Week 14: December 5 th – 9 th

Week 14: December 5th – 9th

Imani Nathy

CassandraJamesly

Victor Joelle McHenley Erick

Tommy EmilianoLenninDavnys Trevon Natalie

Lilliana AmanjotJason Lorena

Beverly Yamile

10D Front of Room - BoardRm. 407

Door

Monday, December 5th, 2011Objective: by the end of this lesson,1. identify the three best pieces of evidence from the novel in support of your newly revised thesis statement;2. summarize the purpose and criteria of contextualization.

Agenda:• Do Now … 8 minutes• Contextualization … 5 minutes• Select Three Pieces of Evidence … 20

minutes• Begin outlining your first body paragraph

… 15 minutes

Homework:• Finish the outline! Due tomorrow…• Timelines due Wednesday!

• Finish during lunch today, tomorrow, or afterschool today or tomorrow!

• First draft due Friday!

Silent Do Now:• What is

contextualization?• What do you have

to do to contextualize?

• Why is contextualization important?

Contextualization• It provides adequate background information to your reader. It helps

your reader have the necessary information to understand your quote.

• Your contextualization should be written for someone who has never read your book. This ensures that your reader is “on the same page” as you.

• You should answer the following questions in your contextualization to help your reader understand your quote: What is happening at this point of the story (in your quote)? What is this quote about? Why is this quote important? In other words, why is it included in your

essay? Who is speaking and who are they referring to? (introduce your quote)

• There is a fine balance between too much and too little contextualization!

Monday, December 5th, 2011Objective: by the end of this lesson,1. identify the three best pieces of evidence from the novel in support of your newly revised thesis statement;2. summarize the purpose and criteria of contextualization.

Thesis Statement Rubric

Qualities to be Evaluated

4= Advanced Proficient 3=Proficient 2=Needs Improvement

1=Needs Improvement/Below Standard

Thesis Thesis is an argument based on an understanding a text(s) Directly and completely answers the question/prompt and shows an original interpretation of the text Shows a plan for how they will prove their argument in the body of the paper

Thesis is an argument based on an understanding a text(s) Directly and completely answers the question/prompt Shows a plan for how they will prove their argument in the body of the paper, but a element of the plan is too broad or too specific

Thesis/thematic focus lacks clarity or is misplaced. Mostly answers the question/prompt The thesis is not arguable. Thesis statement demonstrates a partial understanding of the text, or a superficial understanding of the text.

Thesis is not clear or appropriate for the assignment. Thesis is not arguable and/or connected to the assignment. Thesis represents a confused understanding of the text or does not reflect that you’ve completed the text

Objectives: SWBAT…1. Review the characteristics of a thesis statement and understand its purpose.2. Identify the qualities of a good thesis statement by analyzing the Thesis

Statement Rubric and evaluating several examples.

Unit Two Essay Prompt

Directions: For the unit two essay, you will write about the connection between one of the unit two concepts and the novel. Choose from one of the prompts below:

1. Identify a theme in Q&A and explain how this theme is developed throughout the novel. How does the author develop this theme and convey it to his readers? How is this theme shown rather than told throughout the story?

2. How is Q & A about the struggle for agency? 3. Why does Vikas Swarup choose to write Q&A in narrative order rather than chronological

order? What effect does this have on his readers, the story, and the characters?

Guidelines: • You must develop a thesis statement in response to one of the essay questions above. • Your thesis needs to be arguable and specific. • You need to include at least one vocabulary word from unit two in your thesis. • You need to use your thesis statement to construct an outline.• You need to identify three pieces of best evidence (quotes) that directly and clearly support

your thesis. There should be one quote in each body paragraph.• You need to organize your writing into five clearly written and proof-read paragraphs (intro.,

three body paragraphs and conclusion). • You need to complete multiple drafts of your writing and make significant improvements with

each draft.

