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Alternative YOU
Instructional Time: 55 minutes a day for 1 day
Process:
Students take digital photos, then blow up and change colors, clothing, to create different version of self. Read selections from "What It Feels Like. . ." Choose to write about A Moment that Changed My Life or A Moment I Wish I Could Change. . . .
| California Content Standards |
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| | English and Language Arts | |
| Grade Eleven
| | Reading |
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| | ELA.11.3.0. Literary Response and Analysis |
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| | Narrative Analysis of Grade-Level-Appropriate Text |
 | ELA.11.3.2. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. |
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| | Writing |
| ELA.11.1.0. Writing Strategies |
| Organization and Focus |
| ELA.11.1.1. Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. |
| | ELA.11.1.2. Use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes. |
| | ELA.11.1.5. Use language in natural, fresh, and vivid ways to establish a specific tone. |
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| | ELA.11.2.0. Writing Applications (Genres and Their Characteristics) |
| ELA.11.2.1. Write fictional, autobiographical, or biographical narratives:
a. Narrate a sequence of events and communicate their significance to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details. |
| | ELA.11.2.3. Write reflective compositions:
a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).
b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life.
c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas. |
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Resources:
Method of Checking for Understanding:
Student Work
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Activities
