“What, of This Goldfish, Would You Wish?- Etgar Keret

Outline for Study:

Objective: analyze impact of culture on POV


  • take notes on background information in text (p3)
  • Modern Day Israel:
    • various groups clash over internal boundaries of Israel
    • Israeli gov’t have control over most of land
    • Yonatan wouldn’t have trouble visiting cities located outside holy contested West bank area (Tel Aviv and Ashdod)
    • BUT
    • Yonatan would have trouble interviewing people living in Palestinian- controlled cities because of protective wall.
    • Israel vs. HAMAS (Palestine)
      • Basics:
        •  fight over Holy Land (Jerusalem)
          • map
            • israel map
        • Jewish people given land after horrible atrocities of WWII/ Holocaust
        • Palestinian people want legal Palestinian nation. Haven’t received it
      • Who Should You Know?
        • Israeli PM- Benjamin Netanyahu
          • Isreali - Netanyahu
        • Palestinian Authority- Mahmoud Abbas
          • Mahmoud Abbas
        • HAMAS– acronym for “Islamic Resistance Movement”
          • terrorist group in eyes of Western World/ Israel
          • HAMAS
  • Wall dividing Israel and Palestinian territory


The Israeli separation wall divides the Pisgat Zeev Israeli Settlement, on the left, and the Shuafat Refugee Camp, on the right, outside Jerusalem, January 25, 2011. Al-Jazeera released leaked documents called the

  • Another look at each perspective:

Israeli Propaganda vs HAMAS Propaganda- BBC

As We Read:

  • Read first 2 paragraphs and summarize what you know so far about Yoni’s project.
  • Key vocab: what does “poignant” mean? How will Yoni’s plans to create a film be poignant?
  • Click on ” Close Read” icon in your digital textbook
    • view screencast
    • write notes on the techniques reader uses to close read the text
    • let’s do the next paragraph (p4)
  • Idiom= “Cash out”
    • what does this mean?
  • Cite evidence to help you fully understand Yoni’s character and intentions. Use the Characterization Chart below.

Goldfish- Yoni Characterization Chart

  • While looking at the teacher’s outline of the story, create a Characterization Chart for Sergei. How does he differ from Yonatan?
  • Analyze: How does Sergei’s culture impact his POV in “What, of This Goldfish, Would You Wish?”

Honor’s Extension:

  • Research: Find a fairy tale with either a similar OR different central idea (theme) than our short story.
    • Step 1: In paragraph format, explain the similarities or differences. You MUST use textual evidence in your explanation. In addition to fully elaborating, use in-text citations for the information pulled from the folktale.
    • Step 2: Exchange your fairy tale with a partner. Read the new tale you have been given and then synthesize the idea presented in each text. Use the following questions to aid your synthesis:
      • 1st paragraph: summarize each text.
      • 2nd paragraph: What do the texts have in common? How are the different? Central ideas?
      • 3rd paragraph: Make broader connections. What do the themes presented say about the world we live in? How do the central ideas presented in the text relate to real life?
  • Making Connections: Draw a political cartoon  to compare the relationship between the Israelis and Palestinians in real- life and how they interact in the story.

Quarter #1 Writing Assessment (Argumentative Essay)


During the first quarter, we read texts that focus on how and why Europeans came to the Americas and what happened as they settled in unfamiliar environments. Relocating to the Americas dramatically changed settlers’ lives. In turn, the settlers changed the Americas through their interaction with its land and its native populations. Look back the “Of Plymouth Plantation,” and at other texts we read in HMH Collection #1: Coming to America. Synthesize your ideas about them by writing an argument. Your argument should persuade readers to agree with your claim about how immigration changed America, and how America changes those who come here.

Think about the following questions as they relate to the anchor text, “Of Plymouth Plantation”:

  • Why did European settlers come to the New World?
  • When settlers came to explore and settle the Americas, how did it change their lives?
  • What changes did these settlers bring to the Americas?

Choose one question to address in your argument. Then, select three (3) texts from this collection- including “Of Plymouth Plantation”- that provide evidence for your position. These texts might present similar or different views from each other.

“The Day After” Writing Exercise


Directions: (to be completed in your class journal)

Imagine a moment just after some major historical event. Use ordinary people, not the Napoleons or Obamas. This may demand brief research on your devices. Don’t be afraid. It may be that these people have no idea what has just happened. (i.e., The hostess in a restaurant in Philadelphia in 1777 has no idea the Articles of Confederation have just been ratified down the street. He serves the signers a warm meal).

(Minor revisions to make assignment appropriate for a classroom setting. Brian Kiteley. The 3 A.M. Epiphany: Uncommon Writing Exercises That Transform Your Fiction. 105-106. Cincinnati, OH. 2005)


  1. Date your journal entry.

  2. Plan. Brainstorm your ideas before writing.

  3. Come up with a creative title.

  4. Specificity (use specific details to enhance your writing)

  5. Vocabulary (utilize the words learned throughout high school career)

  6. Writing Techniques (i.e., incorporate figurative language, sensory details, imagery, tone)

Length: at least three (3) paragraphs

Collaborative Blog Assignment

Guest blogging

Throughout the school year, pairs of students will be tasked with recording all pertinent information from Ms. Ellis’ class for their assigned week. The blog is due every Saturday at 8pm. Email your blog to Ms. Ellis at msdrellis@gmail.com.

