Transcript of Introduction to the Course and Summer Reading English 10 Week One: 9/6/11-9/9/11.
- Slide 1
- Introduction to the Course and Summer Reading English 10 Week
One: 9/6/11-9/9/11
- Slide 2
- Tuesday 9/6/11 Objectives: By the end of this class, you will
be able to 1. Reflect on your learning needs and learning style by
completing a student survey in order to help me (your teacher)
understand how to best teach you. 2. Describe what this class is
about and summarize the essential questions and overall themes of
this course. Do Now:Agenda: 1. Take your assigned seat. 2. Complete
the Student Survey on your desk. 3. Read the homework for the week
on the assignment sheet. 1. Do Now and collect. 2. Review
objectives 3. Something you might not know about me is 4. Course
Expectations Letter 5. Review directions and criteria for homework
1 and 2.
- Slide 3
- Wednesday 9/7/11 (10B double block) Objectives: By the end of
this class, you will be able to 1. Describe and execute the
expectations for partner work in English class. 2. Identify
specific routines and procedures for the course that match each of
the course expectations described on the opening expectations
letter from day one. 3. Identify and explain the positive and
negative impact of following and not following the routines and
procedures of the class on both individuals as well as on the
culture of the whole class. Do Now: Agenda: Identify and describe
one goal you have for yourself for English class this year. 1. Why
is this a goal for you? 2. What do you need do to in the short-term
in order to make sure you are working towards meeting this goal? 1.
Independent: Do Now 2. Mini-lecture: What are the expectations and
protocols for partner work in English class this year? 3. Partner
Work: Expectations, routines/procedures and consequences graphic
organizer. 4. Whole Group Discussion: sharing our understanding of
expectations, routines/procedures and consequences. 5. Independent:
Responsibility web. 6. Triads: sharing responsibility web. 7. Whole
Class: Ms. Fritzs responsibility web. 8. Human Scavenger Hunt
Something you might not have known about me is 9. Exit Ticket and
Homework Review
- Slide 4
- Wednesday 9/7/11 (10C single period) Objectives: By the end of
this class, you will be able to 1. Describe and execute the
expectations for partner work in English class. 2. Identify
specific routines and procedures for the course that match each of
the course expectations described on the opening expectations
letter from day one. 3. Identify and explain the positive and
negative impact of following and not following the routines and
procedures of the class on both individuals as well as on the
culture of the whole class. Do Now: Agenda: Identify and describe
one goal you have for yourself for English class this year. 1. Why
is this a goal for you? 2. What do you need do to in the short-term
in order to make sure you are working towards meeting this goal? 1.
Independent: Do Now 2. Mini-lecture: What are the expectations and
protocols for partner work in English class this year? 3. Partner
Work: Expectations, routines/procedures and consequences graphic
organizer. 4. Poster Presentations. 5. Exit Ticket and Homework
Review (cultural artifact/grab bag) )
- Slide 5
- Expectations for Partner Work Partners will treat each other
with kindness and respect no one will publically complain about
having to work with someone else. Partner talk will be focused on
the topic partners will not have unrelated, personal conversations.
Partner talk will be only loud enough for each other to hear
partners will not use loud voices that might distract others.
Partners will sit with their knees facing one another. Each partner
will contribute to the discussion equally one person will not
dominate or refuse to participate. *** Partner work/partner talk
will always be graded (individually) based on rubric this grade
will be a part of your citizenship grade for the course.
Objectives: By the end of this class, you will be able to 1.
Describe and execute the expectations for partner work in English
class.
- Slide 6
- Partner Work Rubric 4321 Student treats his/her partner with
kindness. Student encourages his/her partner to talk/share/build on
his/her ideas and comments. Student asks his/her partner thoughtful
questions. Student uses a reasonable volume to communicate with
partner. Student remains seated and facing his/her partner and
refrains from wandering or engaging in conversation with others.
Student is productive and completes task/assignment. Student treats
his/her partner with kindness. Student encourages his/her partner
to talk/share/build on his/her ideas and comments. Student uses a
reasonable volume to communicate with partner. Student remains
seated and facing his/her partner and refrains from wandering or
engaging in conversation with others. Student is productive and
completes task/assignment Student treats his/her partner with
kindness. Student uses a reasonable volume to communicate with
partner. Student remains seated and facing his/her partner and
refrains from wandering or engaging in conversation with others.
Student treats his/her partner with kindness. Student is sometimes
distracting or distracted by others. Student does not face partner
or engage in meaningful/thoughtful conversation. Student does not
use time wisely and does not complete the task/assignment.
Objectives: By the end of this class, you will be able to 1.
Describe and execute the expectations for partner work in English
class.
- Slide 7
- Guidelines for Partner Work: Understanding Course Expectations,
Routines and Procedures and Consequences Criteria for Completed
Graphic Organizer: What should my work look like when its done?
