english 10 week 29

English 10 Week 29

Short Story Continued

Unit Five CalendarMonday 3/28/11Intro to new unitLesson on acculturation

Tuesday 3/29/11Review “acculturation”Groups meet and select stories and roles for story #1

Wednesday 3/30/11Mini-lesson on story structure #1Independent work day #1: Read, annotate and complete part one and part two

Thursday 3/31/11Literature Circle Discussion #! (discussion of story one). At the end– decide which story you’ll read next and choose new leadership roles.

Friday 4/1/11Independent Work day #2: Read, annotate and complete part one and two of story #2

Monday 4/4/11Vocab. mini-lessonLiterature Circle Discussion #2 and group decides on new roles)

Tuesday 4/5/11Story structure mini-lesson #2Independent Work time: read, annotate and complete parts one and two for story #3

Wednesday 4/6/11Mini-lesson on story structure #3Literature Circle Discussion #3HW: Literature Circle Reflection

Thursday 4/7/11Literature Circle Portfolios due and group presentations.

HW: Fishbowl prep

Friday 4/8/11Fishbowl discussion (T/T connections)

HW: extra credit– read another story and complete part one.

Monday 4/11/11Vocabulary mini-lessonEssay assignment and thesis statement drafting(thesis and outline due Monday)

Tuesday 4/12/11Essay review: Analysis Flower and drafting timeFirst draft due on Wednesday

Wednesday 4/13/11Unit Test on Vocabulary and story structure

Work on first draft

Thursday 4/14/11Mini-lesson on analysis (review sentence chaining)

Peer review of first drafts: focus on analysis

Friday 4/15/11Mini-lesson on rules for using commas

Peer review of first drafts: focus on comma usage.

Final draft of essay due Monday 4/25/11

break break break break break

Monday 4/25/11Essays due! Intro. Short Story Writing Assignment

Tues. 4/26/11Short Story outline

Wednesday 4/27/11Drafting time

Thursday 4/28/11Writing groups part one

Friday 4/29/11Writing Groups part twoShort Story due Monday 5/2/11

Monday 4/4/11Learning Goals: SWBAT1. Restate 7 types of text annotations and explain the purpose of marking up a story. 2. Summarize the criteria for t/t, t/s and t/w connections. 3. Explain and execute the expectations for participating in literature circle #2.

Do Now: • Make a text-to-text

connection between the two stories that you’ve read so far.

• Make a text-to-self connection to one of the stories that you’ve read so far.

Agenda: 1. Do Now2. Mini-lesson on annotations

and connections. 3. Review expectations and

protocol for literature circle. 4. Literature Circle #2 5. Choose new leadership roles

and story in preparation for literature circle discussion #3.

Mini-Lesson #3: Annotations

What is Annotating? • A method of active reading in which you:

1. Underline important passages and make a note in the margins next to the passage about why you marked it. The passages that you identify as important might be determined by your leadership role in your literature circle. 2. Identify Vocabulary: Circle confusing vocabulary words or words that seem particularly important or meaningful. 3. Question: Ask level one and level two questions in the margins. 4. Summarize sections of the story.5. Connect: Make notes about text-to-text connections, text-to-self connections, text-to-world connections. 6. Predict: make predictions about what might come next. 7. Infer: Make inferences about a character’s motivations, the main idea of the story/theme, the author’s intent.

Monday 4/4/11Learning Goals: SWBAT1. Restate 7 criteria for annotating a text and explain the purpose of marking up a story. 2. Explain and execute the expectations for participating in literature circle #2.

Why Annotate?

• You will be expected to do it in 11th grade, 12th grade and college.

• It helps you think more deeply about what you’re reading– it forces you to go beyond the basic plot of a story and think about ideas.

• It helps you focus on the text during a discussion. • It helps you connect what you’re reading to other texts

that you’ve read, or your own life experiences. This adds to your deep understanding of the story and helps ingrain the story in your own brain!


