Week 14: December 5 th – 9 th

1. Week 14: December 5th – 9th

2. Rm. 407 Door 10D Front of Room - Board Imani Nathy Beverly Yamile Cassandra Jamesly Davnys Lennin Tommy Emiliano Trevon Natalie Victor Joelle McHenley Erick Lilliana Jason Amanjot Lorena

3. Monday, December 5th, 2011Objective: by the end of this lesson,1. identify the three best pieces of evidence from the novel in support of your newly revised thesis statement;2. summarize the purpose and criteria of contextualization. Silent Do Now: • What is contextualization? • What do you have to do to contextualize? • Why is contextualization important? Agenda: • Do Now … 8 minutes • Contextualization … 5 minutes • Select Three Pieces of Evidence … 20 minutes • Begin outlining your first body paragraph … 15 minutes • Homework: • Finish the outline! Due tomorrow… • Timelines due Wednesday! • Finish during lunch today, tomorrow, or afterschool today or tomorrow! • First draft due Friday!

4. Contextualization • It provides adequate background information to your reader. It helps your reader have the necessary information to understand your quote. • Your contextualization should be written for someone who has never read your book. This ensures that your reader is “on the same page” as you. • You should answer the following questions in your contextualization to help your reader understand your quote: • What is happening at this point of the story (in your quote)? • What is this quote about? • Why is this quote important? In other words, why is it included in your essay? • Who is speaking and who are they referring to? (introduce your quote) • There is a fine balance between too much and too little contextualization! Monday, December 5th, 2011Objective: by the end of this lesson,1. identify the three best pieces of evidence from the novel in support of your newly revised thesis statement;2. summarize the purpose and criteria of contextualization.

5. Objectives: SWBAT… 1. Review the characteristics of a thesis statement and understand its purpose. 2. Identify the qualities of a good thesis statement by analyzing the Thesis Statement Rubric and evaluating several examples. Thesis Statement Rubric

6. Unit Two Essay Prompt Directions: For the unit two essay, you will write about the connection between one of the unit two concepts and the novel. Choose from one of the prompts below: • Identify a theme in Q&A and explain how this theme is developed throughout the novel. How does the author develop this theme and convey it to his readers? How is this theme shown rather than told throughout the story? • How is Q & A about the struggle for agency? • Why does Vikas Swarup choose to write Q&A in narrative order rather than chronological order? What effect does this have on his readers, the story, and the characters? Guidelines: • You must develop a thesis statement in response to one of the essay questions above. • Your thesis needs to be arguable and specific. • You need to include at least one vocabulary word from unit two in your thesis. • You need to use your thesis statement to construct an outline. • You need to identify three pieces of best evidence (quotes) that directly and clearly support your thesis. There should be one quote in each body paragraph. • You need to organize your writing into five clearly written and proof-read paragraphs (intro., three body paragraphs and conclusion). • You need to complete multiple drafts of your writing and make significant improvements with each draft.

7. Introduction Part Two (A):3. Thesis Statement: Your thesis statement needs to be two-three sentences long. Your thesis statement needs to be arguable and specific and needs to directly address the essay question you chose and copied on page one of your outline. 3a. Example: Throughout the story, Ram, the teenage narrator, struggles against the boundaries of his culture and the adults who try to enforce the cultural norms of post-colonial India. Ram transgresses these norms repeatedly in an attempt to be his own agent and to change the rules of this adult world. • Your Thesis Statement

8. Introduction Part Two (B): 3. Thesis Statement: Your thesis statement needs to be two-three sentences long. Your thesis statement needs to be arguable and specific and needs to directly address the essay question you chose and copied on page one of your outline. 3a. Example: Throughout the story, Ram, the teenage narrator, struggles against the boundaries of his culture and the adults who try to enforce the cultural norms of post-colonial India. Ram transgresses these norms repeatedly in an attempt to be his own agent and to change the rules of this adult world. • Your REVISED Thesis Statement

9. Name: ______________________________________________________ 10th Grade World LiteratureUnit Two Essay Outline Essay Question: __________________________________________________________________ Introduction Part One: 1. Your introduction needs to include a hook (a juicy quote, or a broad question that engages the reader with the general topic of your essay, but is not yet specifically about your thesis statement or the text. The hook needs to be connected to the thesis and the text, but is much more broad than the thesis. 1a. ExampleHook: The World Bank estimates that 456 million Indians (41.6% of the total Indian population) now live under the global poverty line of US$ 1.25 per day. This means that a third of the global poor now reside in India. 2. Lead-In: Your lead-in is a sentence or two that builds a connection between your hook and your thesis statement for the reader of your essay. 2a. Example: VikasSwarup brings this statistic to life in his gripping novel, Q & A. This books is a representation of the lives of India’s poor and their struggle to have recognition and status.