1.Take out your course expectations document from yesterday with
your annotations. 2.Work with your partner to re-read each of the
expectations described on the document and discuss/identify the
specific routines/procedures you will need to follow every day in
English class in order to meet each of these expectations. In other
words what do you have to do every day? Be specific! 3.Make sure
you are working together not just side by side this means you
should be talking about the expectations for the course, asking
each other questions and building on each others ideas! 1. Written
work on the graphic organizer is specific and includes specific
examples. 2. There are at least three routines/procedures listed
for each expectation. 3. There are at least two examples of
consequences in the last two columns at least one positive
consequence for an individual and at least one for the
class/community. 4. Writing does not have to be in complete
sentence, but needs to include phrases more than one word answers
in each box of the chart. Objectives: By the end of this class, you
will be able to 1. Describe and execute the expectations for
partner work in English class. 2. Identify specific routines and
procedures for the course that match each of the course
expectations described on the opening expectations letter from day
one.
- Slide 8
- Expectations for Whole Class Discussion 1. One person talks at
a time. 2. Students and teacher will respect wait time. 3. Cold
calling I will use index cards and randomly pull names (no hands).
4. Magic Ball I will toss a ball at someone the person who catches
it contributes a thought/answer and then tosses it to the next
person. 5. No one shouts out answers out of turn everyone respects
the protocol for the discussion. 6. No one ever rolls their eyes or
makes any negative comments about someone elses contribution.
Objectives: By the end of this class, you will be able to 1.
Describe and execute the expectations for partner work in English
class. 2. Identify specific routines and procedures for the course
that match each of the course expectations described on the opening
expectations letter from day one. 3. Identify and explain the
positive and negative impact of following and not following the
routines and procedures of the class on both individuals as well as
on the culture of the whole class.
- Slide 9
- Student Responsibilities I will be responsible for Doing my
best work. Re-doing work and coming for extra help with my first
effort does not meet the standards. Coming to class prepared with
all materials I need in order to learn. Monitoring my attention and
participation and refocusing as I need to. Self-evaluating my work
to make sure it meets the criteria and standards.
- Slide 10
- Teacher Responsibilities I will be responsible for Coming to
class prepared with all materials. Getting to know the learning
needs of each of my students. Treating all students with respect
and holding all students to high academic and behavioral
expectations. Having a sense of humor! Creating and maintaining a
safe and respectful learning environment. Re-teaching and requiring
you to persist when you havent reached standards yet. Finding out
what knowledge and skills you have acquired on an ongoing basis.
Identifying and communicating objectives clearly and consistently.
Communicating standards and criteria for success clearly and
consistently. Establishing work procedures and communicating
expectations to help you be responsible. Designing learning
experiences that require you to be involved and that provide you
with practice.
- Slide 11
- Exit Ticket: Did we meet our objectives? 1. Describe the
expectations for working with a partner in English class. What do
you need to do during partner work to earn a 4 on the partner work
rubric? 2. Describe three expectations for the course and the
routines/procedures that you need to follow for each of those three
expectations. 3. What are the psoitive and negative consequences
for either meeting or not meeting each of the expectations you
described in #2? Objectives: By the end of this class, you will be
able to 1. Describe and execute the expectations for partner work
in English class. 2. Identify specific routines and procedures for
the course that match each of the course expectations described on
the opening expectations letter from day one. 3. Identify and
explain the positive and negative impact of following and not
following the routines and procedures of the class on both
individuals as well as on the culture of the whole class.
- Slide 12
- Thursday 9/8/11 (10C Double Block) Objectives: By the end of
this class, you will be able to 1. Identify the routines and
procedures to follow in this class that will help you meet each of
the academic and behavioral expectations. 2. Explain the positive
and negative consequences for meeting/not meeting course
expectations. 3. Explain and illustrate the seven elements of
culture. Do Now:Agenda: Complete the My Responsibility web. When
you finish, copy your homework into your homework planner! 1. Do
Now/HW check (completed course expectations graphic organizer) 2.
Continue partner work from yesterday: each pair creates an
expectations/routines and procedures/consequences poster 3. Partner
presentations 4. Human scavenger hunt 5. Mini-lecture on 7 elements
of culture and note-taking 6. Homework: 1. All supplies due
tomorrow! 2. Cultural Artifact grab-bag.
- Slide 13
- Friday 9/9/11 (10C Double Block periods 3 and 4). Objectives:
By the end of this class, you will be able to 1. Review routines
and procedures to follow in this class that will help you meet each
of the academic and behavioral expectations. 2. explain and utilize
the structure of the interactive notebook. 3. Explain and
illustrate the seven elements of culture. Do Now:Agenda: Complete
the My Responsibility web. When you finish, copy your homework into
your homework planner! 1. Do Now/HW check (completed course
expectations graphic organizer) 2. Review expectations (go over
last page of homework) 3. Interactive Notebook Set-up! 4.