Annotation RubricThe final literature circle will begin with a peer review of each other’s annotations using the rubric below. The grade you receive from your group on your annotations will count as a homework grade for the fourth quarter.

4 3 2 1Student uses 5 out of 7 types of annotations

Student used 4 out of the 7 types of annotations.

Student used only 3 out of 7 types of annotations.

Annotations seem to be done quickly and without much thought.

Student used less than three annotations or did none.

Student only underlined or hi-lighted the text.

The 7 types of Annotations: 1. Underline important passages and explain why you chose these passages in a note in the

margins (this is mandatory)2. Summarize difficult parts of the story.3. Circle confusing or unfamiliar vocabulary, or words that seem important.4. Make inferences in the margins about character motivations, main ideas/theme, author’s

intent. 5. Make notes about predictions about what could happen later in the story. 6. Make t/t, t/w and t/s connections. 7. Write leveled questions in the margins (level one, level two, level three)

Connections

• Text-to-Text: Where you identify connections/similarities between two or more stories. These can be thematic connections, similarities between characters in different stories, between the author’s writing style, the historical/political context and setting of the story.

• Text-to-Self: Where you identify connections/similarities between yourself and either the theme, plot, setting, or characters in a story. These connections should not be superficial (“He takes a shower and so do I.”) They might not be literal.

• Text-to-World: Where you identify connections between the setting, themes, plot, characters and the world outside of the text– either the historical/political context of the story itself, or some aspect of the world we live in today.

Examples: T/T connections between Q & A and The Tempest: Setting: Both stories take place in places that were colonized. Characters: Salim takes matters into his own hands and has the hit man murder Maman– this is a form of revenge. In The Tempest Prospero is preoccupied with revenge in the beginning of the play. Both Ram and Caliban are searching for agency. Erendira is forced into prostitution by her family and Nita is similarly forced into prostitution by her brother and family tradition.

T/S connections: In The Tempest, Miranda is manipulated and controlled by her father. I often felt controlled and manipulated by my own father when I was younger. He had lots of opinions about who I should be and who I should become and imposed his own desires for my future on me.

T/W connections: In lots of parts of the world women are used as mules for drugs, or are forced into prostitution against their will by their family members. In this way, Erendira’s experiences are relevant to the world.

Literature Circle Expectations

• Everyone will be focused on discussing the story and not on having side-conversations or off-topic conversations.

• Everyone will treat each other with respect and kindness. Group members will encourage each other to share their ideas.

• Members of the group will be asking each other thought provoking questions and respond by referring to the text.

• Everyone will come to literature circle discussion with completed work and a copy of the story.

• Literature Circle will look like and sound like a discussion of the text– not a homework share.

• Groups will follow the protocol.


Literature Circle Rubric

• Your group will receive a citizenship grade for each of the three literature circle discussions in this unit. The average of these three citizenship grades will count as a fourth quarter quiz grade.

4=A 3=B 2=C/D 1=F

Everyone was prepared for the discussion with their annotated story and their completed part one and part two work.

Group members were always on task and had a rich discussion of the text.

Group members refrained from interacting with other groups, wandering around the room or having off-topic conversations.

Group members treated each other with kindness and respect.

Everyone in the group participated equally in the discussion (no one person dominated and no one person remained passive and silent).

Everyone was prepared for the discussion with their story and their completed part one and part two work.

Group members were mostly on task and had a rich discussion of the text.

Group members refrained from distracting other groups, wandering around the room.

Group members treated each other with kindness and respect.

Everyone in the group participated in the discussion.

One or two group members were unprepared for the discussion (no story, or no homework).

Group members were sometimes on task.

Discussion was not always on topic and did not demonstrate that students had read and understood the text.

Some group members were distracting to others in the room/group.

Group members treated each other with respect and kindness (no put downs/shut downs).

Not everyone in the group participated in the discussion.

Most group members were unprepared for the discussion.

