English 10, Week Four September 26-30, 2011 Ms. Fritz Last week of Unit One– Brochure Project, Mock MCAS part two (Long Comp).

Front of Classroom/White Board Door 10B Seating Chart Front of Classroom/White Board Door Lorreno Christine Patrick Martely Daysia Kenny Jesse Javier Devin Kendra Courtney Adley Carla Jackson Meryem Asarel Leslie Nekeyla Carlheb Daysia Bryan Obayanna

Front of Classroom/White Board Door 10C Seating Chart Front of Classroom/White Board Door Leela Miguel Ylana Owen Nathalie G. Rockens Harold Lila Joshua Anthony Jefferson Amando Samantha Warren Olivia Rayoni Whitney Marcus Jonathan Christine

Do Now: On p. 18 Look closely at the painting to the right. Monday 9/26/11 (10B, period 4) Objectives: You will be able to… Identify, explain and support a theme from the short story “Air Mail”. Summarize the guidelines for the summer reading brochure project. Do Now: On p. 18 Look closely at the painting to the right. Describe what you see. Use details. What story do you think the painter is trying to tell the viewer about life? What message about life do you think the painter wants the reader to take away? In other words, what do you think the theme of the painting could be?

Summer Reading Brochure Project guidelines Monday 9/26/11 (10B, period 4) Objectives: You will be able to… Identify, explain and support a theme from the short story “Air Mail”. Summarize the guidelines for the summer reading brochure project. Today’s Agenda: Do Now Review theme lesson (notes from Wednesday) and partner “bounce discussion” of painting and whole class share. Summer Reading Brochure Project guidelines Homework: Stage One Brainstorming Graphic Organizer for Summer Reading Brochure Project due Monday. For “silent and moving discussion– as the last part of the bounce discussion, students identify a theme in “Air Mail”, write their theme on a piece of construction paper and post it in the room. The class then does a brief gallery walk with post-it notes and writes down reactions to the themes– (project the web)– is it a theme? Does it meet the criteria?

Review: What is Theme? A Theme is… Directly connected to the text. A big idea about life that the author wants the reader to understand. A Theme is… Revealed through the title, the characters actions and words, the setting, conflicts. Implied, never directly stated. More than a one-word topic. Complex and developed throughout the entire work of literature. For Monday– 10C: work on project– get laptops. 10B– Introduce project and repeat 10C lesson from Friday. Objectives: You will be able to… Identify, explain and support a theme from the short story “Air Mail”. Summarize the guidelines for the summer reading brochure project.

Do Now and HW check (planning brochure project content) Monday 9/26/11 (10C period 6) Objectives: You will be able to… Compose a draft of your Summer Reading Brochure Project. Do Now: p.20 Agenda: Draw a picture that represents a theme in your summer reading book. Then, in at least two complete sentences, explain what theme your picture represents. Do Now and HW check (planning brochure project content) Review Project Guidelines and model projects. Work time– completed planning chart is your ticket to a lap top!

Tuesday 9/27/11 (10B period 8) Objective: You will be able to discuss the four components of the summer reading brochure project with a group of peers who also read your book in order to add information and ideas to each of the sections of your project. Agenda: Do Now: p.18 Do Now Review project description and criteria Expectations for small group discussion. Small Group discussion. Independent work time. Homework: Draft of the summary section of your project and pictures due tomorrow. Draw a picture that represents a theme in your summer reading book. Then, in at least two complete sentences, explain what theme your picture represents.

Expectations for Small Group Discussion All desks will be facing each other and touching so that group members can make eye contact and hear each other without raising voices. Group members will be focused and have conversations that are always on-topic. Group members will have their work in front of them and will refer to their work and add to it throughout discussion. Group members will encourage each other to share ideas. All group talk will be positive and respectful and professional at all times. Group members will complete the extension activity when they finish their discussion. Extension Activity for when you’re done: Answer the questions below underneath your Do Now. What new information did you add to your outline? Which section of the brochure project is most difficult for you and why? Which section of the brochure project is the easiest for you and why? How focused and productive was your group during this discussion? What could your group have done differently/better? How focused and productive were you during the group discussion? Objective: You will be able to discuss the four components of the summer reading brochure project with a group of peers who also read your book in order to add information and ideas to each of the sections of your project.

Summer Reading Book Groups The Book Thief “Air Mail” Carla Martely Obayanna Dyani Adley Asarel Like Water for Chocolate A Thousand Splendid Suns Courtney Kenny Devin Nekeyla Javier Jackson Behind the Mountains Meryem Life of Pi Like Water for Chocolate Kendra Bryan Jesse Patrick Leslie Daysia Carlheb Christine

Do Now and HW check (summary, 3 paragraphs) Peer Review/partner work Wednesday 9/28/11 (10B single period) Objectives: You will be able to… Explain the guidelines for weekly vocabulary lists and focus words. Give and receive peer feedback on the summary section of the brochure project and apply feedback to revisions. Agenda: Do Now: p. 20 Do Now and HW check (summary, 3 paragraphs) Peer Review/partner work Revision plan Independent work time– revising the summary or beginning the theme section. Homework: Theme section and culture section due Friday and all pictures. Final project due Monday. Read the vocabulary list. Put a * next to words that you already knew. Underline words that you feel like you could now use in a sentence. Circle words that still confuse you. Write a sentence using one of the words that you underlined.

