English 10, Week 10 November 7-10, 2011

Unit Two: Q & AEnglish 10, Week 10November 7-10, 2011Monday 11/7/11 (single period, 10B and 10c)Objectives: You will be able to 1. Review and discuss moments of agency in the novel Q & A by Vikas Swarup. 2. Review the main events from the chapter Murder on the Western Express by annotating key quotes. Do Now: On page 34 or 36Agenda: Was Ram justified in killing the dacoit on the train? What do you think motivated Akshay to tell the Dacoit about Rams money? Who was the woman in the flowing white sari?

Do Now and HW check (for 10C chart on moments of agency in the text). Do Now reviewPaper Pass ActivityIdentifying moments of agency (partner work).

Homework: Read A Soldiers Tale by Wednesday and complete the guided reading.

Paper Pass GuidelinesThis is a silent and independent Activity! Read your quote and then Annotate in the following ways:Summarize what was happening at this point in the chapter. Identify the speakerExplain why this might be an important or interesting quote. Ask level one clarifying questions. Ask level two I wonder or level three deep thinking questions (questions that would spark discussion and that dont necessarily have one correct answer). Underline what you think is the most important part of the quote and then explain why you underlined this part.

Then when we pass the paper and you get a new quote, start the process of annotating and reading all over again, but also read the last persons annotations and comment on those as well as on the quote.

Objective: You will be able toReview the main events from the chapter Murder on the Western Express by annotating key quotes. Analyzing Word RelationshipsDirections: 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, peoeple or ideas that these two words remind you of. If you need additional space you can attach loose-leaf paper.

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.Identifying Moments of Agency in Q & A by Vikas SwarupMoment where a character was exerting his/her agency (showing they have control over their own lives and dont 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. 1.2.3.Directions: For this homework assignment, you will review the first five chapters of the novel (you should refer to your during reading notes as well as your post-it notes) to identify three moments when a character was exerting their agency. 1. the girl sitting next to the window draws my attention like a magnet. She is thin and fair, wearing a blue salwar kameez with the chunni pulled down over her chest. Her expressive eyes are lined with kohl. She has a flawless complexion and lovely lips. She is the most beautiful girl I have seen in a long time (p.150).

2. I pat my abdomen gently where fifty thousand rupees in crisp new notes nestle inside the waistband of my underwear, and feel the power of all that money seep insidiously into my stomach, my intestines, my liver, lungs, heart, and brain. The hunger gnawing at my stomach disappears miraculously (p.153).3. Train journeys are about possibilities. They denote a change in state. When you arrive, you are no longer the same person who departed (p.153). 4. Akshay refuses to believe me. He challenges me to show the money, and the prospect of impressing him is too tempting. I turn around, push my hand into my pants, and bring out the manila envelope, slightly damp and smelling of urine (p. 154).5. I watch the scene unfold as if in slow motion. The dacoit whirls around. Akshay points at me and says, This boy has got fifty thousand rupees! He says it softly, but it seems to me the entire train has heard it (p.158). 6. But I am not seeing this happening. I am seeing a tall woman with flowing hair. The wind is howling behind her, making her jet-black hair fly across her face, obscuring it. She is wearing a white sari, whose thin fabric flutters and vibrates like a kite. She holds a baby in her arms. A man with long hair and a thick mustache, wearing black trousers and a white shirt, approaches her the baby suddenly jumps from the mothers lap and leaps at the man, clawing at his face. The man shrieks and pulls the baby away, but the baby lunges at his face again (p.160). HW: Pre-Reading for A Soldiers Tale

India and Pakistan are two different countries that share a border. There is a long history of conflict/war between these two countries. 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. There continues to be tension between these two countries and alleged terrorist attacks.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. HW: Guided Reading Questions for A Soldiers Tale Where does this chapter take place? Why are Ram and Salim in this place? How do Ram and Salim and the other kids feel about the war? Who is Balwant Singh? Why does Balwant Singh say that this is not a real war?Summarize the story he tells everyone in this chapter.What effect does his story have on his audience? How is the truth about Balwant Singh revealed? What does Balwant Singh do after he is exposed as a liar? What was the purpose of this story? How did it help Ram correctly answer another question on W3B?

