MAY 16-20Global Literature Book Groups

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.

Complete the Point of View – Character Identity Formation worksheet

Do Now – Point of View Exercise

Discussion Expectations

Discussion #2

Do Now: Agenda

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 ____________________________________________________________________________________________

______________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________.____________

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.

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.

MY EXPECTATIONS FOR LITERATURE CIRCLE DISCUSSIONS

1. Everyone will participate in the discussion and will have completed during reading notes and their texts in front of them at all times.

2. All group members will refrain from talking about unrelated topics and talking to students in other groups.

3. All group members will keep their voices at a reasonable volume.

4. All group members will treat each other with respect and kindness and will be open to different interpretations of the text.

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.

4/A 3/B 2/C 1/D or F

All group members were prepared for the discussion with their completed DRN and their books.

All group members were engaged and participated in the discussion.

Group members were kind, focused, professional and productive. No one in the group needed reminders from the teacher about their behavior.

All group members were prepared for the discussion with their completed DRN and their books.

Group members were mostly engaged and focused during the discussion.

One group member needed to be reminded to focus and stay on tasks.

Some group members were not prepared for the discussion with either their book or their completed DRN.

Group members needed more than one reminder to focus and stay on task– were sometimes talking about non-related topics or were distracting to others in the room.

Group members were not prepared for the discussion.

Group did not focus and did not get through all of the steps in the discussion because they were off-task.

Group members needed many reminders about professional, focused conduct.

Nelson Jasmin

Stan Gustavo

Rishab Dimitri

Brian Ashley

Djinnie Jisraele

GabeJasmine

Jennifer

Mildred

Danika

Andrea

Rachelle

Reggie

Milly

Jefferson

Nicole Larissa

JJ

Aaliyah

BoardRm. 408 Door

Josh

10A LITERATURE CIRCLE GROUPS

Poppy Klara Chynere Adel

Group #1: Ashley Christina Sara NehemieGroup #2: Ruth Kim Helen Yasmine

The House of SpiritsSnow Flower and the Sleeping Fan

10A LITERATURE CIRCLE GROUPS

Group #1: Weston Gabby Aaron HannahGroup #2: Adley Andrew Paul Derrell

The Kite Runner

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.

4/A 3/B 2/C 1/D or F

All group members were prepared for the discussion with their completed DRN and their books.

All group members were engaged and participated in the discussion.

Group members were kind, focused, professional and productive. No one in the group needed reminders from the teacher about their behavior.

All group members were prepared for the discussion with their completed DRN and their books.

Group members were mostly engaged and focused during the discussion.

One group member needed to be reminded to focus and stay on tasks.

Some group members were not prepared for the discussion with either their book or their completed DRN.

Group members needed more than one reminder to focus and stay on task– were sometimes talking about non-related topics or were distracting to others in the room.

Group members were not prepared for the discussion.

Group did not focus and did not get through all of the steps in the discussion because they were off-task.

Group members needed many reminders about professional, focused conduct.

LITERATURE CIRCLE #2 REFLECTION

1. Based on the lit. circle rubric on the back, what grade do you think your group should get for today and why?

2. 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.

Name: _____________

10C LITERATURE CIRCLE GROUPS

Group #1: Dimitri Ashley Brian RishabGroup #2: Gabe JJ Jasmine

Group #1: Jefferson Reggie JoshGroup #2: Jasmin Stan Nelson Gustavo

The Kite RunnerMemoirs of a Boy Soldier

10C LITERATURE CIRCLE GROUPS

Rachelle Aaliyah Milly

Jennifer Mildred Danika Andrea

Jisraele Nicole Djinnie Larissa

SoldSnow Flower and the Sleeping Fan

Chinese Cinderella

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.

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

Do Now: Agenda

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 (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: Agenda

Do Now Sheet

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.

CONSCIOUSNESS (NOUN) / CONSCIOUS (NOUN) / CONSCIOUSLY (ADVERB)

OBJECTIVE: SWBAT1. DESCRIBE AND ILLUSTRATE THE WORD “CONSCIOUSNESS”.

MY LEVEL OF UNDERSTANDING:

1 2 3 4

Name: ________________________

Describe in your own words (2-4 sentences):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

Sentence using consciousness:

My _____________________________ consciousness was raised when…

This is because…

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.

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.

CONSCIOUSNESS (NOUN) / CONSCIOUS (NOUN) / CONSCIOUSLY (ADVERB)

OBJECTIVE: SWBAT1. DESCRIBE AND ILLUSTRATE THE WORD “CONSCIOUSNESS”.

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.

CONSCIOUSNESS (NOUN) / CONSCIOUS (NOUN) / CONSCIOUSLY (ADVERB) My

social / environmental / political / economic / educational / self- /

cultural / spiritual / etc. consciousness was

raised when…

OBJECTIVE: SWBAT1. DESCRIBE AND ILLUSTRATE THE WORD “CONSCIOUSNESS”.

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?

OBJECTIVE: SWBAT1. DESCRIBE AND ILLUSTRATE THE WORD “CONSCIOUSNESS”.

CONSCIOUSNESS (NOUN) / CONSCIOUS (NOUN) / CONSCIOUSLY (ADVERB)

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.

Nelson Jasmin

Stan Gustavo

Rishab Dimitri

Brian Ashley

Djinnie Jisraele

GabeJasmine

Jennifer

Mildred

Danika

Andrea

Rachelle

Reggie

Milly

Jefferson

Nicole Larissa

JJ

Aaliyah

BoardRm. 406 Door

Josh

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.

4/A 3/B 2/C 1/D or F

All group members were prepared for the discussion with their completed DRN and their books.

All group members were engaged and participated in the discussion.

Group members were kind, focused, professional and productive. No one in the group needed reminders from the teacher about their behavior.

All group members were prepared for the discussion with their completed DRN and their books.

Group members were mostly engaged and focused during the discussion.

One group member needed to be reminded to focus and stay on tasks.

Some group members were not prepared for the discussion with either their book or their completed DRN.

Group members needed more than one reminder to focus and stay on task– were sometimes talking about non-related topics or were distracting to others in the room.

Group members were not prepared for the discussion.

Group did not focus and did not get through all of the steps in the discussion because they were off-task.

Group members needed many reminders about professional, focused conduct.

LITERATURE CIRCLE #2 REFLECTION

1. Based on the lit. circle rubric on the back, what grade do you think your group should get for today and why?

2. 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.

Name: _____________