Agenda: Do Now: p. 20 Read the vocabulary list. Thursday 9/29/11 (10C double period) Objectives: You will be able to… 1. Give and receive peer feedback on the summary section of the brochure project and apply feedback to revisions. 2. Identify the parts of an ORQ paragraph. Agenda: Do Now: p. 20 Do Now and HW check (summary, 3 paragraphs) Evaluate sample summary together. Peer Review/partner work Revision plan Mini-lesson on the parts of an ORQ and outlining the Theme section of the brochure. Independent work time: either revising the summary section or outlining and drafting the theme section. Review of guidelines for culture section. Homework: Theme section and culture section due Friday and all pictures. Final project due Monday. Read the vocabulary list. Put a * next to words that you already knew. Underline words that you feel like you could now use in a sentence. Circle words that still confuse you. Write a sentence using two of the words that you underlined.

Partner Work: Peer Review of Summary Section of Brochure Project Guidelines: For this peer review activity, you will be partnered with someone who did not read your book over the summer. Your summary section should make sense to someone who did not read the book– that means if your partner has a lot of questions and is confused then you know you have to add more information and contextualize (background information) in order for your summary to make sense. Trade summaries and then complete the peer feedback form for each other. When you get your summary and your peer feedback form from your partner, complete the reflection and revision plan. Give and receive peer feedback on the summary section of the brochure project and apply feedback to revisions.

Brochure Project Peer Feedback: Summary Section Give and receive peer feedback on the summary section of the brochure project and apply feedback to revisions. Writer: ______________________ Partner: ______________________ Brochure Project Peer Feedback: Summary Section Criteria for each paragraph Did the writer meet the criteria? (answer yes or no for each bullet point) Warm Feedback: Which sentences/parts of the paragraph were the strongest/best and why? Cool Feedback: Did the paragraph make sense to you even though you haven’t read the book? What questions did you have about the book as you read this paragraph? Paragraph one– 4-5 sentences long. Explains the setting of the book and how the book begins. Introduces and describes main characters. Describes the most important conflict in the book and explains why this conflict is important. Paragraph Three– Explains how the conflict is resolved in the end.

Reflection and Revision Plan Give and receive peer feedback on the summary section of the brochure project and apply feedback to revisions. Reflection and Revision Plan Which piece of feedback on your feedback form is most helpful to you and why? What changes do you plan to make to the first paragraph? What changes do you plan to make to the second paragraph? What changes do you plan to make to the third paragraph?

Friday 9/30/11 (10B and 10C single period) Objectives: You will be able to… Identify the parts of an ORQ paragraph. Do Now: On page 20 Agenda: Describe the possible relationship between the words reprehensible and abhor. In other words, how could something or someone be both reprehensible and abhorrent? Do Now Mini-lesson on parts of the ORQ. Review guidelines for theme section of Brochure Project. Independent Work time: outlining the theme section and writing time. Homework: Due Monday-- Assembled brochure with 1. cover page 2. summary section typed and glued in with pictures. 3. theme section typed and glued in with pictures.

Partner Work: Fact Checking You have 5 minutes to silently read your partner’s summary and check for correct/accurate facts and chronological order. If you notice any factual errors then make a note on the writer’s paper.

You will be able to identify the parts of an ORQ paragraph. Parts of the ORQ M ini Thesis: the first sentence of the paragraph that directly addresses the prompt/topic. Must include title, author, genre (TAG). Turn the question into a statement. For example: What is the theme of our summer reading book? Becomes, “The main theme of ________ is __________. E (1): Evidence: Introduce the speaker, the location, or the character involved in your direct quote. Quote needs to support your mini-thesis. A (1): Analysis. Explain how your evidence supports your mini-thesis. Explain why your evidence is important. Explain which parts of your quote are most important or interesting and why. E (2): Evidence: Introduce the speaker, the location, or the character involved in your direct quote. Quote needs to support your mini-thesis. A (2): Analysis. Explain how your evidence supports your mini-thesis. Explain why your evidence is important. Explain which parts of your quote are most important or interesting and why. C oncluding sentence: A summary sentence that revisits your mini-thesis.

Theme Section of Brochure Project Parts of the ORQ Your Plan Mini-thesis The main theme in ____________ by ___________ is ______________. Evidence 1 An example of this theme from the text is when (introduce speaker, location of quote, characters involved)… Analysis 1 This quote is significant because… When ________ says ______ (specific words from the quote) he/she means… This reveals the theme because… In other words, … Evidence 2 Another example of this theme from the text is when (introduce speaker, location of quote, characters involved)… Analysis 2 This moment in the text reveals… When ________ says ______ (specific words from the quote) he/she means… In other words, … Concluding Sentence Therefore, ______ is a major theme in the novel _____________ . In conclusion… For Monday– both classes work on essential question and culture section of the brochure. For Tuesday: both classes– project due and small group presentations. For Wednesday: Non-fiction lesson #1 (Kagame Speech) For Thursday: Vocab. Quiz and Non-fiction lesson #2 (Kagame Speech) For Friday: Vocab quiz and Non-fiction Reading #3 (something connected to Q & A). The following week will be non-fiction week? Possible texts-- You will be able to identify the parts of an ORQ paragraph.