english 10 week one: 9/6/11-9/9/11

English 10 Week One: 9/6/11-9/9/11

Introduction to the Course and Summer Reading English 10 Week One: 9/6/11-9/9/11Tuesday 9/6/11Objectives: By the end of this class, you will be able to1. Reflect on your learning needs and learning style by completing a student survey in order to help me (your teacher) understand how to best teach you. 2. Describe what this class is about and summarize the essential questions and overall themes of this course. Do Now: Agenda: Take your assigned seat. Complete the Student Survey on your desk. Read the homework for the week on the assignment sheet.

Do Now and collect.Review objectivesSomething you might not know about me is Course Expectations LetterReview directions and criteria for homework 1 and 2.

(single period for 10B and 10C)2Wednesday 9/7/11 (10B double block)Objectives: By the end of this class, you will be able to1. Describe and execute the expectations for partner work in English class. 2. Identify specific routines and procedures for the course that match each of the course expectations described on the opening expectations letter from day one. 3. Identify and explain the positive and negative impact of following and not following the routines and procedures of the class on both individuals as well as on the culture of the whole class. Do Now: Agenda: Identify and describe one goal you have for yourself for English class this year. 1. Why is this a goal for you? 2. What do you need do to in the short-term in order to make sure you are working towards meeting this goal? Independent: Do Now Mini-lecture: What are the expectations and protocols for partner work in English class this year? Partner Work: Expectations, routines/procedures and consequences graphic organizer. Whole Group Discussion: sharing our understanding of expectations, routines/procedures and consequences. Independent: Responsibility web. Triads: sharing responsibility web.Whole Class: Ms. Fritzs responsibility web.Human Scavenger Hunt Something you might not have known about me isExit Ticket and Homework Review

3Wednesday 9/7/11 (10C single period)Objectives: By the end of this class, you will be able to1. Describe and execute the expectations for partner work in English class. 2. Identify specific routines and procedures for the course that match each of the course expectations described on the opening expectations letter from day one. 3. Identify and explain the positive and negative impact of following and not following the routines and procedures of the class on both individuals as well as on the culture of the whole class. Do Now: Agenda: Identify and describe one goal you have for yourself for English class this year. 1. Why is this a goal for you? 2. What do you need do to in the short-term in order to make sure you are working towards meeting this goal? Independent: Do Now Mini-lecture: What are the expectations and protocols for partner work in English class this year? Partner Work: Expectations, routines/procedures and consequences graphic organizer. Poster Presentations. Exit Ticket and Homework Review (cultural artifact/grab bag) )

4Expectations for Partner WorkPartners will treat each other with kindness and respect no one will publically complain about having to work with someone else. Partner talk will be focused on the topic partners will not have unrelated, personal conversations.Partner talk will be only loud enough for each other to hear partners will not use loud voices that might distract others. Partners will sit with their knees facing one another. Each partner will contribute to the discussion equally one person will not dominate or refuse to participate.

*** Partner work/partner talk will always be graded (individually) based on rubric this grade will be a part of your citizenship grade for the course. Objectives: By the end of this class, you will be able to1. Describe and execute the expectations for partner work in English class. Partner Work Rubric4321Student treats his/her partner with kindness.

Student encourages his/her partner to talk/share/build on his/her ideas and comments.

Student asks his/her partner thoughtful questions.

Student uses a reasonable volume to communicate with partner.

Student remains seated and facing his/her partner and refrains from wandering or engaging in conversation with others.

Student is productive and completes task/assignment. Student treats his/her partner with kindness.

Student encourages his/her partner to talk/share/build on his/her ideas and comments.



Student is productive and completes task/assignment

Student treats his/her partner with kindness.



Student treats his/her partner with kindness.

Student is sometimes distracting or distracted by others.

Student does not face partner or engage in meaningful/thoughtful conversation.

Student does not use time wisely and does not complete the task/assignment.

Objectives: By the end of this class, you will be able to1. Describe and execute the expectations for partner work in English class. Guidelines for Partner Work: Understanding Course Expectations, Routines and Procedures and ConsequencesCriteria for Completed Graphic Organizer: What should my work look like when its done? Take out your course expectations document from yesterday with your annotations. Work with your partner to re-read each of the expectations described on the document and discuss/identify the specific routines/procedures you will need to follow every day in English class in order to meet each of these expectations. In other words what do you have to do every day? Be specific! Make sure you are working together not just side by side this means you should be talking about the expectations for the course, asking each other questions and building on each others ideas! 1. Written work on the graphic organizer is specific and includes specific examples.

