Week 9: October 31st – 3rd

Monday, October 31st, 2011Objective: by the end of this lesson, 1. you will be able to summarize the main events and characters of “A Thought for the Crippled”;2. Identify the characteristics of level one, level two, and level three questions;3. identify three moments of transgression in Q & A;

Agenda:• Do Now … 5 minutes

• Organize Binders … 7 minutes• Discuss “A Thought for the Crippled”

… 20 minutes• Vocabulary Sentences … 7 minutes• Identify moments of Transgression in

Q & A ...10 minutes

Homework:• Finish transgression chart• Read “How to Speak Australian”

• Annotate – 6 post-its• Write a level 1, 2, and 3 question

Silent Do Now:*Please take out last night’s

homework (Vocabulary cards, annotations and plot points for “A Thought for the Crippled”)

*In 2-3 complete sentences, please answer the following. Use your vocabulary sheets!:

1. What is a connection between anonymity and acclaim?

Level One, Level Two, Level Three Questions

Level Three Questions:

These kinds of

questions transcend the text. They are

______________questions. They are inspired by the

text, but ask

____________

questions about life.

Level Two Questions: These questions are still connected to a text, but

have ________________ possible answer. Answering these kinds of questions requires that

you analyze a _________, or a character’s _______________ or development over time.

Level One Questions: Clarifying questions about the textQuestions that have only _______ possible right answerQuestions that require you to look back in the text and review or re-read in order to find the answer. These questions help you with _________________________– figuring out what is happening in a text.

Learning Goals: SWBATIdentify the characteristics of level one, level two, and level three questions.

Example: _____________________________________________________________________________________________?

Example: _______________________________________________________________?

Example: _________________________________________________________?

Transcend = ____________________________________

Level One, Level Two, Level Three Questions

Level Three Questions:

These kinds of

questions transcend the text. They are

deep thinking

questions. They are inspired by the

text, but ask

insightful questions about life.

Level Two Questions: These questions are still connected to a text, but

have more than one possible answer. Answering these kinds of questions requires that you analyze a theme, or a character’s motivation

or development over time.

Level One Questions: Clarifying questions about the textQuestions that have only one possible right answerQuestions that require you to look back in the text and review or re-read in order to find the answer. These questions help you with reading comprehension – figuring out what is happening in a text.

Learning Goals: SWBATIdentify the characteristics of level one, level two, and level three questions.

Example: Why do people harm innocent children for their own profit?

Example: do you agree with Ram and Salim leaving the crippled kids?

Example: What happens to children at the crippled school?

Transcend = to go beyond

“A Thought for the Crippled” Leveled Questions Discussion

Directions: Now that you know what leveled questions are, write one type of question each about “A Thought for the Crippled”.

Objective: SWBAT…Identify the characteristics of level one, level two, and level three questions.

Leveled Question Your Question Your Peers’ Answers to your questions

Quote that connects to your answers.

Level One Question about the chapter:

*How old is Ram in this chapter?*What happens to the kids when they don’t make enough money?*Is Maman a pimp or a gansta?

Level Two Question about the chapter

*If you were Ram, would you escape with Salim or would you leave him there?*Do you think what Maman is doing is justified?

Level Three Question about the chapter:

*Why do adults rape children?*How much should you do for your friends?

Identifying Examples of Transgressionin Q & A

Directions: Independently review your plot points and star which ones are examples of transgression. Then work with your partner to find three moments of transgression from anywhere in the first three chapters of the book.

Example transgression: Describe the moment in your own words in 2-3 sentences.

Explanation: Why do you think this moment/event from the book is an example of transgression? Explain in 2-3 sentences.

Quote: Find a quote from this part of the book that connects to your explanation. Write the full quote with the author and page number in parenthesis (Swarup 19). Explain how it connects in 1-2 sentences.

1. A time in the book when a character was transgressive was when…

This is because the character broke/pushed the boundary of…

__________________ is transgressive because…

2. A moment of transgression was when…

This is because…

This is a moment of transgression because…

3. _____________________ transgressed against ______________________ when he/she/they…

Name:

Tuesday, November 1st, 2011Objective: by the end of this lesson,1. you will be able to illustrate and describe the term “agency”;2. identify three moments where a character exerts his/her agency and describe a connection between “transgress” and “agency”.

Agenda:• Do Now• Agency vocabulary lesson• Agency activity• Discuss “How to Speak

Australian”

Homework:• Read “Hold on to your Buttons”• Annotate – 6 post-its• Plot points! (5-8)

Silent Do Now:What does agency

mean? What do you think of when you hear the term? Please write 2-3 sentences.

