English 10 Week 28
Intro. to unit five: Short Story Unit
March 28, 2011-April 1, 2011
Monday 3/28/11
Learning Goals: SWBAT
1.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
Learning Goals: SWBAT
Express their opinion on various unit five
statements relating to the themes and main ideas
of the literature we will read.
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.
Term:
Acculturate/Acculturation
LG/SWBAT
Describe and illustrate the word
“acculturate”.
My Understanding: Circle one after the lesson
1
2
3
4
Describe in your own words:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Acculturation/Acculturate
Draw:
Caption Explaining the drawing above:
Further Understanding:
LG/SWBAT
Describe and illustrate the word
“acculturate”.
Acculturation
LG/SWBAT:
Describe and illustrate the
word “acculturate”.
• 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.
Tuesday 3/29/11
Learning 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 goals
3. Literature circle guidelines,
expectations, roles
4. 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.
Tuesday 3/29/11
Learning Goals: SWBAT
Literature Circles
Explain and execute the
expectations for working with
a literature circle.
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 3/29/11
Learning Goals: SWBAT
Literature Circle Roles
1.
2.
3.
4.
Explain and execute the expectations for
working with a literature circle.
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.
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.
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).
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 3/29/11
Learning Goals: SWBAT
Literature Circle Groups
Explain and execute the
expectations for working with
a literature circle.
Group One:
Alain
Drishti
Kira
Juan
Group Two:
Talia
Erik
Sophie
Fatima
Group Three:
Maddie
Mario
Grace
Rowan
Group Four:
Alejandra
Angel
Emma
Ylana
Group Five:
Keith
Wilson
Michael
Alvin
Group Six:
Marpha
Adaiah
Tina
Preview of the Stories:
Learning Goals: SWBAT
Explain 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.
Preview of the Stories:
Learning Goals: SWBAT
Explain and execute the expectations for
working with a literature circle.
“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 Calendar
Monday 3/28/11
Intro to new unit
Lesson on acculturation
Tuesday 3/29/11
Review “acculturation”
Groups meet and select
stories and roles for story
#1
Wednesday
3/30/11
Mini-lesson on story
structure #1
Independent work day #1:
Read, annotate and
complete part one and
part two
Thursday
3/31/11
Literature Circle
Discussion #! (discussion
of story one). At the end–
decide which story you’ll
read next and choose new
leadership roles.
Friday
4/1/11
Independent Work day #2:
Read, annotate and
complete part one and
two of story #2
Monday 4/4/11
Vocab. mini-lesson
Literature Circle
Discussion #2 and group
decides on new roles)
Tuesday 4/5/11
Story structure minilesson #2
Independent Work time:
read, annotate and
complete parts one and
two for story #3
Wednesday 4/6/11
Mini-lesson on story
structure #3
Literature Circle
Discussion #3
HW: Literature Circle
Reflection
Thursday 4/7/11
Literature Circle Portfolios
due and group
presentations.
Friday 4/8/11
Fishbowl discussion (T/T
connections)
Tuesday 4/12/11
Essay review: Analysis
Flower and drafting time
First draft due on
Wednesday
Wednesday 4/13/11
Unit Test on Vocabulary
and story structure
Thursday 4/14/11
Mini-lesson on analysis
(review sentence
chaining)
Monday 4/11/11
Vocabulary mini-lesson
Essay assignment and
thesis statement drafting
(thesis and outline due
Monday)
HW: Fishbowl prep
Work on first draft
Peer review of first drafts:
focus on analysis
HW: extra credit– read
another story and
complete part one.
Friday 4/15/11
Mini-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
4/25/11
Essays due!
Intro. Short Story Writing
Assignment
Tues. 4/26/11
Short Story outline
Wednesday 4/27/11
Drafting time
Thursday 4/28/11
Writing groups part one
Friday 4/29/11
Writing Groups part two
Short Story due Monday
5/2/11
Wednesday 3/30/11
Learning Goals: SWBAT
1. 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.
2.
3.
4.
5.
Do Now
Mini-lesson on story structure
#1
http://www.youtube.com/watch
?v=c6I24S72Jps
Review guidelines for unit and
unit calendar.
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
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
Description
Elements of a Story Mini-lesson #1
Wednesday 3/30/11
Learning Goals: SWBAT
1. 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.
• 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 3/30/11
Learning Goals: SWBAT
1. 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
suspense
Climax= the turning point in the story, suspense and
conflict reach their peak
Falling Action= conflicts get resolved
Resolution= end of the story where all the pieces get put
back together.
Internal Conflict
Wednesday 3/30/11
Learning Goals: SWBAT
1. 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.
• 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.
External Conflict
Wednesday 3/30/11
Learning Goals: SWBAT
1. 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.
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).
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 3/31/11
Learning Goals: SWBAT
1. 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:
Agenda:
• What was your favorite part
of the story? Explain.
1. Do Now
2. Review literature circle
expectations and rubric
3. Literature Circle
Procedures
4. Lit. Circle Discussion #1
5. Choose story #2 and new
leadership roles.
Homework: Begin reading,
annotating story #2 and
working on part one.
Literature Circle
Expectations
Thursday 3/31/11
Learning Goals: SWBAT
1. Explain and execute the expectations for
participating in a literature circle discussion.
2. Discuss short story #1 by participating in a
literature circle discussion.
• 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.
Literature Circle Protocol
Learning Goals: SWBAT
1. 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.
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
Everyone was prepared for the
discussion with their annotated
story and their completed part
one and part two work.
3=B
Everyone was prepared for the
discussion with their 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 were mostly 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 refrained from
distracting other groups,
wandering around the room.
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).
Group members treated each
other with kindness and respect.
Everyone in the group
participated in the discussion.
2=C/D
One or two group members were
unprepared for the discussion (no
story, or no homework).
1=F
Most group members were
unprepared for the discussion.
Group members were sometimes
on task.
Group members were rarely on
task and needed several
reminders to refocus.
Discussion was not always on
topic and did not demonstrate
that students had read and
understood the text.
Discussion was often off-topic
and did not demonstrate that
students had read and
understood the story.
Some group members were
distracting to others in the
room/group.
Most group members were
distracting or distracted.
Group members treated each
other with respect and kindness
(no put downs/shut downs).
Not everyone in the group
participated in the discussion.
Group members were not always
kind and respectful towards
others.
Not everyone in the group
participated in the discussion.
Group Members: ____________________________________________________________
Date: ___________________________________________
Friday 4/1/11
Learning Goals: SWBAT
Read, 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 Now
2. 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!
Friday 4/1/11
Learning Goals: SWBAT
Read, annotate and analyze short story
#2 in preparation for Monday’s
literature circle discussion.
• 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 #2
3. 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!