2. There are at least three routines/procedures listed for each expectation.

3. There are at least two examples of consequences in the last two columns at least one positive consequence for an individual and at least one for the class/community.

4. Writing does not have to be in complete sentence, but needs to include phrases more than one word answers in each box of the chart. Objectives: By the end of this class, you will be able to1. Describe and execute the expectations for partner work in English class. 2. Identify specific routines and procedures for the course that match each of the course expectations described on the opening expectations letter from day one. Expectations for Whole Class DiscussionOne person talks at a time. Students and teacher will respect wait time. Cold calling I will use index cards and randomly pull names (no hands). Magic Ball I will toss a ball at someone the person who catches it contributes a thought/answer and then tosses it to the next person. No one shouts out answers out of turn everyone respects the protocol for the discussion. No one ever rolls their eyes or makes any negative comments about someone elses contribution. Objectives: By the end of this class, you will be able to1. Describe and execute the expectations for partner work in English class. 2. Identify specific routines and procedures for the course that match each of the course expectations described on the opening expectations letter from day one. 3. Identify and explain the positive and negative impact of following and not following the routines and procedures of the class on both individuals as well as on the culture of the whole class. Either whole class discussion or post papers/posters around the room with the expectation written on the top and partner work on posting the routines/procedures and consequences for one of the expectations on a poster and then have partners share out8Student ResponsibilitiesI will be responsible forDoing my best work. Re-doing work and coming for extra help with my first effort does not meet the standards. Coming to class prepared with all materials I need in order to learn. Monitoring my attention and participation and refocusing as I need to. Self-evaluating my work to make sure it meets the criteria and standards. Teacher ResponsibilitiesI will be responsible forComing to class prepared with all materials. Getting to know the learning needs of each of my students. Treating all students with respect and holding all students to high academic and behavioral expectations. Having a sense of humor!Creating and maintaining a safe and respectful learning environment.Re-teaching and requiring you to persist when you havent reached standards yet. Finding out what knowledge and skills you have acquired on an ongoing basis. Identifying and communicating objectives clearly and consistently. Communicating standards and criteria for success clearly and consistently. Establishing work procedures and communicating expectations to help you be responsible. Designing learning experiences that require you to be involved and that provide you with practice. Exit Ticket: Did we meet our objectives? Describe the expectations for working with a partner in English class. What do you need to do during partner work to earn a 4 on the partner work rubric?

Describe three expectations for the course and the routines/procedures that you need to follow for each of those three expectations.

What are the psoitive and negative consequences for either meeting or not meeting each of the expectations you described in #2? Objectives: By the end of this class, you will be able to1. Describe and execute the expectations for partner work in English class. 2. Identify specific routines and procedures for the course that match each of the course expectations described on the opening expectations letter from day one. 3. Identify and explain the positive and negative impact of following and not following the routines and procedures of the class on both individuals as well as on the culture of the whole class. Thursday 9/8/11 (10C Double Block)Objectives: By the end of this class, you will be able to1. Identify the routines and procedures to follow in this class that will help you meet each of the academic and behavioral expectations.2. Explain the positive and negative consequences for meeting/not meeting course expectations.3. Explain and illustrate the seven elements of culture. Do Now: Agenda: Complete the My Responsibility web. When you finish, copy your homework into your homework planner! Do Now/HW check (completed course expectations graphic organizer)Continue partner work from yesterday: each pair creates an expectations/routines and procedures/consequences posterPartner presentationsHuman scavenger huntMini-lecture on 7 elements of culture and note-takingHomework: All supplies due tomorrow!Cultural Artifact grab-bag.

Friday 9/9/11 (10C Double Block periods 3 and 4). Objectives: By the end of this class, you will be able to1. Review routines and procedures to follow in this class that will help you meet each of the academic and behavioral expectations.2. explain and utilize the structure of the interactive notebook. 3. Explain and illustrate the seven elements of culture. Do Now: Agenda: Complete the My Responsibility web. When you finish, copy your homework into your homework planner! Do Now/HW check (completed course expectations graphic organizer)Review expectations (go over last page of homework)Interactive Notebook Set-up!Mini-lecture on 7 elements of culture and note-taking. Homework: Cultural Artifact grab-bag.

