English 10, Week 3

Unit One: Introduction to the Course and Summer Reading ProjectMs. FritzWeek of 9/19/11-9/23/11English 10, Week 310B Seating ChartFront of Classroom/White BoardDoorLorrenoChristineJesseJavierCarlaJacksonCarlhebDaysiaMeryemAsarelBryanObayannaLeslieNekeylaDevinKendraCourtneyAdleyDaysiaKennyPatrickMartely10C Seating ChartFront of Classroom/White BoardDoorHaroldLilaJeffersonAmandoJonathanChristineSamanthaWarrenJoshuaAnthonyWhitneyMarcusLeelaMiguelOliviaRayoniNathalie G.

RockensYlanaOwenMonday 9/19/11 (10B, single) Objectives: By the end of this class, you will be able to1. Identify areas of excellence and areas in need of expansion in a peers cultural artifact essay. 2. Apply peer feedback in order to make a revision plan for your first draft. Do Now: On page 12Agenda: Have your homework in front of you for me to check (first draft of your essay). In at least four complete sentences: Think back to our simulation from last week How might that game/experience connect to real life? Do Now and HW check (completed first draft and set-up notebook). Silent re-reading of your essay (with pen in hand). Partner Work: Peer Review/guidelinesIndividual Work: Peer Review reflection and revision plan.

Homework: Final draft of your essay due Wednesday 9/21/11Summer Reading test tomorrow.

Name: __________________________Class: __________________Date: ___________________________

Unit One Personal Essay Peer ReviewDirections: For this peer review activity you will be working with a partner to review/check each others work. Follow the guidelines below to complete this peer review activity. Trade papers with your partner. Read your partners paper and make sure that he/she has met all of the criteria for the assignment. Criteria for Introduction/Paragraph OneYes: My partner met the criteriaNo: My partner did not meet the criteria and needs to address this criteria in his/her revision1. Student defines the word/concept culture in his/her own words. 2. Student explains what his/her culture/cultural perspective is and which elements of culture are most important to them.3. Paragraph is at least 5 sentences long. Warm Feedback: The part of your introduction that I liked the best was

I thought this was a strong part of the first paragraph because

Criteria for Body Paragraph OneYes: My partner met the criteriaNo: My partner did not meet the criteria and needs to address this criteria in his/her revision1. Student started the paragraph by describing his/her cultural artifact. 2. Student gave background information about their cultural artifact so the reader could understand its significance. 3. Student explained why this artifact is an important representative of his/her culture. 4. Student explained what this cultural artifact reveals about him/her and about his/her culture. 5. Student explained which element of culture the artifact relates to and why. 6. Paragraph is at least 5 sentences long. Warm Feedback: Tell the writer which specific parts of body paragraph 1 were the best and why.Cool Feedback: Tell the writer what he she should do to clarify/expand their writing what would make the paragraph more clear, or easier to understand? Criteria for Body Paragraph TwoYes: My partner met the criteriaNo: My partner did not meet the criteria and needs to address this criteria in his/her revision1. Student started the paragraph by describing his/her cultural artifact. 2. Student gave background information about their cultural artifact so the reader could understand its significance. 3. Student explained why this artifact is an important representative of his/her culture. 4. Student explained what this cultural artifact reveals about him/her and about his/her culture. 5. Student explained which element of culture the artifact relates to and why. 6. Paragraph is at least 5 sentences long. Warm Feedback: Tell the writer which specific parts of body paragraph 2 were the best and why.Cool Feedback: Tell the writer what he she should do to clarify/expand their writing what would make the paragraph more clear, or easier to understand? Criteria for ConclusionYes: My partner met the criteriaNo: My partner did not meet the criteria and needs to address this criteria in his/her revision1. Student revisits his/her description of the word/concept culture in new words. 2. Student summarizes the main points he/she made in the body paragraphs of the essay. 3. Student left the reader with food for thought. 3. Paragraph is at least 5 sentences long. Warm Feedback: The part of your conclusion that I liked the best was

I thought this was a strong part of the first paragraph because

Cool Feedback: The part of your conclusion that you should expand/clarify is

Peer Review Reflection and Revision PlanDirections: Read the feedback your partner gave you on the first draft of your essay. Then answer the following questions and devise a revision plan for the final draft of your essay.

