English 10 Week 33 May 2-May 6

Introducing Unit Six (final unit of the year) Differentiated Global Book GroupsEnglish 10 Week 33May 2-May 6Tuesday 5/3/11Learning Goals: SWBAT1. Select a passage from their unit five short story to read aloud to the class. 2. Summarize the goals and structures of unit six. Do Now :Agenda: Choose a short passage from your short story to read aloud in a class share. (no more than a paragraph, no less than a sentence). Do NowShort Story Read-AloudIntroduce unit six: goals, structures, texts. Distribute pre-reading packets. Distribute books.

Homework: Read your pre-reading packet and answer the pre-reading questions. Unit Overview: What is this unit all aboutDuring this unit you will be working with a reading group to read, annotate, interpret, analyze and summarize a novel. You have been assigned a group and a text based on your lexile score/independent reading level. You will be given time in class to read, but you will also need to read outside of class in order to finish your book before the end of quarter four. You will work with your group to discuss your book during literature circle meetings. You will also work with your group to complete assignments that help you uncover the deeper meaning (themes) of your book.

Learning Goals: SWBAT Summarize the goals and structures of unit six. Learning Goals for this unitBy the end of this unit, you will be able to

Identify themes in your novel and analyze the importantance of these themes to the work as a whole. Construct level one, two, three questions in relation to your book. Respond to level one, two, three questions with evidence from the text. Articulate the definition of inference and the strategies for making inferences; purposefully use strategies for making inferences about the meaning of a text or the authors intentions. Compose a literary 3X3 about the theme of your book. Discuss important passages and themes from your book in regular literature circle meetings. Develop a thesis statement and outline/plan an essay about a theme in your book. Compose and revise an essay about a theme in your book. Analyze three important quotes that support your thesis about an important theme and practice applying strategies for analysis (using sentence starters, breaking down the quote).

Learning Goals: SWBAT Summarize the goals and structures of unit six. Essential Questions How is the struggle for agency connected to the post-colonial context of the book? What impact do family traditions and expectations have on the formation of an individuals identity? How do conflicts (both internal and external) shape an individuals consciousness?

Learning Goals: SWBAT Summarize the goals and structures of unit six. Texts: Chinese Cinderella by Adelin Yen MahSold by Patricia McCormickSnow Flower and the Secret Fan by Lisa SeeA Long Way Gone: Memoirs of a Boy Soldier by Ishmael BeahThe House of the Spirits by Isabel AllendeKite Runner by Khaled Hosseini

Learning Goals: SWBAT Summarize the goals and structures of unit six.

Book Group AssignmentsALL GROUP ASSIGNMENTS ARE NON NEGOTIABLE!!!Chinese Cinderella: Ylana, Marpha, TinaA Long Way Gone: Memoirs of a Boy Soldier: Keith, Rowan, AlvinA Long Way Gone: Memoirs of a Boy Soldier: Angel, Erik, JuanSnow Flower and the Secret Fan: Sophie, Emma, Grace, Kira, AdaiahKite Runner: Alain, Wilson, Michael, MarioHouse of the Spirits: Drishti, Talia, Fatima, Maddie

Learning Goals: SWBAT Summarize the goals and structures of unit six.

Unit Six Assessments:How will I be graded? Completion of 3 sets of During Reading Notes on each of the three literature circle discussion days: 4th quarter test grade. Focus, productivity and professionalism during independent reading/work days: 4th quarter citizenship grade. Participation in 3 literature circle discussions: 4th quarter quiz grade. Completion of Character Map: HW/CW gradeCompletion of Literary 3X3: HW/CW gradeEssay on theme in your book: 30% of the final exam for the course.

Learning Goals: SWBAT Summarize the goals and structures of unit six. Wednesday 5/4/11Learning Goals: SWBAT1. Summarize the guidelines for completing During Reading Notes.2. Describe the qualities of excellent During Reading Notes by reviewing an exemplar and the DRN rubric.3. Create a reading calendar with your group members and set reading goals specific to your text. Do Now: Agenda: Make a prediction based on the pre-reading notes from yesterday. What do you think your book is going to be about? Why do you think this? Do Now and shareCollect short stories and read aloud parts of short stories. Review guidelines for completion of DRN.Review exemplar DRN and rubric. Distribute unit six calendar. Meet with group to set reading goals/deadlines.

