Week 11: November 14th – 18th

Monday, November 14th, 2011Objective: by the end of this lesson, 1. you will be able to 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 prompt;4. review the main events and characters of “A Soldier’s Tale” and “License to Kill”

Agenda:• Do Now• Mini-thesis Statements Labs• Discuss chapters by reviewing

HW

Homework:• Catch up on reading (quiz this

week!) – Test next week!• Binder due tomorrow!• Finish agency worksheet

(double bubble)

Silent Do Now:**Take out your guided reading

graphic organizers for “License to Kill” and “A Soldier’s Tale”

Please answer the following in 2-3 sentences each:

1. Do you agree with Salim’s choice to have the man murdered? Why or why not?

Do you have the following assignments to turn in?

• Vocabulary Lesson #2 Story• “A Soldier’s Tale” Guided Reading Notes• Completed Agency Double Bubble

Tuesday, November 15th, 2011Objective: by the end of this lesson,1. compare and contrast how the adults and kids view the war in “A Soldier’s Tale”;2. review the main events and characters of “A Soldier’s Tale”;3. organize and illustrate the main events of the novel by creating a timeline (chronological and narrative).

Agenda:• Do Now – themes brainstorm• Review “A Soldier’s Tale”• Timeline!

Homework:• Read “Tragedy Queen” and

complete guided reading questions (tomorrow!)

• Read “A Love Story” and complete graphic organizer (due Friday)

Silent Do Now:

1. How do the children and adults view the war in this chapter? Do they view it similarly? Do they view it differently? Who and why?• In other words, how do Ram

and Salim feel about the war?• How does Balwant Singh

characterize the war?

Explain in at least 3-4 sentences.

How do the children and adults view the war?

The children see the war as: The adults see the war as:

•They view the war differently from adults•Fun excuse to skip school•Use it as an excuse to play with the other children in the bunker•Kids were excited about the war because of what they have seen in the movies and on television.•Detached from the war.

•View the war seriously, not just an excuse. Bad stuff happens in the war.•Adults realize the consequences of the war.•Emotional aspects of the war.•Detached from the war; did not immediately affect them.•When Balwant Singh told his story, they took it seriously.•They realize the harm from the war and that it takes people’s lives.•Balwant said this was not a real war compared to the last

Information about the Indo-Pakistani War “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.

Why is this? Why do the adults and children view the war differently?

• The children and adults view the war differently because …

• Children are more innocent and they have not gone through the things that adults have gone through.

• Adults are more corrupt; this is because Swarup is trying to show that kids are the future --- better future for India.

• Overall, the author uses the differences between adults and kids to show that adults abuse their power

• Kids are more naiive and they are more likely to think about good things that may happen, aadults will not

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?

Imani Nathy

Cassandra Jamesly

McHenley Erick

Tommy EmilianoLenninDavnys Trevon Natalie

Lilliana AmanjotJason Lorena

Beverly Yamile

Victor Joelle

10D Front of Room - BoardRm. 407

Door

Wednesday, November 16th, 2011Objective: by the end of this lesson,1. you will be able to identify two developing themes in Q & A;2. review the main events and characters of “License to Kill” and “Tragedy Queen”;3. organize and illustrate the main events of the novel by creating a timeline (chronological and narrative).

Agenda:• Do Now – themes brainstorm• Review “License to Kill” and

“Tragedy Queen”• Timeline!

Homework:• Read “A Love Story” and

write character descriptions and plot points on a loose sheet of paper!

Silent Do Now:

1. What is a theme? Hint look at your “Theme” Notes on page 13 of your binder if you do not remember!

2. What are some themes of Q&A? Write and explain at least 2 of them. Make sure they are not topics or cliches! We discussed some yesterday -> has to do with the topics of children v. adults, agency, colonization

Explain each in at least 2-3 sentences.

License to Kill Questions…

• When does this chapter occur? What has just happened before?

• Why didn’t Ram and Salim see each other for awhile?

• How has Salim changed? What is he like?• What is the story that Salim tells Ram? Who does

Salim see again?• Who saved Salim’s life?• What does Salim do about the contract?

“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.

“Tragedy Queen” Guided Reading Homework

Directions: Answer the following questions using specific examples and details from the chapter on a separate loose sheet of paper. Title this assignment as “ ‘Tragedy Queen’ Guided Reading Homework”. Respond to each question in 2-3 complete sentences.

1. Why does Neelima Kumar reject/not hire Salim? 2. Describe Neelima Kumar’s mother. How does Ram feel about her?3. How does Neelima Kumar change after Maaji’s (her mother’s) death? 4. What happens when Ranjeet Mistry comes to rob Neelima Kumar? Desrcibe

this episode in the chapter. What does this reveal about Neelima Kumar?5. What happens when Neelima Kumar’s boyfriend starts visiting her? 6. Why is this chapter called “Tragedy Queen”? 7. Why and how does Neelima Kumar kill herself? 8. Why doesn’t Ram go to the police? 9. How does Prem Kumar attempt to trick Ram during W3B? 10. How does this chapter end (game show scene– what happens)?