Introduction Part Two (A):3. Thesis Statement: Your thesis statement needs to be two-three sentences long. Your thesis statement needs to be arguable and specific and needs to directly address the essay question you chose and copied on page one of your outline. 3a. Example: Throughout the story, Ram, the teenage narrator, struggles against the boundaries of his culture and the adults who try to enforce the cultural norms of post-colonial India. Ram transgresses these norms repeatedly in an attempt to be his own agent and to change the rules of this adult world.

• Your Thesis Statement

Introduction Part Two (B): 3. Thesis Statement: Your thesis statement needs to be two-three sentences long. Your thesis statement needs to be arguable and specific and needs to directly address the essay question you chose and copied on page one of your outline. 3a. Example: Throughout the story, Ram, the teenage narrator, struggles against the boundaries of his culture and the adults who try to enforce the cultural norms of post-colonial India. Ram transgresses these norms repeatedly in an attempt to be his own agent and to change the rules of this adult world.

• Your REVISED Thesis Statement

Qualities to be Evaluated

4= Advanced Proficient, 95% 3=Proficient, 85% 2=Needs Improvement, 75% 1=Needs Improvement/Below Standard, 65-55%

Thesis Thesis is an argument based on an understanding a text(s) Directly and completely answers the question/prompt and shows an original interpretation of the text Shows a plan for how they will prove their argument in the body of the paper

Thesis is an argument based on an understanding a text(s) Directly and completely answers the question/prompt Shows a plan for how they will prove their argument in the body of the paper, but a element of the plan is too broad or too specific

Thesis/thematic focus lacks clarity or is misplaced. Mostly answers the question/prompt The thesis is not arguable. Thesis statement demonstrates a partial understanding of the text, or a superficial understanding of the text.

Thesis is not clear or appropriate for the assignment. Thesis is not arguable and/or connected to the assignment. Thesis represents a confused understanding of the text or does not reflect that you’ve completed the text

10th Grade World LiteratureUnit Two Essay Outline

Your Hook:

Your Lead-In:

Name: ______________________________________________________

Essay Question: __________________________________________________________________

Introduction Part One: 1. Your introduction needs to include a hook (a juicy quote, or a broad question that engages the reader with the general topic of your essay, but is not yet specifically about your thesis statement or the text. The hook needs to be connected to the thesis and the text, but is much more broad than the thesis. 1a. Example Hook: The World Bank estimates that 456 million Indians (41.6% of the total Indian population) now live under the global poverty line of US$ 1.25 per day. This means that a third of the global poor now reside in India.

2. Lead-In: Your lead-in is a sentence or two that builds a connection between your hook and your thesis statement for the reader of your essay. 2a. Example: Vikas Swarup brings this statistic to life in his gripping novel, Q & A. This books is a representation of the lives of India’s poor and their struggle to have recognition and status.

ORQ Best Evidence Rubric

4 = A 3 = B 2 = C or D 1 = FEvidence shows how the details of the text relate to one another to convey an overall meaning

There is one specific and relevant example from the text that best supports the mini-thesis statement Evidence is meaningfully quoted and/or paraphrased The quote is cited correctly and is introduced with the speaker, author, location in passage, or situation

There is one specific and relevant example from the text that best supports the mini-thesis statement Evidence is meaningfully quoted and/or paraphrased The quote is cited correctly and is introduced with the speaker, author, location in passage, or situation

There is one specific example from the text that supports the mini-thesis Evidence is somewhat meaningfully quoted/paraphrased by includes too much or too little information The quote is not cited correctly and/or is not introduced

Evidence is not connected to the mini-thesis statement

AND / OR

There is no evidence provided

Notes about a 4: Notes about a 3: Notes about a 2: Notes about a 1:

Use this rubric to select the three pieces of evidence for your essay Don’t forget to introduce your quotes and cite them. Write out the FULL quote.

The Body of the Essay: All three body paragraphs need to be clearly organized and connected to the thesis statement. Each body paragraph needs to include a quote from the novel that supports your ideas and your thesis statement, context before and after the quote and analysis of the quote. Each body paragraph must be at least 5 sentences long (not including the quote).