What is culture? The word culture has many different meanings. For some it refers to an appreciation of good literature, music, art, and food. Culture is a powerful human tool for survival, but it is a fragile phenomenon. It is constantly changing and easily lost because it exists only in our minds. Our written languages, governments, buildings, and other man-made things are merely the products of culture. They are not culture in themselves.Objective: By the end of this class, you will be able toExplain and illustrate the seven elements of culture. The Elements of CultureElements of culture refer to things/categories that all cultures have in common.

Social Organization: the way a culture organizes its members into smaller groups.- Families (nuclear or extended)- Social Class: a way to rank people in order of status based on: money, education, occupation, race, ethnicity. Objective: By the end of this class, you will be able toExplain and illustrate the seven elements of culture.

2. Customs and TraditionsThe written and unwritten rules of behavior in a culture. Examples: Gender roles the rules/expectations for the way men and women are expected to behave. Food the types of food eaten, the ways food is eaten/served.DanceHoliday Traditions and CelebrationsRites of passage marriage, birth, coming-of-age. Objective: By the end of this class, you will be able toExplain and illustrate the seven elements of culture.

3. LanguageThe way beliefs and traditions are passed down/communicated.

4. Arts and LiteratureTeach about a cultures values.Promote cultural pride and unity.Objective: By the end of this class, you will be able toExplain and illustrate the seven elements of culture.

5. Religion6. Forms of Government

7. Economic Systems: the ways people in a society/culture earn money/work. Objective: By the end of this class, you will be able toExplain and illustrate the seven elements of culture.

Class Notes: What is Culture? What are the 7 Elements of Culture? Activating Background KnowledgeMy Understanding Right Now: I think culture is What comes to mind when I think of the word culture is

1 2 3 4 Notes: In your own words Culture is

Objective: By the end of this class, you will be able toExplain and illustrate the seven elements of culture. 7 Elements of CultureDescription1.

2.

3.

4.

5.

6.

7.

Objective: By the end of this class, you will be able toExplain and illustrate the seven elements of culture. Illustrating 3 Elements of CultureDirections: Sketch/illustrate or diagram a visual representation of your understanding of any three elements of culture. Underneath each of your three illustrations, write a caption explaining which element of culture you are representing and why you chose to represent this element of culture this way. Objective: By the end of this class, you will be able toExplain and illustrate the seven elements of culture. 1: 2: 3:Your illustration:

Caption:

Homework: Due Friday 9/9/11Cultural Artifact. Bring in 2-3 objects that represent at least one element of your own culture. Be prepared to share/explain your cultural artifacts with your class. Friday 9/9/11 (10C single 7th period) Objectives: By the end of this class, you will be able to1. explain and utilize the structure of the interactive notebook.2. explain your cultural artifact and identify which element of culture your artifact(s) relate to. Do Now: Agenda: Answer the following questions in at least three complete sentences. Why did you select the artifacts you brought with you today? Copy your homework into your planner when you finish. Do NowPreview objectives. Interactive Notebook Set-up. Cultural Artifact share groups of four. Homework: Cultural Artifact Personal Essay10th Grade World LiteratureMs. FritzUnit One: Introduction to the Course and Summer Reading!!!

Essential Questions: What is culture? What is my cultural perspective? What is gained and what is lost when different cultures come into contact with one another? How can we learn about other cultural perspectives from reading stories?

Primary Texts: Summer ReadingLike Water for Chocolate by Laura EsquivelBehind the Mountains by Edwidge DanticatA Thousand Splendid Suns by Khaled HosseiniLife of Pi by Yan MartelThe Book Thief by Marcus Szuzak

Secondary Texts: A Different Discussion About Aid (speech) by President Paul Kagame of RwandaAir Mail (short story) by Ravi Mangla

Cultural Artifact Small Group Share OutOverview: For this activity, you will be working in groups of four to discuss/share your cultural artifacts. You will follow the guidelines below while participating in this discussion. Remember, all small group discussions are graded with a Citizenship Rubric.