Tuesday: two single period lessons. Have students return to their timelines and add plot points from Murder on the Western Express. Wednesday: double for 10B and single for 10C mini-thesis differentiated groups/labs. 1310C (period 7) Tuesday, 11/8/11Objectives: You will be able to1. Review the main events from Murder on the Western Express and A Soldiers Tale, identify one key quote from the chapter and pose a level two or level three question to a small group. 2. Dramatize an important quote from Murder on the Western Express. Do Now: on p. 38 or 40Agenda: How old is Ram in A Soldiers Tale? How do you know? Does this chapter take place before or after Murder on the Western Express? How do you know? Choose one important quote from this chapter and come up with one level two or level three discussion question. Do Now and HW check (questions for A Soldiers Tale) Group DiscussionsTableau Presentations.

Homework: Read License to Kill and complete the guided reading assignment due Wednesday 11/9/11. For Tuesday 10C Review A Soldiers Tale For Tuesday 10B Identifying moments of agency partner work and continuing reviewing quotes (collect homework double sided pink chart). And begin reading A Soldiers Tale Wednesday double block for 10B-- mini-thesis labsWednesday single block for 10C timelineThursday double block for 10C mini-thesis labFriday single block for 10C either continue/finish mini-thesis lab or continue timelin10B double same as above. 14 Guidelines and Procedures for Small Group Discussion: Roles: Choose a Discussion Leader this person will keep the group focused and on task during the paper pass discussion and the homework share out (will remind members of the circle to keep all comments and conversations relevant to the book).Choose a Homework Checker this person makes a list of those who have/do not have their homework and submits the list to Ms. Fritz. Choose a Reporter this person takes notes during the first part of the discussion and shares the hilights of the discussion with the whole class at the end of the period. Choose a Time Keeper this person keeps track of time and reminds the group about how many minutes are left for each task on the agenda. Choose an Encourager this person makes sure that everyone participates in the discussion (addresses the silent people without making a big deal about it and encourages them to share). Choose a Director this person organizes the tableau and makes sure that the group follows the guidelines.

Agenda: Choose Roles (3 minutes) Paper Pass Discussion. Each person reads his/her paper pass quote from yesterday out loud and then summarizes at least three accurate or interesting annotations. (12 minutes) Quote Selection: Group discusses which quote they feel is most interesting and why. Which quote helps you understand Ram deeply? (5 minutes) Homework Review: discussion leader has group members read the questions and share answers for the guided reading for A Soldiers Tale (9 minutes). Tableau: Represent the quote you identified as most important from the paper pass in a silent, frozen tableau. (5 minutes to come up with a tableau and practice). Tableau presentations perform your tableau and the reporter reads the quote and explains why the group chose it.

Objectives: You will be able to1. Review the main events from Murder on the Western Express and A Soldiers Tale, identify one key quote from the chapter and pose a level two or level three question to a small group. 2. Dramatize an important quote from Murder on the Western Express. Tableau Guidelines:

Objectives: You will be able to1. Review the main events from Murder on the Western Express and A Soldiers Tale, identify one key quote from the chapter and pose a level two or level three question to a small group. 2. Dramatize an important quote from Murder on the Western Express. What is a Tableau? A Tableau is a silent, still group statue that represents an important moment, event or idea in a text.

Guidelines: Everyone in the tableau (statue) must participate more than one person can represent a character. Members of the group can represent objects and/or ideas (you are not just limited to characters). Your tableau must represent the quote your selected as most important from the paper pass activity. One person steps out of the tableau (while the others stay frozen) and reads the quote. Reporter explains to the class why the group selected that quote/moment as most important why you decided to represent the tableau the way that you did. 10B Tuesday 11/8/11 (single, period 8)Objectives: You will be able to 1. Dramatize an important quote from Murder on the Western Express. 2. Read and annotate (on post-it notes) important passages from the chapter A Soldiers Tale. Do Now: On page 38Agenda: Which quote from the paper pass activity yesterday do you think was most important and why? Do Now check hw from (due yesterday) pink guided reading chart. Vocabulary Review Agency. Partner Work examples of moments of agency in the novel. Pre-reading notes for A Soldiers Tale and guided reading questions. Reading and work on questions.

Homework: Read A Soldiers Tale. Guided reading questions due Wednesday (as in tomorrow) 11/9/11.

Wednesday 11/9/11 (10B double periods 1 and 2)Differentiated Objectives: You will be able toSee the first page of each groups packet in folder. Do Now: On page 38 or 40. Agenda: Review: Respond to the following quote by identifying what was happening at this point in the story, identify the speaker and explain what the quote means and why it is important. we servants are invisible people, not to be heard during parties and family occasions (p.105). Do Now and HW check (GR chart for License to Kill). HW Review: License to Kill. Introduce Mini-thesis Labs. Review mini-thesis rubric and criteria for success. Mini-thesis Labs mini-thesis lab packet due at the end of period 2!

