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Selina Horsley

Professor Heny
EDIS5401 English Methods
5/11/17

CBUP List of Appendices


Lesson Plan 2

Materials Appendix: (e.g., supplementary texts, Ppts, overheads,


graphic organizers, handouts, etc.)

Appendix A: YouTube Video https://www.youtube.com/watch?v=muZcJXlfCWs


Appendix B: List of Annotations System to Put on Poster in Classroom
Appendix C: Handout for Excerpts to Annotate (need 1 copy per student)
https://docs.google.com/document/d/1XWSYJL3XLUoxaaTmrblX-
hJEv9yb8biEKVd3YVLejAQ/edit
Appendix D: Exit Slip for Annotating
Appendix E: Copies of Mother Daughter by Gary Soto
Appendix F: List of Definitions for Vocabulary Words
Appendix G: Anticipation Guide (to put on projector)
https://docs.google.com/document/d/1ESzczB4YfnoZ16-
42xMQU2YU2h8kWvn9KN2ZlknLu3U/edit
Appendix H: recording of Mother Daughter https://www.youtube.com/watch?
v=qdf0CWGqAFs
Appendix I: Oprah Obstacles for Modeling Annotating

Appendix B: Types of Annotations (to put on decorative poster in room)

1. ?? (question mark)
a. I am confused, what is going on here? Need help, this
part doesnt make sense to me
2. _____________ (underlining)

a. I think this part is important, this part stood out to me,


I want to discuss this in class, I want to remember this
part for later
3. (circle with a squiggle for the outline)
a. a word I dont know
4. (heart)
a. I liked this part
5. Figurative Language (FL: write type of figurative lang.)
a. Whenever you see figurative lang. use FL to mark it
and then write the type of figurative language (e.g. FL:
simile)
Appendix D: Exit Slip for Annotating

Name____________________

Date____________________

Annotating: What is it? Why do it?


Directions: Choose one of the three directions (straight ahead, uphill, or

mountainous) to complete about the work we did with annotations today.

**ONLY COMPLETE 1

Straight ahead: 1. Write down a definition for annotating in your own words

Uphill: 2. Annotate this passage using this guided question: Circle all of the
images and write down the effect of these images on the passage. Why
would the author use them?

The evening was warm but thick with clouds. Gusts of wind picked up the
paper lanterns hanging in the trees and swung them, blurring the night with
reds and yellows. The lanterns made the evening seem romantic, like a
scene from a movie. Everyone danced, sipped punch, and stood in knots of
threes and fours, talking.
Mountainous: 3. Why do we annotate?

a. How can annotations be useful to you when you are reading and when you are
looking back at a text?

Appendix E: Mother Daughter by Gary Soto

Mother and Daughter by Gary Soto **Vocabulary words are underlined


and bolded**

Yollies mother, Mrs. Moreno, was a large woman who wore a muumuu and
butterfly- shaped glasses. She liked to water her lawn in the evening and
wave at low-riders, who would stare at her behind their smoky sunglasses
and laugh. Now and then a low-rider from Belmont Avenue would make his
car jump and shout Mamacita! But most of the time they just stared and
wondered how she got so large.

Mrs. Moreno had a strange sense of humor. Once, Yollie and her mother were
watching a late-night movie called They Came to Look. It was about
creatures from the underworld who had climbed through molten lava to walk
the earth. But Yollie, who had played soccer all day with the kids next door,
was too tired to be scared. Her eyes closed but sprang open when her
mother screamed, Look Yollie! Oh, you missed a scary part. The guys face
was all ugly!

But Yollie couldnt keep her eyes open. They fell shut again and stayed shut,
even when her mother screamed and slammed a heavy palm on the arm of
her chair.

Mom, wake me up when the movies over so I can go to bed, mumbled


Yollie.OK, Yollie, I wake you, said her mother through a mouthful of
popcorn. But after the movie ended, instead of waking her daughter, Mrs.
Moreno laughed under her breath, turned the TV and lights off, and tiptoed
to bed. Yollie woke up in the middle of the night and didnt know where she
was. For a moment she thought she was dead. Maybe something from the
underworld had lifted her from her house and carried her into the earths
belly. She blinked her sleepy eyes, looked around at the darkness, and called,
Mom? Mom, where are you? But there was no answer, just the throbbing
hum of the refrigerator.

