Summer Reading Ms. Baumeister

Day 1: Sit in your Sticker Groups SWBAT: understand QAR and compose sample questions from their summer reading LS/RS Set up Foldable Notes HW time

RS Foldable (notes inside) Summary: LS Right There: Think and Search: Author and Me: On My Own: Reflection: What is the value of higher level questions? How confident do you feel about writing them right now? What do you think will be your greatest obstacle? RS Foldable (notes inside) Summary:

QAR: Question-Answer Relationships Right there: The answer is right there in the text and you can point to it. It is easy to find the answer because the question uses the same words that are in the answer. The answer is in one sentence in the passage. Example: Who was the main character in ______________? Example: Identify the character that said “….”.

Think and Search: The answer will be pieced together by combining information from two or more sentences. It is in the text but you must “think” then “search” for the answer. Example: How did _______ change from the beginning of the book to the end of the book? Example: How is _______ the same or different from _____?

Author and Me: You must use what the author tells you in the text, plus what you already know to get the answer. The answer is not written down in the text. You must put the information from the text with what you know to get the answer. Example: In what ways do you think that the idea of ______ played a key role in _______________? Example: Defend or refute the following statement according to your character’s persona: “…”.

On My Own: The answer is not in the text On My Own: The answer is not in the text. You must use your own experiences and background to get the answer. You must think about what you know to get the answer. Example: Agree or Disagree: Honesty is always the best policy. Example: Is the idiom, “It’s my way or the highway” an effective method of persuasion?

QAR and what that means for your life… On the left side, compose one of each of the four questions from your summer reading book choice. Reflection/summary

Day 2: Sit with your Color Groups SWBAT: identify and draw upon their personal connections while discussing their summer reading books in small groups. LS/RS setup Journal Foldable

RS Foldable (Ideas from text/reaction) Summary LS Journal: Foldable (idea pocket) Reflection: What were your greatest takeaways from working in your color group today? What ideas or reactions were similar or different from those in your group? RS Foldable (Ideas from text/reaction) Summary

Journal #2 (5 sentences as always) What is the importance of finding connections to your life within the books that you read? What were some connections that you found in your summer reading book?

Day 3: Sit with your number groups SWBAT: understand and create higher level questions and support their responses with contextual evidence. LS/RS Set up Foldable HW: Questions Foldable

LS Main Idea Foldable Reflection: Why is it important to be able to support your opinions with contextual evidence? What was the easiest/hardest part of today’s activity? Why? RS Foldable Summary

Next two pages: HW for seminar: Due day of seminar LS My Question is…. Thin questions RS Thick questions

Day 4: Sit with your Color Groups SWBAT: 1) Participate in a Socratic Seminar LS/RS Setup Division of groups Seminar explanation/participation

LS Reflection: What were some of the most important ideas that were discussed during today’s seminar? How would you rate your participation and why? If you were to give yourself a grade on your preparation and participation in seminar, what would you give yourself and why? RS Additional Questions/Ideas that developed during the discussion: Summary:

Day 5: Sit in your Number Groups SWBAT: Share their original projects from their summer reading book. Present projects Reflection: What was the best/worst part of the project assignment? Summary

Day 6: Sit in your Sticker Groups SWBAT: Review MLA and begin to compose the outline for their summer reading essay. MLA Review Citations Quotations Essay Handout Reflection: How confident are you with composing essays? What are your strengths and weaknesses? What part of essay composition do you need the most help with? Work time Summary

In-Text Citations “…….” (Author’s last name pg#). ***Example “…..” (Luehrs 22). ***If there are no standard page numbers, (not a book or PDF of an article, then use paragraph numbers (Luehrs par. 4). According to Christina Luehrs, “………” (22). ***Notice you do not need author’s last name if it is in the preceding sentence with the quotation. “…” (First real word of the article if there is not author pg). ***Example: “…” (Thinking 34).

Quotations: All must have citations!!!!!! Direct: Word for word from the text Paraphrased: In your own words Summarized: Broken down from large paragraph Fragmented: only a few words are used

General rules to follow No first person pronouns….unless you are writing a personal narrative or reflection. No questions within your essay. If you ask a question, then the reader assumes that you are uneducated. No “I think” “I feel” “I believe” “In conclusion” phrases…they are understood. Spell out numbers 1-10 Do not refer to the assignment: “Today, I was asked to write an essay about ….” Be specific!!! Watch your pronoun usage—don’t say “stuff” “things” etc. Watch your verb tenses: if you start in past tense, stay in past tense

MLA Heading Last Name # Your First and Last Name Ms. Baumeister English 10 Due Date Title of Your Essay

Topic or Main Idea 1st Idea or Reason 2nd Idea or Reason 3rd Idea or Reason Thesis: Main idea plus three reasons (Don’t forget to introduce book and author)

Introduction: Hook (Attention Getter) plus 3 or more sentences to explain hook and connect to the idea of your essay Thesis: Copy from your last section

Topic Sentence with Transition (Ex: The first reason why…… is because ….) Introduce and explain topic of paragraph with general examples from the book Quote with signal phrase before (Susie said, “……” (cite 22).) and citation afterward Explain what the quote means Analyze (This is important because……) Connect back to thesis and paragraph topic

Conclusion topic sentence (sum up the main idea that the reader should now understand) Remind the reader about the three points that you already discussed. Do not repeat or copy them Frame your paper: go back to your hook and connect this sentence to it using the ideas from your paper as well. EX: if you had an interesting fact as your hook or a profound statement, explain again why that fact or statement applied to your paper and how it was important.

Day 7: Sit in your Color Groups SWBAT: Use their summer reading novel to synthesize their ideas and place them in their graphic organizer and begin to compose their essays. GO work time Reflection: What was the easiest part of your graphic organizer? What are your roadblocks with composing your essay? How confident do you feel about writing at this point in the process? Why?

Day 8: Sit with your Number Groups SWBAT: Compose their essays Rubric analysis Work Time (Start your essay on the LS, continue on RS, then LS/RS of next pages)

Day 9: Sit with your Sticker Groups SWBAT: Peer revise their essays Reflection: What was the value of peer revision? What were some of the common mistakes that you saw while reading essays? What were some of the biggest strengths that you saw in the essays that you read? RS: Three goals to work on for your final draft