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English 10 Week 34

English 10 Week 34

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English 10 Week 34

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  1. English 10 Week 34 Week Two of Unit Six: Differentiated Global Book Groups 5/9/11-5/13/11

  2. Monday 5/9/11Learning Goals: By the end of this class, you will be able to…Work collaboratively to construct a character wheel in which you make inferences about an important character from your book. Do Now: Agenda: Describe the most important character in your book so far. Do Now HW check (completed During Reading Notes) Review Inference poster (connection to making inferences about characters). Character Wheel Guidelines Work time and reading time.

  3. Character Wheel Guidelines For this assignment you will work with your group to make inferences and text-based judgements about one of the main characters from your book. Expectations: You and your group will • Make sure everyone participates/contributes to the character wheel and is engaged in the discussion of the character. • Focus on the work and avoid unrelated side conversations, joking or chatting with members of other groups. • Complete the work by the end of the period! Learning Goals: By the end of this class, you will be able to…Work collaboratively to construct a character wheel in which you make inferences about an important character from your book.

  4. Tuesday 5/10/11Learning Goals: By the end of this class, you will be able to…1. Explain and execute the expectations for participating in a literature circle discussion. 2. Participate in a text-based discussion of the first part of your book. Do Now: Agenda: Why did you choose the character for your character wheel assignment? Which section on the character wheel was the most challenging to complete? Why? How well did you group work together? (on a scale of 1-4 and explain your score). What do you need to keep in mind/do in order to get a four for today’s literature circle discussion? Do Now Review guidelines and expectations for literature circle discussion. Review rubric for lit. circle discussion. Literature Circle Discussion #1 If you finish… independent reading and work time (towards meeting deadline #2 for DRN). Homework: Read your book! Due Monday 5/16– second set of During Reading Notes!

  5. Guidelines for Participating in Literature Circle! • Step One: Choose a group leader. The group leader keeps the group focused and on task and makes sure everyone participates in the discussion. • Step Two: Do Now. Group leader asks everyone to share his/her Do Now with the group. • Step Three: Character Analysis. Group leader asks group members to share their character descriptions, character analysis and reviews yesterday’s character wheel assignment. Group leader asks: “What inferences were we able to make about this character?” • Step Four: Plot Summary. Group leader asks group members to review the plot of the first section of the book. • Step Five: Themes, topics, motifs. Group leader asks group members to share their ideas about the emerging themes in the book and related quotes. Group leader makes sure that all group members refer to the text and have their books in front of them. • Step Six: Discussion Questions. Group leader makes sure all group members pose and respond to at least one level two question about the book. • Step Seven: Identifying Areas of Confusion. Group leader asks members of the group to share the areas of confusion they identified on their DRN and the group works together to try to help each other understand these moments in the text. • Step Eight: Predictions. Group leader asks each group member to share his/her predictions about the next section of the reading. • Step Nine: Reflection. Each group member completes a reflection exit ticket. Learning Goals: By the end of this class, you will be able to…1. Explain and execute the expectations for participating in a literature circle discussion. 2. Participate in a text-based discussion of the first part of your book.

  6. Expectations for Literature Circle Discussion • Everyone will participate in the discussion and will have completed during reading notes and their texts in front of them at all times. • All group members will refrain from talking about unrelated topics and talking to students in other groups. • All group members will keep their voices at a reasonable volume. • All group members will treat each other with respect and kindness and will be open to different interpretations of the text. Learning Goals: By the end of this class, you will be able to…1. Explain and execute the expectations for participating in a literature circle discussion. 2. Participate in a text-based discussion of the first part of your book.

  7. Learning Goals: By the end of this class, you will be able to…1. Explain and execute the expectations for participating in a literature circle discussion. 2. Participate in a text-based discussion of the first part of your book. Literature Circle Rubric: You will receive a group grade based on the quality of your discussion and your group members’ focus and professionalism. Your three literature circle grades will be averaged together and will count as a fourth quarter quiz grade.

  8. Literature Circle #1 Reflection/Exit Ticket • Based on the lit. circle rubric, what grade do you think your group should get for today and why? • What did your group do well together today? Describe. 3. What could your group have done better? Describe. 4. What did you do today that either contributed positively or negatively to the group discussion? 5. What are you going to do for the next literature circle discussion to make sure that your group either has another excellent discussion, or to help your group improve over today’s discussion? Learning Goals: By the end of this class, you will be able to…1. Explain and execute the expectations for participating in a literature circle discussion. 2. Participate in a text-based discussion of the first part of your book.

