1. October 12-14 (non-fiction and unit one con’t)
English 10 Week 6
October 12-14
(non-fiction and unit one con’t)

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

3. You will receive a grade for your Do Now (1-4) BASED ON:
Wednesday 10/12/11 (10C Single period 8) Objective: You will be able to… Describe and execute the expectations for working with a partner. Explain the author’s purpose and main idea of “A Tale of Two Indias” to a partner. Read, annotate and identify the author’s purpose and main idea of the article “The Price of Young Love”.
Do Now: Answer on the back of this handout and then hand in when you are finished.
What did you learn about India from reading “A Tale of Two Indias”?
What score do you think you deserve for your Do Now?
Agenda:
Do Now (5 minutes)
Samantha leads the class in going over/sharing the Do Now. (5 minutes)
Review partner work and citizenship expectations – rubric. (3 minutes)
Partner Work: share your homework chart with a partner (graphic organizer for “A Tale of Two Indias”. (10 minutes) & Partner work reflection.
Hand in homework.
Independent Work: read and complete the main idea/author’s purpose graphic organizer (DUE AT THE END OF THE PERIOD).
You will receive a grade for your Do Now (1-4) BASED ON:
Entering the room calmly, taking assigned seat and immediately getting to work (silently) without any reminders = 4/A
Entering the room calmly, taking assigned seat and getting to work after one reminder= 3/B
Entering the room calmly and taking assigned seat and getting to work after 2 reminders=2/C
Entering the room calmly and taking assigned seat and getting to work after more than 2 reminders=1/D
Entering the room in a loud or disruptive way, wandering around the room and not sitting in assigned seat, not completing the Do Now=0
Sub lesson. Notes to sub– please pass out graded work to students during the Do Now. Read through partner work expectations/rubric slide and leave posted for class work. Any pairs that finish should work on the reflection and then move on to the next assignment.

4. Partner Work/Citizenship Expectations
Objective: You will be able to… Describe and execute the expectations for working with a partner. Explain the author’s purpose and main idea of “A Tale of Two Indias” to a partner. Read, annotate and identify the author’s purpose and main idea of the article … c
Partner Work/Citizenship Expectations
Partner Talk is…
4/A
Partner Talk is…
3/B
2/C
1/D/F
At a reasonable volume.
Focused on the work only. Students have their homework/graphic organizer in front of them and are obviously referring to it, adding to it and discussing it.
Respectful and professional.
Productive– group members add information to their graphic organizer.
Mostly focused on the work.
Students have their homework/graphic organizer in front of them.
At a reasonable volume after one reminder.
Focused on the work, but need several reminders.
Respectful.
At a reasonable volume after more than one reminder.
Rarely focused on the work, even with several reminders.

5. Partner Work Reflection and Self-Evaluation
Directions: When you and your partner finish going over your graphic organizer/homework for “A Tale of Two Indias”, then answer the following questions and hand your work in.
Review the partner work rubric and give yourself a score of Then, explain why you feel this is the score you deserve.
____________________________________________________________________
What did information did you add to your graphic organizer (example– specific quotes/details, a changed answer about author’s purpose and main idea?)
Objective: You will be able to… Describe and execute the expectations for working with a partner. Explain the author’s purpose and main idea of “A Tale of Two Indias” to a partner. Read, annotate and identify the author’s purpose and main idea of the article …

6. Graded Classwork 20 points
10th grade World Literature: Ms. Fritz Non-fiction reading practice #3: Identifying Author’s Purpose and Main Idea: “The Price of Young Love” by Jacky Healy from Upfront Magazine
Part One: (5 points) Make a prediction about what you think the main idea of this article might be about based on the title and subtitle:
“The Price of Young Love: In Afghanistan, where dating is forbidden, teens who buck the system face the severest of consequences”.
Prediction: ___________________________________________________________
___________________________________________________________________
Part Two: Read and annotate the article. Your annotations need to include: (5 points)
A summary of main ideas of each paragraph.
Underline important parts of the article and explain why you selected them.
Circle unfamiliar vocab. Words and make an inference about what they might mean in the margins based on context clues.
Ask questions– level one/clarifying questions about parts that are confusing to you, level two/”I wonder” questions about parts that you would like to discuss or know more about.

