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English 10 Week 29

English 10 Week 29 . Short Story Continued. Unit Five Calendar.

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English 10 Week 29

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  1. English 10 Week 29 Short Story Continued

  2. Unit Five Calendar

  3. Monday 4/4/11Learning Goals: SWBAT1. Restate 7 types of text annotations and explain the purpose of marking up a story. 2. Summarize the criteria for t/t, t/s and t/w connections. 3. Explain and execute the expectations for participating in literature circle #2. Do Now: Agenda: Do Now Mini-lesson on annotations and connections. Review expectations and protocol for literature circle. Literature Circle #2 Choose new leadership roles and story in preparation for literature circle discussion #3. • Make a text-to-text connection between the two stories that you’ve read so far. • Make a text-to-self connection to one of the stories that you’ve read so far.

  4. Monday 4/4/11Learning Goals: SWBAT1. Restate 7 criteria for annotating a text and explain the purpose of marking up a story. 2. Explain and execute the expectations for participating in literature circle #2. Mini-Lesson #3: Annotations What is Annotating? • A method of active reading in which you: 1. Underline important passages and make a note in the margins next to the passage about why you marked it. The passages that you identify as important might be determined by your leadership role in your literature circle. 2. Identify Vocabulary: Circle confusing vocabulary words or words that seem particularly important or meaningful. 3. Question: Ask level one and level two questions in the margins. 4. Summarize sections of the story. 5. Connect: Make notes about text-to-text connections, text-to-self connections, text-to-world connections. 6. Predict: make predictions about what might come next. 7. Infer: Make inferences about a character’s motivations, the main idea of the story/theme, the author’s intent.

  5. Monday 4/4/11Learning Goals: SWBAT1. Restate 7 criteria for annotating a text and explain the purpose of marking up a story. 2. Explain and execute the expectations for participating in literature circle #2. Why Annotate? • You will be expected to do it in 11th grade, 12th grade and college. • It helps you think more deeply about what you’re reading– it forces you to go beyond the basic plot of a story and think about ideas. • It helps you focus on the text during a discussion. • It helps you connect what you’re reading to other texts that you’ve read, or your own life experiences. This adds to your deep understanding of the story and helps ingrain the story in your own brain!

  6. Annotation RubricThe final literature circle will begin with a peer review of each other’s annotations using the rubric below. The grade you receive from your group on your annotations will count as a homework grade for the fourth quarter. The 7 types of Annotations: Underline important passages and explain why you chose these passages in a note in the margins (this is mandatory) Summarize difficult parts of the story. Circle confusing or unfamiliar vocabulary, or words that seem important. Make inferences in the margins about character motivations, main ideas/theme, author’s intent. Make notes about predictions about what could happen later in the story. Make t/t, t/w and t/s connections. Write leveled questions in the margins (level one, level two, level three)

  7. Connections • Text-to-Text: Where you identify connections/similarities between two or more stories. These can be thematic connections, similarities between characters in different stories, between the author’s writing style, the historical/political context and setting of the story. • Text-to-Self: Where you identify connections/similarities between yourself and either the theme, plot, setting, or characters in a story. These connections should not be superficial (“He takes a shower and so do I.”) They might not be literal. • Text-to-World: Where you identify connections between the setting, themes, plot, characters and the world outside of the text– either the historical/political context of the story itself, or some aspect of the world we live in today. Examples: T/T connections between Q & A and The Tempest: Setting: Both stories take place in places that were colonized. Characters: Salim takes matters into his own hands and has the hit man murder Maman– this is a form of revenge. In The Tempest Prospero is preoccupied with revenge in the beginning of the play. Both Ram and Caliban are searching for agency. Erendira is forced into prostitution by her family and Nita is similarly forced into prostitution by her brother and family tradition. T/S connections: In The Tempest, Miranda is manipulated and controlled by her father. I often felt controlled and manipulated by my own father when I was younger. He had lots of opinions about who I should be and who I should become and imposed his own desires for my future on me. T/W connections: In lots of parts of the world women are used as mules for drugs, or are forced into prostitution against their will by their family members. In this way, Erendira’s experiences are relevant to the world.