Group members were rarely on task and needed several reminders to refocus.

Discussion was often off-topic and did not demonstrate that students had read and understood the story.

Most group members were distracting or distracted.

Group members were not always kind and respectful towards others.

Not everyone in the group participated in the discussion.

Group Members: ____________________________________________________________

Date: ___________________________________________

• The word protocol means a set of rules and procedures for going about a task. The following is a protocol for literature circle discussion:

1. The summarizer opens discussion by posing level one questions to the group (and then writing down the answers on his/her part two chart). The summarizer reads back the group’s answers to the questions and facilitates a discussion of the group’s clarifying questions. Asks everyone to share a piece of his/her summary section of part one. 2. The Illustrator goes next– shows the illustration and asks the group questions about it and their own visualization of the story (asks questions that spark discussion and records the group’s answers/thoughts. 3. The Researcher then shares his/her research and asks the group related questions that spark discussion of the historical/political context of the story. 4. The Analyzer goes next and poses level two questions to the group and solicits discussion of the themes and t/t connections.

Group decides on the next story and new leadership roles for the next literature circle.

Literature Circle Protocol


Tuesday 4/5/11Learning Goals: SWBAT1. Describe the terms characterization and point-of-view 2. Explain the different methods of characterization and the different types of POV (narrators) in a text. 3. Explain and execute the expectations for independent work time.

Do Now: • Describe the main character

in the story you are currently reading.

• What kind of person is he/she?

• What is his/her life like? • Would you want to ever

meet this person in real life? Why or why not?

Agenda: 1. Do Now 2. Story Structure Mini-lesson #2:

Characterization and Point-of-View3. Independent Work Time #3: Read,

Annotate, and work on completing parts one and two for story #3 in preparation for tomorrow’s literature circle discussion #3.

Homework: Annotated Story 3, Parts one and two for story 3.

Notes on Characterization

Characterization

Direct Characterization

Indirect Characterization

First Person Narrator

Third Person Limited Narrator

Third Person Omniscient Narrator

Learning Goals: SWBAT1. Describe the terms characterization and point-of-view 2. Explain the different methods of characterization and the different types of POV (narrators) in a text.

Characterization

Characterization refers to • the way an author creates characters that grow or evolve (or

change) in some way throughout the course of the story. • The way an author creates characters that the reader has

feelings for (either positive or negative) and these feelings make the reader invested and engaged in the story.

• The way an author creates characters that have a significant purpose in the story.

LG/SWBATDescribe the terms characterization and point-of-view

Types of Characterization

Indirect Direct

We get to know as readers, a character indirectly through descriptions of physical appearance, dialogue, actions, or the feelings of other characters about a character. We get to know this character indirectly, therefore we have to do more inferencing to understand the character.

We are the judge of this character.

We get to know a character directly through the narrator’s direct comments about a character: the narrator tells us what kind of person the character is.

The narrator judges this character for us.

LG/ SWBAT1. Describe the terms characterization and point-of-view 2. Explain the different methods of characterization and the different types of POV (narrators) in a text.

Point-of-ViewPOV refers to who is telling the story. The POV determines how much we know about the characters.


1st Person Narrator 3rd Person Limited Narrator 3rd Person Omniscient Narrator

A 1st person narrator is a character in the story and uses 1st person pronouns (“I”, “my”, “me”, “we”, “us”, “our”) to refer to him/herself.

We learn about other characters through this character’s POV.

The 1st person narrator seems to be speaking directly to the reader.

This type of narrator does not participate in the action of the story– is not a character.

This type of narrator does not refer to him/herself.

Narrator knows the thoughts and feelings of one character, but readers feel distance from that character. This puts more responsibility on the reader to judge the characters in the story.

Narrator does not participate in the action of the story.

Narrator does not refer to him/herself and is therefore not a character.

Narrator knows the thoughts and feelings of all characters in the story; readers gain insight into several characters through this type of narrator.