7. Part Three: Identifying Author’s Purpose (5 points)
Graded Classwork
Part Three: Identifying Author’s Purpose (5 points)
What was Jack Healy’s purpose in writing this article? Was it to inform readers about an issue, to describe an issue a topic or a process, or to persuade readers to think/believe as he does about an issue? Explain your answer and answer in at least one complete sentence.
Author’s Purpose: ____________________________________________________
____________________________________________________________________
Part Four: Identifying Main Idea– answer in at least two complete sentences. (5 points)
What is the main idea, or main point that Healy is making in this article? _______________
____________________________________________________________________.
Part Five: (5 points) Evidence Selection-- How do you know? What specific quote/parts of the article tell you that this is the main idea? _________________________________________

8. Review the words and word meanings on Vocab list #2. Then,
Thursday (10C double block) Objectives: You will be able to… 1. Explain the meaning of and compose sentences for the SAT word list #2 words Identify the parts of an ORQ paragraph and explain the criteria for a mini-thesis statement Compose a mini-thesis and evaluate other mini-thesis statements using the Mini-thesis section of the ORQ rubric.
Agenda:
Do Now.
Give One, Get One, Move On!
Review: parts of an ORQ paragraph.
Mini-lesson: criteria for a mini-thesis and rubric.
Partner work 1: evaluating sample mini-thesis statements.
Partner work 2: Composing a mini-thesis
Gallery Walk: Giving feedback based on criteria.
Partner Work 3: Revisions.
Exit Ticket:
Do Now: On page 26
Review the words and word meanings on Vocab list #2. Then,
Put a star next to words that are familiar to you.
Put a question mark next to words that are still confusing to you even after reviewing the word meaning.
Choose two sentences on the list that you feel comfortable with and compose a sentence for each.

9. 10th Grade World Literature: Ms. Fritz SAT word list #2
Part of Speech
Description of Word Meaning
Sentence
Precarious
Adjective
Something that is unstable or risky is precarious.
The cat was perched precariously on the edge of the 6th floor balcony.
Depravity or depraved
noun
A state of moral corruption.
The depraved man knocked the old lady down and stole her purse.
Ambiguity
adjective
Something uncertain or vague is ambiguous
The meaning of the story was ambiguous.
Poignant
Something deeply moving is poignant. Or, something that has a strong effect on the emotions.
The movie was very poignant and made me cry.
Thwart
verb
To prevent or to frustrate is to thwart.
Her best efforts to avoid being assigned a pink slip for homework detention were thwarted when her little brother destroyed her essay.
Exacerbate
To make something worse is to exacerbate it.
He exacerbated the situation when he tore the blue slip up in front of his teacher.
Omnipotent
Something or someone that is all-knowing or all powerful.
Christians believe in an omnipotent god.
Aloof
adverb
Someone of something that is alone, or keeps to oneself is aloof.
He is aloof and eats alone at lunch.
Objectives: You will be able to… 1. Explain the meaning of and compose sentences for the SAT word list #2 words.

10. Review: Parts of the ORQ
Whole Class
Review: Parts of the ORQ
Mini-Thesis Statement: the first sentence of your ORQ– a sentence that addresses and connects all parts of the writing prompt and includes the title, author, genre of the reading passage.
Evidence 1: a direct quote from the text that is properly introduced and cited that supports your mini-thesis.
Analysis 1: two-three sentences following the direct quote that specifically explains the significance/importance of evidence 1 and the ways in which is supports the mini-thesis.
Evidence 2: another direct quote from the text that is properly introduced and cited that supports your mini-thesis.
Analysis 2: two-three sentences following the direct qhote that specifically explains the significance/importance of evidence 2 and the ways in which it both connects to the first piece of evidence as well as the mini-thesis.
Concluding sentence– revisit your mini-thesis in new words.
Objectives: Identify the parts of an ORQ paragraph and explain the criteria for a mini-thesis statement.