  8. Monday 4/4/11Learning Goals: SWBAT1. Restate 7 criteria for annotating a text and explain the purpose of marking up a story. 2. Explain and execute the expectations for participating in literature circle #2. Literature Circle Expectations • Everyone will be focused on discussing the story and not on having side-conversations or off-topic conversations. • Everyone will treat each other with respect and kindness. Group members will encourage each other to share their ideas. • Members of the group will be asking each other thought provoking questions and respond by referring to the text. • Everyone will come to literature circle discussion with completed work and a copy of the story. • Literature Circle will look like and sound like a discussion of the text– not a homework share. • Groups will follow the protocol.

  9. Literature Circle Rubric • Your group will receive a citizenship grade for each of the three literature circle discussions in this unit. The average of these three citizenship grades will count as a fourth quarter quiz grade. Group Members: ____________________________________________________________ Date: ___________________________________________

  10. Monday 4/4/11Learning Goals: SWBAT1. Restate 7 criteria for annotating a text and explain the purpose of marking up a story. 2. Explain and execute the expectations for participating in literature circle #2. Literature Circle Protocol • The word protocol means a set of rules and procedures for going about a task. The following is a protocol for literature circle discussion: 1. The summarizer opens discussion by posing level one questions to the group (and then writing down the answers on his/her part two chart). The summarizer reads back the group’s answers to the questions and facilitates a discussion of the group’s clarifying questions. Asks everyone to share a piece of his/her summary section of part one. 2. The Illustrator goes next– shows the illustration and asks the group questions about it and their own visualization of the story (asks questions that spark discussion and records the group’s answers/thoughts. 3. The Researcher then shares his/her research and asks the group related questions that spark discussion of the historical/political context of the story. 4. The Analyzer goes next and poses level two questions to the group and solicits discussion of the themes and t/t connections. Group decides on the next story and new leadership roles for the next literature circle.

  11. Tuesday 4/5/11Learning Goals: SWBAT1. Describe the terms characterization and point-of-view 2. Explain the different methods of characterization and the different types of POV (narrators) in a text. 3. Explain and execute the expectations for independent work time. Do Now: Agenda: Do Now Story Structure Mini-lesson #2: Characterization and Point-of-View Independent Work Time #3: Read, Annotate, and work on completing parts one and two for story #3 in preparation for tomorrow’s literature circle discussion #3. Homework: Annotated Story 3, Parts one and two for story 3. • Describe the main character in the story you are currently reading. • What kind of person is he/she? • What is his/her life like? • Would you want to ever meet this person in real life? Why or why not?

  12. Learning Goals: SWBAT1. Describe the terms characterization and point-of-view 2. Explain the different methods of characterization and the different types of POV (narrators) in a text. Notes on Characterization

  13. LG/SWBAT Describe the terms characterization and point-of-view Characterization Characterization refers to • the way an author creates characters that grow or evolve (or change) in some way throughout the course of the story. • The way an author creates characters that the reader has feelings for (either positive or negative) and these feelings make the reader invested and engaged in the story. • The way an author creates characters that have a significant purpose in the story.

  14. LG/ SWBAT 1. Describe the terms characterization and point-of-view 2. Explain the different methods of characterization and the different types of POV (narrators) in a text. Types of Characterization

  15. LG/ SWBAT 1. Describe the terms characterization and point-of-view 2. Explain the different methods of characterization and the different types of POV (narrators) in a text. Point-of-View POV refers to who is telling the story. The POV determines how much we know about the characters.

  16. Name: _______________________________ LG/ SWBAT 1. Describe the terms characterization and point-of-view 2. Explain the different methods of characterization and the different types of POV (narrators) in a text. Exit TicketApplying this to your Independent Work: 1. Title of Story: _______________ 2. Type of Narrator: ______________________________________ 3. How do you know? _____________________________________ _______________________________________________________ _______________________________________________________ 4. What method of characterization do you think the writer is using and why? _____________________________________________ ________________________________________________________ _________________________________________________________

  17. Wednesday 4/6/11Learning Goals: SWBATDescribe the meaning of “theme” and identify themes in “The Red Balloon” as well as in the story they are currently reading.Explain and execute the expectations and follow the protocol for literature circle discussion #3. Do Now: Agenda: Do Now Mini-lesson on story structure #3: Theme Peer Evaluations of annotations for story #3. Review guidelines, expectations, rubric and protocol for literature circle discussion #3. Literature Circle #3. Homework: Complete the Literature Circle Reflection. • Which story was your favorite story? Why? • Which character was your favorite character? Why?

