Week 10: November 7th – 10th

Monday, November 7th, 2011Objective: by the end of this lesson, 1. you will be able to summarize the main events and characters of “Murder on the Western Express”;2. compose sentences using the Unit 2 vocabulary.

Agenda:• Do Now• Reading Quiz• Vocabulary Sentences• Discuss “Murder on the Western

Express”

Homework:• Study for tomorrow’s Vocabulary

Quiz!• Read “A Soldier’s Tale”, six

annotations and during reading notes (due Wednesday!)

• Update binders for Binder Check #2 (due Wednesday)

Silent Do Now:**Take out your vocabulary story,

annotations, and plot points for “Murder on the Western Express” for me to check.**

Please answer the following in 2-3 sentences each:

1. How do you feel about how you did in English class in quarter 1?

2. What did you do well?3. What do you hope to

improve on? How will you do this?

“A Soldier’s Tale” Guided Reading Notes10th Grade World Literature: Ms. Breindel

Unit Two: Q & A by Vikas SwarupSummary: List the main events in this chapter. 5-8) What happens? Where and when does this chapter take place?

Characters: List the characters in this chapter. Briefly describe them if they are new, or explain who they have changed if they are recurring characters.

Important Quote: Select one important quote from the chapter and copy it here. Make sure you include the page number where the quote can be found.

Analysis of Quote: Why did you choose this quote? What was happening at this point in the chapter (give some context) Why is it important?

Vocabulary Review: Describe what the following vocab. words means in relation to this chapter:1. Transgress

2. Agency

Questions: List any clarifying questions (level 1) you have about this chapter that you’d like to discuss in tomorrow’s class.

Theme: List and explain at least one major theme from this chapter.

English 10 Citizenship Rubric4: Exceeding Expectations 3: Meeting

Expectations2: Needs Improvement 1: Unsatisfactory

*You get started immediately on writing the Do Now without any reminders*You remain in your seat the throughout class, unless you have permission to get up*You raise your hand and wait to be acknowledged 100% of the time*You are on time and mentally prepared to learn*You have all materials and assignments so you are ready to learn*Your tone, language, and body language are professional and respectful 100% of the time*You follow all PHA rules and class rules (dress code, gum, etc.)*You follow all instructions and time limits 100% of the time the first time they are given*You work purposely and respectfully alone, with a partner, or in a group*You clean-up your space, re-arrange your desk, and push in your chair when you exit class

AND you demonstrate that you are working your hardest inside and outside of class:*You come to office hours for extra help*You ask thoughtful questions regarding material*You revise your work in order to improve it*You exceed expectations of assignments by writing more*You add thoughtful and insightful comments during discussions

*You get started immediately on writing the Do Now without any reminders*You remain in your seat the throughout class, unless you have permission to get up*You raise your hand and wait to be acknowledged 100% of the time*You are on time and mentally prepared to learn*You clean-up your space, re-arrange your desk, and push in your chair when you exit class*You have all materials and assignments so you are ready to learn*Your tone, language, and body language are professional and respectful 100% of the time*You follow all PHA rules and class rules (dress code, gum, etc.)*You follow all instructions 100% of the time the first time they are given*You work purposely and respectfully alone, with a partner, or in a group

One or two of the following is true:

*You need to be reminded once to get started on writing for the Do Now*You need to be reminded to raise your hand once or twice to be acknowledged*You need to be reminded to stay in your seat unless you have permission to get up*You do not have all materials for class*You have an unexcused tardy*You need to clean-up your space*You need a reminder to keep your language, tone, and/or body language professional or respectful*You need to be reminded of PHA (dress code, gum, etc.) or class rules (routines)*You need to be reminded to follow instructions or time limits*You need to be reminded to work purposefully and/or respectfully alone, with a partner, or with a group

More than two of the following are true:

*You need to be reminded once to get started on writing for the Do Now*You need to be reminded to raise your hand once or twice to be acknowledged*You need to be reminded to stay in your seat unless you have permission to get up*You do not have all materials for class*You have an unexcused tardy*You need a reminder to keep your language, tone, and/or body language professional or respectful*You need to clean-up your space*You need to be reminded of PHA (dress code, gum, etc.) or class rules (routines)*You need to be reminded to follow instructions or time limits*You need to be reminded to work purposefully and/or respectfully alone, with a partner, or with a group

Name:Date: Wednesday, Nov. 9th

English 10 Citizenship Rubric4: Exceeding Expectations 3: Meeting

Expectations2: Needs Improvement 1: Unsatisfactory

*You get started immediately on writing the Do Now without any reminders*You remain in your seat the throughout class, unless you have permission to get up*You raise your hand and wait to be acknowledged 100% of the time*You are on time and mentally prepared to learn*You have all materials and assignments so you are ready to learn*Your tone, language, and body language are professional and respectful 100% of the time*You follow all PHA rules and class rules (dress code, gum, etc.)*You follow all instructions and time limits 100% of the time the first time they are given*You work purposely and respectfully alone, with a partner, or in a group*You clean-up your space, re-arrange your desk, and push in your chair when you exit class

AND you demonstrate that you are working your hardest inside and outside of class:*You come to office hours for extra help*You ask thoughtful questions regarding material*You revise your work in order to improve it*You exceed expectations of assignments by writing more*You add thoughtful and insightful comments during discussions

*You get started immediately on writing the Do Now without any reminders*You remain in your seat the throughout class, unless you have permission to get up*You raise your hand and wait to be acknowledged 100% of the time*You are on time and mentally prepared to learn*You clean-up your space, re-arrange your desk, and push in your chair when you exit class*You have all materials and assignments so you are ready to learn*Your tone, language, and body language are professional and respectful 100% of the time*You follow all PHA rules and class rules (dress code, gum, etc.)*You follow all instructions 100% of the time the first time they are given*You work purposely and respectfully alone, with a partner, or in a group

One or two of the following is true:

*You need to be reminded once to get started on writing for the Do Now*You need to be reminded to raise your hand once or twice to be acknowledged*You need to be reminded to stay in your seat unless you have permission to get up*You do not have all materials for class*You have an unexcused tardy*You need to clean-up your space*You need a reminder to keep your language, tone, and/or body language professional or respectful*You need to be reminded of PHA (dress code, gum, etc.) or class rules (routines)*You need to be reminded to follow instructions or time limits*You need to be reminded to work purposefully and/or respectfully alone, with a partner, or with a group

More than two of the following are true:

*You need to be reminded once to get started on writing for the Do Now*You need to be reminded to raise your hand once or twice to be acknowledged*You need to be reminded to stay in your seat unless you have permission to get up*You do not have all materials for class*You have an unexcused tardy*You need a reminder to keep your language, tone, and/or body language professional or respectful*You need to clean-up your space*You need to be reminded of PHA (dress code, gum, etc.) or class rules (routines)*You need to be reminded to follow instructions or time limits*You need to be reminded to work purposefully and/or respectfully alone, with a partner, or with a group

Name:Date:

Tuesday, November 8th, 2011Objective: by the end of this lesson, 1. you will be able to describe, compose sentences, and explain word connections using the ten Lesson #2 vocabulary terms;2. summarize the main events of “Murder on the Western Express” by taking a reading quiz.

Agenda:• Do Now• Pass out HW – During Reading

Notes• Vocabulary Quiz #2• Reading Quiz• When finished, update table of

contents from poster

Homework:• Read “A Soldier’s Tale”, six

annotations and during reading notes (due Wednesday!)

• Update binders for Binder Check #2 (due Wednesday)

Silent Do Now:Remember I have a

meeting today… be good for your substitute!

1. You have 5 minutes to study for your vocabulary quiz.

Wednesday, November 9th, 2011Objective: by the end of this lesson, 1. Explain the difference between a level three mini-thesis and a level four mini-thesis. 2. Evaluate and revise each other’s mini-thesis statements using the mini-thesis rubric.