Topic of Body PP 1 What is this paragraph going to be about?

Explanation How does this topic connect to and support your thesis statement?

Context : Introduction of quote 1 What is happening at this point in the story? Who is speaking? Who are they speaking to? What are they talking about?

Quote: be sure to include the author and the page number (Swarup 113).

Analysis 1 Why is this an important quote/moment in the text? What does this quote reveal?

Analysis 2 How does this quote support your thesis statement?

Transition to next topic/paragraph How does this example and the ideas in this paragraph connect to the ideas/topics/examples in your next body paragraph?















Conclusion: Your conclusion needs to be at least three sentences long. Your conclusion must begin by revisiting your thesis statement in new words (do not simply copy it using the same exact words you used in your introduction. Synthesize, or summarize and connect the ideas in the three body paragraphs.Connection between your thesis/argument and the world. Extend your ideas in the essay so that you go beyond the book– how does your thesis have significance, importance or relevance in the real world? Leave your reader with something to think about!

Tuesday, December 6th, 2011Objective: by the end of this lesson,1. you will be able to revise your thesis statement based on Ms. Breindel’s feedback;2. compose your first body paragraph.

Agenda:• Do Now• Thesis Statement revisions• Write first body paragraph by

the end of the period• Email to Ms. Breindel at

[email protected]

Homework:• Write your introduction tonight!• Finish the timeline!

Silent Do Now:1. How do you feel

about your outline?2. Look at Ms. Breindel’s

feedback. Begin revising using the feedback and the rubric. Revise on your outline.

How to earn a ‘4’ for today…

• Follow the guidelines for formatting your first draft

• Work silently and independently. Stay in your seat. Stay focused on your work the entire period.

• Write your first body paragraph and email it to Ms. Breindel by the end of the period

• Clean up your space and your laptop!

Wednesday, December 7th, 2011Objective: by the end of this lesson,1. you will be able to describe the criteria for analysis;2. incorporate Ms. Breindel’s feedback into your first body paragraph;3. compose your second and third body paragraphs.

Agenda:• Do Now• Analysis• Revise first body paragraphs• Write second and third body

paragraphs• Citizenship Rubric

Homework:• Timelines due today!• Finish your first draft by Friday!

• Bring four printed copies• Email it as a word document to

Ms. Breindel

Silent Do Now:• What is analysis?• Where does

analysis belong in an essay?

• Why is analysis important to our argument?

Analysis Rubric4=A, 95% 3=B, 85% 2=C, 75% 1=D, 65% 0=F, 55%

Analysis: Student is able to explain what, why, how in each body paragraph in relation to each piece of evidence he/she cites. What is the example/piece of text about? Why is it important or interesting? How does it support the thesis statement?

Analysis…-Directly and explicitly connects each piece of evidence, topic sentences and thesis statement. -offers a reasonable interpretation of the text with original ideas. -Demonstrates a sophisticated understanding of the text. -breaks down evidence—re-quoting and interpreting smaller parts of each quote in the body paragraphs. -Student defines his/her abstract terms (such as love, friendship, family relationships, important, significant).Synthesizes ideas and interpretations to explicitly serve the thesis.

Analysis…-connects to evidence, topic sentences, and thesis statement.-offers a reasonable interpretation of the ideas in the text that demonstrate an understanding of the evidence included in the body paragraphs.-Attempts to breakdown the quote for the reader, but is not utilized well to argue their point-offers too much or too little contextualization or summary.

Analysis…-is incomplete. He/she has analyzed some of the examples and quotes in the body paragraphs, -Analysis is not always clearly connected to the thesis. -is rushed and implies interpretations and connections instead of developing them and making them explicit.-Writer makes no attempt to breakdown their quote

Analysis…-makes no connection to thesis, topic sentences and/or evidence. -connection is unclear or contradictory.-offers only summary or paraphrase of evidence (quotes).-demonstrates a misunderstanding of the evidence (quotes).-lacks logical organization and/or idea development. Student has little or no analysis in the body of the paper.-Author makes no attempt to breakdown the quote

Student has made no attempt at analysis.

