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May 16-20

May 16-20. Global Literature Book Groups.

idola-knowles
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May 16-20

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  1. May 16-20 Global Literature Book Groups

  2. Monday, May 16th, 2011Objectives: SWBAT1. Explore the identity formation of a character from their book by writing in that character’s voice. 2. discuss characters, key themes, and the plot of their novel by participating in an in-depth literature circle discussion. Do Now: Agenda • Complete the Point of View – Character Identity Formation worksheet • Do Now – Point of View Exercise • Discussion Expectations • Discussion #2

  3. Objectives:1. Describe and illustrate the term “identify formation” 2. Explore the identity formation of a character from their book by writing in that character’s voice and then role-playing based on their point-of-view writing. Character Identity Formation Title/Author: ___________________________________ Your Name: ________________________________________ Character: _____________________________________ Directions: For this activity you will be writing from the point-of-view of one of the characters in the book you are reading for unit six. Hello. My name is ____________________ and I am a (gender/nationality/age)_____________________________________________________ ____________________________________________________________________________________________________________________________ __________________________________________________________. One of the most importance experiences I had in my life was when _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________. This experience had a big impact on me because _______________________________________________________________________________ ____________________________________________________________________________________________________________________________ ________________________________________________________. A relationship that also helped me become who I am is _________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ My culture has also shaped who I am because ___________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ Overall, I am the kind of person who ____________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ I will (or will never) change because ____________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________.____________

  4. Literature Circle Discussion Steps • Step One: Choose a group leader. The group leader keeps the group focused and on task and makes sure everyone participates in the discussion. • Step Two: Do Now. Group leader asks everyone to share his/her Do Now - character Point of View • Step Three: Character Analysis. Group leader asks group members to share their character descriptions and character analysis. Group leader asks: “What inferences are we able to make about this character?” • Step Four: Plot Summary. Group leader asks group members to review the plot of the first section of the book. • Step Five: Themes, topics, motifs. Group leader asks group members to share their ideas about the emerging themes in the book and related quotes. Group leader makes sure that all group members refer to the text and have their books in front of them. The group notetaker will record any new themes on the Theme Poster. • Step Six: Discussion Questions. Group leader makes sure all group members pose and respond to at least one level two question about the book. • Step Seven: Identifying Areas of Confusion. Group leader asks members of the group to share the areas of confusion they identified on their DRN and the group works together to try to help each other understand these moments in the text. Students go back to the text to reference this part. • Step Eight: Predictions. Group leader asks each group member to share his/her predictions about the next section of the reading. • Step Nine: Reflection. Each group member completes a reflection exit ticket.

  5. My Expectations for Literature Circle Discussions • Everyone will participate in the discussion and will have completed during reading notes and their texts in front of them at all times. • All group members will refrain from talking about unrelated topics and talking to students in other groups. • All group members will keep their voices at a reasonable volume. • All group members will treat each other with respect and kindness and will be open to different interpretations of the text.

  6. Literature Circle Rubric: You will receive a group grade based on the quality of your discussion and your group members’ focus and professionalism. Your three literature circle grades will be counted as fourth quarter quiz grades.

  7. Rm. 408 Door Board Nelson Jasmin Nicole Larissa Jennifer Danika Stan Gustavo Djinnie Jisraele Mildred Andrea Jasmine Gabe Aaliyah Rishab Dimitri JJ Rachelle Milly Brian Ashley Josh Reggie Jefferson

  8. 10A Literature Circle Groups The House of Spirits Snow Flower and the Sleeping Fan • Poppy • Klara • Chynere • Adel Group #1: • Ashley • Christina • Sara • Nehemie Group #2: • Ruth • Kim • Helen • Yasmine

  9. 10A Literature Circle Groups The Kite Runner Group #1: • Weston • Gabby • Aaron • Hannah Group #2: • Adley • Andrew • Paul • Derrell

  10. Literature Circle Rubric: You will receive a group grade based on the quality of your discussion and your group members’ focus and professionalism. Your three literature circle grades will be counted as fourth quarter quiz grades.

  11. Name: _____________ Literature Circle #2 Reflection • Based on the lit. circle rubric on the back, what grade do you think your group should get for today and why? • What did your group do well together today? Describe. 3. What could your group have done better? Describe. 4. What did you do today that either contributed positively or negatively to the group discussion? 5. What are you going to do for the next literature circle discussion to make sure that your group either has another excellent discussion, or to help your group improve over today’s discussion? 1. explain the expectations of literature circle discussions and put these expectations into practice.2. discuss characters, key themes, and the plot of their novel by participating in an in-depth literature circle discussion.

  12. 10C Literature Circle Groups The Kite Runner Memoirs of a Boy Soldier Group #1: • Dimitri • Ashley • Brian • Rishab Group #2: • Gabe • JJ • Jasmine Group #1: • Jefferson • Reggie • Josh Group #2: • Jasmin • Stan • Nelson • Gustavo

  13. 10C Literature Circle Groups Sold Snow Flower and the Sleeping Fan • Rachelle • Aaliyah • Milly • Jennifer • Mildred • Danika • Andrea • Jisraele • Nicole • Djinnie • Larissa Chinese Cinderella

  14. Monday, May 16th, 2011Objectives: SWBAT1. describe and explain the year’s vocabulary that they know by filling in Part I of their review packets.2. sustain silent reading and work on analyzing their text for at least 40 minutes. Do Now: Agenda • Fill in the vocabulary that you know for Part I of your review packet • This will be due on Thursday! • Do Now – Part I of review packet • Work time expectations • Work Session