Agency (noun)MY CURRENT LEVEL OF UNDERSTANDING (CIRCLE ONE):

1 2 3 4

Name: ______________________________

Describe in your own words (without copying off the slide):

__________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

Please draw a picture that illustrates agency and demonstrates you understand this term’s meaning:

OBJECTIVE: BY THE END OF THIS LESSON YOU WILL BE ABLE TO DESCRIBE AND ILLUSTRATE THE TERM “AGENCY”.

OBJECTIVE: BY THE END OF THIS LESSON YOU WILL BE ABLE TO DESCRIBE AND ILLUSTRATE THE TERM “AGENCY”.

NOW MY LEVEL OF UNDERSTANDING (CIRCLE ONE):1 2 3 4

Use each term in a sentence:

Agency (noun): __________________________________________________________________________________

__________________________________________________________________________________________________________

Further Understanding:

1. How does agency connect to Q & A?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

____________________________________________________________________________________________

2. How does agency connect to your life?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

____________________________________________________________________________________________

Vocabulary Lesson #2:Agency

• This word has many different meanings. • It can be used as a noun as in “I have to go

to the employment agency to try to get help finding a job.” or “I went to the modeling agency and gave them my headshots.” This is not the version of this word we will be working with in this unit!

Learning Goal: SWBATDescribe and illustrate the word “agency”.

Think like Philosophers! The other way to use this word is very complicated and abstract. It’s okay if you don’t get it right away!

We’ll keep talking about this word throughout the unit.

• The way we’re going to talk about this word in this unit it in relation to power and control.

• Agency is your power to control your own life or to define who you are and not to have others (either people or systems) control and define you.

• Your agency or your group’s agency is always in tension, or in opposition to a structure, or boundaries that exist to control you to some extent.

• To be an agent is to be a person/individual who owns his/her actions– to act knowingly and to take responsibility for actions.

• If you don’t feel like you have agency then you feel like someone else has taken away your power.

• Agency is very fluid from moment to moment, day to day. In some classrooms you might have more agency than in others.

Learning Goal: SWBATDescribe and illustrate the word “agency”.

Examples of Agency

• In the United States, the government and the white ruling majority attempted to strip African-Americans of their agency (ability to control and define their own lives) through restrictive Jim Crow laws.

• The Civil Rights Movement is an example of a collective act of agency– of an attempt to reclaim control from a structure that tried to oppress them.

Learning Goal: SWBATDescribe and illustrate the word “agency”.

More Examples of Agency

• Teenagers often feel like they are denied agency by adults (school, parents) who they think are trying to control them. Teenagers often feel like they need to resist or act out against these adults in order to claim their agency.

Learning Goal: SWBATDescribe and illustrate the word “agency”.

Agency: Official Definition

• the state of being in action or of exerting power

• a means of exerting power or influence

Learning Goal: SWBAT• Describe and illustrate the word “agency”.

Agency

• A person can have, demonstrate, exert, express, or practice agency

• BUT a person cannot be agency– Agency is a characteristic of a person (attribute)

*A person CAN BE an agent

Wednesday, November 2nd, 2011Objective: by the end of this lesson,1. identify three moments where a character exerts his/her agency and describe a connection between “transgress” and “agency”;2. summarize the main characters and events of “How to Speak Australian”.

Agenda:• Do Now• Vocabulary Review Worksheet• Agency Activity• Discussion

Homework:• Write a story using ALL of the Lesson

#2 vocabulary terms.• Read “Murder on the Western

Express” Be prepared for a reading quiz!• Annotate – 6 post-its• Plot points! (5-8)

Silent Do Now:1. What does agency mean?2. What does transgress

mean?3. What are level 1, 2, and 3

questions?4. How are leveled questions

represented on a pyramid? What are they represented this way?

Lesson #2 Vocabulary: Using the terms in a sentence!

Word Part of speech Based on its part of speech and the definition provided in your vocabulary packet, which sentence gives the correct usage of the word? Circle your correct response.

alienate verb 1. Gregory’s alienate of his friends made them not want to be around him.2. Gregory alienated his friends, which caused them to not want to be around

him. Alleviate 1. The pain killers alleviated my headache.

2. The alleviate pain killers diminished my headache.

Aloof adjective 1. Jack remained aloof to his sister’s drama; he preferred not to get involved.2. Jack aloofed his sister’s drama; he preferred not to get involved.

Altruistic 1. The nurse’s altruistic showed when she drove the elderly man home from the hospital.

2. The altruistic nurse drove the elderly man home from the hospital.

Part of Speech How do I know if it is a noun?Noun A person, place, thing, a quality of being (i.e.,

ambivalence), or an act/action of ___________ (transgression)

The word ends in:-tion, -ment, -ness, -ity, -ance, -ence, -ship, hoodThe definition says:“an inability to decide”, “the act of …”, “a state of being …”

Verb An action, something that you do, to be a specific quality

The definition says:“to [verb]”Example: ameliorate “to make better, to improve”

Adjective of, having to do with, having the nature or character of, pertaining to, concerning:

The word ends in:-y, -ly, -ish, -ful, -some, -ous, -ic

Word Part of speech Based on its part of speech and the definition provided in your vocabulary packet, which sentence gives the correct usage of the word? Circle your correct response.