Homework: Work on reading your book (working towards completing your first reading deadline and first set of DRN). Reading Goals: Goal #1: By 5/9/11 We will have read pp.__________-________________ and we all will complete DRN #1

Goal #2: By 5/13/11 We will have read from pp._________-__________ and we all will complete DRN #2.

Goal #3: By 5/19/11 We will have finished the book and we all will complete DRN #3. Group Members:________________________________________________________

Text: __________________________________________________________________Thursday 5/5/11Learning Goals: SWBAT1. Describe and illustrate the word inference. 2. Sustain silent reading and independent work for at least 30 minutes of the period. Do Now: Agenda: Complete the work on the handout on your desk. Do NowVocabulary Mini-lesson on Inference Review work time expectations and independent work time/reading time rubric. Do Now: Read the following paragraph and then, in the margin, write what you think is happening in this text. He put down $10.00 at the window. The woman behind the window gave $4.00. The person next to him gave him $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.

Learning Goals: SWBAT1. Describe and illustrate the word inference. 2. Sustain silent reading and independent work for at least 30 minutes of the period. Inference / to Infer (noun) (verb)Objective: SWBAT1. describe and illustrate the word inference/infer.My level of understanding:1 2 3 4Name: ________________________Describe in your own words: ______________________________________________________________________________

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_____________________________________________________________________________Sentence using inference/infer:______________________________________________________________________________

______________________________________________________________________________I added having students write a sentence using this word.13Draw: 1-2 sentence caption explaining the drawing above:

Further Understanding: How can inferencing help you uncover the theme of a text?

Objective: SWBAT1. describe and illustrate the word inference/infer.Inference / Infer (noun) (verb)Better ideas for the further understanding portion?14Inference (noun)/To Infer (verb)When you make an inference about something you are making an educated guess based on your background knowledge (text-to-text connections, text-to-self connections, text-to-world connections) and evidence from a text. An author never directly tells the reader what the theme or overarching meaning of his/her text is (that would be boring). Instead, an author gives the reader clues in the text to help make inferences in order to uncover the deeper meaning (theme) titles or books/stories/chapters, motifs, significant/meaningful passages/quotes. When you make an inference you are drawing a logical conclusion about a deep meaning in a text a good reader makes an inference that is close to what the author wants him/her to make.

Learning Goals: SWBAT1. Describe and illustrate the word inference. 2. Sustain silent reading and independent work for at least 30 minutes of the period. Inference/To Infer/Inferential Thinking

What is going on in this cartoon? How does this cartoon relate to what it means to make an inference?

Expectations for Independent Work Time/Reading TimeYou 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. Sustain silent reading and independent work for at least 30 minutes of the period. Independent Work Time/Reading Time Rubric4 = 95%3 = 80%2 = 65%1 = 50%*Student is focused on work and on-task at all times*Student never needs to be redirected by teacher*Student works independently the entire period *Student stays in seat unless given permission*Student is mainly focused on work and mainly on-task*Student needs to be redirected only once by teacher*Student works independently a majority of the period *Student stays in seat unless given permission*Student is often focused on work and sometimes on-task*Student needs to be redirected twice by teacher *Student works most of the period *Student is out of seat once*Student is often not focused on work and often off-task*Student needs to be redirected more than twice by teacher*Student works some to little of the period *Student is often out of seatFriday 5/6/11Learning Goals: By the end of this class you will be able to1. Identify a short section of the short story creative writing assignment to share with the class in a read-aloud. 2. Sustain silent independent reading and work time for at least 30 minutes in preparation for Mondays literature circle and During Reading Notes deadline. Do Now: Agenda: Summarize what youve read in your book so far. Do Now Short story read aloudIndependent work time

Homework: Read and complete During Reading Notes #1 for Monday!!