English 10

Day 1 - Into- A Quilt of a Country

Standards
! ! CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CCSS.ELA-Literacy.RI.9-10.6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtons Farewell Address, the Gettysburg Address, Roosevelts Four Freedoms speech, Kings Letter from Birmingham Jail), including how they address related themes and concepts. CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

10th Grade February 18th & February 19th

Announcements:
! New Unit - I will give them dates and a list of projects we will be doing before too long. ! Go over some of the goals and projects that we will have for this unit. ! PM Assembly on February 25th - for ACT ! Character Analysis Sheets, Journal #5, their Final Projects for Unit 1, and any late work is due TODAY! ! Ask students to bring in materials for next class period - show them an example of what they will be doing.

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Materials:
! Example of project for next day ! 1.1 - Unit Pretest ! 1.2 - A Quilt of a Country Esssay ! 1.3 - Unit Powerpoint ! 1.4 - Essay Response Sheets ! 1.5 - Multicultural Icebreaker

Objectives
! Content Objectives: 1) Students will be able to cite and organize strong textual evidence by breaking down the response process while responding to a question from an article. 2) Students will be able to analyze the central idea of a text and how an authors claim is developed by reading an article as a class and discussing the rhetoric techniques together. 3) Students will be able to read an informational essay and answer textbased questions about the essay while breaking down the process and answering questions based on an article read in class. Learning Objectives: 1) Students will be able to reflect about their own cultural beliefs by completing a pretest that asks them to analyze their ideas. Language Objectives: 1) Students will be able to determine the meaning of words and phrases as they appear in a text by using text clues and context and guessing the meanings of words. 2) Students will be able to comprehend literary nonfiction at grade level by reading and analyzing a nonfiction piece independently and as a class.

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Background - Strengths & Weaknesses

We have just completed a unit that focused on the the, The American Dream and discussed topics such as racism, and segregation. We also, briefly, discussed the problems that minority groups in America have in achieving equal access to the American Dream. We have started to understand that not all Americans have equal access to that ideal. We, briefly, identified and examined multiple minority groups in America, so students should be able to identify a few again when we begin this unit. Students analyzed one familys experience with their dreams by reading the play, A Raisin in the Sun. Strengths & Weaknesses Students in my classes are capable of quite a bit of work if they are motivated enough to do so. While this motivation is not intrinsic, which is what I would like to work on during this unit, they do find a little motivation in me going around and noting their achievements in their work. There are a few student leaders in achievement in the class who carry a lot of the discussion. I can tell they are wearing out a bit because they do not always want to be the ones answering the questions but they are uncomfortable with waiting for other students to respond. One of my goals in this unit is to work on getting different and more students to respond. That might mean giving them an opportunity to think about the questions before opening it up for discussion. I do have quite a few talkers in my classes and they make it difficult sometimes during group activities. While I want students to work with people they are comfortable with, Im going to work on ways of differentiating the groups this unit, now that I am aware of student strengths and weaknesses. This unit I will focus on behavioral strengths and weaknesses in group dynamic, as most students are on the same plane for content.

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Starter - 5 mins
Students will complete a unit pretest. This pretest asks students to examine their own cultural and stereotypical beliefs. Explain to the students that this pretest will not be graded, however, it will be included as Journal #1 for this unit. Explain to students that I will not read this pretest, I will just check to make sure it was completed. I want students to be able to answer this pretest as honestly as possible as they reflect on their cultural beliefs.

Instructional Procedures
! Procedure Time Adaptions for ELLs - Im going to read the article Into: A Quilt of a Country - Independent Work with the ESL class. We are going 1) Newsweek Article - A Quilt of a Country by Anna Quindlen to take turns reading Have students read the essay independently. Have them paragraphs and stop and think highlight words that they do not know or unsure of the meaning. Explain the vocabulary and article response sheets. about meaning during our first Tell the students that theyll be receiving their questions in a 30 reading. That way students can moment but that you first want them to read through for make sure they are min meaning. understanding what the essay is 2) Go through the text and ask students about certain parts of saying, then I will let them read the text. See what they understood and didnt, clarify anything independently to fill out the that did not get understood. vocabulary and answer their questions. - By letting students choose their 3) Review Vocabulary - Ask students to share some of the vocabulary words they used. Write these down on the board own vocabulary, it will help me and go through each of them and have students use context to know with which words they clues, break down the words by morphemes, or let them look struggle with and be able to the words up with their phones. Either of these methods are 15 address them more efficiently. ways students can use to understand the meaning. Let the min students know that youll be using the vocabulary they have written down and we will be working on them throughout the semester. - The text-based question is 4) Text-based Questions - Students will be asked to answer a text-based question about the essay. They will have a broken down into a process to worksheet that breaks down the process of answering these help students better questions in easy to understand steps. This will help students 25 comprehend how to answer learn a process for answering these questions. The students min these types of questions. will be given the opportunity to choose the questions they would like to answer. After we complete this assignment, I will give students an opportunity to share their answers.

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Multicultural Icebreaker - Students will be given a worksheet that has many traits and events on a grid. The goal is for them to go around the classroom and fill out their grid with names 15 from different students. A student can only sign one square min on each paper, they cannot sign for multiple squares. Students may fill in one of their own squares.

- Explain the activity in detail with an example. - Provide motivation - Vouchers - 4B is a smaller class. I need to make a smaller version for that class.

Assessment Plans
! ! Talking with students about the essay after they read it will hive me an idea about their comprehension skills in reading this text. It is grade level, so they should be starting to be able to understand it. If not, I need to find ways of improving comprehension, including vocabulary. Students will turn in their text-based questions. This will help me evaluate how well they understood the text as well as their ability to answer a text-based question, which is something they will encounter on their SAGE tests. Also, it will help me to learn which vocabulary they thought they struggled with and I can focus on those terms as we continue the unit.

If Students are done early

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A Day - Show them some examples of the multi-genre papers. B Day - Our media specialist will be coming in and talking to them about how to access overdrive for when we write our informational texts. This should take about 10 mins for her to do. Shes thinking Wednesday and Thursday of this week.

Plans for integrating diversity/social justice/multicultural themes and objectives

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This unit is based on understanding culture as a broad term and our own individualized cultures. This class period we are learning about one way a person could understand how cultures interact in America (A Quilt of a Country), We are also learning more about each other and our own diverse lives through (Multicultural ice-breaker).

Reflection

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