  18. Learning Goals: SWBATDescribe the meaning of “theme” and identify themes in the story they are currently reading. Theme • Theme is a perception about life or human nature that the writer wants to share with the reader. • Theme is not stated directly, but must be inferred. • Themes can be revealed to the reader through: - the story’s title -key phrases/statements about big ideas. -the ways characters change/develop and the lessons they learn about life. - motifs and patterns of recurring events/conflicts.

  19. Learning Goals: SWBATDescribe the meaning of “theme” and identify themes in “The Red Balloon” as well as in the story they are currently reading. The Red Balloon • Plot: Make a list of events. What happens? • Take notes on all conflicts in the film: when is there a problem? When/where is the balloon rejected? When/where is the boy separated from the balloon? • What is the climax of the story (the point where the conflict reaches it’s peak?) • How is this conflict resolved?

  20. Themes in The Red Balloon • Don’t bring good things around bad people. • Don’t let a small problem bring you down. • Protect what’s important to you. • Friendship never lasts. • It always works out in the end.

  21. Literature Circle Reflection Directions: Answer the following questions in complete sentences! Your completed reflection will be included in your group’s literature circle portfolio. • What grade do you think your group deserves for your literature circle discussions (use the lit. circle rubric). Explain why you feel your group deserves this grade. • Describe a moment from one of your three literature circle discussions that went well. Why was this a successful moment for your group? • Describe a moment from one of your three literature circle discussions that didn’t go well. Why was this an unsuccessful moment for your group? • Which literature circle leadership role was your favorite and why? • Which literature circle leadership role was your least favorite and why? • What did you learn about the historical context of your stories from the researchers in your group? • What did you learn about story structure from the mini-lessons in this unit? • Which was your favorite story and why? • What did you like about literature circles and what didn’t you like?

  22. Thursday 4/7/11Learning Goals: SWBATDescribe and illustrate the word “interpretation” and make connections between interpretation and analysis. Do Now: Agenda: Do Now and review theme lesson from yesterday. Collect Literature Circle Portfolios. Vocabulary mini-lesson: “Interpretation” Homework: Extra Credit (quarter four) read another story and complete part one. • If your life was a novel, what would the theme be and why? • Remember, a theme is more than a one word topic.

  23. Learning Goals: SWBATDescribe and illustrate the word “interpretation” and make connections between interpretation and analysis. In 2-3 sentences per question, respond to following: What is the story of this painting? What is the artist trying to communicate? Marc Chagall, “I and the Village” (1911)

  24. Learning Goals: SWBATDescribe and illustrate the word “interpretation” and make connections between interpretation and analysis. Interpretation • Interpretation (noun) refers to the act of making meaning out of something complex or abstract. • When you interpret (verb) something you say what you think something abstract means.

  25. Learning Goals: SWBATDescribe and illustrate the word “interpretation” and make connections between interpretation and analysis. Interpretation (noun)Interpret (verb) Describe what you think this means in your own words: Use either interpret or interpretation in a sentence:

  26. Learning Goals: SWBATDescribe and illustrate the word “interpretation” and make connections between interpretation and analysis. Interpretation (noun)Interpret (verb) Draw: • Further Understanding: • How is this word related to theme? The reader has to interpret the text in order to understand the theme. People’s interpretations of the theme are subjective– there can be many interpretations of the theme in a story. • How is this word related to analysis? You have to interpret your evidence in your essay in order to make analysis– analysis means to explain your evidence which is interpretation.

  27. Friday 4/8/11Learning Goals: SWBAT1. Summarize the guidelines for the unit five essay. 2. Select a text, an essay topic and develop an arguable and specific thesis statement in response to a prompt. Do Now: Agenda: Do Now (vocabulary review) Essay guidelines. Whole class brainstorm for each essay prompt (match story to prompt and three sub-arguments). Independent work time: select prompt and text. Draft thesis and get your thesis checked. Homework: Thesis Statements due on Monday! • Identify a relationship between acculturation and interpretation. What could these two words have in common? How might they relate to one another?