Omniscient means “all knowing”.

Exit TicketApplying this to your Independent

Work:

1. Title of Story: _______________2. Type of Narrator: ______________________________________

3. How do you know? ___________________________________________________________________________________________________________________________________________________

4. What method of characterization do you think the writer is using and why? _____________________________________________

________________________________________________________

_________________________________________________________


Name: _______________________________

Wednesday 4/6/11Learning Goals: SWBATDescribe the meaning of “theme” and identify themes in “The Red Balloon” as well as in the story they are currently reading.Explain and execute the expectations and follow the protocol for literature circle discussion #3.

Do Now:

• Which story was your favorite story? Why?

• Which character was your favorite character? Why?

Agenda:

1. Do Now2. Mini-lesson on story structure #3: Theme3. Peer Evaluations of annotations for story

#3. 4. Review guidelines, expectations, rubric

and protocol for literature circle discussion #3.

5. Literature Circle #3.

Homework: Complete the Literature Circle Reflection.

Theme

• Theme is a perception about life or human nature that the writer wants to share with the reader.

• Theme is not stated directly, but must be inferred. • Themes can be revealed to the reader through:

- the story’s title-key phrases/statements about big ideas.-the ways characters change/develop and the lessons they learn about life. - motifs and patterns of recurring events/conflicts.

Learning Goals: SWBATDescribe the meaning of “theme” and identify themes in the story they are currently reading.

The Red Balloon

• Plot: Make a list of events. What happens?

• Take notes on all conflicts in the film: when is there a problem? When/where is the balloon rejected? When/where is the boy separated from the balloon?

• What is the climax of the story (the point where the conflict reaches it’s peak?)

• How is this conflict resolved?

Learning Goals: SWBATDescribe the meaning of “theme” and identify themes in “The Red Balloon” as well as in the story they are currently reading.

Themes in The Red Balloon

• Don’t bring good things around bad people. • Don’t let a small problem bring you down. • Protect what’s important to you. • Friendship never lasts. • It always works out in the end.

Literature Circle Reflection

Directions: Answer the following questions in complete sentences! Your completed reflection will be included in your group’s literature circle portfolio.

1. What grade do you think your group deserves for your literature circle discussions (use the lit. circle rubric). Explain why you feel your group deserves this grade.

2. Describe a moment from one of your three literature circle discussions that went well. Why was this a successful moment for your group?

3. Describe a moment from one of your three literature circle discussions that didn’t go well. Why was this an unsuccessful moment for your group?

4. Which literature circle leadership role was your favorite and why? 5. Which literature circle leadership role was your least favorite and why? 6. What did you learn about the historical context of your stories from the

researchers in your group? 7. What did you learn about story structure from the mini-lessons in this unit? 8. Which was your favorite story and why? 9. What did you like about literature circles and what didn’t you like?

Thursday 4/7/11Learning Goals: SWBATDescribe and illustrate the word “interpretation” and make connections between interpretation and analysis.

Do Now: • If your life was a novel,

what would the theme be and why?

• Remember, a theme is more than a one word topic.

Agenda: 1. Do Now and review theme

lesson from yesterday. 2. Collect Literature Circle

Portfolios. 3. Vocabulary mini-lesson:

“Interpretation”

Homework: Extra Credit (quarter four) read another story and complete part one.

In 2-3 sentences per question, respond to following:

• What is the story of this painting?

• What is the artist trying to communicate?

• Marc Chagall, “I and the Village” (1911)

Learning Goals: SWBATDescribe and illustrate the word “interpretation” and make connections between interpretation and analysis.

Interpretation

• Interpretation (noun) refers to the act of making meaning out of something complex or abstract.

• When you interpret (verb) something you say what you think something abstract means.


