English 10 Week 28Intro. to unit five: Short Story Unit

March 28, 2011-April 1, 2011

Monday 3/28/11Learning Goals: SWBAT1.Express their opinion on various unit five statements relating to the themes and main ideas of the literature we will read. 2. Summarize the essential questions and major assessments for unit five. 3. Describe and illustrate the word “acculturate”.

Do Now: • Complete the “Anticipation

Guide” worksheet on your desk.

Homework: Complete the “Further Understanding” box of your vocabulary graphic organizer.

Agenda: 1. Do Now (5 minutes) 2. Anticipation Guide “Take a

Stand” Activity” (10 minutes)

3. Intro to unit five (10 minutes)

4. Vocabulary lesson on “Acculturation” (10 minutes)

Anticipation Guide Take A Stand Activity Guidelines

You will have the opportunity to share your opinion on some of the statements on the anticipation guide. You can only “take a stand” on the statements you wrote your extended responses on.

• You will receive a citizenship grade for your participation and conduct

during this activity. • You can only take a stand once. • No one can interrupt anyone else. • All disagreements must be respectful! No put downs or shut downs.

Learning Goals: SWBATExpress their opinion on various unit five statements relating to the themes and main ideas of the literature we will read.

Term: Acculturate/Acculturation

Describe in your own words: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

LG/SWBATDescribe and illustrate the word “acculturate”.

My Understanding: Circle one after the lesson1 2 3 4

Acculturation/Acculturate

Draw:

LG/SWBATDescribe and illustrate the word “acculturate”.

Caption Explaining the drawing above:

Further Understanding:

Acculturation

• Acculturation is a process in which members of one cultural group adopt the beliefs and behaviors of another group.

• Although acculturation is usually in the direction of a minority group adopting habits and language patterns of the dominant group, acculturation can be reciprocal--that is, the dominant group also adopts patterns typical of the minority group.

• the process of adopting the cultural traits or social patterns of another group.

LG/SWBAT: Describe and illustrate the word “acculturate”.

Tuesday 3/29/11Learning Goals: SWBAT

Explain and execute the expectations for working with a literature circle.

Do Now: • Use the word acculturate,

(or acculturated or acculturation) in a sentence.

Agenda: 1. Do Now and HW check (page

two of vocabulary lesson from yesterday)

2. Preview learning goals3. Literature circle guidelines,

expectations, roles4. Literature circle groups meet and

select stories and roles. 5. Use remaining time to begin

reading, annotating and completing roles in preparation for tomorrow’s literature circle.

Literature Circles

For this unit, you will be working with an assigned group to read, annotate, analyze and discuss three stories.

You and your group members will choose the stories together (you must all agree on the three stories you want to read).

For each story, you will rotate leadership roles. It is essential that each person in your group completes his/her work for each story as you will all submit your work in a “literature circle portfolio” at the end and you will receive a group grade based on the completion and quality of the work your group did.

You will also receive a citizenship grade for your focus, professionalism and conduct during literature circle meetings.

Tuesday 3/29/11Learning Goals: SWBAT

Explain and execute the expectations for working with a literature circle.

Literature Circle Roles

1. Summarizer: this person elicits a thorough, but concise summary of the story from the group (through questioning and discussion) that includes descriptions of characters, summary of main events. The summarizer writes 5 level one questions to pose to the group to check for understanding.

2. Illustrator: This person creates a colorful illustration of an important moment in the story– the illustration must reflect time and effort (not necessarily artistic ability). The illustrator asks the group questions about the illustration and their own visualization of the story.

3. Researcher: This person conducts internet research about the country, author, or historical/political context of the story. The researcher takes notes based on this research (in his/her own words, not printing from the internet or copying and pasting).

4. Analyzer: This person identifies major themes/big ideas in the story– makes connections between the essential questions/anticipation guide statements and the story, or analyzes an important character in the story. The analyzer writes 5 level two questions to pose to the group during discussion.