Mini-lecture on 7 elements of culture and note-taking. 5. Homework:
1. Cultural Artifact grab-bag.
- Slide 14
- What is culture? The word culture has many different meanings.
For some it refers to an appreciation of good literature, music,
art, and food. Culture is a powerful human tool for survival, but
it is a fragile phenomenon. It is constantly changing and easily
lost because it exists only in our minds. Our written languages,
governments, buildings, and other man-made things are merely the
products of culture. They are not culture in themselves. Objective:
By the end of this class, you will be able to Explain and
illustrate the seven elements of culture.
- Slide 15
- The Elements of Culture Elements of culture refer to
things/categories that all cultures have in common. 1. Social
Organization: the way a culture organizes its members into smaller
groups. - Families (nuclear or extended) - Social Class: a way to
rank people in order of status based on: money, education,
occupation, race, ethnicity. Objective: By the end of this class,
you will be able to Explain and illustrate the seven elements of
culture.
- Slide 16
- 2. Customs and Traditions The written and unwritten rules of
behavior in a culture. Examples: 1. Gender roles the
rules/expectations for the way men and women are expected to
behave. 2. Food the types of food eaten, the ways food is
eaten/served. 3. Dance 4. Holiday Traditions and Celebrations 5.
Rites of passage marriage, birth, coming-of-age. Objective: By the
end of this class, you will be able to Explain and illustrate the
seven elements of culture.
- Slide 17
- 3. Language The way beliefs and traditions are passed
down/communicated. 4. Arts and Literature Teach about a cultures
values. Promote cultural pride and unity. Objective: By the end of
this class, you will be able to Explain and illustrate the seven
elements of culture.
- Slide 18
- 5. Religion 6. Forms of Government 7. Economic Systems: the
ways people in a society/culture earn money/work. Objective: By the
end of this class, you will be able to Explain and illustrate the
seven elements of culture.
- Slide 19
- Class Notes: What is Culture? What are the 7 Elements of
Culture? Activating Background KnowledgeMy Understanding Right Now:
I think culture is What comes to mind when I think of the word
culture is 1 2 3 4 Notes: In your own words Culture is Objective:
By the end of this class, you will be able to Explain and
illustrate the seven elements of culture.
- Slide 20
- 7 Elements of CultureDescription 1. 2. 3. 4. 5. 6. 7.
Objective: By the end of this class, you will be able to Explain
and illustrate the seven elements of culture.
- Slide 21
- Illustrating 3 Elements of Culture Directions:
Sketch/illustrate or diagram a visual representation of your
understanding of any three elements of culture. Underneath each of
your three illustrations, write a caption explaining which element
of culture you are representing and why you chose to represent this
element of culture this way. Objective: By the end of this class,
you will be able to Explain and illustrate the seven elements of
culture. 1:2:3: Your illustration: Caption:
- Slide 22
- Homework: Due Friday 9/9/11 Cultural Artifact. Bring in 2-3
objects that represent at least one element of your own culture. Be
prepared to share/explain your cultural artifacts with your
class.
- Slide 23
- Friday 9/9/11 (10C single 7 th period) Objectives: By the end
of this class, you will be able to 1. explain and utilize the
structure of the interactive notebook. 2. explain your cultural
artifact and identify which element of culture your artifact(s)
relate to. Do Now:Agenda: Answer the following questions in at
least three complete sentences. Why did you select the artifacts
you brought with you today? Copy your homework into your planner
when you finish. 1. Do Now 2. Preview objectives. 3. Interactive
Notebook Set- up. 4. Cultural Artifact share groups of four. 5.
Homework: 1. Cultural Artifact Personal Essay
- Slide 24
- 10 th Grade World Literature Ms. Fritz Unit One: Introduction
to the Course and Summer Reading!!! Essential Questions : 1. What
is culture? 2. What is my cultural perspective? 3. What is gained
and what is lost when different cultures come into contact with one
another? 4. How can we learn about other cultural perspectives from
reading stories? Primary Texts: Summer Reading 1. Like Water for
Chocolate by Laura Esquivel 2. Behind the Mountains by Edwidge
Danticat 3. A Thousand Splendid Suns by Khaled Hosseini 4. Life of
Pi by Yan Martel 5. The Book Thief by Marcus Szuzak Secondary
Texts: A Different Discussion About Aid (speech) by President Paul
Kagame of Rwanda Air Mail (short story) by Ravi Mangla
- Slide 25
- Cultural Artifact Small Group Share Out Overview: For this
activity, you will be working in groups of four to discuss/share
your cultural artifacts. You will follow the guidelines below while
participating in this discussion. Remember, all small group
discussions are graded with a Citizenship Rubric. Guidelines:
Everyone needs to have their class notes on the elements of culture
in front of them for this discussion. Decide who will share first.