Homework: Due Monday 11/14/11Read License to Kill and Tragedy Queen and complete the guided reading assignments. Mini-thesis reteach. 18Wednesday 11/9/11 Differentiated Objectives: You will be able to1. Review the main events from Murder on the Western Express and A Soldiers Story by adding to the narrative plot line project. Do Now: On page 38 or 40. Agenda: Write about a time in your life when you felt like someone was trying to limit your agency. Or, write about a time when you witnessed this happening to someone else (either in real life or on tv/movie). Do Now and HW check (GR questions for A Soldiers Story). HW Review. Introduce Mini-thesis Labs. Review mini-thesis rubric and criteria for success. Mini-thesis Labs.

Homework: License to Kill GR chart due tomorrow!Mini-thesis reteach. 19Mini-Thesis Statement Rubric4321Mini-thesis clearly and completely develops an argument in response to all parts of the prompt.

Mini-thesis shows sophistication by tying all parts of the prompt together.

Mini-thesis shows how the details of the text relate to one another to convey an overall meaning.

Includes title, author, genre. Mini-thesis clearly and completely develops an argument in response to all parts of the prompt.

Mini-thesis shows sophistication by tying all parts of the prompt together.

Includes title, author, genre.Mini-thesis restates the prompt and addresses all parts.

Does not include title, author, genre.

Or

Does not show how all parts of the prompt connect and does not show an overall understanding of the text. Mini-thesis only addresses part of the prompt.

Mini-Thesis Lab Citizenship Rubric4/A3/B2/C1/D or FAll group members were focused and on-task for the entire time.

Group members stayed in their assigned seats and refrained from wandering around the room or distracting others.

Group members were professional and respectful to one another at all times.

Group members were productive and completed all of the assigned work. Group members were focused and on-task most of the time (but needed one reminder from a peer or from the teacher).

Group members stayed in their assigned seats and refrained from wandering around the room or distracting others.

Group members were professional and respectful to one another at all times. Group members needed two reminders to focus and stay on task, but eventually settled in and worked on their packet.

Group members stayed in their assigned seats and refrained from wandering around the room or distracting others.

Group members were professional and respectful to one another at all times.

Group members were distracting to others and needed many reminders to work productively and to stay focused.

The group did not complete all work in the packet.

Group members were professional and respectful to one another at all times.

10th Grade World Literature: Ms. FritzUnit Two: Q & A by Vikas SwarupLicense to Kill (pp. 192-210) Guided Reading AssignmentSummary: List the main events in this chapter. 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 mean:Transgress

2. Agency

How do these two words connect to this chapter? Questions: List any clarifying questions you have about this chapter that youd like to discuss in tomorrows class. Theme: List and explain at least one major theme from this chapter. Tragedy Queen Guided Reading HomeworkDirections: Answer the following questions using specific examples and details from the chapter.

Why does Neelima Kumar reject/not hire Salim? Describe Neelima Kumars mother. How does Ram feel about her?How does Neelima Kumar change after Maajis (her mothers) death? What happens when Ranjeet Mistry comes to rob Neelima Kumar? Desrcibe this episode in the chapter. What does this reveal about Neelima Kumar?What happens when Neelima Kumars boyfriend starts visiting her? Why is this chapter called Tragedy Queen? Why and how does Neelima Kumar kill herself? Why doesnt Ram go to the police? How does Prem Kumar attempt to trick Ram during W3B? How does this chapter end (game show scene what happens)?

Level 3 GroupGroup A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, OwenObjectives: You will be able toExplain the qualities of a level four mini-thesis statement and identify the differences between a level three and a level four.Compose a mini-thesis that meets the criteria for a level four mini-thesis in response to a new prompt (Murder on the Western Express). Evaluate each others mini-thesis statements and revise your own based on peer feedback. Compose a final mini-thesis that meets the criteria for a level four in response to a new prompt (A Soldiers Tale)