  9. Wednesday 5/11/11 (double block) Learning Goals: By the end of this class you will be able to…1. Describe and illustrate the term “identify formation” 2. Explore the identity formation of a character from their book by writing in that character’s voice and then role-playing based on their point-of-view writing. 3. . Explain and execute the expectations for independent work time. Do Now: Agenda: Brainstorm: what does the word “identity” mean to you? What are the parts of a person’s identity? What are the most important parts of your identity? Do Now Vocabulary Mini-lesson: identity formation Identity Formation Character Role Play Activity Review expectations for independent work time and independent work time rubric. Homework: Read your book! Due Monday 5/16– second set of During Reading Notes!

  10. Objective: SWBAT1. describe and illustrate the term “identity formation” Name: ________________________ Identity formation My level of understanding: 1 2 3 4 Describe in your own words: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ Sentence using inference/infer: ______________________________________________________________________________ ______________________________________________________________________________

  11. Identity formation Objective: SWBAT1. describe and illustrate the term identity formation. Draw: 1-2 sentence caption explaining the drawing above: Further Understanding: How is identify formation connected to the work you and your group members did on the character wheel on Monday?

  12. Objective: SWBAT1. describe and illustrate the term identity formation. Identity Formation • This is a term typically used by psychologists when they talk about adolescents (teens) trying to define/figure out who they are in relation to their peers, their family, their culture and their society in general. • This is done by “trying on” different roles in various settings, such as home, school, and other social settings. • Identity formation is a process where young people explore their own values, their sense of right and wrong, spirituality, racial and ethnic identity, sexuality, and gender. While teens are learning what makes them unique, they also have an increased need to “fit in.” Therefore, identity formation can be especially challenging.

  13. Objective: SWBAT1. describe and illustrate the term “identity formation” Identity Formation • http://www.youtube.com/watch?v=i_oI4aZn47E&feature=related

  14. Learning Goals: By the end of this class you will be able to…1. Describe and illustrate the term “identify formation” 2. Explore the identity formation of a character from their book by writing in that character’s voice and then role-playing based on their point-of-view writing. Identity Formation in a character Title/Author: ___________________________________ Your Name: ________________________________________ Character: _____________________________________ Directions: For this activity you will be writing from the point-of-view of one of the characters in the book you are reading for unit six. The character you choose for this activity does not have to be the character you analyzed on the character wheel on Monday. Hello. My name is ____________________ and I am a (gender/nationality/age)_____________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________. One of the most importance experiences I had in my life was when ______________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________. This experience had a big impact on me because _______________________________________________________________________________ __________________________________________________________________________________________________________________ ________________________________________________________. A relationship that also helped me become who I am is _________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ My culture has also shaped who I am because _________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Overall, I am the kind of person who _______________________________________________________________________________________ __________________________________________________________________________________________________________________ I will (or will never) change because _______________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________.

  15. Expectations for Independent Work Time/Reading Time • You will focus on your own group and will resist the temptation to talk to others around you. • You will be productive and independent and will not need to be reminded about professional behavior or distracting others. • Your conversations in your group will be brief and focused on your book. • All brief conversations will be whispered so as not to disturb others who are reading/concentrating. • You will make significant progress in your book and will not fake read, put your head down or close your eyes when you should be reading. Explain and execute the expectations for independent reading/work time.

  16. Independent Work Time/Reading Time Rubric Explain and execute the expectations for independent reading/work time.

  17. Thursday 5/12/11.Learning Goals: By the end of this class, you will be able to…1. Practice making inferences by identifying the literal text and the internal text in a bumper sticker activity.2. Explain and execute the expectations for independent reading/work time. Do Now: Agenda: Write a letter to one of the important characters from your book. Tell him/her how you feel about him/her, how you feel about his/her actions and relationships with other characters. Give the character some advice for the future. Do Now Inferencing Mini-lesson (bumper stickers) Review Expectations for Independent reading/work time. Independent Reading/work time Homework: Read your book and meet reading goal #2. During Reading Notes #2 Due Monday.

  18. Practice Making Inferences: • A mom put this sign on her teenaged son’s door: Enter at your own risk. • In the football team’s locker room: I am your coach, not your mother. • At the vet’s office: Puddles are for jumping over, not walking through! • Bumper sticker on a highway patrolman’s car: Don’t slow down on my account. But if you don’t, it will probably hurt your account. LG: Practice making inferences by identifying the literal text and the internal text in a bumper sticker activity.

  19. Friday 5/13/11Learning Goals: By the end of this period, I will be able to…1. Identify themes/topics in my book and contribute to the topics/themes poster. 2. Identify overlapping themes/topics in all of the books we’re reading for unit six.3. Explain and execute the expectations for independent reading/working time. Do Now: Agenda: Describe one important topic or theme in your book so far. Do Now Themes/topics poster Review expectations for independent reading/working time. Homework: During Reading Notes #2 due Monday 5/16/11. READ!!!