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Week 10: November 7 th – 10 th

Week 10: November 7 th – 10 th.

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Week 10: November 7 th – 10 th

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  1. Week 10: November 7th – 10th

  2. Monday, November 7th, 2011 (double block)Objective: by the end of this lesson, 1. you will be able to summarize the main events and characters of “Murder on the Western Express” by analyzing quotes from the chapter;2. compose sentences using the Unit 2 vocabulary;3. describe the 10 Lesson #2 Vocabulary terms. Silent Do Now: • **Take out your vocabulary story, annotations, and plot points for “Murder on the Western Express” for me to check.** • Please answer the following in 2-3 sentences each: • How do you feel about how you did in English class in quarter 1? • What did you do well? • What do you hope to improve on? How will you do this? Agenda: • Do Now • Reading Quiz • Discuss “Murder on the Western Express” – silent paper pass • Share Vocabulary Stories • Stop the Clock! • Exit Ticket! • Update Binders [if time] • Homework: • Study for tomorrow’s Vocabulary Quiz! • Read “A Soldier’s Tale”, six annotations and during reading notes (due Thursday!) • Update binders for Binder Check #2 (due Thursday)

  3. “A Soldier’s Tale” Guided Reading Notes10th Grade World Literature: Ms. BreindelUnit Two: Q & A by Vikas Swarup Theme: List and explain at least one major theme from this chapter.

  4. Name: Date: English 10 Citizenship Rubric

  5. Name: Date: English 10 Citizenship Rubric

  6. Rm. 407 Door 10A Front of Room - Board Trae Larissa Crystal Marie Joey Brunyr Kayla Zuri Ricardo Garlyn Karen Loveng Emily Israel Celeste Alerte Hannah Julian Sophie

  7. Objective: by the end of this lessonyou will be able to summarize the main events and characters of “Murder on the WesternExpress” “Murder on the Western Express” Silent Conversation Paper Pass For this activity we will be reviewing the chapter’s events by reading and analyzing quotes from the chapter. You will have two minutes to read and annotate each quote. Afterwards your group will select a speaker to read your conversation about one of the quotes. Please annotate each quote in one or more of the following ways: • Identify the speaker of the quote. • Describe how this quote is important to the overall events of the chapter in 1-2 sentences (at least!) • Then choose one of the following to write: • Summarize an event that happened in the chapter that the quote relates to. • Write a characterization about a character in the quote. • Describe a relationship between characters. • Describe how this quote is importantto the chapter. • Make a prediction about what is going to happen later in the novel. • Make a connection to the Unit 2 essential questions, another text you have read for this course, or the course essential questions. • Make inferences about events/knowledge given in the quote. • Compose a theme and explain why this is a theme/emerging theme of Q & A.

  8. 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).

  9. 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).

  10. 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).

  11. 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).

  12. 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).

  13. 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).

  14. At the bottom of your partner’s story please answer the following: • Did they use all of the vocabulary correctly? Are all the parts of speech used correctly? • Which sentence is your favorite? In other words, which term do you find they used best? Why? Objective: by the end of this lesson, 1. you will be able to summarize the main events and characters of “Murder on the Western Express” by analyzing quotes from the chapter;2. compose sentences using the Unit 2 vocabulary;3. describe the Lesson #2 Vocabulary terms.

  15. “Stop the Clock” • You will work in groups of 3-4 for this game • You are teamed with your partner • You will have 4 minutes to study your vocabulary terms. It is YOUR job to make sure your partner knows the words, definitions, and how to use it in a sentence… • You will not be able to use notes for this game Objective: by the end of this lesson, 1. you will be able to summarize the main events and characters of “Murder on the Western Express” by analyzing quotes from the chapter;2. compose sentences using the Unit 2 vocabulary;3. describe the Lesson #2 Vocabulary terms.

  16. “Stop the Clock” • Round 1: One pair has 30 seconds to describe one term at a time to his/her partner . They cannot use the word itself or notes. The goal is to describe and have your partner guess as many terms as possible in the time limit. • Pair B watches for cheating and time keeping (30 seconds!). • Then Pair B does Round 1. • Round 2: One pair has 30 seconds to guess as many words as possible. This round you are only using one word and gesture to describe each term. • Pair B watches for cheating and time keeping (30 seconds!). • Then Pair B does Round 2. • Round 3:One pair has 30 seconds to guess as many words as possible. They may only use gestures and NO WORDS. • Pair B watches for cheating and time keeping (30 seconds!). • Then Pair B does Round 2. Objective: by the end of this lesson, 1. you will be able to summarize the main events and characters of “Murder on the Western Express” by analyzing quotes from the chapter;2. compose sentences using the Unit 2 vocabulary;3. describe the Lesson #2 Vocabulary terms.

