Do Now:

1. Tuesday 11/1/11 Objectives: You will be able to…1. Recall the main events from the chapter “Hold Onto Your Buttons”. 2. Describe and illustrate the word agency in your own words and identify connections between the meaning of the word “agency” and the word “transgress” Do Now: Agenda: Do Now HW check and chapter review. Vocab focus lesson: “agency”. Word relationships: agency and transgress. Homework: Read “Murder on the Western Express” and complete the guided reading chart on the back of today’s homework. Organize your notebook in preparation for tomorrow’s notebook quiz. • Take out a half sheet of paper. Put your name at the top and label it “Hold Onto Your Buttons” reading quiz. • Include today’s date.

2. Q & A: “Hold On to Your Buttons” • Where is Ram living and working in this chapter? • When does this chapter take place? Before “How to Speak Australian” or after? • Describe the slums of Dharavi. • Who is PrakashRao? What is his story? • PrakashRao tells Ram, “Nothing is an accident, and everything is possible.” (p. 139). What does he mean? How does this connect to Ram’s story? • How does this chapter end? • What does Ram take from PrakashRao at the end of his story? • How does Smita react to this story? How would you react if you were her? Do you believe Ram is telling the truth here? Why/why not? • What do you think was the purpose of this chapter? What does this chapter reveal about Ram? • Why is this chapter called “Hold on to your Buttons”? Objectives: You will be able to…1. Recall the main events from the chapter “Hold Onto Your Buttons”.

3. Learning Goal: SWBAT Describe and illustrate the word “agency”. Vocabulary Lesson #2:Agency • This word has many different meanings. • It can be used as a noun as in “I have to go to the employment agency to try to get help finding a job.” or “I went to the modeling agency and gave them my headshots.” This is not the version of this word we will be working with in this unit!

4. Think like Philosophers! The other way to use this word is very complicated and abstract. It’s okay if you don’t get it right away! We’ll keep talking about this word throughout the unit. • The way we’re going to talk about this word in this unit it in relation to power and control. • Agency is your power to control your own life or to define who you are and not to have others (either people or systems) control and define you. • Your agency or your group’s agency is always in tension, or in opposition to a structure, or boundaries that exist to control you to some extent. • To be an agent is to be a person/individual who owns his/her actions– to act knowingly and to take responsibility for actions. • If you don’t feel like you have agency then you feel like someone else has taken away your power. • Agency is very fluid from moment to moment, day to day. In some classrooms you might have more agency than in others. Learning Goal: SWBAT Describe and illustrate the word “agency”.

5. Think like Philosophers! The other way to use this word is very complicated and abstract. It’s okay if you don’t get it right away! We’ll keep talking about this word throughout the unit. • The way we’re going to talk about this word in this unit it in relation to power and control. • Agency is your power to control your own life or to define who you are and not to have others (either people or systems) control and define you. • Your agency or your group’s agency is always in tension, or in opposition to a structure, or boundaries that exist to control you to some extent. • To be an agent is to be a person/individual who owns his/her actions– to act knowingly and to take responsibility for actions. • If you don’t feel like you have agency then you feel like someone else has taken away your power. • Agency is very fluid from moment to moment, day to day. In some classrooms you might have more agency than in others. Learning Goal: SWBAT Describe and illustrate the word “agency”.

6. Examples of Agency Learning Goal: SWBAT Describe and illustrate the word “agency”. • In the United States, the government and the white ruling majority attempted to strip African-Americans of their agency (ability to control and define their own lives) through restrictive Jim Crow laws. • The Civil Rights Movement is an example of a collective act of agency– of an attempt to reclaim control from a structure that tried to oppress them.