Tuesday 3/29/11Learning Goals: SWBAT

Explain and execute the expectations for working with a literature circle.

Literature Circle Groups

Group One: AlainDrishtiKiraJuan

Group Two:TaliaErikSophieFatima

Group Three: MaddieMarioGraceRowan

Group Four: AlejandraAngelEmmaYlana

Group Five: KeithWilsonMichaelAlvin

Group Six: Marpha AdaiahTina

Tuesday 3/29/11Learning Goals: SWBATExplain and execute the expectations for working with a literature circle.

“In the Shadow of War” by Ben Okri (Nigeria) From Stars of the New Curfew

This story is somewhat challenging. It is told from the perspective of a young boy during the Nigerian Civil War. He watches a mysterious woman walk by his house every day- other children say that she floats (her feet do not touch the ground) and that she doesn’t have a shadow. The boy is curious about her and some soldiers notice the boy’s observations and ask them to inform them when he sees her pass by again. He follows the woman and the soldiers and witnesses violence that are confusing and difficult for him to make sense of.

“The Way of the Machete” by Martin A. Ramos (Puerto Rico) from One World

This story is about a young boy whose father works with a machete every day cutting sugar cane. His father is challenged to a machete dual by another worker and the young boy has to quickly learn what it means to be a man.

“The Rich People’s School” by Lauri Kubuitsile ( Botwana) from One World

In this story a young girl’s mother leaves her behind in Bostwana with her grandmother after she marries a wealthy American who wants nothing to do with her dark skinned, African daughter. The mother sends money to fund her daughter’s fancy private school education, but the school only makes the daughter feel alienated and confused.

Learning Goals: SWBATExplain and execute the expectations for working with a literature circle. Preview of the Stories:

Learning Goals: SWBATExplain and execute the expectations for working with a literature circle.

Preview of the Stories:

“My Mother, The Crazy African” by Chimanda Ngozi Adichie (Nigeria) from One World

This story is about a young girl whose family moves to the United States from Nigeria. She is self conscious about her families “otherness” and wants to seem as American as possible while her family holds on to some of their Nigerian identify and culture. This becomes a problem for her when she attempts to have a boy over one day.

“Homeless” by Ova Adagha (Nigeria) from One World

This story is about a two young children (a brother and a sister) trying to understand their mother’s tension and anxiety. They try to make sense of the demolition of their home and neighborhood.

“Ysrael” by Junot Diaz (Dominican Republic) from Drown

This story is told from the perspective of Yunior. His older brother Rafa convinces him to go and see Ysrael– a boy whose face was eaten by a pig when he was an infant.

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

Wednesday 3/30/11Learning Goals: SWBAT1. Describe and identify on a graph the following story structure terms: plot, rising action, climax, falling action and resolution. 2. Explain internal vs. external conflict in relation to a story. 3. Read, annotate respond to short story #1.

Do Now: • What do you, as an

individual, need to do in order to be successful during this unit?

• What does your group need to do in order to be successful?

Agenda: 1. Do Now 2. Mini-lesson on story structure

#13. http://www.youtube.com/watch

?v=c6I24S72Jps4. Review guidelines for unit and

unit calendar. 5. Independent work time.

Homework: Complete parts one and two for your first story in preparation for tomorrow’s first literature circle discussion.

Story Structure Notes

Elements of a Story Description

1. Plot

2. Conflict

3. Internal Conflict

4. 3 Types of External Conflict

5. Exposition of the story

6. Rising Action

7. Climax

8. Resolution

Elements of a Story Mini-lesson #1

• Plot refers to the chain of related events that take place in a story. These events are built around a conflict– a struggle between opposing forces.

Wednesday 3/30/11Learning Goals: SWBAT1. Describe and identify on a graph the following story structure terms: plot, rising action, climax, falling action and resolution. 2. Explain internal vs. external conflict in relation to a story.