Interpretation (noun)Interpret (verb)

Describe what you think this means in your own words:


Use either interpret or interpretation in a sentence:

Interpretation (noun)Interpret (verb)

Draw:


Further Understanding:•How is this word related to theme? The reader has to interpret the text in order to understand the theme. People’s interpretations of the theme are subjective– there can be many interpretations of the theme in a story. •How is this word related to analysis? You have to interpret your evidence in your essay in order to make analysis– analysis means to explain your evidence which is interpretation.

Friday 4/8/11Learning Goals: SWBAT1. Summarize the guidelines for the unit five essay. 2. Select a text, an essay topic and develop an arguable and specific thesis statement in response to a prompt.

Do Now: • Identify a relationship

between acculturation and interpretation. What could these two words have in common? How might they relate to one another?

Agenda: 1. Do Now (vocabulary review) 2. Essay guidelines. 3. Whole class brainstorm for each

essay prompt (match story to prompt and three sub-arguments).

4. Independent work time: select prompt and text. Draft thesis and get your thesis checked.

Homework: Thesis Statements due on Monday!

Unit Five Essay Guidelines

Guidelines: For this essay, you need to…

• Select one prompt and one short story.• Develop a specific and arguable thesis statement that addresses all parts of the prompt and

includes three sub-arguments. • Write an introductory paragraph that includes a hook, lead-in and thesis statement. • Turn your three sub-arguments into the topics for your three body paragraphs. • Define your terms• Use one piece of evidence (quote) from the story in each of your three body paragraphs.

Therefore, three quotes total. • Contextualize your evidence. • Analyze the connection between your evidence, sub-argument and thesis by breaking down

the quote and explaining in detail its significance. • Incorporate at least one unit five vocabulary word in your essay: acculturation or

interpretation.• Write a conclusion where you restate your thesis in new words, summarize the main points

you made in your three body paragraphs and leave the reader of your essay with some “food for thought” where you connect your argument about your story to world in general. In other words, how is your argument relevant?

Learning Goals: SWBAT1. Summarize the guidelines for the unit five essay. 2. Select a text, an essay topic and develop an arguable and specific thesis statement in response to a prompt.

Unit Five Essay Pre-writing brainstorm Activity

How does the author characterize a main character in your short story? What methods of characterization does the writer use? What is the effect of these methods? How does the development of this character affect the work as a whole (the theme, the resolution, the development of other characters in the story).

Story: Title/Author:_____________________________________________

Brainstorm: Possible answers to the four questions above: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Unit Five Essay Prompts

For this essay, you will write an essay in which you analyze one of the story elements in one of the short stories you read with your group.

Prompts: 1. How does the author characterize a main character in your short story? What methods of characterization does the writer use? What is the effect of these methods? How does the development of this character affect the work as a whole (the theme, the resolution, the development of other characters in the story).

2. Identify the central conflict in your short story and explain its significance to the work as a whole. What type of conflict is this (internal or external)? How do the events in the rising action of the story contribute to the climax? How is this conflict resolved?

3. Identify an essential theme in your short story. Describe three moments in the text where this theme is communicated to the reader.


Whole ClassUnit Five Essay Pre-writing

brainstorm Activity




PartnerUnit Five Essay Pre-writing

brainstorm Activity

How does the author characterize a main character in your short story? What methods of characterization does the writer use? What is the effect of these methods? How does the development of this character affect the work as a whole (the theme, the resolution, the development of other characters in the story).




On Your OwnUnit Five Essay Pre-writing

brainstorm Activity

Identify an essential theme in your short story. Describe three moments in the text where this theme is communicated to the reader.




Thesis Statement

• Use the brainstorms on the three prompts to help inform your selection of a prompt and a matching text. Then, write a thesis statement that is specific, arguable and includes three sub-arguments.

Your Prompt: ___________________________Your Story: ____________________________

Your Thesis: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


english 10 week 29

Documents

discussion of story

story structure minilesson

twoshort story

story youll

story structure work

literature circle portfolios

short story continuedunit

short story outlinewednesday