7. Wednesday 11/2/11Objectives: You will be able to…Review the main events of the chapter “Murder on the Western Express”. Evaluate the organization of yourself and others. Identify a word relationship between the words “agency” and “transgress” Do Now: On page 36 Agenda: Do Now and HW check (chart on “Murder on the Western Express” ) Review HW chapter. Notebook Quiz Further Understanding: word relationship. Homework: Reading Catch Up Night! • Use the word “agency” in a sentence. • You have five minutes to silently organize your notebook before we begin the notebook quiz!

8. More Examples of Agency Learning Goal: SWBAT Describe and illustrate the word “agency”. • Teenagers often feel like they are denied agency by adults (school, parents) who they think are trying to control them. Teenagers often feel like they need to resist or act out against these adults in order to claim their agency.

9. Unit Two Vocabulary Word #2 Word: agency My Understanding: 1 2 3 4 Having authority over yourself. To have power or control over yourself. A person or a group of people who have control, but are sometimes limited in expressing this control by a moral code or a set of laws. Everyday choices or decisions that we make for ourselves and our understanding of how those choices shape who we are. Having agency=having consciousness about who we are and how our behaviors and choices make us who we are. Draw/Illustrate this word: Further Understanding: Make connections between this word and “transgress”, between what you think this word means and the novel. Learning Goal: SWBAT Describe and illustrate the word “agency”.

10. Agency: Official Definition • the state of being in action or of exerting power • a means of exerting power or influence Learning Goal: SWBAT • Describe and illustrate the word “agency”.

11. Learning Goal: SWBAT Describe and illustrate the word “agency” and identify connections between transgress and agency by completing a “double bubble” graphic organizer with a partner. Analyzing Word Relationships Directions: Use your notes on “transgress” and “agency” to complete the double bubble graphic organizer with a partner. Describe the words in their own circles, identify similarities or characteristics these two words have in common in the space where they overlap, then on the outside, next to each of the arrows, list words, events, peoeple or ideas that these two words remind you of. If you need additional space you can attach loose-leaf paper.

12. Directions: For this homework assignment, you will review the first five chapters of the novel (you should refer to your “during reading notes” as well as your post-it notes) to identify three moments when a character was exerting their agency. Identifying Moments of Agency in Q & A by VikasSwarup

13. Notebook Quiz!

14. Notebook Quiz! Completed Do Now’s: (20 points) _______________________________ Overall Neatness and Organization: (10 points): ____________________________ Final Score: ___________________________

15. 1. “… the girl sitting next to the window draws my attention like a magnet. She is thin and fair, wearing a blue salwarkameezwith the chunni pulled down over her chest. Her expressive eyes are lined with kohl. She has a flawless complexion and lovely lips. She is the most beautiful girl I have seen in a long time” (p.150).

16. 2. “I pat my abdomen gently where fifty thousand rupees in crisp new notes nestle inside the waistband of my underwear, and feel the power of all that money seep insidiously into my stomach, my intestines, my liver, lungs, heart, and brain. The hunger gnawing at my stomach disappears miraculously” (p.153).

17. 3. “Train journeys are about possibilities. They denote a change in state. When you arrive, you are no longer the same person who departed” (p.153).

18. 4. “Akshay refuses to believe me. He challenges me to show the money, and the prospect of impressing him is too tempting. I turn around, push my hand into my pants, and bring out the manila envelope, slightly damp and smelling of urine” (p. 154).

19. 5. “I watch the scene unfold as if in slow motion. The dacoit whirls around. Akshay points at me and says, ‘This boy has got fifty thousand rupees!’ He says it softly, but it seems to me the entire train has heard it” (p.158).

20. 6. “But I am not seeing this happening. I am seeing a tall woman with flowing hair. The wind is howling behind her, making her jet-black hair fly across her face, obscuring it. She is wearing a white sari, whose thin fabric flutters and vibrates like a kite. She holds a baby in her arms. A man with long hair and a thick mustache, wearing black trousers and a white shirt, approaches her… the baby suddenly jumps from the mother’s lap and leaps at the man, clawing at his face. The man shrieks and pulls the baby away, but the baby lunges at his face again” (p.160).