OBJECTIVES: BY THE END OF THIS LESSON,YOU WILL BE ABLE TO DESCRIBE THE CRITERIA FOR ANALYSIS, AS BASED ON THE ESSAY RUBRIC.

Analysis sentence starters

Verbs that show…Argument Agreement Disagreement Neutralityarguesbelieveschallengesclaimsemphasizesinsistsreportsreminds ussuggests

acknowledgesadmiresagreesendorsespraisessuggestssupportsverifies

critiquescomplainscomplicatescontendscontradictsdeniesquestionsrefutesrejects

articulates (means communicates)capturescommunicatesdescribesdemonstratesidentifiesnarratespresentsrevealsstates

•When the author says, “…” he/she means…•As a result, …•Therefore,…•Without…•The effect of this is…, which proves that…•From this quotation one can see that…•This proves that…


Breaking Down a Quote

• In order to earn a 3 or 4 on your analysis in your essay, you must breakdown your quote for ALL three body paragraphs

• Below are the steps you take to breakdown your quote:1. Decide what sub-argument you are trying to prove in this paragraph (know

this!)2. Restate what happened/the point of the quotation (write this!)• In this quote, the reader sees that …

3. What part of the quotation is most important and why?• When the author says, “…” he/she means…

4. As a result of this information, what does this tell your reader about your sub-argument?

• As a result, …5. Elaborate (add-on a new point) about how this relates to your sub-argument.• The effect of this is…, which proves that…

6. What does this prove? (your sub-argument; #1)• This proves that… / This demonstrates…

7. Concluding sentence!


How to earn a ‘4’ for today…

• Follow the guidelines for formatting your first draft

• Work silently and independently. Stay in your seat. Stay focused on your work the entire period.

• Write your first body paragraph and email it to Ms. Breindel by the end of the period

• Clean up your space and your laptop!

I need Help!• Natalie• Victor• Trevon• Jamesly• Yamile• Erick• Cassandra• Tommy• Nathy• Beverly

Slideshow with Analysis

• Jason• Lorena• Emiliano• Lilliana• Erick• Joelle• tommy

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:

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:

Friday, December 9th, 2011Objective: by the end of this lesson,1. you will be able to, describe what feedback is and is not for revising an essay;2. describe and execute the expectations for a writer’s workshop;3. evaluate your essay and three peers’ essays based on the criteria of the rubric and your assigned role (warm feedback, cool feedback summarizer);OR1. compose a first draft of your Q&A essay

Silent Do Now:Thinking about previous essays and feedback you have received from

a teacher/peers, answer the following in 2-3 sentences each:1. What type of feedback is helpful for improving your essay

and writing skills?

2. What type of feedback is not helpful in improving an essay? Why?

3. Why is feedback important to improving the quality of your essay and your writing skills?

Feedback

• Is: good feedback is grammatical feedback, suggestions/examples/questions, not criticizing, listening

• Is not: I would change that with no suggestions, no explanation, vague/mean/hurts your feelings

What is Writer’s Workshop?

• It is a process writers’ use to gain positive and constructive feedback on their work in order to revise and improve their essays.

• For this activity, you have been placed in a group students that you will work with to receive feedback on your essay and to give feedback on three of your peers’ essays.

• There are four roles throughout this process. You will serve as every role: the Writer, the Encourager (provides warm feedback), the Respectful Critique (provides cool feedback), and the Summarizer.

• You will receive written feedback from your group members, which you will use to revise your essay. This feedback will also be submitted with your Unit Two Essay Portfolio.