Name:

English Binder Check #2 – Quarter 2, November

Criteria Category Criteria for Binder Points

Materials Student has the following materials:•A binder with a cover page containing his/her name, class, Ms. Breindel’s name•Loose leaf paper located behind tabs•6-8 tabs

________/1

Assignments •Student has all assignments in binder as on the Table of Contents up to page 38

________/4

Page numbers •All pages in the binder are accurately labeled at the bottom of each page

________/1

Page Order •All pages are placed in the correct order as listed in the table of contents. All pages are three hold punched in notebook.

________/4

TOTAL: ________/10

10D --- Please place this sheet on page 46 of your binder.

What you need to accomplish for today’s work time with your partner:

• Choose a writer and choose a facilitator/ supplies manager

• Title each chapter, figure out how old Ram is in the chapter, write where it takes place (city, chawl, etc.)

• Using your existing plot point lists, write at least four plot points per chapter

• When you finish this list for Prologue through A Soldier’s Tale, identify moments of agency and moments of transgression

• We will not be using work materials until our double block!

Imani NathyCassand

ra Jamesly

Victor Joelle

McHenley Erick

Tommy EmilianoLenninDavnys Trevon Natalie

Lilliana AmanjotJason Lorena

Beverly Yamile

10D Front of Room - BoardRm. 407

Door

Friday, September 18th, 2011Objectives: By the end of this lesson,1. You will be able to explain the criteria for selecting best evidence and identify the best evidence for several mini-thesis statements about Q & A;2. organize and illustrate the main events from Q & A by creating narrative and chronological timelines about the novel.

Silent Do Now: Agenda:

In 2-3 sentences each, please answer the following:

• Where is Ram in this chapter? What does he do for a living?

• How does Ram feel about Nita? Are his feelings similar to how he has felt about other women in the book? (Neelima, Gudiya, Meenakshi)

• How does Ram feel about Shankar?

1. Do Now 2. Best Evidence Criteria3. Partner Practice!4. Independent Practice5. Timeline WorktimeHomework:1. Finish reading Q & A2. Study for next Wednesday’s

test!• If you will not be here, please

let me know today or Monday!

Best Evidence… • Is a quote with a citation (Author’s Last Name, Page #),

example: (Swarup 19)• Is meaningfully quoted

– Not longer than two sentences– Includes everything the reader needs to know to understand the

sentence– Shows the author’s unique thinking

• Directly supports the mini-thesis statement• SHOWS rather than TELLS why the mini-thesis statement is

correct– Does not just REPEAT the argument– Rather, it extends the thinking of your mini-thesis statement

Objective: By the end of this lesson,1. You will be able to explain the criteria for selecting best evidence

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:

Objective: By the end of this lesson,1. You will be able to explain the criteria for selecting best evidence

Best Evidence Selection Identification Practice

Prompt: Explain why Neelima Kumari is known as the “tragedy queen” and explain what this reveals about her character. Mini-Thesis 1: In the chapter “Tragedy Queen” by Vikas Swarup, Neelima Kumari is known as the Tragedy Queen of

Bollywood because she is able to channel the sadness in her personal life into her films and this shows that although she is beautiful and famous, she is actually damaged and broken on the inside.

Quote Score (using the rubric)

Explanation for your score

Ram describes his experience with Neelima Kumar when he says, “A family drama with doses of comedy and action, ending eventually in tragedy. In film parlance, this is how I would describe the time I spent with Neelima Kumari” (Swarup 211).

Ram describes how Neelima Kumar when he says, “The more I see of Neelima, the more I begin to understand why she is called the Tragedy Queen. There is a core of melancholy that surrounds her. Even in her smile I detect a hint of sadness” (Swarup 218).

Neelima describes how she translates he personal life’s emotions into her acting in the quote, “ ’Do not forget that I will forever be known as the Tragedy Queen. And I didn’t become a tragedy queen just by reciting lines given to me by a scriptwriter. I lived the lives of my characters…You have to feel pain, experience it, live it in your daily life before you can become a tragedy queen’ ” (Swarup 226).

“A strange sadness spreads through me when I hear this. In a way, Neelima is an orphan, like me. But unlike me, she has a larger family --- her fans, producers, and directors. And she is willing to make the ultimate sacrifice for their sake. So that they can remember her forever as a young woman” (Swarup 228).