Wednesday 3/30/11Learning Goals: SWBAT1. Describe and identify on a graph the following story structure terms: plot, rising action, climax, falling action and resolution. 2. Explain internal vs. external conflict in relation to a story.

Parts of the Plot: Exposition= background of the story.Rising Action = introduces complications/conflict, builds suspenseClimax= the turning point in the story, suspense and conflict reach their peakFalling Action= conflicts get resolvedResolution= end of the story where all the pieces get put back together.

Internal Conflict

• A character struggles with him/herself– this could be a struggle relating to his/her identity, a desire to do something he/she knows he/she shouldn’t do, struggling with feelings of some kind.

• Example: Prospero has an internal struggle at the end of the play after his conversation with Ariel– he is not sure whether to forgive or seek revenge. He is struggling with himself over what is the right thing to do.

Wednesday 3/30/11Learning Goals: SWBAT1. Describe and identify on a graph the following story structure terms: plot, rising action, climax, falling action and resolution. 2. Explain internal vs. external conflict in relation to a story.

External Conflict

There are three types of external conflict in a story: 1. Man vs. Man– one character’s struggles or conflict with

another. Example: Ram’s conflict with Prem Kumar is “man vs. man” (“man” can also refer to female characters).

2. Man vs. Nature– a character’s conflict/struggle against the environment. Example: Erendira is in conflict with the “winds of misfortune”, which is an element of nature.

3. Man vs. Obstacle of Society– a character’s conflict with his/her society or the beliefs of his/her society (example, racism, colonialism, sexism or discrimination of any kind).

Wednesday 3/30/11Learning Goals: SWBAT1. Describe and identify on a graph the following story structure terms: plot, rising action, climax, falling action and resolution. 2. Explain internal vs. external conflict in relation to a story.

LG/SWBAT Read, annotate respond to short story #1.

Independent Work Time:

What should I be doing now? • Work silently! • Keep your group members on task– remember if

they don’t do their work it will affect your grade! • Read and annotate (margin summary notes will be

a part of your homework grade) short story #1. • Work on completing parts one and two of your

assignment in preparation for tomorrow’s literature circle discussion #1.

Thursday 3/31/11Learning Goals: SWBAT1. Explain and execute the expectations for participating in a literature circle discussion. 2. Discuss short story #1 by participating in a literature circle discussion.

Do Now:

• What was your favorite part of the story? Explain.

Homework: Begin reading, annotating story #2 and working on part one.

Agenda:

1. Do Now 2. Review literature circle

expectations and rubric3. Literature Circle

Procedures4. Lit. Circle Discussion #15. Choose story #2 and new

leadership roles.

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.

Thursday 3/31/11Learning Goals: SWBAT1. Explain and execute the expectations for participating in a literature circle discussion. 2. Discuss short story #1 by participating in a literature circle discussion.

• 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.

Learning Goals: SWBAT1. Explain and execute the expectations for participating in a literature circle discussion. 2. Discuss short story #1 by participating in a literature circle discussion.

Literature Circle 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: ___________________________________________

Friday 4/1/11Learning Goals: SWBATRead, annotate and analyze short story #2 in preparation for Monday’s literature circle discussion.

Do Now: • Answer the following

questions in your notebook in at least three complete sentences.

• Describe the conflict in the first short story you and your group members read. What type of conflict is it? How does this conflict get resolved?

Agenda: 1. Do Now2. Independent Work time

#2: read, annotate and complete parts one and two for short story #2.

Homework: Complete parts one and two for short story #2 for literature circle discussion #2.

Guidelines and Expectations for Independent Work time!

• You will receive a citizenship grade for your conduct and focus during today’s class. You are expected to:

1. Complete the Do Now (silently). 2. Read and annotate short story #23. Complete part one and part two of the literature circle packet for short story #2. 4. Refrain from having off-topic conversations and distracting others!

Friday 4/1/11Learning Goals: SWBATRead, annotate and analyze short story #2 in preparation for Monday’s literature circle discussion.