  17. “Stop the Clock” • 60 points total are possible for each pair to earn • If you earn more than 48 points (80% correct average) as a pair, then you get four extra points on tomorrow’s quiz. • Other pair --- it is YOUR job to make sure that they don’t cheat and to keep track of points! • I ,__________________________, certify that I will keep track of points for the other pair honestly and respectfully. Signed: _________________________________________ Objective: by the end of this lesson, 1. you will be able to summarize the main events and characters of “Murder on the Western Express” by analyzing quotes from the chapter;2. compose sentences using the Unit 2 vocabulary;3. describe the Lesson #2 Vocabulary terms.

  18. Tuesday, November 8th, 2011Objective: by the end of this lesson, 1. you will be able to describe, compose sentences, and explain word connections using the ten Lesson #2 vocabulary terms;2. summarize the main events of “Murder on the Western Express” Silent Do Now: • You have 5 minutes to study for your vocabulary quiz. • When finished, update your table of contents for Thursday’s binder check! Agenda: • Do Now • Pass out HW – During Reading Notes • Vocabulary Quiz #2 • Silent Paper Pass • When finished, we will update table of contents from poster • Homework: • Read “A Soldier’s Tale”, six annotations and during reading notes (due Thursday!) • Update binders for Binder Check #2 (due Thursday)

  19. Objective: by the end of this lessonyou will be able to summarize the main events and characters of “Murder on the WesternExpress” “Murder on the Western Express” Silent Conversation Paper Pass For this activity we will be reviewing the chapter’s events by reading and analyzing quotes from the chapter. You will have two minutes to read and annotate each quote. Afterwards your group will select a speaker to read your conversation about one of the quotes. Please annotate each quote in one or more of the following ways: • Identify the speaker of the quote. • Describe how this quote is important to the overall events of the chapter in 1-2 sentences (at least!) • Then choose one of the following to write: • Summarize an event that happened in the chapter that the quote relates to. • Write a characterization about a character in the quote. • Describe a relationship between characters. • Describe how this quote is importantto the chapter. • Make a prediction about what is going to happen later in the novel. • Make a connection to the Unit 2 essential questions, another text you have read for this course, or the course essential questions. • Make inferences about events/knowledge given in the quote. • Compose a theme and explain why this is a theme/emerging theme of Q & A.

  20. Rm. 407 Door 10A Front of Room - Board Trae Larissa Crystal Marie Joey Brunyr Kayla Zuri Ricardo Garlyn Karen Loveng Emily Israel Celeste Alerte Hannah Julian Sophie

  21. 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).

  22. 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).

  23. 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).

  24. 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).

  25. 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).

  26. Name: Date: English 10 Citizenship Rubric

  27. Wednesday, November 10th, 2011Objective: by the end of this lesson, 1. Explain the difference between a level three mini-thesis and a level four mini-thesis. 2. Evaluate and revise each other’s mini-thesis statements using the mini-thesis rubric. 3. Compose a mini-thesis statement in response to a new prompt Silent Do Now: • Think back to “Murder on the Western Express”… • 1. Was Ram justified in killing the dacoit on the train? • 2. What do you think motivated Akshay to tell the Dacoit about Ram’s money? • 3. Who was the woman in the flowing white sari? Agenda: • Do Now • “Murder on the Western Express” quick write! • Review Mini-thesis Rubric • Review Mini-thesis Labs • Collect Binders • Homework: • Read “License to Kill” and complete HW guided reading notes

  28. “License to Kill” Guided Reading Notes10th Grade World Literature: Ms. BreindelUnit Two: Q & A by Vikas Swarup Theme: List and explain at least one major theme from this chapter.

  29. Objective: by the end of this lessonyou will be able to summarize the main events and characters of “Murder on the WesternExpress” “Murder on the Western Express” Silent Write For this activity we will be reviewing the chapter’s events by reading and analyzing quotes from the chapter. You will have two minutes to read and annotate each quote. Afterwards your group will select a speaker to read your conversation about one of the quotes. Please annotate each quote in one or more of the following ways: • Identify the speaker of the quote. • Describe how this quote is important to the overall events of the chapter in 1-2 sentences (at least!) • Then choose one of the following to write: • Summarize an event that happened in the chapter that the quote relates to. • Write a characterization about a character in the quote. • Describe a relationship between characters. • Describe how this quote is importantto the chapter. • Make a prediction about what is going to happen later in the novel. • Make a connection to the Unit 2 essential questions, another text you have read for this course, or the course essential questions. • Make inferences about events/knowledge given in the quote. • Compose a theme and explain why this is a theme/emerging theme of Q & A.