Level 3s for 10C=Jefferson, Natalie G, Rockens, Olivia, Lila, Owen. 24Step One: Review the rubric and then work together to come up with a description of what you need to do in order to write a level four mini-thesis statement. In other words, put the level four criteria into your own words

a. Description of a level four mini-thesis: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Description of a level three mini-thesis: _________________________________________________________________________________________________________________________________________________________________________________________________________

c. Explain the Difference between a level three mini-thesis and a level four mini-thesis: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Level 3 Group Group A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, OwenStep Two: Read the following sample mini-thesis statements and discuss together whether they are examples of level 3s or 4s. Complete the chart below as you discuss. Prompt: Based on the chapter A Brothers Promise, explain why Ram is motivated to pursue his connection with Gudiya. Level 3 Group Group A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, OwenSample Mini-Thesis Statements Our Score (3 or 4)Explanation why did you give it this score? In the chapter A Brothers Promise, by Vikas Swarup, the main character, Ram, is motivated to pursue his connection with Gudiya because he feels that it was his duty to help the family and keep her safe from her father. In the chapter A Brothers Promise, by Vikas Swarup, Ram is motivated to pursue his connection with Gudiya because he knows the s truggles she has been through with her father and he made a promise to her that he would protect her like the sister he never really had. In the chapter A Brothers Promise, by Vikas Swarup, Ram is motivated to pursue his connection with Gudiya because he is searching for meaningful family connections as he has not biological family of his own. In the chapter A Brothers Promise, by Vikas Swarup, Ram is motivated to pursue his connection with Gudiya because he feels he has to protect those who children are being denied their agency by oppressive or aggressive adults. 26Step Three: Partner Work Re-read pages 160-161. Mark up the prompt: Box/circle important verbs and underline nouns/directions. Based on the chapter Murder on the Western Express, explain the meaning/significance of the woman in the white sari who appears toward the end of the chapter and how this vision influences Rams choices/actions. Purpose Question: Turn the prompt into a question that you will then answer in your mini-thesis statement. Make sure your purpose question includes all parts of the prompt. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Work with a partner to write a new level four mini-thesis statement together based on the following prompt. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Level 3 Group Group A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, OwenStep Four: Trade your mini-thesis statement with the other pair in your group and use the rubric to give them a score. Then discuss with each other why you gave each other this score. Give each other two suggestions for revision and write them on the back of their mini-thesis.

Step Five: Work with your partner to revise your mini-thesis statement based on your peer feedback.

Revision:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Level 3 Group Group A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, OwenStep Six: On your Own Write a new Mini-Thesis Statement based on the prompt below. Remember to mark-up the prompt. Prompt: Based on the chapter A Soldiers Story, describe the difference between the childrens perspective on the war between India and Pakistan and Balwant Singhs perspective and what influences their different perspectives.

Purpose Question:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

On Your Own Mini-Thesis Assessment:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Level 3 Group Group A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, OwenLevel 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, AmandoObjectives: You will be able to Compose a purpose question based on an ORQ prompt. Read and annotate a passage from Murder on the Western Express based on the purpose question and use annotations to summarize the passage. Evaluate sample mini-thesis statements by reviewing the ORQ mini-thesis rubric. Compose several practice mini-thesis statements (all together, with a partner, on your own) and give and receive feedback using the mini-thesis rubric. Step One: Read the rubric and annotate summarize each section in your own words in the margins.

ORQ Prompt 1: Based on the chapter Murder on the Western Express, explain the meaning/significance of the woman in the white sari who appears toward the end of the chapter and how this vision influences Rams choices/actions.

Step Two: Mark up the prompt. Box/circle important verbs and underline nouns/directions.

Step Three: Purpose Question-- Turn the prompt into a question that you will then answer in your mini-thesis statement. Make sure your purpose question includes all parts of the prompt. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step Four: Read together pages 160-161 from Murder on the Western Express and annotate with the purpose question in mind. Annotations should include: Identify the speakerSummarize what is happening at this point in the story. Underline important parts of the reading and explain why you underlined them in the margins especially look for important parts that connect to the purpose question! Ask level one clarifying questions in the margins

Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, AmandoStep Five: Read the sample mini-thesis statements below and give each a score of 1-4 using the mini-thesis rubric. Prompt: Based on the chapter Murder on the Western Express, explain the meaning/significance of the woman in the white sari who appears toward the end of the chapter and how this vision influences Rams choices/actions.

Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, AmandoSample Mini-Thesis Statements Your Score (1-4 using the mini-thesis rubric)Explanation of your score. The woman in the white sari is the lady who is breastfeeding the baby at the beginning of the chapter and she makes Ram want to protect everyone on the train. The woman in the white sari is Rams mother. In the chapter, Murder on the Western Express by Vikas Swarup, the woman in the white Sari represents Rams biological mother and the vision of her influences Ram to protect himself when his life is in danger. In the chapter, Murder on the Western Express the woman in the white Sari represents Rams biological mother. Step Six: The whole group writes a new mini-thesis together. Prompt: Based on the chapter, Murder on the Western Express by Vikas Swarup, explain why Ram murders the dacoit. Mark up the prompt. Box/circle important verbs and underline nouns/directions. Purpose Question-- Turn the prompt into a question that you will then answer in your mini-thesis statement. Make sure your purpose question includes all parts of the prompt. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Whole Group Mini-Thesis:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, Amando33Step Seven: Give your whole group thesis a score using the mini thesis rubric and explain why you gave it this score.

Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, AmandoScore I gave our mini-thesisExplanation for why I gave it this score. Step Eight: Work with a partner to mark-up a new prompt, turn it into a purpose question and write a new mini-thesis statement.

Prompt: Based on the chapter Murder on the Western Express, describe how Rams newfound wealth changes him and the way that he interacts with others on the train.

Purpose Question: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____Step Eight: Trade papers with another pair and grade each others thesis statements using the mini-thesis rubric and complete the chart below. Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, AmandoScore we gave your mini-thesisExplanation for why we gave it this score. Step Nine: Get your mini-thesis back and revise it based on the feedback you got from the other pair. Revised Mini-Thesis StatementStep Ten: On your own!!!!Read and mark up the following prompt: Based on the chapter Murder on the Western Express by Vikas Swarup, compare the reaction of the adults on the train to the reaction of the children on the train during the robbery and explain how their different response influences Rams actions. Purpose Question-- Turn the prompt into a question that you will then answer in your mini-thesis statement. Make sure your purpose question includes all parts of the prompt. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Independent Mini-Thesis:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, AmandoLevel 4 GroupChristine, Samantha, Whitney, Marcus, LeelaObjectives: You will be able toSummarize the main events of an excerpt from Outliers by Malcolm Gladwell by reading and annotating.Compose a mini-thesis that meets the criteria for a level four mini-thesis in response to a prompt about a nonfiction excerpt from Outliers.Evaluate each others mini-thesis statements and revise your own based on peer feedback. Compose a final mini-thesis that meets the criteria for a level four in response to a new prompt based on the Outliers excerpt.

Level 4 Group

Christine, Samantha, Whitney, Marcus, LeelaStep One: Read the following description of the book Outliers aloud as a group :Malcolm Gladwell takes us on an intellectual journey through the world of "outliers"--the best and the brightest, the most famous and the most successful. He asks the question: what makes high-achievers different?

His answer is that we pay too much attention to what successful people are like, and too little attention to where they are from: that is, their culture, their family, their generation, and the idiosyncratic experiences of their upbringing. Along the way he explains the secrets of software billionaires, what it takes to be a great soccer player, why Asians are good at math, and what made the Beatles the greatest rock band.

Brilliant and entertaining, Outliers is a landmark work that will simultaneously delight and illuminate.Then read and annotate the excerpt from Malcolm Gladwells book Outliers. You must have at least 14 annotations total (two per page of the text):Underlining important quotes / parts and explaining why you underlined it.Asking level 1, 2, or 3 questions about the text.Making text-to-text, text-to-self, or text-to-world connections with the text.Summarizing confusing partsCircling vocabulary and using context clues to guess the meaning of the vocabularyMaking predictions about the rest of the book based on the excerpt

Discuss the text and your annotations with your partner. Please be patient if your partner needs more time to read than you Level 4Group

Christine, Samantha, Whitney, Marcus, LeelaStep Two: Partner Work - With a partner, read, annotate, and write a mini-thesis statement. Make sure both write! You must have your own work completed for credit!Review the Mini-Thesis Statement Rubric! You should be aiming to write a 4!Mark up the prompt below by boxing/circling important verbs and underline nouns/directions. Based the description of Malcolm Gladwells Outliers and the excerpt from the book, explain how Chris Langans intelligence did not serve him to be successful.Purpose Question: Turn the prompt into a question that you will then answer in your mini-thesis statement. Make sure your purpose question includes all parts of the prompt. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Work with a partner to write a new level four mini-thesis statement together based on the following prompt. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Level 4 GroupChristine, Samantha, Whitney, Marcus, LeelaStep Three: Trade your mini-thesis statement with the other pair in your group and use the rubric to give them a score. Then discuss with each other why you gave each other this score. Give each other two suggestions for revision and write them on the back of their mini-thesis.

Step Four: Work with your partner to revise your mini-thesis statement based on your peer feedback.

Revision:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________