Person who is sharing explains what he/she thinks the word culture
means. Person sharing describes the artifacts he/she brought in to
share and explains why he/she chose this as their cultural artifact
Person sharing explains what he/she thinks his/her culture is.
Other three members of the group are sitting up, facing the speaker
and giving the speaker eye contact. Person sharing asks the group:
Which element of culture do you think my artifacts connect to and
why? Group responds. Repeat until everyone in your group has
shared. 2. explain your cultural artifact and identify which
element of culture your artifact(s) relate to.
- Slide 26
- Small Group Discussion Citizenship Rubric 4321 Students treat
each other with respect and kindness. Students encourage each other
to talk/share/build and build on each others ideas. Students ask
each other thoughtful questions. Students use a reasonable volume
to communicate with each other. Students remains seated and facing
each other and refrain from wandering or engaging in conversation
with others. Students are productive and completes task/assignment.
Students treat each other with respect and kindness. Students
encourage each other to talk/share/build and build on each others
ideas. Student s use a reasonable volume to communicate with each
other. Students remains seated and facing each other and refrain
from wandering or engaging in conversation with others. Students
are productive and completes task/assignment. Students treat each
other with respect and kindness. Student s use a reasonable volume
to communicate with each other. Students remain seated and facing
each other and refrain from wandering or engaging in conversation
with others. Students treat each other with respect and kindness.
Student is sometimes distracting or distracted by others. Students
do not face each other or engage in meaningful/thoughtful
conversation. Students do not use time wisely and do not complete
the task/assignment.
- Slide 27
- Cultural Artifact Personal Essay To be assigned to 10C on
Friday 9/9/11 and 10B on Monday 9/12/11
- Slide 28
- Cultural Artifact Personal Essay Assignment Overview : The
purpose of this personal essay assignment is to give you an
opportunity to demonstrate your understanding of the concept of
culture as it applies to thisclass and the essential questions we
will be working with throughout the year. This essay willalso help
you make a personal connection to the following essential questions
before we diveinto the content of the class: What is culture? What
is my own cultural perspective? Finally, completing this essay will
give you more practice with organizing your ideas in writing,
analysisand contextualization (skills you worked on last year that
we will continue to improve on in 10 th Grade English) before we
apply these skills to complex literary texts. Guidelines : Your
personal essay needs to be organized into an introduction, 2-3 body
paragraphs and aconclusion. (4 points) Each paragraph needs to be
at least 5 sentences long. (4 points) Introduction : (20 points)
Begin your essay by explaining, in your own words, your
understanding of theword/concept culture. 10 points Describe your
own culture and explain which elements of culture are most
important forunderstanding your cultural perspective. 10 points
Body Paragraphs 1 and 2 : (60 points 30 points for each body
paragraph) Describe each of your cultural artifacts. 5 points for
each paragraph Give background information (contextualization) to
your reader about each of theseartifacts. 5 points for each
paragraph Why did you choose them as representatives of your
culture? 5 points for each paragraph What do they reveal about you?
(analysis) 5 points for each paragraph What do they reveal about
your culture? (analysis) 5 points for each paragraph Which element
of culture do they connect to and why? (analysis) 5 points for
eachparagraph Conclusion : 10 points 5 points for each
bullet-pointed criteria below. Revisit your description of the
word/concept culture and summarize the main points youmade about
how your two cultural artifacts reveal your cultural perspective.
Leave the reader with food for thought why is it important to
understand the elementsof culture? Why is it important to identify
your own cultural perspective? What impactmight an understanding of
your own cultural perspective have on the way you interact
withothers? Make sure you proof-read your writing. (2 points)
- Slide 29
- Unit One: Cultural Artifact Personal Essay Outline Ms. Fritz
Introduction: Begin your essay by explaining, in your own words,
your understanding of the word/concept culture. 10 points Describe
your own culture and explain which elements of culture are most
important for understanding your cultural perspective. 10 points
Body Paragraph 1 Describe each of your cultural artifacts. Give
background information (contextualization) to your reader about
each of these artifacts. Why did you choose them as representatives
of your culture. What do they reveal about you? (analysis) What do
they reveal about your culture? (analysis) Which element of culture
do they connect to and why? (analysis) Body Paragraph 2 (same
criteria as body Paragraph 1)
- Slide 30
- Cultural Artifact Personal Essay Outline: The Conclusion
Conclusion : Revisit your description of the word/concept culture
and summarize the main points you made about how your two cultural
artifacts reveal your cultural perspective. Leave the reader with
food for thought why is it important to understand the elements of
culture? Why is it important to identify your own cultural
perspective? What impact might an understanding of your own
cultural perspective have on the way you interact with others?