Finally, Yollies grogginess cleared and she realized her mother had gone to
bed, leaving her on the couch. Another of her little jokes.

But Yollie wasnt laughing. She tiptoed into her mothers bedroom with a
glass of water and set it on the nightstand next to the alarm clock. The next
morning, Yollie woke to screams. When her mother reached to turn off the
alarm, she had overturned the glass of water. Yollie burned her mothers
morning toast and gloated. Ha! Ha! I got you back. Why did you leave me
on the couch when I told you to wake me up? Despite their jokes, mother
and daughter usually got along.

They watched bargain matinees together, and played croquet in the


summer and checkers in the winter. Mrs. Moreno encouraged Yollie to study
hard because she wanted her daughter to be a doctor. She bought Yollie a
desk, a typewriter, and a lamp that cut glare so her eyes would not grow
tired from hours of studying.

Yollie was slender as a tulip, pretty and one of the smartest kids at Saint
Theresas. She was captain of crossing guards, an alter girl, and a whiz in the
schools monthly spelling bees.

Tienes que estudiar mucho, Mrs. Moreno said every time she propped her
work-weary feet on the hassock. You have to study a lot, then you can get
a good job and take care of me. Yes, Mama, Yollie would respond, her face
buried in a book. If she gave her mother any sympathy, she would begin her
stories about how she had come with her family from Mexico with nothing on
her back but a sack with three skirts, all of which were too large by the time
she crossed the border because she had lost weight from not having enough
to eat.

Everyone thought Yollies mother was a riot. Even the nuns laughed at her
antics. Her brother Raul, a nightclub owner, thought she was funny enough
to go into show business. But there was nothing funny about Yollie needing a
new outfit for the eighth-grade fall dance. They couldnt afford one. It was
late October, with Christmas around the corner, and their dented Chevy
Nova had gobbled up almost one hundred dollars in repairs.

We dont have the money, said her mother, genuinely sad because they
couldnt buy the outfit, even though there was a little money stashed away
for college. Mrs. Moreno remembered her teenage years and her
hardworking parents, who picked grapes and oranges, and chopped beets
and cotton for meager pay around Kerman. Those were the days when new
clothes meant limp and out-of-style dresses from Saint Vincent de Paul. The
best Mrs. Moreno could do was buy Yollie a pair of black shoes with velvet
bows and fabric dye to color her white summer dress black.

We can color your dress so it will look brand-new, her mother said brightly,
shaking the bottle of dye as she ran hot water into a plastic dish tub. She
poured the black liquid into the tub and stirred it with a pencil. Then, slowly
and carefully, she lowered the dress into the tub.

Yollie couldnt stand to watch. She knew it wouldnt work. It would be like the
time her mother stirred up a batch of molasses for candy apples on Yollies
birthday. Shed dipped the apples in the goo and swirled them and seem to
taunt Yollie by singing Las Maanitas to her. When she was through, she
set the apples on wax paper. They were hard as rocks and hurt kids teeth.
Finally they had a contest to see who could break the apples open by
throwing them against the side of the house. The apples shattered like
grenades, sending the kids scurrying for cover, and in an odd way the
birthday party turned out to be a success. At least everyone went home
happy.

To Yollies surprise, the dress came out shiny black. It looked brand-new and
sophisticated, like what people in New York wear. She beamed at her
mother, who hugged Yollie and said, See, what did I tell you?

The dance was important to Yollie because she was in love with Ernie
Castillo, the third- best speller in the class. She bathed, dressed, did her hair
and nails, and primped until her mother yelled, All right already. Yollie
sprayed her neck and wrists with Mrs. Morenos Avon perfume and bounced
into the car.

Mrs. Moreno let Yollie out in front of the school. She waved and told her to
have a good time but behave herself, then she roared off, blue smoke trailing
from the tail pipe of the old Nova. Yollie ran into her best friend, Janice. They
didnt say it, but each thought the other was the most beautiful girl at the
dance; the boys would fall over themselves asking them to dance.

