1. Unit One: Introduction to the Course and Summer Reading Project
English 10, Week 3
Unit One: Introduction to the Course and Summer Reading Project
Ms. Fritz
Week of 9/19/11-9/23/11

2. 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

3. 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

4. In at least four complete sentences:
Monday 9/19/11 (10B, single) Objectives: By the end of this class, you will be able to… 1. Identify areas of excellence and areas in need of expansion in a peer’s cultural artifact essay Apply peer feedback in order to make a revision plan for your first draft.
Agenda:
Do Now:
On page 12
Do Now and HW check (completed first draft and set-up notebook).
Silent re-reading of your essay (with pen in hand).
Partner Work: Peer Review/guidelines
Individual Work: Peer Review reflection and revision plan.
Homework:
Final draft of your essay due Wednesday 9/21/11
Summer Reading test tomorrow.
Have your homework in front of you for me to check (first draft of your essay).
In at least four complete sentences:
Think back to our simulation from last week– How might that game/experience connect to real life?

5. Criteria for Introduction/Paragraph One
Name: __________________________ Class: __________________ Date: ___________________________ Unit One Personal Essay Peer Review
Directions: For this peer review activity you will be working with a partner to review/check each other’s work. Follow the guidelines below to complete this peer review activity. Trade papers with your partner. Read your partner’s paper and make sure that he/she has met all of the criteria for the assignment.
Criteria for Introduction/Paragraph One
Yes: My partner met the criteria
No: My partner did not meet the criteria and needs to address this criteria in his/her revision
1. Student defines the word/concept “culture” in his/her own words.
2. Student explains what his/her culture/cultural perspective is and which elements of culture are most important to them.
3. Paragraph is at least 5 sentences long.
Warm Feedback: The part of your introduction that I liked the best was…
I thought this was a strong part of the first paragraph because…

6. Criteria for Body Paragraph One Yes: My partner met the criteria
No: My partner did not meet the criteria and needs to address this criteria in his/her revision
1. Student started the paragraph by describing his/her cultural artifact.
2. Student gave background information about their cultural artifact so the reader could understand its significance.
3. Student explained why this artifact is an important representative of his/her culture.
4. Student explained what this cultural artifact reveals about him/her and about his/her culture.
5. Student explained which element of culture the artifact relates to and why.
6. Paragraph is at least 5 sentences long.
Warm Feedback: Tell the writer which specific parts of body paragraph 1 were the best and why.
Cool Feedback: Tell the writer what he she should do to clarify/expand their writing– what would make the paragraph more clear, or easier to understand?

7. Criteria for Body Paragraph Two Yes: My partner met the criteria
No: My partner did not meet the criteria and needs to address this criteria in his/her revision
1. Student started the paragraph by describing his/her cultural artifact.
2. Student gave background information about their cultural artifact so the reader could understand its significance.
3. Student explained why this artifact is an important representative of his/her culture.
4. Student explained what this cultural artifact reveals about him/her and about his/her culture.
5. Student explained which element of culture the artifact relates to and why.
6. Paragraph is at least 5 sentences long.
Warm Feedback: Tell the writer which specific parts of body paragraph 2 were the best and why.
Cool Feedback: Tell the writer what he she should do to clarify/expand their writing– what would make the paragraph more clear, or easier to understand?

8. Criteria for Conclusion
Yes: My partner met the criteria
No: My partner did not meet the criteria and needs to address this criteria in his/her revision
1. Student revisits his/her description of the word/concept “culture” in new words.
2. Student summarizes the main points he/she made in the body paragraphs of the essay.
3. Student left the reader with “food for thought”.
3. Paragraph is at least 5 sentences long.
Warm Feedback: The part of your conclusion that I liked the best was…
I thought this was a strong part of the first paragraph because…
Cool Feedback: The part of your conclusion that you should expand/clarify is…

9. Peer Review Reflection and Revision Plan
Directions: Read the feedback your partner gave you on the first draft of your essay. Then answer the following questions and devise a revision plan for the final draft of your essay.
Part One: Reflection
1. The piece of feedback my partner gave me that was most helpful was…
2. This feedback gave me ideas for revising…
3. The piece of feedback that was least helpful was…