Ambiguous 1. The documentary’s title was ambiguous; Indians from America was unclear whether the film was supposed to be about Native Americans or Indian-Americans.

2. The documentary’s title ambiguoused; Indians from America was unclear whether the film was supposed to be about Native Americans or Indian-Americans.

Ambivalence noun 1. I was ambivalence about which movie I wanted to see, which caused my mom to be irritated.

2. My ambivalence about which movie to see caused my mom to be irritated.Ameliorate 1. In order to ameliorate the girl’s pain, the doctor gave her ice chips after her

tonsillectomy (surgery to remove the tonsils).2. The girl’s pain became ameliorate; the doctor gave her ice chips after her

tonsillectomy (surgery to remove the tonsils).Analogous 1. A brain and a computer analogous; they both process information.

2. A brain is analogous to a computer in that both process information.

animosity 1. I animositied the color green because I disliked St. Patrick’s Day.2. My animosity towards St. Patrick’s Day also caused me to dislike the color

green.anonymity 1. The author maintained anonymity because it was unheard of for a woman to

write a novel in the 1850’s.2. The author anonymitied because it was unheard of for a woman to write a

novel in the 1850’s.

Analyzing Word Relationships

Directions: Use your notes on “transgress” and “agency” to complete the double bubble graphic organizer with a partner. Describe the words in their own circles, identify similarities or characteristics these two words have in common in the space where they overlap, then on the outside, next to each of the arrows, list words, events, people or ideas that these two words remind you of. If you need additional space you can attach loose-leaf paper.

Transgress: Describe this word in your own words in this

bubble. Agency: Describe this word in

your own words in this bubble

Learning Goal: SWBATDescribe and illustrate the word “agency” and identify connections between transgress and agency by completing a “double bubble” graphic organizer with a partner.

Name:

Identifying Moments of Agency in Q & A by Vikas Swarup

Moment where a character was exerting his/her agency (showing they have control over their own lives and don’t allow others to control him/her)

Explanation of how this moment from the book demonstrates agency.

Quote: a quote from this part of the book.

1. Salim and Ram run away from the School for the Crippled children.

This is a moment where a character exerts his/her agency because the characters took the risk to take control of their lives and what happens to them by deciding to leave the school.

2.

3.

Directions: With your partner, identify three moments when a character was exerting their agency.

Identifying Examples of Transgressionin Q & A

Directions: Independently review your plot points and star which ones are examples of transgression. Then work with your partner to find three moments of transgression from anywhere in the first three chapters of the book. Example transgression: Describe the

moment in your own words in 2-3 sentences.

Explanation: Why do you think this moment/event from the book is an example of transgression? Explain in 2-3 sentences.

Quote: Find a quote from this part of the book that connects to your explanation. Write the full quote with the author and page number in parenthesis (Swarup 19). Explain how it connects in 1-2 sentences.

1. A time in the book when a character was transgressive was when…

__________________ is transgressive because…

2. A moment of transgression was when… This is a moment of transgression because…

3. _____________________ transgressed against ______________________ when he/she/they…

Objective: by the end of this lesson,1. you will be able to summarize the main characters and events of “How to Speak Australian”.

“How to Speak Australian”• 1. Who is Colonel Taylor?• 2. Describe the Taylor family. What is Ram’s life like with the Taylor family? • 3. How do the Taylors treat Ram?• 4. What do we learn about Ram in this chapter? What is a new way we can

characterize him from his actions in this chapter?• 5. What items of Roy’s does Ram gain? How does he get them?• 6. Who is Jai? What does Jai eventually do in this chapter? • 7. Why is Salim not with Ram in this chapter?• 8. What is Colonel Taylor’s secret?• 9. How does Colonel Taylor’s secret change Ram’s opinion of him? • 10. Describe how this chapter ends. Where is Ram off to in the end? Why?• 11. Why is “Speak Like an Australian” an appropriate chapter title? Please

do not just discuss the Australian portion.**Then review your leveled questions with your group**

Objective: by the end of this lesson,1. you will be able to identify three moments of transgression from the novel Q & A

“A Thought for the Crippled” and “How to Speak Australian” Discussions

• Choose a role:– Facilitator: keeps the conversation focused and on-task– Time Keeper: ensures that group is following the time

limits so you can complete the discussion– Encourager: ensures that all group members are

participating equally– Challenger: challenges points (especially for level 2 & 3

questions) by respectfully encouraging deep thinking, questioning, or asking group members to find evidence from the text

Objective: by the end of this lesson,1. you will be able to summarize the main characters and events of “How to Speak Australian”.