The evening was warm but thick with clouds. Gusts of wind picked up the
paper lanterns hanging in the trees and swung them, blurring the night with
reds and yellows. The lanterns made the evening seem romantic, like a
scene from a movie. Everyone danced, sipped punch, and stood in knots of
threes and fours, talking. Sister Kelly got up and jitterbugged with some kids
father. When the record ended, students broke into applause.

Janice had her eye on Frankie Ledesma, and Yollie, who kept smoothing her
dress down when the wind picked up, had her eye on Ernie. It turned out that
Ernie had his mind on Yollie, too. He ate a handful of cookies nervously, then
asked her for a dance.
Sure, she said, nearly throwing herself into his arms. They danced two fast
ones before they got a slow one. As they circled under the lanterns, rain
began falling, lightly at first. Yollie loved the sound of the raindrops ticking
against the leaves. She leaned her head on Ernies shoulder, though his
sweater was scratchy. He felt warm and tender. Yollie could tell that he was in
love, and with her, of course. The dance continued successfully, romantically,
until it began to pour.

Everyone, lets go insideand, boys, carry in the table and the record
player, Sister Kelly commanded. The girls and boys raced into the cafeteria.
Inside, the girls, drenched to the bone, hurried to the restrooms to brush
their hair and dry themselves. One girl cried because her velvet dress was
ruined. Yollie felt sorry for her and helped her dry the dress of with paper
towels, but it was no use. The dress was ruined.

Yollie went to a mirror. She looked a little gray now that her mothers makeup
had washed away but not as bad as some of the other girls. She combed her
damp hair, careful not to pull too hard. She couldnt wait to get back to Ernie.
Yollie bent over to pick up a bobby pin, and shame spread across her face. A
black puddle was forming at her feet. Drip, black drip. Drip, black drip. The
dye was falling from her dress like black tears. Yollie stood up. Her dress was
now the color of ash. She looked around the room. The other girls, unaware
of Yollies problem, were busy grooming themselves. What could she do?
Everyone would laugh. They would know she dyed an old dress because she
couldnt afford a new one. She hurried from the restroom with her head
down, across the cafeteria floor and out the door. She raced through the
storm, crying as the rain mixed with her tears and ran into twig-choked
gutters.

When she arrived home, her mother was on the couch eating cookies and
watching TV. How was the dance, mija? Come watch the show with me. Its
really good. Yollie stomped, head down, to her bedroom. She undressed and
threw the dress on the floor. Her mother came into the room. Whats going
on? Whats all the racket, baby?

The dress. Its cheap! Its no good! Yollie kicked the dress at her mother
and watched it land in her hands. Mrs. Moreno studied it closely but couldnt
see what was wrong. Whats the matter? Its just little bit wet. The dye
came out, thats what. Mrs. Moreno looked at her hands and saw the grayish
dye puddling in the shallow lines of her palms. Poor baby, she thought, her
brow darkening as she made a sad face. She wanted to tell her daughter how
sorry she was, but she knew it wouldnt help. She walked back to the living
room and cried.

The next morning, mother and daughter stayed away from each other. Yollie
sat in her room turning the pages of an old Seventeen, while her mother
watered her plants with a Pepsi bottle. Drink, my children, she said loud
enough for Yollie to hear. She let the water slurp into pots of coleus and
cacti. Water is all you need. My daughter needs clothes, but I dont have no
money. Yollie tossed her Seventeen on her bed. She was embarrassed at
last nights tirade. It wasnt her mothers fault that they were poor.

When they sat down together for lunch, they felt awkward about the night
before. But Mrs. Moreno had made a fresh stack of tortillas and cooked up a
pan of chile verde, and that broke the ice. She licked her thumb and smacked
her lips.

You know, honey, we gotta figure a way to make money, Yollies mother
said. You and me. We dont have to be poor. Remember the Garcias. They
made this stupid little tool that fixes cars. They moved away because theyre
rich. Thats why we dont see them no more.

What can we make? asked Yollie. She took another tortilla and tore it in
half. Maybe a screwdriver that works on both ends? Something like that.
The mother looked around the room for ideas, but then shrugged. Lets
forget it. Its better to get an education. If you get a good job and have spare
time then maybe you can invent something. She rolled her tongue over her
lips and cleared her throat. The county fair hires people. We can get a job
there. It will be here next week.