Part One: Reflection1. The piece of feedback my partner gave me that was most helpful was

2. This feedback gave me ideas for revising

3. The piece of feedback that was least helpful was

Revision PlanThe parts of the essayMy Revision Plan: What are you going to do in each paragraph to make your essay e even better by Thursday? Paragraph One: Introduction

Paragraph Two: Body Paragraph One

Paragraph Three: Body Paragraph TwoParagraph Four: Conclusion

Monday 9/19/11 (10C) Objectives: 1. You will be able to reflect on the simulation activity from Friday by participating in a fishbowl discussion. 2. Identify and describe specific behaviors, words and actions that foster productive and positive discussions. Do Now: On page 14Agenda: Answer the following question in at least 4 complete sentences: Think back to our simulation from last week How might that game/experience connect to real life?

Do Now and HW check: Debrief Questions. Bounce Cards and Fishbowl Discussion Protocol. Fishbowl Debrief and Reflection.

Homework: Summer Reading Test tomorrow!! (for real this time!)

Fishbowl Discussion ProtocolClass is divided in half. Inner circle arranges desks in a circle in the center of the room. Students use Bounce Cards to discuss the simulation from last week (based on the debrief questions). (8 minutes) Outer Circle takes notes according to their observation cards and then shares their observations with the inner circle during debriefing. Groups switch (inner circle becomes outer circle and vice versa). Ms. Fritz summarizes. Self-evaluation and reflection. Objectives: 1. You will be able to reflect on the simulation and Chispa and Pandya simulation activity from Friday by participating in a fishbowl discussion. 2. Identify and describe specific behaviors, words and actions that foster productive and positive discussions. How Will I Be Graded? You will receive a class work grade (1-4) for your participation in this activity based on the following criteria:

All comments/contributions are respectful, focused and professional, positive and productive. At least three contributions during inner circle discussion that relate to the Bounce Card guidelines and sentence starters. Focused notes during outer circle. Objectives: 1. You will be able to reflect on the simulation and Chispa and Pandya simulation activity from Friday by participating in a fishbowl discussion. 2. Identify and describe specific behaviors, words and actions that foster productive and positive discussions. Fishbowl Reflection/Exit TicketAnswer the following questions in complete sentences on a half-sheet of loose-leaf paper. Make sure your name and class are at the top of the paper: Where were you most comfortable in the inner circle, or in the outer circle and why? Which part of the bounce card was most/least challenging for you? Summarize a new idea you heard from a class mate during the fishbowl discussion. Rate yourself on a scale of 1-4 based on your participation, professionalism and focus during todays fishbowl discussion. Why did you give yourself this score? Objectives: 1. You will be able to reflect on the simulation and Chispa and Pandya simulation activity from Friday by participating in a fishbowl discussion. 2. Identify and describe specific behaviors, words and actions that foster productive and positive discussions. Tuesday 9/20/11 (10B and 10C) Objectives: You will identify characters, summarize the plot, contextualize and analyze quotes and moments of conflict in your summer reading book by taking the summer reading test. Do Now: On page 14Agenda: In at least four complete sentences: Write a letter to the author of your summer reading book. Tell him or her:Why you selected his/her book as your summer reading. Describe your favorite character. Identify your favorite moment in the story and explain why you liked this moment.

Do Now 5 minutes of silent, focused writing. Summer Reading Test!!!When you finish, begin reading Air Mail by Ravi Mangla and answering the guided reading questions.

Homework: Read Air Mail and answer the guided reading questions on page 15.

Wednesday 9/21/11 (10B periods 1 and 2) Objectives: You will be able to read, annotate and summarize Air Mail by Ravi Mangla. You will be able to identify connections between the simulation, Air Mail and your Cultural Artifacts personal essay by participating in a fishbowl discussion. Do Now: On page 14Agenda: Re-read your final draft of your essay and identify a section to read aloud to the class-- minimum of one sentence, maximum of one paragraph. Then, answer the following question in at least three complete sentencesHow do you feel about your final draft? What changes did you make to your essay?

Do Now Essay read-aloudIndependent Work: Read, annotate Air Mail Partner Work: answer guided reading questions. Guidelines for Bounce Cards and Fishbowl Discussion. Fishbowl discussion: identifying connections between the simulation, the story and our own personal writing. Exit Ticket. Wednesday 9/21/11 (10C period 8) Objectives: You will be able to1. Discuss Air Mail by participating in a three part bounce discussion with a small group. 2. Describe and illustrate the word theme and identify a theme in Air Mail . Do Now: 5 minutes!Agenda: Update your table of contents and secure any loose papers into your notebook (Bounce Cards, Air Mail guided reading questions). Copy your homework into your homework planner.Do Now notebook organization and HW check (Air Mail guided reading questions) Review Bounce Cards and small group discussion of Air Mail with cards. Mini-lesson: What is theme?

