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English 10 Week 8 10/25/10- 10/29/10

English 10 Week 8 10/25/10- 10/29/10. Unit Two: Q & A by Vikas Swarup.

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English 10 Week 8 10/25/10- 10/29/10

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  1. English 10 Week 810/25/10- 10/29/10 Unit Two: Q & A by VikasSwarup

  2. Tuesday 10/26/10LearningGoals: SWBAT1. Identify and explain an important theme in the novel so far through writing, pair share and whole class discussion. 2. Explain their thesis statement evaluations from last night’s homework. Do Now: On page 36 or 38 Agenda: Do Now and discuss. Partner work (continuation from yesterday): Share your evaluations of the three thesis statements with your partner. Explain why you think they either are or are not examples of good thesis statements. Say goodbye to Ms. Fritz Read “License to Kill” and answer the guided reading questions on page _____. Homework: Finish reading “License to Kill” and answering the guided reading questions on page ____. • List and explain one theme from this novel. (review your notes on theme if you need to). • What big ideas about life do you think VikasSwarup wants us to think about (besides the plot) as we read this book?

  3. 10th Grade World Literature: Ms. FritzUnit Two: Q & A by VikasSwarup“License to Kill” (pp. 192-210)Guided Reading Assignment Theme: List and explain at least one major theme from this chapter.

  4. Wednesday 10/27/10 (double block)Learning Goals: SWBAT1. Identify examples of strong thesis statements by reviewing the homework from Monday night, watching a teacher-model/think aloud and writing and evaluating partner thesis statements.2. Review the main events of “License to Kill” by participating in a triad discussion of the chapter. Do Now: On page 36 or 38 Agenda: Do Now and HW check (chart on “License to Kill”) Review Monday’s HW: Identifying examples of strong and weak thesis statements and discussing why. Think Aloud Partner work: Write a new thesis statement together. Thesis Statement Critique/Gallery Walk Review “License to Kill” by discussing the chart in triads and then working with partner to add to the narrative order side of the plot line. • Answer the following questions in complete sentences! • What did you think of Salim’s story? Did any part of it surprise you? Explain. • What confused you about his story? Homework: Read “Tragedy Queen” and complete the accompanying assignment.

  5. Learning Goal: SWBAT Identify examples of strong thesis statements by reviewing the homework from Monday night, watching a teacher-model/think aloud and writing and evaluating partner thesis statements. Thesis Statement Think-Aloud • Directions: I am going to model writing a thesis statement by thinking and writing out loud. While I do this you need to watch, listen and write: • What do I do before I write? • How might doing these things before I write help me? • What am I thinking/saying to myself throughout this process? • How was my process similar or different than what you go through yourself as you write a thesis statement? Sample Essay Question: • Does Salim do the right thing when he learns the truth about Ahmed Khan? Copy down Ms. Fritz’s Thesis Statement: ________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Score the thesis statement using the rubric (1-4)____________________ Explain why you gave it this score: _____________________________________________ _________________________________________________________________________

  6. Learning Goal: SWBAT Identify examples of strong thesis statements by reviewing the homework from Monday night, watching a teacher-model/think aloud and writing and evaluating partner thesis statements. Thesis Statement Rubric

  7. Learning Goal: SWBAT Identify examples of strong thesis statements by reviewing the homework from Monday night, watching a teacher-model/think aloud and writing and evaluating partner thesis statements. Partner Work: Thesis Statement Practice Directions: For this activity you and a partner will practice writing a thesis statement that fulfills the criteria on the thesis statement rubric and the thesis statement notes. You should refer to both of these while you write your thesis. Your thesis statement will be in response to the following question. Write your thesis statement in marker on the white paper and post it on the wall in the room • Essay Question: Why does VikasSwarup make all of the adults in this novel so unreliable or even dangerous? What is he trying to say about adult/child or parent/child relationships?

  8. Learning Goals: SWBAT Identify examples of strong thesis statements by reviewing the homework from Monday night, watching a teacher-model/think aloud and writing and evaluating partner thesis statements. Thesis Statement Gallery Walk/Critique Directions: • After everyone has finished writing their thesis statement with a partner, get post-it notes and walk around the room and read everyone else’s thesis statements. • Choose at least 6 thesis statements and give them a score using the thesis statement rubric. • Write your score on the post-it note and briefly explain why you gave it that score on the bottom of the post-it. • Place the post-it note next to the thesis.

  9. Learning Goal: SWBAT Review the main events of “License to Kill” by participating in a triad discussion activity. “License to Kill” Triad Discussion Discussion Guidelines: • All three members of the discussion triad must have their book and their completed “License to Kill” guided reading chart in front of them to refer to during discussion. All three group members are expected to be alert, professional and attentive during the discussion. You will be given a participation grade (1-4 for your performance during discussion). You will be given only 10 minutes to discuss the chapter--- so stay focused! • Choose a group leader– this person is responsible for keeping the discussion focused and on-task. • Choose a recorder– this person takes notes during the discussion (in addition to participating in discussion) by completing the “License to Kill” Triad Discussion template. • Choose a presenter– this person briefly shares the hilights of the triad discussion with the whole class (refers to the recorders notes).