Yollie hated the idea. What would Ernie say if he saw her pitching hay at the
cows? How could she go to school smelling like an armful of chickens? No,
they wouldnt hire us, she said. The phone rang. Yollie lurched from her
chair to answer it, thinking it would be Janice wanting to know why she had
left. But it was Ernie wondering the same thing. When he found out she
wasnt mad at him, he asked if she would like to go to a movie.

Ill ask, Yollie said, smiling. She covered the phone with her hand and
counted to ten. She uncovered the receiver and said, My mom says its OK.
What are we going to see? After Yollie hung up, her mother climbed,
grunting, onto a chair to reach the top shelf in the hall closet. She wondered
why she hadnt done it earlier. She reached behind a stack of towels and
pushed her chubby hand into the cigar box where she kept her secret stash
of money.

Ive been saving a little every month, said Mrs. Moreno. For you, mija.
Her mother held up five twenties, a blossom of green that smelled sweeter
than flowers on that Saturday. They drove to Macys and bought a blouse,
shoes, and a skirt that would not bleed in rain or any other kind of weather.

Appendix F: Vocabulary Instruction Definitions of Unfamiliar Words


Unfamiliar words for Gary Sotos Mother Daughter
1. Muumuu: n. a full, long, loose-fitting dress. Originally worn in Hawaii, muumuus are
usually brightly colored with bold patterns.
2. Matinees: n. afternoon performances of a play or movie (from the French word matin
meaning morning)
3. Croquet: n. a racket sport similar to tennis
4. Hassock: an upholstered footstool or ottoman
5. Antics: n. playful or silly acts
6. Meager: adj. slight, small amount
7. Las Mananitas: n. a traditional Mexican birthday song
8. Sophisticated: adj. worldly; elegant and refined
9. Mija: n. Spanish word for daughter
10. Coleus: n. a type of plant in the mint family
11. Tirade: n. long, scolding speech

Appendix I: Article on Oprah Overcoming Obstacles for Modeling Annotating

Overcoming Obstacles: What Oprah Winfrey


Learned From Her Childhood of Abuse
Elizabeth Street

January 7, 2015
Lifestyles , Live & Learn

0 Comments
Facebook725TwitterPinterest13Google+EmailMore1.2K
This is one in a series of profiles on famous
people who overcame incredible
obstacles, failed many times or defied grim odds in order to succeed.

She was born to a single teenage mother on welfare in rural Mississippi. She
felt unwanted and was shuttled back and forth from her grandmother to her
mother and then to her father by the time she was 14. She lived in poverty
and suffered abuse for years. This does not sound like the beginnings of a
media mogul who would go on to own a cable network and become one of
Americas most influential people and the first African-American billionaire,
and yet it is.

A Childhood of Abuse

In fact, Oprah had to overcome many


challenges and obstacles before achieving the success she enjoys today. She
began life on a small farm in Mississippi where her strict grandmother raised
her. I was beaten regularly, she told David Letterman during a lecture
series at Ball State University. She recalled a time that her grandmother
punished her for putting her fingers in a bucket of water she had retrieved
from the well. She whipped me so badly that I had welts on my back and
the welts would bleed, she said, which then stained her good Sunday dress.
So then I got another whipping for getting blood on the dress. She was also
lonely much of the time and due to her familys poverty, conditions were
poor. But her grandmother taught her to read before she was three years old
and she still recalls the positive reception she received when she recited
Bible verses at her grandmothers church. The sense of approval and
acceptance she felt after speaking to the congregation stayed with her and
influenced her future career choices.

At six years old, Oprah went to live with her mother in Milwaukee, Wisconsin.
Since her mother worked long hours as a maid, Oprah was neglected. At nine
years old, she was left in the care of her 19-year-old cousin who raped her.
She continued to suffer sexual abuse from other relatives, including her
mothers boyfriend, until she was 13 years old, when she ran away from
home. At 14, she became pregnant (the baby died shortly after birth) and
she moved in with her father in Tennessee.