Homework: Theme further understanding

Theme: A theme is a big idea about life that is developed and is developed throughout an entire piece of literature. Theme is implied you have to make an inference in order to identify the theme. The author never tells the reader directly what the theme of his/her work of literature is. In other words, you have to figure it out yourself. Theme is not a one-word topic ex. Violence. Rather, it is an idea related to a topic ex. Love can often lead to violence. The theme of a text expresses the authors opinion or raises a question about human nature or the meaning of human experience.

18Word/Term: ThemeMy Understanding: 1 2 3 4 Describe what this word means in your own words: ________________________________________________________________________

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_________________________________________________________________________Draw a picture or a symbol of what you think this word means and write a caption underneath explaining how your picture relates to theme.

Further Understanding: Brainstorm a list of possible themes from Air Mail. Then, choose the one that you think is the most interesting and explain why you chose it.

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___________________________________________________________________. Thursday 9/22/11 (10C sub plan, double block) sub planObjectives: You will be able to1. Identify a theme in Air Mail and support your inference about theme with evidence from the text. 2. Infer the theme of a short film and support your inferences with evidence.3. Complete the mock MCAS exam and/or the summer reading test.

Do Now: On pageComplete the Air Mail paragraph (handout). Agenda: Do Now (7 minutes) Pair Share Further Understanding and Air Mail paragraph (5 minutes) using bounce cards. Watch: (5 minutes) http://www.youtube.com/watch?v=Q7vV8f37VpY&feature=relmfuWork with a partner to complete the identifying a theme chart. (7 minutes) Testing make-up time.

Testing Make-up and Reading GroupsMCAS RayoniWhitneyRockensJonathanHaroldSummer Reading TestHaroldRockensMiguelWarrenYlanaOliviaOwenWhitneyLilaLeelaMarcusAmandoJoshReading Group: Read and annotate The Interpreter of Maladies by Jumpa Lahiri and work together to discuss and answer the questions. (can discuss in the hallway when they finish reading). SamanthaChristineAnthonyFriday 10B double block (periods ) and 10C single, period 8. 10B Lesson on theme and fishbowl discussion on theme from Air Mail and connections to simulation10C Review of theme and themes in Air Mail intro. To brochure project. 22Friday 9/23/11 (10B periods 3/4) Objectives: You will be able to1. Describe and illustrate the word theme and identify a theme in Air Mail . 2. identify connections between the simulation, Air Mail and your Cultural Artifacts personal essay by participating in a fishbowl discussion. Do Now: 5 minutes!Agenda: Update your table of contents and secure any loose papers into your notebook (Bounce Cards, Air Mail guided reading questions). Copy your homework into your homework planner.Do Now and HW check (Air Mail guided reading questions) Mini-lesson: What is theme? Expectations and Guidelines for fishbowl discussion and bounce cards. Fishbowl discussion.

Homework: No HW

See slides 12, 13, 14, 18-20. 23Friday 9/23/11 (10C, period 8) Objectives: You will be able toIdentify, explain and support a theme from the short story Air Mail. Summarize the guidelines for the summer reading brochure project.

Do Now: On p. 18 Look closely at the painting to the right. Describe what you see. Use details. What story do you think the painter is trying to tell the viewer about life? What message about life do you think the painter wants the reader to take away? In other words, what do you think the theme of the painting could be?

Todays Agenda: Do NowReview theme lesson (notes from Wednesday) and partner bounce discussion of painting. Whole class discussion silent and moving discussion: what is the theme of Air Mail? Summer Reading Brochure Project guidelines

Homework: Stage One Brainstorming Graphic Organizer for Summer Reading Brochure Project due Monday. Friday 9/23/11 (10C, period 8) Objectives: You will be able toIdentify, explain and support a theme from the short story Air Mail. Summarize the guidelines for the summer reading brochure project.

For silent and moving discussion as the last part of the bounce discussion, students identify a theme in Air Mail, write their theme on a piece of construction paper and post it in the room. The class then does a brief gallery walk with post-it notes and writes down reactions to the themes (project the web) is it a theme? Does it meet the criteria?

25Review: What is Theme? Objectives: You will be able toIdentify, explain and support a theme from the short story Air Mail. Summarize the guidelines for the summer reading brochure project.

A Theme isA big idea about life that the author wants the reader to understand.More than a one-word topic. Complex and developed throughout the entire work of literature. Revealed through the title, the characters actions and words, the setting, conflicts. Implied, never directly stated.Directly connected to the text. For Monday 10C: work on project get laptops. 10B Introduce project and repeat 10C lesson from Friday.

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