3. Compose a mini-thesis statement in response to a new promptAgenda:• Do Now• “Murder on the Western Express”

quick write!• Review HW• Review Mini-thesis Labs• Review Mini-thesis Rubric• Collect Binders

Homework:• Write 3-5 plot points for EACH

chapter in Q & A• Read “License to Kill” and complete

HW guided reading notes

Silent Do Now:Think back to “Murder on the Western Express”…1. Was Ram justified in killing the dacoit on the train? 2. What do you think motivated Akshay to tell the Dacoit about Ram’s money? 3. Who was the woman in the flowing white sari?

“License to Kill” Guided Reading Notes10th Grade World Literature: Ms. Breindel

Unit Two: Q & A by Vikas SwarupSummary: List the main events in this chapter. 5-8) What happens? Where and when does this chapter take place?

Characters: List the characters in this chapter. Briefly describe them if they are new, or explain who they have changed if they are recurring characters.

Important Quote: Select one important quote from the chapter and copy it here. Make sure you include the page number where the quote can be found.

Analysis of Quote: Why did you choose this quote? What was happening at this point in the chapter (give some context) Why is it important?

Vocabulary Review: Describe what the following vocab. words means in relation to this chapter:1. Transgress

2. Agency

Questions: List any clarifying questions (level 1) you have about this chapter that you’d like to discuss in tomorrow’s class.

Theme: List and explain at least one major theme from this chapter.

Information about “A Soldier’s Tale”

1. India and Pakistan are two different countries that share a border. There is a long history of conflict/war between these two countries.

2. In 1971 there was a war called the Indo-Pakistani war that lasted only 13 days (the shortest war in history). This war is described in this chapter.

3. There continues to be tension between these two countries and alleged terrorist attacks.

4. This chapter takes place when Ram is living with and working for Neelima Kumar (he has the week off and is spending the week with Salim in the Chawl), before the movie theater scene and before Ram kills Shantaram.

“Murder on the Western Express” Silent Write

For this activity we will be reviewing the chapter’s events by reading and analyzing quotes from the chapter. You will have two minutes to read and annotate each quote. Afterwards your group will select a speaker to read your conversation about one of the quotes. Please annotate each quote in one or more of the following ways:

1. Identify the speaker of the quote.2. Describe how this quote is important to the overall events of the chapter in

1-2 sentences (at least!)3. Then choose one of the following to write:

– Summarize an event that happened in the chapter that the quote relates to.– Write a characterization about a character in the quote.– Describe a relationship between characters.– Describe how this quote is important to the chapter.– Make a prediction about what is going to happen later in the novel.– Make a connection to the Unit 2 essential questions, another text you have read for this

course, or the course essential questions.– Make inferences about events/knowledge given in the quote.– Compose a theme and explain why this is a theme/emerging theme of Q & A.

Objective: by the end of this lesson you will be able to summarize the main events and characters of “Murder on the Western Express”

1. “I pat my abdomen gently where fifty thousand rupees in crisp new notes nestle inside the waistband of my underwear, and feel the power of all that money seep insidiously into my stomach, my intestines, my liver, lungs, heart, and brain. The hunger gnawing at my stomach disappears miraculously” (p.153).

• Identify the speaker of the quote.• Describe how this quote is important to the overall events of the chapter in 1-2

sentences (at least!)• Then choose one of the following to write:

– Summarize an event that happened in the chapter that the quote relates to.– Write a characterization about a character in the quote.– Describe a relationship between characters.– Describe how this quote is important to the chapter.– Make a prediction about what is going to happen later in the novel.– Make a connection to the Unit 2 essential questions, another text you have read for this course,

or the course essential questions.– Make inferences about events/knowledge given in the quote.– Compose a theme and explain why this is a theme/emerging theme of Q & A.