10. Use this rubric to select the three pieces of evidence for your essay  Don’t forget to introduce your quotes and cite them. Write out the FULL quote. ORQ Best Evidence Rubric

11. The Body of the Essay: All three body paragraphs need to be clearly organized and connected to the thesis statement. Each body paragraph needs to include a quote from the novel that supports your ideas and your thesis statement, context before and after the quote and analysis of the quote. Each body paragraph must be at least 5 sentences long (not including the quote).

14. Conclusion: Your conclusion needs to be at least three sentences long. Your conclusion must begin by revisiting your thesis statement in new words (do not simply copy it using the same exact words you used in your introduction. Synthesize, or summarize and connect the ideas in the three body paragraphs.Connection between your thesis/argument and the world. Extend your ideas in the essay so that you go beyond the book– how does your thesis have significance, importance or relevance in the real world? Leave your reader with something to think about!

15. Tuesday, December 6th, 2011Objective: by the end of this lesson,1. you will be able to revise your thesis statement based on Ms. Breindel’s feedback;2. compose your first body paragraph. Silent Do Now: • How do you feel about your outline? • Look at Ms. Breindel’s feedback. Begin revising using the feedback and the rubric. Revise on your outline. Agenda: • Do Now • Thesis Statement revisions • Write first body paragraph by the end of the period • Email to Ms. Breindel at abreindel@prospecthillacademy.org • Homework: • Write your introduction tonight! • Finish the timeline!

16. How to earn a ‘4’ for today… • Follow the guidelines for formatting your first draft • Work silently and independently. Stay in your seat. Stay focused on your work the entire period. • Write your first body paragraph and email it to Ms. Breindel by the end of the period • Clean up your space and your laptop!

17. Wednesday, December 7th, 2011Objective: by the end of this lesson,1. you will be able to describe the criteria for analysis;2. incorporate Ms. Breindel’s feedback into your first body paragraph;3. compose your second and third body paragraphs. Silent Do Now: • What is analysis? • Where does analysis belong in an essay? • Why is analysis important to our argument? Agenda: • Do Now • Analysis • Revise first body paragraphs • Write second and third body paragraphs • Citizenship Rubric • Homework: • Timelines due today! • Finish your first draft by Friday! • Bring four printed copies • Email it as a word document to Ms. Breindel

18. Objectives: by the end of this lesson, You will be able to describe the criteria for analysis, as based on the essay rubric. Analysis Rubric

19. Objectives: by the end of this lesson, You will be able to describe the criteria for analysis, as based on the essay rubric. Analysis sentence starters • When the author says, “…” he/she means… • As a result, … • Therefore,… • Without… • The effect of this is…, which proves that… • From this quotation one can see that… • This proves that…

20. Objectives: by the end of this lesson, You will be able to describe the criteria for analysis, as based on the essay rubric. Breaking Down a Quote • In order to earn a 3 or 4 on your analysis in your essay, you must breakdown your quote for ALL three body paragraphs • Below are the steps you take to breakdown your quote: • Decide what sub-argument you are trying to prove in this paragraph (know this!) • Restate what happened/the point of the quotation (write this!) • In this quote, the reader sees that … • What part of the quotation is most important and why? • When the author says, “…” he/she means… • As a result of this information, what does this tell your reader about your sub-argument? • As a result, … • Elaborate (add-on a new point) about how this relates to your sub-argument. • The effect of this is…, which proves that… • What does this prove? (your sub-argument; #1) • This proves that… / This demonstrates… • Concluding sentence!

21. How to earn a ‘4’ for today… • Follow the guidelines for formatting your first draft • Work silently and independently. Stay in your seat. Stay focused on your work the entire period. • Write your first body paragraph and email it to Ms. Breindel by the end of the period • Clean up your space and your laptop!

22. I need Help! • Natalie • Victor • Trevon • Jamesly • Yamile • Erick • Cassandra • Tommy • Nathy • Beverly

23. Slideshow with Analysis • Jason • Lorena • Emiliano • Lilliana • Erick • Joelle • tommy

24. Name: Date: English 10 Citizenship Rubric

25. Name: Date: English 10 Citizenship Rubric

26. Friday, December 9th, 2011Objective: by the end of this lesson,1. you will be able to, describe what feedback is and is not for revising an essay;2. describe and execute the expectations for a writer’s workshop;3. evaluate your essay and three peers’ essays based on the criteria of the rubric and your assigned role (warm feedback, cool feedback summarizer);OR1. compose a first draft of your Q&A essay Silent Do Now: Thinking about previous essays and feedback you have received from a teacher/peers, answer the following in 2-3 sentences each: • What type of feedback is helpful for improving your essay and writing skills? • What type of feedback is not helpful in improving an essay? Why? • Why is feedback important to improving the quality of your essay and your writing skills?