Objective: by the end of this lesson,2. describe and execute the expectations for a writer’s workshop;3. evaluate your essay and three peers’ essays based on the criteria of the rubric and your assigned role (warm feedback, cool feedback summarizer);

Writing Group Procedures: All roles will rotate– every one will get the chance to fill each of the roles during each round. Follow these steps in

order to complete one round of Writer’s Workshop:

1. Decide who will be which role first --- Writer, Encourager, Respectful Critique, and Summarizer.2. The writer distributes a copy of his/her essay to group members and reads his/her essay out loud with a pen

in hand! If you notice something you want to change, the writer may stop (briefly and periodically) to make notes to him/herself as they may notice things about their essay as they read. – Other roles: make edits/notes on his/her essay. Mark it up! You will be giving this essay to him/her to

use for revisions. Do not interrupt the writer as s/he is reading; you will ask questions /comments afterwards.

– Depending on your role, be thinking about the specific type of feedback you are going to give.3. After the writer finishes reading aloud, if any of the group members have level 1, clarifying questions, you

may ask the writer these (and get them answered) at this time.4. Each group member follows the guidelines on his/her role card and begins completing his/her feedback

worksheet for the writer. Make sure you put your name on this sheet; the writer might have follow-up questions!

5. The writer then re-reads his/her essay again to the group. This time, the other roles may fill out the worksheet as the writer is reading…

6. After the writer finishes reading aloud group members can take a couple of minutes to finish filling out their feedback worksheets.

7. Group members read their feedback and explain it to the Writer. Discuss each feedback as a group; do you agree or disagree, even if you weren’t in this role?

8. Writer staples completed feedback forms (three --- Summarizer, Encourager, and Critique) and the other group members’ copies of the essay to his/her original essay, which the Writer read from.

9. Repeat this process for the next Writer --- everyone else switches roles as well.

Objective: by the end of this lesson,2. describe and execute the expectations for a writer’s workshop;

Encourager (provides WARM feedback): Give the writer specific and precise information about what he/she did well and where he/she did those things well in his/her essay. Warm feedback is important so the writer can try to replicate the strong moves he/she made in the essay in other, weaker parts of the essay. List three specific parts of the essay where the writer did something well. Refer to specific sentences and/or paragraphs.

Explain why you think the writer did a good job with these specific parts. What, specifically, did he/she do well?

1.

2.

3.

ENCOURAGER: _____________________________ Writer: ____________________

Respectful Critique (provides cool feedback) : provide cool feedback that is specific, kind, respectful and that gives the Writer specific ideas for improving specific parts of the essay.

Identify three specific parts of the essay that you think the writer needs to focus on clarifying, improving, re-writing or re-organizing. Use the essay rubric as a guide…

Explain what you think the writer needs to do to improve these three parts and why you think they need to focus on these three parts. Refer to the rubric for ideas of how to improve.

1.

2.

3.

RESPECTFUL CRITIQUE: _____________________________ Writer: ____________________

Summarizer: The summarizer needs to summarize the main argument of the paper and the three sub-arguments in the body of the paper. This information will tell the writer whether or not he/she communicated what he/she intended to communicate through their writing.

What is the thesis/main argument of the paper?

Which essay question does this thesis address?

What is the first sub-argument (topic of body paragraph #1)?

How does this sub-argument connect to the thesis?

What is the second sub-argument (topic of body paragraph #2)?


What is the third sub-argument (topic of body paragraph #3)?


SUMMARIZER: _____________________________ Writer: ____________________

Writer’s Workshop Reflection for ______________: Directions: After every member of your group has had a chance to be the writer and hear and receive written feedback on their essays, then you need to work independently to complete the reflection (2-4 sentences each):

1. How did it feel to read your essay aloud? Did you notice anything new about your essay? Explain.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Which role were you most comfortable in when you weren’t the writer? Explain why you were comfortable with this

role. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Was the feedback you received from your group members helpful? Why or why not? ____________________________________________________________________________________________________________________________________________________________________

4. What are you going to do to improve/revise your essay? What are three specific steps you are going to take to improve it? ___________________________________________________________________________________________________________________________________________________________________________________________________________________

Documents

Week 14: December 5 th – 9 th