Guidelines: Everyone needs to have their class notes on the elements of culture in front of them for this discussion. Decide who will share first. Person who is sharing explains what he/she thinks the word culture means. Person sharing describes the artifacts he/she brought in to share and explains why he/she chose this as their cultural artifactPerson sharing explains what he/she thinks his/her culture is. Other three members of the group are sitting up, facing the speaker and giving the speaker eye contact. Person sharing asks the group: Which element of culture do you think my artifacts connect to and why? Group responds.Repeat until everyone in your group has shared. 2. explain your cultural artifact and identify which element of culture your artifact(s) relate to. Small Group Discussion Citizenship Rubric4321Students treat each other with respect and kindness.

Students encourage each other to talk/share/build and build on each others ideas.

Students ask each other thoughtful questions.

Students use a reasonable volume to communicate with each other.

Students remains seated and facing each other and refrain from wandering or engaging in conversation with others.

Students are productive and completes task/assignment. Students treat each other with respect and kindness.

Students encourage each other to talk/share/build and build on each others ideas.

Student s use a reasonable volume to communicate with each other.

Students remains seated and facing each other and refrain from wandering or engaging in conversation with others.

Students are productive and completes task/assignment.

Students treat each other with respect and kindness.

Student s use a reasonable volume to communicate with each other.

Students remain seated and facing each other and refrain from wandering or engaging in conversation with others.

Students treat each other with respect and kindness.

Student is sometimes distracting or distracted by others.

Students do not face each other or engage in meaningful/thoughtful conversation.

Students do not use time wisely and do not complete the task/assignment.

Cultural Artifact Personal Essay To be assigned to 10C on Friday 9/9/11 and 10B on Monday 9/12/11Cultural Artifact Personal Essay

Assignment Overview: The purpose of this personal essay assignment is to give you an opportunity to demonstrate your understanding of the concept of culture as it applies to this class and the essential questions we will be working with throughout the year. This essay will also help you make a personal connection to the following essential questions before we dive into the content of the class: What is culture? What is my own cultural perspective? Finally, completing this essay will give you more practice with organizing your ideas in writing, analysis and contextualization (skills you worked on last year that we will continue to improve on in 10th Grade English) before we apply these skills to complex literary texts.

Guidelines: Your personal essay needs to be organized into an introduction, 2-3 body paragraphs and a conclusion. (4 points) Each paragraph needs to be at least 5 sentences long. (4 points) Introduction: (20 points) Begin your essay by explaining, in your own words, your understanding of the word/concept culture. 10 points Describe your own culture and explain which elements of culture are most important for understanding your cultural perspective. 10 pointsBody Paragraphs 1 and 2: (60 points 30 points for each body paragraph) Describe each of your cultural artifacts. 5 points for each paragraph Give background information (contextualization) to your reader about each of these artifacts. 5 points for each paragraph Why did you choose them as representatives of your culture? 5 points for each paragraph What do they reveal about you? (analysis) 5 points for each paragraph What do they reveal about your culture? (analysis) 5 points for each paragraph Which element of culture do they connect to and why? (analysis) 5 points for each paragraph Conclusion: 10 points 5 points for each bullet-pointed criteria below. Revisit your description of the word/concept culture and summarize the main points you made about how your two cultural artifacts reveal your cultural perspective. Leave the reader with food for thought why is it important to understand the elements of culture? Why is it important to identify your own cultural perspective? What impact might an understanding of your own cultural perspective have on the way you interact with others?

Make sure you proof-read your writing. (2 points) Unit One: Cultural Artifact Personal Essay OutlineMs. FritzIntroduction: Begin your essay by explaining, in your own words, your understanding of the word/concept culture. 10 points Describe your own culture and explain which elements of culture are most important for understanding your cultural perspective. 10 pointsBody Paragraph 1Describe each of your cultural artifacts. Give background information (contextualization) to your reader about each of these artifacts . Why did you choose them as representatives of your culture. What do they reveal about you? (analysis) What do they reveal about your culture? (analysis) Which element of culture do they connect to and why? (analysis)

Body Paragraph 2 (same criteria as body Paragraph 1)

Cultural Artifact Personal Essay Outline: The ConclusionConclusion: Revisit your description of the word/concept culture and summarize the main points you made about how your two cultural artifacts reveal your cultural perspective. Leave the reader with food for thought why is it important to understand the elements of culture? Why is it important to identify your own cultural perspective? What impact might an understanding of your own cultural perspective have on the way you interact with others?

english 10 week one: 9/6/11-9/9/11

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