  15. Friday, May 20th, 2011Objectives: SWBAT1. describe and illustrate the term “consciousness”.2. sustain silent reading and analyzing characters of their literature books for at least 30 minutes.3. analyze and discuss their books in terms of theme, characters, plot, etc by participating in a Literature Circle Discussion. Do Now: Agenda • Do Now (5 minutes) • Vocabulary mini-lesson (15 minutes) • Work Time! (40 minutes) • Review Packet (7 minutes) • Discussions! (25 minutes) • HW Check • (collect DR Notes) • Do Now Sheet

  16. Weekend HW • Complete Part II of Review Packet • If you do not have this done or your • Keep your During Reading Notes --- you will use these on your final! • Bring your literature book to class to turn in for Monday! Friday, May 20th, 2011Objectives: SWBAT1. describe and illustrate the term “consciousness”.2. analyze and discuss their books in terms of theme, characters, plot, etc by participating in a Literature Circle Discussion.

  17. Objective: SWBAT1. describe and illustrate the word “Consciousness”. Name: ________________________ Consciousness(noun) / Conscious (noun) / Consciously (adverb) My level of understanding: 1 2 3 4 Describe in your own words (2-4 sentences): ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ Sentence using consciousness: My _____________________________ consciousness was raised when… This is because…

  18. Consciousness(noun) / Conscious (noun) / Consciously (adverb) Definition: • Consciousness refers to the relationship between a person’s mind and the world it interacts with. • To be conscious means to have the ability to be aware of or to be mindful of something (i.e., your actions, your thoughts about a particular subject, etc) • Consciousness is a personal experience, which involves a person’s feelings, awareness, wakefulness, having a sense of one’s identity, or control over his/her mind. Objective: SWBAT1. describe and illustrate the word “Consciousness”.

  19. Consciousness(noun) / Conscious (noun) / Consciously (adverb) Objective: SWBAT1. describe and illustrate the word “Consciousness”. Additional Information: • Psychologists and philosophers seek to understand (in different ways) how consciousness develops. • Spiritual consciousness means to have awareness of one’s spiritual beliefs. • Environmental consciousness refers to a person’s ability to understand that his/her daily actions affect the environment. • Usually when a person becomes conscious about a certain topic, they alter their actions to align with their newfound thoughts and beliefs on this topic.

  20. Consciousness(noun) / Conscious (noun) / Consciously (adverb) My social / environmental / political / economic / educational / self- / cultural / spiritual / etc.consciousness was raised when… Sentence: • I am a very conscious person; I am aware of my actions and how they affect the people around me. This is why I treat others how I wish to be treated. • The African-Americans’ social consciousness was raised when Rosa Parks refused to give up her seat on the bus. • My cultural consciousness was raised when I learned about my Nigerian heritage. Objective: SWBAT1. describe and illustrate the word “Consciousness”.

  21. Objective: SWBAT1. describe and illustrate the word “Consciousness”. Consciousness(noun) / Conscious (noun) / Consciously (adverb) Draw: 1-2 sentence caption explaining the drawing above: • Further Understanding: How does consciousness connect to (1 line each): • Agency? • Interpretation? • Identity Formation? • Transgress/transgression?

  22. Literature Circle Discussion Steps • Step One: Choose a group leader. The group leader keeps the group focused and on task and makes sure everyone participates in the discussion. • Step Two: Do Now. Group leader asks everyone to share his/her Do Now - character Point of View • Step Three: Character Analysis. Group leader asks group members to share their character descriptions and character analysis. Group leader asks: “What inferences are we able to make about this character?” • Step Four: Plot Summary. Group leader asks group members to review the plot of the first section of the book. • Step Five: Themes, topics, motifs. Group leader asks group members to share their ideas about the emerging themes in the book and related quotes. Group leader makes sure that all group members refer to the text and have their books in front of them. The group notetaker will record any new themes on the Theme Poster. • Step Six: Discussion Questions. Group leader makes sure all group members pose and respond to at least one level two question about the book. • Step Seven: Identifying Areas of Confusion. Group leader asks members of the group to share the areas of confusion they identified on their DRN and the group works together to try to help each other understand these moments in the text. Students go back to the text to reference this part. • Step Eight: Predictions. Group leader asks each group member to share his/her predictions about the next section of the reading. • Step Nine: Reflection. Each group member completes a reflection exit ticket.

  23. Rm. 406 Door Board Nelson Jasmin Nicole Larissa Aaliyah Stan Gustavo Djinnie Jisraele Rachelle Milly Josh Jasmine Gabe Reggie Jefferson JJ Jennifer Danika Rishab Dimitri Mildred Andrea Brian Ashley

  24. Literature Circle Rubric: You will receive a group grade based on the quality of your discussion and your group members’ focus and professionalism. Your three literature circle grades will be counted as fourth quarter quiz grades.

  25. Name: _____________ Literature Circle #2 Reflection • Based on the lit. circle rubric on the back, what grade do you think your group should get for today and why? • What did your group do well together today? Describe. 3. What could your group have done better? Describe. 4. What did you do today that either contributed positively or negatively to the group discussion? 5. What are you going to do for the next literature circle discussion to make sure that your group either has another excellent discussion, or to help your group improve over today’s discussion? 1. explain the expectations of literature circle discussions and put these expectations into practice.2. discuss characters, key themes, and the plot of their novel by participating in an in-depth literature circle discussion.

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