27. Feedback • Is: good feedback is grammatical feedback, suggestions/examples/questions, not criticizing, listening • Is not: I would change that with no suggestions, no explanation, vague/mean/hurts your feelings

28. Objective: by the end of this lesson,2. describe and execute the expectations for a writer’s workshop;3. evaluate your essay and three peers’ essays based on the criteria of the rubric and your assigned role (warm feedback, cool feedback summarizer); What is Writer’s Workshop? • It is a process writers’ use to gain positive and constructive feedback on their work in order to revise and improve their essays. • For this activity, you have been placed in a group students that you will work with to receive feedback on your essay and to give feedback on three of your peers’ essays. • There are four roles throughout this process. You will serve as every role: the Writer, the Encourager (provides warm feedback), the Respectful Critique (provides cool feedback), and the Summarizer. • You will receive written feedback from your group members, which you will use to revise your essay. This feedback will also be submitted with your Unit Two Essay Portfolio.

29. Objective: by the end of this lesson,2. describe and execute the expectations for a writer’s workshop; Writing Group Procedures: All roles will rotate– every one will get the chance to fill each of the roles during each round. Follow these steps in order to complete one round of Writer’s Workshop: • Decide who will be which role first --- Writer, Encourager, Respectful Critique, and Summarizer. • The writer distributes a copy of his/her essay to group members and reads his/her essay out loud with a pen in hand! If you notice something you want to change, the writer may stop (briefly and periodically) to make notes to him/herself as they may notice things about their essay as they read. • Other roles: make edits/notes on his/her essay. Mark it up! You will be giving this essay to him/her to use for revisions. Do not interrupt the writer as s/he is reading; you will ask questions /comments afterwards. • Depending on your role, be thinking about the specific type of feedback you are going to give. • After the writer finishes reading aloud, if any of the group members have level 1, clarifying questions, you may ask the writer these (and get them answered) at this time. • Each group member follows the guidelines on his/her role card and begins completing his/her feedback worksheet for the writer. Make sure you put your name on this sheet; the writer might have follow-up questions! • The writer then re-reads his/her essay again to the group. This time, the other roles may fill out the worksheet as the writer is reading… • After the writer finishes reading aloud group members can take a couple of minutes to finish filling out their feedback worksheets. • Group members read their feedback and explain it to the Writer. Discuss each feedback as a group; do you agree or disagree, even if you weren’t in this role? • Writer staples completed feedback forms (three --- Summarizer, Encourager, and Critique) and the other group members’ copies of the essay to his/her original essay, which the Writer read from. • Repeat this process for the next Writer --- everyone else switches roles as well.

30. ENCOURAGER: _____________________________ Writer: ____________________ Encourager(provides WARM feedback):Give the writer specific and precise information about what he/she did well and where he/she did those things well in his/her essay. Warm feedback is important so the writer can try to replicate the strong moves he/she made in the essay in other, weaker parts of the essay.

31. RESPECTFUL CRITIQUE: _____________________________ Writer: ____________________ Respectful Critique (provides cool feedback) : provide cool feedback that is specific, kind, respectful and that gives the Writer specific ideas for improving specific parts of the essay.

32. SUMMARIZER: _____________________________ Writer: ____________________ Summarizer: The summarizer needs to summarize the main argument of the paper and the three sub-arguments in the body of the paper. This information will tell the writer whether or not he/she communicated what he/she intended to communicate through their writing.

33. Writer’s Workshop Reflection for ______________: Directions: After every member of your group has had a chance to be the writer and hear and receive written feedback on their essays, then you need to work independently to complete the reflection (2-4 sentences each): 1. How did it feel to read your essay aloud? Did you notice anything new about your essay? Explain. ____________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ 2. Which role were you most comfortable in when you weren’t the writer? Explain why you were comfortable with this role. ______________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ 3. Was the feedback you received from your group members helpful? Why or why not? __________________ _________________________________________________________________________ _________________________________________________________________________ 4. What are you going to do to improve/revise your essay? What are three specific steps you are going to take to improve it? _________________________________________________________________ __________________________________________________________________________________________________________________________________________________