10. Revision Plan
The parts of the essay
My Revision Plan: What are you going to do in each paragraph to make your essay e even better by Thursday?
Paragraph One: Introduction
Paragraph Two: Body Paragraph One
Paragraph Three: Body Paragraph Two
Paragraph Four: Conclusion

11. Answer the following question in at least 4 complete sentences:
Monday 9/19/11 (10C) Objectives: 1. You will be able to reflect on the simulation activity from Friday by participating in a fishbowl discussion Identify and describe specific behaviors, words and actions that foster productive and positive discussions.
Do Now: On page 14
Agenda:
Answer the following question in at least 4 complete sentences:
Think back to our simulation from last week– How might that game/experience connect to real life?
Do Now and HW check: Debrief Questions.
Bounce Cards and Fishbowl Discussion Protocol.
Fishbowl Debrief and Reflection.
Homework: Summer Reading Test tomorrow!! (for real this time!)

12. Fishbowl Discussion Protocol
Class is divided in half.
Inner circle arranges desks in a circle in the center of the room. Students use “Bounce Cards” to discuss the simulation from last week (based on the debrief questions). (8 minutes)
Outer Circle– takes notes according to their observation cards and then shares their observations with the inner circle during debriefing.
Groups switch (inner circle becomes outer circle and vice versa).
Ms. Fritz summarizes.
Self-evaluation and reflection.
Objectives: 1. You will be able to reflect on the simulation and Chispa and Pandya simulation activity from Friday by participating in a fishbowl discussion Identify and describe specific behaviors, words and actions that foster productive and positive discussions.

13. Focused notes during outer circle.
How Will I Be Graded?
You will receive a class work grade (1-4) for your participation in this activity based on the following criteria:
All comments/contributions are respectful, focused and professional, positive and productive.
At least three contributions during inner circle discussion that relate to the “Bounce Card” guidelines and sentence starters.
Focused notes during outer circle.
Objectives: 1. You will be able to reflect on the simulation and Chispa and Pandya simulation activity from Friday by participating in a fishbowl discussion Identify and describe specific behaviors, words and actions that foster productive and positive discussions.

14. Fishbowl Reflection/Exit Ticket
Answer the following questions in complete sentences on a half-sheet of loose-leaf paper. Make sure your name and class are at the top of the paper:
Where were you most comfortable– in the inner circle, or in the outer circle and why?
Which part of the bounce card was most/least challenging for you?
Summarize a new idea you heard from a class mate during the fishbowl discussion.
Rate yourself on a scale of 1-4 based on your participation, professionalism and focus during today’s fishbowl discussion. Why did you give yourself this score?
Objectives: 1. You will be able to reflect on the simulation and Chispa and Pandya simulation activity from Friday by participating in a fishbowl discussion Identify and describe specific behaviors, words and actions that foster productive and positive discussions.

15. Do Now: On page 14 Agenda: In at least four complete sentences:
Tuesday 9/20/11 (10B and 10C) Objectives: You will identify characters, summarize the plot, contextualize and analyze quotes and moments of conflict in your summer reading book by taking the summer reading test.
Do Now: On page 14
Agenda:
In at least four complete sentences:
Write a letter to the author of your summer reading book. Tell him or her:
Why you selected his/her book as your summer reading.
Describe your favorite character.
Identify your favorite moment in the story and explain why you liked this moment.
Do Now– 5 minutes of silent, focused writing.
Summer Reading Test!!!
When you finish, begin reading “Air Mail” by Ravi Mangla and answering the guided reading questions.
Homework: Read “Air Mail” and answer the guided reading questions on page 15.

16. Wednesday 9/21/11 (10B periods 1 and 2) Objectives: You will be able to read, annotate and summarize “Air Mail” by Ravi Mangla. You will be able to identify connections between the simulation, “Air Mail” and your Cultural Artifacts personal essay by participating in a fishbowl discussion.
Do Now: On page 14
Agenda:
Re-read your final draft of your essay and identify a section to read aloud to the class-- minimum of one sentence, maximum of one paragraph.
Then, answer the following question in at least three complete sentences—
How do you feel about your final draft?
What changes did you make to your essay?
Do Now
Essay read-aloud
Independent Work: Read, annotate “Air Mail”
Partner Work: answer guided reading questions.
Guidelines for Bounce Cards and Fishbowl Discussion.
Fishbowl discussion: identifying connections between the simulation, the story and our own personal writing.
Exit Ticket.