  10. Learning Goal: SWBAT Review the main events of “License to Kill” by participating in a triad discussion activity. “License to Kill” Triad Discussion NotesTo Be Completed by the Recorder Group Member #1 (name)________ said… Group Member #2 (name) __________ said… Group Member #2 (name) ___________ said… • We feel the most important or interesting points raised in our discussion of this chapter were…

  11. Thursday 10/28/10Learning Goals: SWBAT1. Discuss the main events of “License to Kill” by participating in a triad discussion of the chapter. 2. Recall the main events from “Tragedy Queen” by taking a reading quiz.3. Identify the characteristics of level one, level two, and level three questions. Do Now: On page 36 or 38 Agenda: Do Now Wrap up Triad Discussions from yesterday: 5 minutes Presenters share hilights from triad discussion (5 minutes) “Tragedy Queen” quiz (15 minutes) “Tragedy Queen” review: Drishti and Michael (7 minutes) Mini-lesson: Notes on level one, level two, level three questions. • On page 230 of the novel, Ram says, “for the first time I felt as though I was not an orphan anymore, That I had a real mother, one whose face I could see, one whose flesh I could touch.” • What is happening at this point in the chapter that prompts him to say/think this? • Who is he talking about? • Why is he feeling this way? • Why do you think this might be an important quote or important moment for this character?

  12. Learning Goal: SWBAT Recall the main events from “Tragedy Queen” by taking a reading quiz. “Tragedy Queen” Quiz Directions: Answer the following questions using specific examples and details from the chapter. • Why does Neelima Kumar reject/not hire Salim? • Describe Neelima Kumar’s mother. How does Ram feel about her? • How does Neelima Kumar change after Maaji’s (her mother’s) death? • What happens when RanjeetMistry comes to rob Neelima Kumar? Desrcibe this episode in the chapter. What does this reveal about Neelima Kumar? • What happens when Neelima Kumar’s boyfriend starts visiting her? • Why is this chapter called “Tragedy Queen”? • Why and how does Neelima Kumar kill herself? • Why doesn’t Ram go to the police? • How does Prem Kumar attempt to trick Ram during W3B? • How does this chapter end (game show scene– what happens)?

  13. Level One, Level Two, Level Three Questions Learning Goals: SWBAT Identify the characteristics of level one, level two, and level three questions. Example: Why do women often “suffer in silence” or put up with abuse? Example: Why does Neelima Kumar want to die young? Example: Who is Neelima Kumar’s mother?

  14. Learning Goals: SWBAT Identify the characteristics of level one, level two, and level three questions. 10th Grade World Literature/10BUnit Two: Q & A by VikasSwarupHomework for Thursday Night! Due Friday 10/29/10 Directions: Read “X GkrzOpknu(or A Love Story)”. Then complete the following activities.

  15. Learning Goal: SWBAT1. Review the qualities of an excellent thesis statement by reviewing the thesis statement rubric. 2. compose a thesis statement in response to a sample essay question about Q & A. 3. Summarize the qualities of level one, level two, level three questions. Do Now: On page 40 Agenda: Do Now and HW check (leveled question chart on “A Love Story”) Thesis review Thesis Assessment Review notes on leveled questions. Reading time. Homework: Finish the book and write a response to the ending (see handout/guidelines). • RE-read your thesis statement rubric. • Which part of this rubric is most clear to you? • Which part of this rubric is unclear to you? • What element of thesis statement writing is most challenging for you?

  16. Learning Goal: SWBAT Compose a thesis statement in response to a sample essay question about Q & A. Thesis Assessment Directions: This assessment will give me important information about your comfort level/ability to write strong, clear, arguable thesis statements before you have to write the unit two essay. This information will help me plan how I teach that essay. Essay Question: What message do you think VikasSwarup is trying to convey to the reader about family in the novel Q & A? Your Thesis: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _________________________________________________________________________

  17. Homework Due Monday: Read the rest of the book: “A Love Story” and “The Thirteenth Question”Then, complete the following assignments • Complete the leveled questioning chart for “A Love Story”. • Read “The Thirteenth Question” • Write a paragraph summarizing the main events of the chapter. • Write two level one questions, one level two and one level three question about the last chapter. • Write a paragraph in response to the following questions: • What did you think of the end of the book? • Were you surprised by how it ended? • Would you recommend this book to others? Why or why not? There will be a reading quiz on Monday on these last two chapters!

  18. Learning Goals: SWBAT Summarize the qualities of level one, level two, level three questions and pose these different types of questions in a small group discussion about “A Love Story”. Small Group Discussion: “A Love Story” Directions: For this activity you will be working in groups of four to discuss “A Love Story” by asking each other level one, level two, and level three questions and responding to each other’s questions. You will receive a citizenship grade for your participation in this group discussion. Before you begin, choose the following discussion roles.

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