3. “Train journeys are about possibilities. They denote a change in state. When you arrive, you are no longer the same person who departed” (p.153). • Identify the speaker of the quote.• Describe how this quote is important to the overall events of the

chapter in 1-2 sentences (at least!)• Then choose one of the following to write:• Summarize an event that happened in the chapter that the quote relates to.• Write a characterization about a character in the quote.• Describe a relationship between characters.• Describe how this quote is important to the chapter.• Make a prediction about what is going to happen later in the novel.• Make a connection to the Unit 2 essential questions, another text you have

read for this course, or the course essential questions.• Make inferences about events/knowledge given in the quote.• Compose a theme and explain why this is a theme/emerging theme of Q & A.

3. “Akshay refuses to believe me. He challenges me to show the money, and the prospect of impressing him is too tempting. I turn around, push my hand into my pants, and bring out the manila envelope, slightly damp and smelling of urine” (p. 154).

• Identify the speaker of the quote.• Describe how this quote is important to the overall events of the chapter in 1-

2 sentences (at least!)• Then choose one of the following to write:

– Summarize an event that happened in the chapter that the quote relates to.– Write a characterization about a character in the quote.– Describe a relationship between characters.– Describe how this quote is important to the chapter.– Make a prediction about what is going to happen later in the novel.– Make a connection to the Unit 2 essential questions, another text you have read for this

course, or the course essential questions.– Make inferences about events/knowledge given in the quote.– Compose a theme and explain why this is a theme/emerging theme of Q & A.

4. “But I am not seeing this happening. I am seeing a tall woman with flowing hair. The wind is howling behind her, making her jet-black hair fly across her face, obscuring it. She is wearing a white sari, whose thin fabric flutters and vibrates like a kite. She holds a baby in her arms. A man with long hair and a thick mustache, wearing black trousers and a white shirt, approaches her… the baby suddenly jumps from the mother’s lap and leaps at the man, clawing at his face. The man shrieks and pulls the baby away, but the baby lunges at his face again” (p.160). • Identify the speaker of the quote.• Describe how this quote is important to the overall events of the chapter in 1-2

sentences (at least!)• Then choose one of the following to write:• Summarize an event that happened in the chapter that the quote relates to.• Write a characterization about a character in the quote.• Describe a relationship between characters.• Describe how this quote is important to the chapter.• Make a prediction about what is going to happen later in the novel.• Make a connection to the Unit 2 essential questions, another text you have read for this

course, or the course essential questions.• Make inferences about events/knowledge given in the quote.• Compose a theme and explain why this is a theme/emerging theme of Q & A.

HW: Guided Reading Questions for “A Soldier’s Tale”

1. Where does this chapter take place? Why are Ram and Salim in this place?

2. How do Ram and Salim and the other kids feel about the war?

3. Who is Balwant Singh? 4. Why does Balwant Singh say that “this is not a real war”?5. Summarize the story he tells everyone in this chapter.6. What effect does his story have on his audience? 7. How is the truth about Balwant Singh revealed? 8. What does Balwant Singh do after he is exposed as a liar? 9. What was the purpose of this story? How did it help Ram

correctly answer another question on W3B?

Mini-Thesis Statement Rubric

4 3 2 1

Mini-thesis clearly and completely develops an argument in response to all parts of the prompt.

Mini-thesis shows sophistication by tying all parts of the prompt together.

Mini-thesis shows how the details of the text relate to one another to convey an overall meaning.

Includes title, author, genre.

Mini-thesis clearly and completely develops an argument in response to all parts of the prompt.

Mini-thesis shows sophistication by tying all parts of the prompt together.

Includes title, author, genre.

Mini-thesis restates the prompt and addresses all parts.

Does not include title, author, genre.

Or

Does not show how all parts of the prompt connect and does not show an overall understanding of the text.

Mini-thesis only addresses part of the prompt.

Groups• Group A: Trevon, Beverly, Davnys, Natalie• Group B: Imani, Victor, and Jamesly• Group C: Lorena, Cassandra, Jason, and Amanjot• Group D: Nathy, Lilliana, Erick, and Tommy• Group E: Yamile, Lennin, Joelle, and McHenley

Level 3 GroupGroup A: Nathy – Lilliana & Erick - Tommy

Group B: Yamile – Lennin & Joelle - McHenley

Objectives: You will be able to…1. Explain the qualities of a level four mini-thesis statement

and identify the differences between a level three and a level four.