17. Copy your homework into your homework planner.
Wednesday 9/21/11 (10C period 8) Objectives: You will be able to… 1. Discuss “Air Mail” by participating in a three part “bounce” discussion with a small group Describe and illustrate the word theme and identify a theme in “Air Mail” .
Agenda:
Do Now: 5 minutes!
Update your table of contents and secure any loose papers into your notebook (“Bounce Cards”, “Air Mail” guided reading questions).
Copy your homework into your homework planner.
Do Now– notebook organization and HW check (“Air Mail” guided reading questions)
Review “Bounce Cards” and small group discussion of “Air Mail” with cards.
Mini-lesson: What is theme?
Homework: Theme “further understanding

18. Theme:
A theme is a big idea about life that is developed and is developed throughout an entire piece of literature.
Theme is implied– you have to make an inference in order to identify the theme. The author never tells the reader directly what the theme of his/her work of literature is. In other words, you have to figure it out yourself.
Theme is not a one-word topic– ex. Violence. Rather, it is an idea related to a topic– ex. Love can often lead to violence.
The theme of a text expresses the author’s opinion or raises a question about human nature or the meaning of human experience.

19. Word/Term:
Theme
My Understanding:
Describe what this word means in your own words: ________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
Draw a picture or a symbol of what you think this word means and write a caption underneath explaining how your picture relates to theme.

20. Further Understanding: Brainstorm a list of possible themes from “Air Mail”.
Then, choose the one that you think is the most interesting and explain why you chose it.
________________________________________________________________________
___________________________________________________________________.

21. Complete the “Air Mail” paragraph (handout).
Thursday 9/22/11 (10C sub plan, double block) – sub plan Objectives: You will be able to… 1. Identify a theme in “Air Mail” and support your inference about theme with evidence from the text Infer the theme of a short film and support your inferences with evidence. 3. Complete the mock MCAS exam and/or the summer reading test.
Agenda:
Do Now: On page
Complete the “Air Mail” paragraph (handout).
Do Now (7 minutes)
Pair Share– “Further Understanding” and “Air Mail” paragraph (5 minutes) using bounce cards.
Watch: (5 minutes) vV8f37VpY&feature=relmfu
Work with a partner to complete the identifying a theme chart. (7 minutes)
Testing make-up time.

22. Testing Make-up and Reading Groups
MCAS Rayoni Whitney Rockens Jonathan Harold
Summer Reading Test Harold Rockens Miguel Warren Ylana Olivia Owen Whitney Lila Leela Marcus Amando Josh
Reading Group: Read and annotate “The Interpreter of Maladies” by Jumpa Lahiri and work together to discuss and answer the questions. (can discuss in the hallway when they finish reading).
Samantha
Christine
Anthony
Friday– 10B double block (periods ¾) and 10C single, period 8.
10B– Lesson on theme and fishbowl discussion on theme from “Air Mail” and connections to simulation
10C– Review of theme and themes in “Air Mail”– intro. To brochure project.

23. Copy your homework into your homework planner.
Friday 9/23/11 (10B periods 3/4) Objectives: You will be able to… 1. Describe and illustrate the word theme and identify a theme in “Air Mail” identify connections between the simulation, “Air Mail” and your Cultural Artifacts personal essay by participating in a fishbowl discussion.
Do Now: 5 minutes!
Agenda:
Update your table of contents and secure any loose papers into your notebook (“Bounce Cards”, “Air Mail” guided reading questions).
Copy your homework into your homework planner.
Do Now and HW check (“Air Mail” guided reading questions)
Mini-lesson: What is theme?
Expectations and Guidelines for fishbowl discussion and bounce cards.
Fishbowl discussion.
Homework: No HW
See slides 12, 13, 14,

24. Friday 9/23/11 (10C, period 8) 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?

25. Summer Reading Brochure Project guidelines
Friday 9/23/11 (10C, period 8) 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.
Whole class discussion– silent and moving discussion: what is the theme of “Air Mail”?
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?

26. 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.