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I document my prior knowledge and how it either supported or challenged my reading of Book Uncle and Me.

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LITERARY TEXT COMPLEXITY RUBRIC & WORKSHEET

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LITERARY TEXT COMPLEXITY RUBRIC & WORKSHEET

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This document is the Literary Text Complexity Rubric filled out for Book Uncle and Me.

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Book Uncle and Me text-complexity-literary

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Other Texts about Indian Culture or Advocacy. 

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Other Texts about Indian Culture or Advocacy. 

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In this google document I create a comprehension lesson with one of the reading strategies to be used with Book Uncle and Me.

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In this google document I picked two pictures/videos within India to use in lessons with students to build their knowledge of the setting and prior knowledge of Yasmin's life.

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In this google slides I took pictures within the book that we learned about the main character in ACT, Olive. These are moments within the pictures and within the text.

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This moment of conflict within Act could be used within a classroom discussion about how this character dealt with what happened to the poster they made and how students would go about this differently. We could even have a discussion about making mistakes and about forgiveness. Two characters are reacting differently to this conflict and we can talk about how different types of people react to conflict differently.

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This is another moment of conflict in Act. This could be used in a lesson about being a good friend and showing compassion to others even if you cant relate to what they are going through. Olive went above and beyond for her friend and ended up starting a whole school wide discussion over the field trip. The students could discuss how they would react to major issues within their school, sports teams, etc and how they can make a difference.

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6.1 How's the Character Feeling?
6.3 Put on the Character's Face
6.4 Feelings Change

Because Act is heavily pictures we could use these strategies and look at a picture or set of pictures on a page and describe how Olive is feeling at a certain moment within the book. We can also describe how her feelings change across the book and make inferences about why she feels the way she feels.

In the picture above there are no words and we can make inferences about what she is feeling based off of her having "stars" in her eyes. This would be a great page to use these strategies with for students to focus on what she is feeling at this moment.

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For the transmediation activity this week I decided to make a collage with pictures that I thought represented the meaning of the book. Some of the searches I used for the pictures were: activism, speak up, family, love, friendship, passion, fight for what you believe in etc. Most of the pictures are self explanatory within the collage like pictures of activist or of groups of friends/family. One picture I want to point out is the lemons. When I was scrolling through pictures to include I came across this one and at first thought didn't include it, but then I started to think about it and that whole saying "when life gives you lemons make lemonade" and I think that Olive did just that in Act. She was given a problem within her school and she created a solution to the problem and "made lemonade".

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1. I wonder how Olive was feeling after her two friends tried to get her to drop out of the race. (pg. 132-133)
2. I wonder why the author decided to use the dream sequence on page 100-103.
3. I wonder if the book would of been different if there was only one winner for student council instead of two? And how would the ending had changed if one of the boys won, would they have given it to Olive still? (end of book)

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7.4 What can Characters Teach Us?
This would be a great strategy to use with students to be able to apply Act to their life. They can list out the traits in Olive that are good/positive and have a whole class, group, or partner discussion about what Olive's actions can teach them about being a better person. There are so many aspects of Olive's attitude towards life that students can use in their own lives and it doesn't have to do with the "activism" theme either if students can't relate to the problem within the book.

7.6 What Are You Left With?
Looking back at the last page in Act (linked above) although there is not any words the reader can see a lot going on to wrap up the end of the book. Olive finally has the bake sale and a bunch of her classmates are helping out and then they all get to go to the aquarium. Even the girl that couldn't go to the field trip at the beginning of the book was able to go to the field trip at the end of the book all because of Olive speaking up when she saw a problem AND coming up with a solution. This page would be a great way to end the book with students and have a discussion about how the book started and how it is ending. Olive finally gets what she wanted and is able to have her whole class there at the field trip. The students are able to take away so many life lessons/themes with the end of this book including: never give up, speak up, it will all be okay in the end, fight for what you believe in etc.

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This is the document that my group is using to create a micro teaching lesson around the themes in Act. We split it up by parts and my part of the assignment was the teach/teacher modeling.

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Group 4 Micro-Teaching #1, Planning for Comprehension Instruction, Minilesson Template, Fall 2021

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Inquiry Kick off personal copy

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For some reason the link wouldn't link above so here it is:
https://docs.google.com/presentation/d/1Fi4EidFMgg0S7W0dq5tX3XZU5hjnjtrQEPCxaj4MCpw/edit?usp=sharing

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I am not sure if this counts as nonfiction but this was the first thing I thought of when thinking of misleading advertisements on social media

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The author includes a lot of the statistics or math behind the votes that went through the house of representative, senate, and each individual state. I believe this was important to include to show the reader how difficult of a movement this was and how hard the women who lead it had to work to get anything done (state or federal level).

As far as stance I think that the "side" that the text is on is definitely on the side of the women fighting for rights. But it isn't as easy as that because the author includes the racist and classist view of these women fighting for rights. I don't think the stance is so black and white in this book. The author includes issues with both sides. The only side that the author is on was equal rights for all regardless of race, gender, class etc.

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1. I used to think that the fight for women's rights was about all women fighting together for one goal. Now I think that although they all had the same goals many white rich women didn't want to fight with others of different nationalities or social classes.
2. I used to think that it was just woman fighting for rights. Now I think that many men of other nationalities were fighting for the same rights at the same time.
3. I used to think that the police were representing non-violence/justice. Now I think that the police had racial or gender biases during the time as well.

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Promoting Word Consciousness and Curiosity: Vastness

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Promoting Word Consciousness and Curiosity: Vastness

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A language field guide entry is a deep dive into the meaning, origin, analysis, etc. of an individual word. You can then use all of this information to better use the word in your daily life.

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Collecting Tier II Words in Unsettled Parts 8-9:

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Collecting Tier II Words in Unsettled Parts 8-9:

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Word: Page:
Law 125
vote 125
amendment 125
suffrage 125
majority 125
ratified 125
honor 126
protests 126
persuade 126
historic 128
convened 129
elected 129
debate 129
erupted 129
postponed 131
convictions 132

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My words to work on for the week: community, smirking, and glinting.

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Google Slides for Vocabulary Instruction

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Google Slides for Vocabulary Instruction