  28. Learning Goals: SWBAT1. Summarize the guidelines for the unit five essay. 2. Select a text, an essay topic and develop an arguable and specific thesis statement in response to a prompt. Unit Five Essay Guidelines Guidelines: For this essay, you need to… • Select one prompt and one short story. • Develop a specific and arguable thesis statement that addresses all parts of the prompt and includes three sub-arguments. • Write an introductory paragraph that includes a hook, lead-in and thesis statement. • Turn your three sub-arguments into the topics for your three body paragraphs. • Define your terms • Use one piece of evidence (quote) from the story in each of your three body paragraphs. Therefore, three quotes total. • Contextualize your evidence. • Analyze the connection between your evidence, sub-argument and thesis by breaking down the quote and explaining in detail its significance. • Incorporate at least one unit five vocabulary word in your essay: acculturation or interpretation. • Write a conclusion where you restate your thesis in new words, summarize the main points you made in your three body paragraphs and leave the reader of your essay with some “food for thought” where you connect your argument about your story to world in general. In other words, how is your argument relevant?

  29. Learning Goals: SWBAT1. Summarize the guidelines for the unit five essay. 2. Select a text, an essay topic and develop an arguable and specific thesis statement in response to a prompt. Unit Five Essay Pre-writing brainstorm Activity How does the author characterize a main character in your short story? What methods of characterization does the writer use? What is the effect of these methods? How does the development of this character affect the work as a whole (the theme, the resolution, the development of other characters in the story). Story: Title/Author:_____________________________________________ Brainstorm: Possible answers to the four questions above: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  30. Learning Goals: SWBAT1. Summarize the guidelines for the unit five essay. 2. Select a text, an essay topic and develop an arguable and specific thesis statement in response to a prompt. Unit Five Essay Prompts For this essay, you will write an essay in which you analyze one of the story elements in one of the short stories you read with your group. Prompts: 1. How does the author characterize a main character in your short story? What methods of characterization does the writer use? What is the effect of these methods? How does the development of this character affect the work as a whole (the theme, the resolution, the development of other characters in the story). 2. Identifythe central conflict in your short story and explain its significance to the work as a whole. What type of conflict is this (internal or external)? How do the events in the rising action of the story contribute to the climax? How is this conflict resolved? 3. Identify an essential theme in your short story. Describe three moments in the text where this theme is communicated to the reader.

  31. Learning Goals: SWBAT1. Summarize the guidelines for the unit five essay. 2. Select a text, an essay topic and develop an arguable and specific thesis statement in response to a prompt. Whole ClassUnit Five Essay Pre-writing brainstorm Activity Story: Title/Author:_____________________________________________ Brainstorm: Possible answers to the four questions above: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  32. Learning Goals: SWBAT1. Summarize the guidelines for the unit five essay. 2. Select a text, an essay topic and develop an arguable and specific thesis statement in response to a prompt. PartnerUnit Five Essay Pre-writing brainstorm Activity How does the author characterize a main character in your short story? What methods of characterization does the writer use? What is the effect of these methods? How does the development of this character affect the work as a whole (the theme, the resolution, the development of other characters in the story). Story: Title/Author:_____________________________________________ Brainstorm: Possible answers to the four questions above: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  33. Learning Goals: SWBAT1. Summarize the guidelines for the unit five essay. 2. Select a text, an essay topic and develop an arguable and specific thesis statement in response to a prompt. On Your OwnUnit Five Essay Pre-writing brainstorm Activity Identify an essential theme in your short story. Describe three moments in the text where this theme is communicated to the reader. Story: Title/Author:_____________________________________________ Brainstorm: Possible answers to the four questions above: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  34. Learning Goals: SWBAT1. Summarize the guidelines for the unit five essay. 2. Select a text, an essay topic and develop an arguable and specific thesis statement in response to a prompt. Thesis Statement • Use the brainstorms on the three prompts to help inform your selection of a prompt and a matching text. Then, write a thesis statement that is specific, arguable and includes three sub-arguments. Your Prompt: ___________________________ Your Story: ____________________________ Your Thesis: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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