Learning from her Painful Past

The human experience of yours is stunning, David Letterman told Oprah


during the Ball State University interview. I am so grateful for my years
literally living in poverty, she replied, because it makes the experience of
creating success and building success that much more rewarding. Oprah
has continued to build on her own success; she created a monthly
magazine, O, The Oprah Magazine, has produced a variety of films,
syndicated television programs, and a Broadway musical, and was
nominated for Best Supporting Actress for her role in The Color Purple. In
2011 she launched her own cable network, OWN. Time.com and CNN have
called her the worlds most powerful woman and she has appeared
on Times 100 most influential list ten times since 2004the only person
to have appeared on the list that many times. And from 2004 until 2010, she
was ranked among the 50 most generous Americans, giving away nearly
$400 million to educational causes.

Oprah developed a number of character traits as a result of living through


these childhood traumas, many of which she now attributes to her success.
My story just helped define and shape me as does everybodys story, she
said in the Letterman interview.

Below are some of the lessons Oprah learned through her difficult
childhood that are still relevant to children and parents today:

Developing Resilience
Sadly, Oprah is not the first or last child to grow up under the shadow of
abuse, poverty, and neglect. Such obstacles can be overwhelming and many
have trouble ever rising above them, but those who do have developed a
certain level of resilience. When they step into a situation, [resilient kids]
have a sense they can figure out what they need to do and can handle what
is thrown at them with a sense of confidence, said psychotherapist Lynn
Lyons. Some kids are naturally resilient, but resilience can be taught. To be
resilient, a child needs to have good self-esteem, a positive outlook, and
encouraging adults to provide guidance. For every one of us that succeeds,
Oprah said in her biography, its because there is somebody there to show
you the way outfor me, it was teachers and school.

Thinking Positively
Studies have shown that positive thinking can produce beneficial results for
many people, including less stress, better coping skills and increased health.
Oprah has been a strong proponent of positive thinking and has devoted
many of her programs to this topic. The greatest discovery of all time, she
said, is that a person can change his future by merely changing his
attitude. Although a persons situation has a great deal to do with their
wellbeing and their state of mind, so does their attitude. As Abraham
Lincoln once said, most folks are about as happy as they make up their
minds to be. Having an optimistic outlook is useful when working to
overcome major obstacles.

Taking Advantage of Opportunity


Some might say Oprahs rise to success was a result of luck or being at the
right place at the right time, but Oprah did learn to recognize opportunities
and utilize them. I feel that luck is preparation meeting opportunity, Oprah
has said, and she learned to never waste an opportunity to improve or
achieve something more. Successful people learn to see opportunity where
others may not and they are open to new possibilities and quick to try
something new. Psychologists have learned that often people who think of
themselves as lucky are really just better at seeing and seizing opportunities.

As has been true with so many who have learned to overcome major
obstacles in their lives, Oprah found a way to not only overcome her
childhood abuse and traumas but to use what she learned from them to
become extremely successful in her adult life. And she continues to
encourage others to do the same. Turn your wounds into wisdom, she tells
the viewers of her network.

Lesson Plan 4

Materials Appendix: (e.g., supplementary texts, Ppts, overheads,


graphic organizers, handouts, etc.)
Appendix A: Practice with Active and Passive Voice
Appendix B: PPT for Thesis Writing (separate document, will attach to this submission)
Appendix C: Mentor Text for Active Voice (sentences written in active voice that I
created):
https://docs.google.com/document/d/169ykVtuZarQVft7yLFkOL00J58Xzuc72LW7y16X
Ne_4/edit
Appendix D: Thesis Video https://www.youtube.com/watch?v=8wxE8R_x5I0
Appendix E: Thesis Test Handout

Name:

Date:
Active and Passive Voice Practice

Directions: Rewrite the passive voice sentences as active voice sentences.

Passive: The dog was hit by the car. Active:

_________________________________________________________________________

Passive: The house will be built by the construction crew in five months.
Active:

_________________________________________________________________________

Directions: Rewrite the active voice sentences as passive voice sentences.

Active: Julie answered the question. Passive:

________________________________________________________________________

Active: The dolphins have learned many tricks. Passive:

________________________________________________________________________

Directions: Write one sentence using the active voice, and one using the
passive voice.