Ram describes his relationship to Neelima in the quote; “I do not know what Neelima Kumari was thinking when she drew me to her bosom. Whether she saw me as a son or as a lover, whether she did it to forget her pain or simply to gain a cheap thrill. But as I nuzzled my face between her breasts, all consciousness of the outer world ceased in my brain and for the first time I felt as though I was not an orphan anymore. That I had a real mother, one whose face I could see, one whose flesh I could touch” (Swarup 230).

Objective: By the end of this lesson,1. You will be able to explain the criteria for selecting best evidence

Finding Best Evidence

1. Read with a purpose and look for key words from your prompt/purpose question

2. Identify relevant evidence through meaningful annotation Write an annotation that explains why you underlined or highlighted that

part of the text3. Identify and compose your mini-thesis statement4. Choose which pieces of evidence best support your mini-thesis

statement by asking yourself: Does it directly support my mini-thesis? Does it completely answer the prompt/part of the prompt I am addressing? Does it extend the thinking (i.e., SHOW) instead of repeating the argument?

5. Choose one piece of evidence and meaningfully quote the text in less than two sentences with a citation

6. Citation = ( + Author’s Last Name + Page Number + )

Example: (Swarup 134)

Objective: By the end of this lesson,1. You will be able to identify the best evidence for several mini-thesis statements about Q & A

Best Evidence Selection PracticeGroupwork

**Re-read pages 264-265 and 282-287**

Prompt: Based on the chapter, “(or A Love Story)” by Vikas Swarup, explain how Ram has been affected by the inequities between rich and poor in India and how this inequity influences his actions in the chapter.

Purpose Question: How is Ram effected by the injustice and the gap between the rich and the poor in India and how does this gap affect the way he feels and acts?

Mini-Thesis: In the chapter “(or A Love Story)” by Vikas Swaup, the inequities between the rich and poor cause Ram to feel sympathy for the other characters who, like himself, are struggling to survive and resentment and anger towards the rich who take advantage of the poor. The poor become like a his family and he does anything to protect them and his resentment of the rich ultimately leads him to confront and expose Swapna Devi for the monster that she is.

Best Evidence to Support the Mini-Thesis: _______________________________________________________________

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Objective: By the end of this lesson,1. You will be able to identify the best evidence for several mini-thesis statements about Q & A

Imani

Nathy

Davnys Jamesly

Trevon McHenley

Cassandra

Erick

Tommy

EmilianoLennin

Victor Natalie

Lilliana

Amanjot

Jason

Lorena

Beverly

Yamile

Joelle

10D Front of Room - BoardRm. 407

Door

Best Evidence Selection PracticeExtra Practice with a Partner

**Re-read pages 270 and 266-267**

Prompt: Based on the chapter, “(or A Love Story)” by Vikas Swarup, explain how family traditions limit the agency of both Nita and Lajwanti .

Purpose Question: How do family traditions limit the amount of power and control that both Lajwanti and Nita have over their own lives and their own identities?

Mini-Thesis: In the chapter “(or A Love Story)” by Vikas Swaup, family traditions limit the freedom of both Lajwanti and Nita because these traditions force them to give their hard earned money away to other family members, thus causing them to become indentured servants .

Best Evidence to Support the Mini-Thesis: _______________________________________________________________

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Objective: By the end of this lesson,1. You will be able to identify the best evidence for several mini-thesis statements about Q & A

Best Evidence Selection PracticeIndependent Work

**Re-read pages 269-270**

Prompt: Based on the chapter, “(or A Love Story)” by Vikas Swarup, explain what Ram learns about real love versus “reel love”.

Purpose Question: What has Ram learned about real love and how is this different from what he learned about love from the movies?

Mini-Thesis: In the chapter “(or A Love Story)” by Vikas Swaup, Ram learns that real love, unlike “reel love” as depicted in the movies, grows and develops over time and does not happen instantly. He also learns that real love changes everything.

Best Evidence to Support the Mini-Thesis: _______________________________________________________________

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Objective: By the end of this lesson,1. You will be able to identify the best evidence for several mini-thesis statements about Q & A

Thursday, November 17th, 2011Objective: by the end of this lesson,1. you will be able to identify two developing themes in Q & A;2. discuss level one, two, and three questions about the main events and characters of “License to Kill” and “Tragedy Queen”;3. organize and illustrate the main events of the novel by creating a timeline (chronological and narrative).

Agenda:• Do Now – themes brainstorm• Discuss “License to Kill” and

“Tragedy Queen”• Timeline!

Homework:• Read “A Love Story” and write

character descriptions and plot points on a loose sheet of paper!

• Due tomorrow!

Silent Do Now:

1. What is a theme? 2. What are some themes of Q&A?

Write and explain at least 2 of them. Make sure they are not topics or cliches! We discussed some Tuesday -> has to do with the topics of children v. adults, agency, transgression, knowledge

Explain each in at least 2-3 sentences.