  30. “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). • Identify the speaker of the quote. • Describe how this quote is important to the overall events of the chapter in 1-2 sentences (at least!) • Then choose one of the following to write: • Summarize an event that happened in the chapter that the quote relates to. • Write a characterization about a character in the quote. • Describe a relationship between characters. • Describe how this quote is importantto the chapter. • Make a prediction about what is going to happen later in the novel. • Make a connection to the Unit 2 essential questions, another text you have read for this course, or the course essential questions. • Make inferences about events/knowledge given in the quote. • Compose a theme and explain why this is a theme/emerging theme of Q & A.

  31. 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). • Identify the speaker of the quote. • Describe how this quote is important to the overall events of the chapter in 1-2 sentences (at least!) • Then choose one of the following to write: • Summarize an event that happened in the chapter that the quote relates to. • Write a characterization about a character in the quote. • Describe a relationship between characters. • Describe how this quote is importantto the chapter. • Make a prediction about what is going to happen later in the novel. • Make a connection to the Unit 2 essential questions, another text you have read for this course, or the course essential questions. • Make inferences about events/knowledge given in the quote. • Compose a theme and explain why this is a theme/emerging theme of Q & A.

  32. 3. “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). • Identify the speaker of the quote. • Describe how this quote is important to the overall events of the chapter in 1-2 sentences (at least!) • Then choose one of the following to write: • Summarize an event that happened in the chapter that the quote relates to. • Write a characterization about a character in the quote. • Describe a relationship between characters. • Describe how this quote is importantto the chapter. • Make a prediction about what is going to happen later in the novel. • Make a connection to the Unit 2 essential questions, another text you have read for this course, or the course essential questions. • Make inferences about events/knowledge given in the quote. • Compose a theme and explain why this is a theme/emerging theme of Q & A.

  33. 4. “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). • Identify the speaker of the quote. • Describe how this quote is important to the overall events of the chapter in 1-2 sentences (at least!) • Then choose one of the following to write: • Summarize an event that happened in the chapter that the quote relates to. • Write a characterization about a character in the quote. • Describe a relationship between characters. • Describe how this quote is importantto the chapter. • Make a prediction about what is going to happen later in the novel. • Make a connection to the Unit 2 essential questions, another text you have read for this course, or the course essential questions. • Make inferences about events/knowledge given in the quote. • Compose a theme and explain why this is a theme/emerging theme of Q & A.

  34. Mini-Thesis Statement Rubric

  35. Name: Date: Thursday, Nov. 10th, 2011 English 10 Citizenship Rubric

  36. Groups • Group A: Kayla, Garlyn, Hannah, Crystal • Group B: Joey, Brunyr, Marie • Group C: Zuri, Sophie, Celeste • Group D: Alerte, Emily, Trae, Loveng • Group E: Israel, Julian, Ricardo, Karen, Larissa

  37. Name: Practice #2 Objectives: You will be able to… Explain the qualities of a level four mini-thesis statement and identify the differences between a level three and a level four. Compose a mini-thesis that meets the criteria for a level four mini-thesis in response to a new prompt (“Murder on the Western Express”). Evaluate each other’s mini-thesis statements and revise your own based on peer feedback. Compose a final mini-thesis that meets the criteria for a level four in response to a new prompt (“A Soldier’s Tale”)

  38. Step One: Review the rubric and then work together to come up with a description of what you need to do in order to write a level four mini-thesis statement. In other words, put the level four criteria into your own words a. Description of a level four mini-thesis: ______________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ b. Description of a level three mini-thesis: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ c. Explain the Difference between a level three mini-thesis and a level four mini-thesis: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

  39. Step Two: Read the following sample mini-thesis statements and discuss together whether they are examples of level 3’s or 4’s. Complete the chart below as you discuss. Prompt: Based on the chapter “A Brother’s Promise”, explain why Ram is motivated to pursue his connection with Gudiya.

  40. Step Three: Partner Work • Re-read pages 160-161. • Mark up the prompt: Box/circle important verbs and underline nouns/directions. • Based on the chapter “Murder on the Western Express”, explain the meaning/significance of the woman in the white sari who appears toward the end of the chapter and how this vision influences Ram’s choices/actions. • Purpose Question: Turn the prompt into a question that you will then answer in your mini-thesis statement. Make sure your purpose question includes all parts of the prompt. ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ • Work with a partner to write a new level four mini-thesis statement together based on the following prompt. ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

  41. Step Four: Trade your mini-thesis statement with the other pair in your group and use the rubric to give them a score. Then discuss with each other why you gave each other this score. Give each other two suggestions for revision and write them on the back of their mini-thesis. Step Five: Work with your partner to revise your mini-thesis statement based on your peer feedback. Revision: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

  42. Step Six: On your Own– Write a new Mini-Thesis Statement based on the prompt below. Remember to mark-up the prompt. Prompt: Based on the chapter “A Soldier’s Story”, describe the difference between the children’s perspective on the war between India and Pakistan and Balwant Singh’s perspective and what influences their different perspectives. Purpose Question: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ On Your Own Mini-Thesis Assessment: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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