2. Compose a mini-thesis that meets the criteria for a level four mini-thesis in response to a new prompt (“Murder on the Western Express”).

3. Evaluate each other’s mini-thesis statements and revise your own based on peer feedback.

4. Compose a final mini-thesis that meets the criteria for a level four in response to a new prompt (“A Soldier’s Tale”)

Name:

Step One: Review the rubric and then work together to come up with a description of what you need to do in order to write a level four mini-thesis statement. In other words, put the level four criteria into your own words

a. Description of a level four mini-thesis: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Description of a level three mini-thesis:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c. Explain the Difference between a level three mini-thesis and a level four mini-thesis:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Level 3 GroupGroup A: Nathy – Lilliana & Erick - Tommy

Group B: Yamile – Lennin & Joelle - McHenley

• Step Two: Read the following sample mini-thesis statements and discuss together whether they are examples of level 3’s or 4’s. Complete the chart below as you discuss.

• Prompt: Based on the chapter “A Brother’s Promise”, explain why Ram is motivated to pursue his connection with Gudiya.

Sample Mini-Thesis Statements Our Score (3 or 4)

Explanation– why did you give it this score?

In the chapter “A Brother’s Promise”, by Vikas Swarup, the main character, Ram, is motivated to pursue his connection with Gudiya because he feels that it was his duty to help the family and keep her safe from her father. In the chapter “A Brother’s Promise”, by Vikas Swarup, Ram is motivated to pursue his connection with Gudiya because he knows the s truggles she has been through with her father and he made a promise to her that he would protect her like the sister he never really had. In the chapter “A Brother’s Promise”, by Vikas Swarup, Ram is motivated to pursue his connection with Gudiya because he is searching for meaningful family connections as he has not biological family of his own. In the chapter “A Brother’s Promise”, by Vikas Swarup, Ram is motivated to pursue his connection with Gudiya because he feels he has to protect those who children are being denied their agency by oppressive or aggressive adults.

Level 3 GroupGroup A: Nathy – Lilliana & Erick - Tommy

Group B: Yamile – Lennin & Joelle - McHenley

• Step Three: Partner Work – Re-read pages 160-161. – Mark up the prompt: Box/circle important verbs and underline nouns/directions.

• Based on the chapter “Murder on the Western Express”, explain the meaning/significance of the woman in the white sari who appears toward the end of the chapter and how this vision influences Ram’s choices/actions.

• Purpose Question: Turn the prompt into a question that you will then answer in your mini-thesis statement. Make sure your purpose question includes all parts of the prompt.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Work with a partner to write a new level four mini-thesis statement together based on the following prompt. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Level 3 GroupGroup A: Nathy – Lilliana & Erick - Tommy

Group B: Yamile – Lennin & Joelle - McHenley

• Step Four: Trade your mini-thesis statement with the other pair in your group and use the rubric to give them a score. Then discuss with each other why you gave each other this score. Give each other two suggestions for revision and write them on the back of their mini-thesis.

• Step Five: Work with your partner to revise your mini-thesis statement based on your peer feedback.

Revision:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Level 3 GroupGroup A: Nathy – Lilliana & Erick - Tommy

Group B: Yamile – Lennin & Joelle - McHenley

• Step Six: On your Own– Write a new Mini-Thesis Statement based on the prompt below. Remember to mark-up the prompt.

• Prompt: Based on the chapter “A Soldier’s Story”, describe the difference between the children’s perspective on the war between India and Pakistan and Balwant Singh’s perspective and what influences their different perspectives.

• Purpose Question:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• On Your Own Mini-Thesis Assessment:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Level 3 GroupGroup A: Nathy – Lilliana & Erick - Tommy

Group B: Yamile – Lennin & Joelle - McHenley