11. Mini-thesis Statement Criteria
Whole Class
Your mini-thesis must:
Address all parts of the prompt.
Include the title, author, genre of the text.
Demonstrate comprehension/understanding of the meaning (literal and figurative) of the assigned text.
Objectives: Identify the parts of an ORQ paragraph and explain the criteria for a mini-thesis statement.

12. Mini-Thesis Statement Rubric
Objectives: Identify the parts of an ORQ paragraph and explain the criteria for a mini-thesis statement.
Mini-Thesis Statement Rubric 4 3 2 1
Mini-thesis clearly and completely develops an argument in response to all parts of the prompt.
Mini-thesis shows sophistication by tying all parts of the prompt together.
Mini-thesis shows how the details of the text relate to one another to convey a meaning.
Includes title, author, genre.
Mini-thesis clearly and completely develops an argument in response to all parts of the prompt.
Mini-thesis restates the prompt and addresses all parts.
Does not include title, author, genre.
Mini-thesis only addresses part of the prompt.

13. Review: How to Begin an ORQ
Objectives: Identify the parts of an ORQ paragraph and explain the criteria for a mini-thesis statement.
Review: How to Begin an ORQ
Whole Class
Step One: Preview the question before your begin reading to give your reading and annotations a focus/purpose.
Step Two:
Mark up the prompt by boxing or circling all verbs that tell you what you have to do in your expository paragraph.
Underline important or key parts of the prompt.
Practice Prompt: Based on the text, describe Kagame’s position on bilateral aid.

14. Review: How to Begin an ORQ
Whole Class
Step Two: Turn the prompt into a PURPOSE QUESTION. Example: What is Kagame’s position on bilateral aid?
Objectives: Identify the parts of an ORQ paragraph and explain the criteria for a mini-thesis statement.

15. Sample Mini-thesis Statements
Partner Work
Sample Mini-thesis Statements
President Kagame says they need bilateral aid.
In his speech “A Different Discussion About Aid”, President Paul Kagame describes the need for bilateral aid.
In his speech, “A Different Discussion About Aid”, President Paul Kagame of Rwanda describes the need for bilateral aid between the United States Peace Corps and the people and government of Rwanda.
In his speech, “A Different Discussion About Aid”, Paul Kagame describes the benefits of bilateral aid when he highlights the ways in which the United States Peace Corps volunteers can learn about peace and reconciliation from Rwandans while Rwandans in turn receive aid as they work towards rebuilding their nation after the devastating genocide of 1994.
Objectives: Identify the parts of an ORQ paragraph and explain the criteria for a mini-thesis statement.

16. Sample Mini-Thesis Statement Evaluation
Objectives: Identify the parts of an ORQ paragraph and explain the criteria for a mini-thesis statement.
Sample Mini-Thesis Statement Evaluation
Sample Mini-Thesis Statements
What score we gave it based on the rubric
Explanation of why we thought it deserved that score. 1 2 3 4

17. Partner Work
Sample Prompt #2: Based on the short story “Air Mail” by Ravi Mangla, describe what Tommy and Anirudh learn from their correspondence with one another.
Our Purpose Question: _________________________________ ___________________________________________________ Our Mini-Thesis: _______________________________________
Objectives: Identify the parts of an ORQ paragraph and explain the criteria for a mini-thesis statement.

18. Guidelines for Mini-Thesis Gallery Walk
Post your mini-thesis.
Silent gallery walk with rubric in hand and post-it notes.
Give each posted mini-thesis a score of 1-4 based on the rubric and then underneath your score briefly explain why you gave it the number that you did.
This is silent and independent work! That means you should not interact with one another during this gallery walk– your focus needs to be on the work!
Compose a mini-thesis and evaluate other mini-thesis statements using the Mini-thesis section of the ORQ rubric.

19. Exit Ticket
Describe the qualities of an excellent/level four mini-thesis statement.
List and describe the parts of an ORQ paragraph.