Create your blog in a word document. I will copy and paste your information into our WordPress blog. Please PROOFREAD your work. I will not proofread each post. Your grade will be negatively affected if your blog is unorganized, missing information, or unedited.

Groups should be keeping track of the following information:

  1. Specific HW list from the entire week. (include assignment titles, directions, dates due).

  2. Notes on all texts read. (Be specific! Titles, authors, notes)

  3. Key vocabulary (include definitions)

  4. Class activities (i.e., bellringers, exit slips, group activities/ discussions, tests, etc.)

  5. Any other relevant information covered during the week.

Please see below for a template for your blog. (NOTE: Your blogs do not have to look identical. Feel free to add pictures from class or videos of my lectures. Maybe an inspirational video that you want to share with your classmates. Be sure that anything included is APPROPRIATE for an 11th grade classroom setting.)

Week 2 (August 31- September 4, 2015)

By: Name and Name

(Do not include last names. Include last initial if another student in class shares your first name)

Essential Question (can be found on the dry erase board)


Class Activities

Sites shown in class

Texts Read with Accompanying Notes

HW Completed Throughout the Week

Go get em tiger- small kitty pic

Introduction to HMH Collection 1: Ourselves and Others

Research a Social Justice Issue and Create a Manifesto Explaining How Your Group Would Fix the INJUSTICE

Stand speak act pic


Put yourselves into groups of three (3).

Research a social injustice currently occurring in today’s society. (ISIS beheading Christians/ imposing their religious beliefs on others, other radical groups imposing religious beliefs, Russia invading the Ukraine (human rights), Immigrants traveling to various countries to escape poverty, racism in the US/ Europe, etc.)

You may only choose one (1) social injustice issue.

  • Start research here:

  • Compile your findings into a Prezi presentation. (www.prezi.com)

    • include group member names on the first slide of your Prezi

    • include vital information about:

      • what country or peoples you are concerned about

      • what is going on (give specific details, dates, names, etc.)

      • whether there are people or organizations are already trying to help

  • Add a manifesto to your Prezi (see below)

Create a manifesto with your group members by answering the following questions:

  1. Are you ready to make a declaration? (if not, when will your group be ready? 6 months? a year? college? as an adult?)

  2. What are you ending? (i.e., is it a social injustice: racism, discrimination, gender inequality, LGBTQ+ rights, immigration crisis)

  3. What do you want the world to be like?

  4. What sort of community are you creating?

  5. Who are we? (“We” means you and your group members.)

  6. Who or what are you defeating?

  7. What way of being are you promoting?

  8. What actions are you encouraging?

  9. What can you build so others can live your idea?

Be sure your Prezi is pleasing to the eye. Add graphics, visuals, anything that helps your audience (your classmates/ teacher) understand the information presented.

Be sure your Prezi saves correctly!

 Need an example?

Example of manifesto

Coming to America Introduction: Group Activity



Imagine your group is the first to travel to North America.You are planning on living in North America permanently. (Think 17th century. The pilgrims came over to the New World September of 1620.)

Materials:  (all sheets will be submitted)

  1. Planning Sheet

  2. Lined Paper

  3. Printer Paper (from Ms. Ellis)

Jobs for Group Members:

  1. Scribe #1 (Jot down ideas on planning sheet)

  2. Scribe #2 (Clearly write down group’s specific explanatory paragraph of community’s design)

  3. Artist (Draw visual representation of explanation)

  4. Creative Thinkers (help group brainstorm the specific details of your society)

Video to get you brainstorming:


Get Started:

Create a planning sheet:

Where are you coming from?

What items would you bring? Why?

How many of you are making the voyage to the New World? (i.e., number of men, women, children, or lack thereof)

List from highest importance to lowest importance what you would do as soon as you disembark from your boat. (at least 10)

What laws would you institute to promote the American Dream? Be specific.

What does your community look like? Familial structure?

What is your procedure for meeting the indigenous peoples already residing in North America?

Name your community.

Explanation: (must be in paragraph format)

Write an explanation of your community on a separate sheet of paper. Be as specific as possible. The reader of your explanation should be able to clearly visualize what your community looks like, who lives there, how it came to be, and how the individuals function within its walls.

Visual Representation:

Draw your community. Include all important aspects! Make your explanation come to life.

Bellringer #1: Witness Protection Writing Exercise

Where will your character go?

Where will your character go?

Directions: (to be completed in your class journal)

Put a character in a situation entirely new to the character, e.g., college, a new school, a new job, a new city or country. Let the character improvise a new identity, as most of us do when we’ve moved into a new world. This exercise should not be about the new situation but about how the character adjusts herself and her mind to the new situation.

(Brian Kiteley. The 3 A.M. Epiphany: Uncommon Writing Exercises That Transform Your Fiction. 105-106. Cincinnati, OH. 2005)


  1. Date your journal entry.

  2. Plan. Brainstorm your ideas before writing.

  3. Come up with a creative title.

  4. Specificity (use specific details to enhance your writing)

  5. Vocabulary (utilize the words learned throughout high school career)

  6. Writing Techniques (i.e., incorporate figurative language, sensory details, imagery, tone)

Length: at least three (3) paragraphs