Active:

_________________________________________________________________________

Passive:

________________________________________________________________________

The Thesis Test


1. Is this a complete sentence

(and not a question)?

2. Does it have an opposing

argument?

3. Is every word clear and

unambiguous in meaning?

4. Is the sentence a dead end, or does it call for

additional information and explanation?

5. Does the statement make such a large claim

that you believe the writer has no hope of

proving it to be true in the space of 4 to 6

pages?

6. What evidence will you need to see before

you will believe that the thesis is true?

Lesson Plan 5

Steps for Character Talk


1. Pick a text from these four choices:

The Princess and the Puma by OHenry American Born Chinese by

Geun Luang

A Mystery of Heroism by Stephen Crane War by Luigi Pirandello

2. Detail the characters hardship that you are focusing on below

3. Come up with a thesis/argument about a characters hardship in the text. Brainstorm

below:

4. Test your thesis according to the criteria we talked about to make sure it is strong (look

back to your notes for the specific criteria)


5. Outline for your Character Talk: use the rubric to help you with this and make sure you

have all components


6. Start writing!

Character Talk Rubric


1. Did students follow the steps for describing the adversity (pick and describe a characters
adversity from one of the texts weve read together in this unit, describe the context,
make an argument about whether it was the right choice to make at the time)
2. Did students follow the length guidelines for the written part and the spoken part?
3. Did students create the final product as a podcast?
4. Does the students thesis meet the criteria for a strong thesis statement? (to be specified
on the rubric)

Excellent: 5 points Average: 3 points Rethinking


Required: 1 point
Main Characters Main characters from Most main characters Many main
the story have been from the story have characters from the
correctly identified. been correctly story have not been
identified. correctly identified.
Setting Setting has been fully Most of the setting Several pieces of the
identified, including has been fully setting have not been
time and place. identified, may have correctly identified.
forgotten to include The time and place
time or place. have been left out.
Problem/Adversity The main problem Most of the problem Several important
that the character the character faces in details regarding the
faces in the story has the story has been problem have been
been clearly identified but may be left out. The student
identified and labeled missing one does not label the
as an internal or important detail. The conflict as internal or
external conflict type of conflict may external.
be labeled
incorrectly, but there
was an attempt.
Solution The solution to the Most of the solution Several important
characters main to the characters details regarding the
problem has been main problem has solution have not
clearly identified been clearly been identified.
identified.
Do you agree? The Character Talk The thesis is missing The thesis statement
Why/why not? has a clear/strong 1 or 2 of the does not meet several
thesis (based on the components of a of the requirements
criteria we learned in clear/strong thesis, for a strong/clear
class) with but the reader still thesis statement or
supporting reasons has a good the reader is unsure
for the opinion given understanding of of what the author is
Criteria for a strong what the person is trying to argue.
thesis: 1. Takes a arguing.
stance on an issue (is
argumentative) 2. As
specific as possible
(is every words
meaning clear?) 3. Is
it a complete
sentence? 4. Does it
have an opposing
argument

Ms. Horsleys Character Talk: Introduction Paragraph

Jonah: In the Wrong with His Dad

The Giver by Lois Lowry is a dystopian novel with a teenage boy named Jonah as the

protagonist. Jonah faces many obstacles in the novel such as navigating his first romance with a
girl, feeling overwhelmed by his new role as the Receiver of Memory, and trying to process the

memories he receives from the Giver in their learning sessions. Jonah also encounters adversity

with his family, though. We learn that love the way we think of it in modern day is not allowed in

their society, even between family members. In fact, the word was banned long ago. Jonah

struggles to balance learning about the history of their society through the Giver with his daily

life and interactions with community members. One of these memories is of Jonahs father

injecting a serum into a baby that is ultimately fatal. Jonah learns that this baby did not meet

certain standards and therefore, was subject to termination. This adversity is the one that I will

focus on in this paper. Jonahs decision when faced with the adversity of his findings about his

dad was not the right one to make at the time. Instead, he shouldve stayed around and tried to

talk things through with members of his community.

Lesson Plan 6