free Press reports, ‘that every student has a textbook.’ At MacKenzie High School in Detroit, courses in word processing are taught without word processors.  ‘We teach the keyboard...so if they ever get on a word processor, they’d know what to do,’ a high school teacher says.  Students ask, ‘When are we going to get to use computers?’ But, their teacher says, the school cannot afford them.  Of an entering ninth-grade class of 20,000 students in Detroit, only 7,000 graduate from high school, and, of these, only 500 have the preparation to go onto college.  Educators in Detroit, the New York Times reports, say that ‘the financial pressures have reached the point of desperation.’
2 According to a survey by the Free Press, the city spent $3,600 yearly on each child’s education.  The suburban town of Grosse Pointe spent some $5,700 on each child.  Bloomfield Hills spent even more: $6,250 per pupil.  Birmingham, at $6,400 per pupil, spent the most of any district in the area.

from “We Must Help Our Homeless Children Get an Education” by Catherine Meek

1 Frankie is nine years old. He has a rash all over his face and body -- stress-related said the doctor. He has trouble focusing on his homework and paying attention in school; he has fights in the schoolyard; he has serious mood swings; he has no friends. He lives with his mother and two sisters in one room in a homeless shelter. Frankie is one of our students.
2 The devastating impact of homelessness on children has become starkly clear from decades of study. While poverty alone creates health, developmental, behavioral, and educational problems for children, homelessness compounds these problems by adding additional stress, fear, anxiety and instability to children's lives. Can you imagine how hard it is to learn when you don't have a home? The statistics stacked against homeless students are staggering:
  • More than 20 percent of homeless children do not attend school.
  • Homeless children are -- on average -- four grade levels below their housed peers.
  • Homeless children are nine times more likely to drop out of school altogether.
3 Homelessness is extreme poverty. Lack of affordable housing, poverty, and unemployment -- the top three causes of family homelessness -- will not diminish any time soon. And when kids become homeless, their education suffers immensely. Huge cuts in education budgets (mean) our homeless children are less and less likely to get any kind of education. How can a seven-year-old child learn when she has not slept the night before because she's scared and hungry and doesn't know where she'll sleep that night? How can we expect a 15-year-old to care about graduating when he has to study in a closet because the shelter lights have been turned off?
4 What is more important for a child than learning? What is more important for a country than educated citizens? Our students persevere every day against seemingly insurmountable odds. Despite desperate living conditions, hunger and other unimaginable challenges, our students show us courage, resilience and determination in their pursuit of education. We should show them the same courage.








After reading, you will discuss the text in small groups, keeping the overall writing prompt as a basis for your discussion.
1. Share what you annotated - where is unequal education happening and what are the
consequences?








2. Where in the story did the authors talk about the importance of education?








3. How does this connect to your own life? Your partner’s life?









4. So, why is it beneficial to have equal education for everyone?











Finally, you will independently plan your writing and complete the argument writing task.  Revise as necessary.

Remember… your question is:
Why is equal education important to nations and their citizens?  
*Cite evidence from at least two of the texts as well as your own experiences to form your argument.

Friday, September 4, 2015

September 4 and 8- Argument and The Sidewalk

Today we discussed some of the different components of argument: Claim, Evidence, Reasoning, and Counterclaim. We practiced writing down claims and then picking one to write about for 10 minutes.

We also discussed different types of intelligence and read a short story called "The Sidewalk." If you need a copy of the story, come into class and I'll get you one.

Monday, August 31, 2015

September 2- First writing

Nice job getting this far!

This blog is your way of staying up-to-date even if you missed class.  I will post on this blog every day everything that we did in class and what assignments you should be completing at home. Anytime you are missing an assignment, you can check this blog to keep you caught up.

Now that you are here, I want you to send me an email (jschachter@madison.k12.wi.us) with this information on it:

SHORT, EASY WRITING
1. A word or phrase you can make using some or all of the letters of your name.

2. The first time you realized you were pretty good at something. What was it?

3.A time you saw someone do something that made you laugh.

4. Your favorite thing to do at home.

5. One thing you would tell the President if you could tell him anything you want.

6. Tell me some things I should know about you as a student (your learning styles, what teachers do that you hate, what teachers do that you love, your thoughts about reading and writing).

7. Tell me some things I should know about you as a person (tell me about your dreams, your family, your deep thoughts, your shallow thoughts).

8. Now I want to get a sample of your writing...I want you to be creative and spend some time on this part.

LONGER, DEEPER WRITING
This should be about 200 words...

Describe an experience you've had in your past that was exceptionally scary, fun, life-changing, or interesting.
I want to hear about you, but I also want to get a sense of how well you can write. Try to be detailed and creative. I don't need you to have perfect grammar, but the worse your spelling or punctuation is , the more difficult it is for me or anyone to understand what you're saying. If you are going to write something, make sure your reader can understand it, otherwise it is almost like not writing anything at all.