In class:
Part 1: summer reading. Everyone should have been given a book to read over the summer, as well as a packet with a choice of assessments. If you have completed the assignment, please turn it in; otherwise, this is due on Monday, September 16.
What if you did not read the book given to you?
No problem. Choose any book you read-fiction or non-fiction- and complete the assignment.
What was that assignment again?
You had a choice of writing a one page book report or completing a dialectical journal.
I lost my directions.
Again, no problem. I have copies for you in class.
I didn't read anything this summer. I was too busy playing video games or chatting on Facebook. How's that going to mess with my grade?
(As she roles her eyes) Your summer reading assignment will count as extra credit, so you'll be fine.
Remember that summer reading is due by Monday, September 16.
Part 2: passing back your suffix quizzes. Anyone who wishes to take a retest, you have until Friday. Here is the make-up schedule: periods 1, 2 and 3 in library
period 4 4th floor, room 421
period 9 2nd floor computer lab
You may also come down to the library before school. Speak to me, if you would like to take it after school on Thursday.
Part 3:. Finishing up the Thomas Nast editorial cartoon. Please take 10 minutes to respond on the back of the graphic organizer that we finished in class yesterday. These will be collected as a class participation grade.
You should have the following: a statement on line 2 as to what you thought just looking at the title.
a list of ten items you observed in the editorial cartoon
extended comments; these do not have to exactly correspond to what you listed, but may be notes from the board.
Lastly, you should have 3-4 well-written sentences that explain the editorial. This should include specific evidence that you observed. Look at your notes.
Part 4 today: We are going to begin looking at two short texts, the first is the First Amendment to the Constitution, an historically significant document you are likely to encounter in other academic contexts and the second is Thomas Jefferson's letter to the Danbury Baptists. Today they will be handed out with the accompanying graphic organizer. Over the next two days, we will work on close reading. This is a method to approaching a text (reading, images, film, etc) that will help you gain a deep understanding of the material and develop your critical thinking skills.
Below you will find a copy of the graphic organizer handed out in class, as well as copy of the First Amendment and Thomas Jefferson's Letter to the Banbury Baptist Church, the two texts we are working on.
Here is the first graphic organizer
First Amendment
<!--[if !supportLists]-->1. <!--[endif]-->READING CLOSELY FOR DETAILS: GUIDING QUESTIONS
As part of skill building in learning to read more effectively there is a methodology to approaching texts.
Every time one looks at a text, it is important to have a purpose and to be able to answer the question why am I reading this text?
Secondly, ask yourself, what should I focus on?
⇒ The content and information about the topic?
⇒ The structure and language of the text?
⇒ The author’s view?
<!--[if !supportLists]-->2. <!--[endif]-->First Amendment – reading it through the first time. Listen and follow along.
<!--[if !supportLists]-->3. <!--[endif]-->First Amendment-taking note of the text. Respond to the following:
• What is the title? _______________________________________________________________
• Who is the author? _____________________________________________________________
• What type of text is it? ___________________________________________________________
• Who published the text? __________________________________________________________
• When was the text published?______________________________________________________
QUESTIONING: I begin my reading with questions to help me understand the text and I pose new questions while reading that help me deepen my understanding.
Reading closely involves:
1) initially questioning a text to focus my attention on its structure, ideas, language and perspective then
2) questioning further as I read to sharpen my focus on the specific details in the text.
Structure:
• How is the text organized? ____________________________________________________________________________________________
• How has the author structured the sentences, lines, paragraphs, scenes or stanzas?
______________________________________________________________________________________________________________________________
Topic, Information and Ideas:
• What information/ideas are presented at the beginning of the text? ___________________________________________________________________
_____________________________________________________________________________________________________________________________
• What stands out to me as I first examine this text? __________________________________________________________________________________
• What information/ideas are described in detail? ____________________________________________________________________________________
_____________________________________________________________________________________________________________________________
• What do I learn about the topic as I read? _____________________________________________________________________________________________
• How do the ideas relate to what I already know? _________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
• What do I think this text is mainly about?________________________________________________________________________________________________
Language:
• What words or phrases stand out to me as I read? _______________________________________________________________________________________
• What words and phrases are powerful or unique? _______________________________________________________________________________________
• What do the author’s words cause me to see or feel?______________________________________________________________________________________
• What words do I need to dene to better understand the text? ______________________________________________________________________________
• What words and phrases are repeated? _________________________________________________________________________________________________
Perspective:
• Who is the intended audience of the text? ___________________________________________________________________________________________
• What is the author's/narrator's stance or attitude about the topic or theme? _________________________________________________________________
• How does the author’s language show his/her perspective? ________________________________________________________________________________
• What is the author’s personal relationship to the topic or themes?___________________________________________________________________________
ANALYZING DETAILS
Reading closely involves analyzing and connecting the details I have found through my questioning to determine their meaning, importance, and the ways they help develop ideas across a text.
Patterns across the text:
• What does the repetition of words or phrases in the text suggest? __________________________________________________________________________
• How do details, information, characters or ideas change across the text? ____________________________________________________________________
• How do the text’s structure and features influence my reading? __________________________________________________________________________
Meaning of Language:
• How do specific words or phrases impact the meaning of the text? __________________________________________________________________________
• What words or phrases are critical for my understanding of the text? _________________________________________________________________________
Importance:
• Which details are most important to the overall meaning of the text? _________________________________________________________________________
• Which sections are most challenging and require closer reading? ____________________________________________________________________________
Relationships among details:
• How are details in the text related in a way that develops themes or ideas? ________________________________________________________________
• What does the text leave uncertain or unstated? Why? _________________________________________________________________________________
First Amendment United States Constitution
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Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
Letter to the Danb Thomas Jefferson
The Final Letter, as Sent
To messers. Nehemiah Dodge, Ephraim Robbins, & Stephen S. Nelson, a committee of the Danbury Baptist association in the state of Connecticut.
Gentlemen:
5 The affectionate sentiments of esteem and approbation which you are so good as to Pi express towards me, on behalf of the Danbury Baptist association, give me the highest satisfaction. My duties dictate a faithful and zealous pursuit of the interests of my constituents, & in proportion as they are persuaded of my fidelity to those duties, the discharge of them becomes more and more pleasing.
abridging
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redress
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approbation
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to reduce
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the setting right of what is wrong
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official approval
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fidelity
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the strict observance of promises or duties
contemplate- to consider thoroughly sovereign- importance reciprocate- to give in return | tender- to make a formal offer |
10 P2
Believing with you that religion is a matter which lies solely between Man & his God, that he owes account to none other for his faith or his worship, that the legitimate powers of government reach actions only, & not opinions, I contemplate with sovereign reverence that act of the whole American people which declared that their legislature should "make 15 no law respecting an establishment of religion, or prohibiting the free exercise thereof," thus building a wall of separation between Church & State. Adhering to this expression of the supreme will of the nation in behalf of the rights of conscience, I shall see with sincere satisfaction the progress of those sentiments which tend to restore to man all his natural rights, convinced he has no natural right in opposition to his social duties.
20 I reciprocate your kind prayers for the protection & blessing of the common father and creator of man, and tender you for yourselves & your religious association, assurances of my high respect & esteem.
Th Jefferson Jan. 1.
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