Week 3: September 19 th – 23 rd

Week 3: September 19th – 23rd

Introduction to Course and Summer Reading Assignments

10D

Danika CassandraTrevon Yamile

Lennin Amanjat

Tommy

Jason JoelleJameslyBeverly

Natalie N.

Nathy

Erick

Victor

Emiliano DavnysStan

Lorena McHenley

Lilliana Imani

10D Front of Room - BoardRm. 407

Door

Silent Do Now:Be in Dress Code and take your backpacks off your desk!

•On the “Take a Stand” activity handout, please follow the instructions for filling out whether you strongly, agree, agree, disagree, or strongly

disagree for the four statements.• Explain WHY.

Monday, September 19th, 2011Objective: by the end of this lesson…1. you will be able to identify and explain their opinion about five statements that relate to the themes of their summer reading book.

Silent Do Now:Be in Dress Code and take your backpacks off your desk!

•On the “Take a Stand” activity handout, please follow the instructions for filling out whether you strongly, agree, agree, disagree, or strongly

disagree for the four statements.• Explain WHY.

Agenda:• Do Now … 5 minutes• Finish setting up our binders … 15 minutes• Announcements … 3 minutes• “Take a Stand” Activity … 20 minutes• Bathroom passes … 3 minutes• Clean-up! … 2 minutes• Summarizer … 5 minutes


Take a Stand ActivityFor this activity, you will be using your responses from today’s Do Now to

discuss the four statements that relate to Unit 1.

• You will receive a citizenship grade based on your participation• You need to be listening to others’ responses and filling out you

‘Listening Guide’ during the activity• Do not put others down --- this is not a debate to “prove” who is right,

but rather a discussion of ideas.• Be respectful of others and their thoughts• Be professional: one person speaks at a time (whoever has the tennis

ball)



4 3 2 1*Student participated at least once with a well-developed comment that helped the discussion.*Student was on-task at all times and listened to others respectfully.*Student only spoke when s/he had the tennis ball (student did not call out/talk to neighbor).

*Student participated at least once with a well-developed comment that helped the discussion.*Student was often on-task at all times and listened to others respectfully (had to be told to be quiet/pay attention once).*Student only spoke when s/he had the tennis ball (student did not call out/talk to neighbor).

*Student participated at least once with an attempted well-thought out comment.*Student was sometimes on-task at all times and listened to others respectfully (had to be told to be quiet/pay attention twice).*Student usually spoke when s/he had the tennis ball (student did not call out/talk to neighbor), but had to be reminded twice.

*Student did not participate in discussion OR*Student was rarely on-task at all times and rarely listened to others respectfully (had to be told to be quiet/pay attention more than twice).

#1. Culture is a big part of who I am.


#2. Culture is something that remains the same.


#3. There is only one culture in America.


#4. Some cultures are inferior to others. This is a fact.


Cassandra ImaniTrevon Yamile

Lennin Amanjat

Tommy

Joelle JasonJameslyBeverly

Natalie N.

Nathy

Erick

Victor

Emiliano

Lorena McHenley

Lilliana Davnys

10D Front of Room - BoardRm. 407

Door

Silent Do Now: Dress Code and backpacks off desk!•Row Captains – collect your class’ BLUE notebooks from the front and pass them out to your row•Material Managers – NO material boxes needed for this class period

•On the next blank page of your Do Now Notebook (use the back, if available), label the date “Wednesday, Sept. 21st, 2011” and title this as “Do Now”. Then please respond the following in 3-4 complete sentences:1. Describe a time when you experienced or witnessed a misunderstanding between two cultures. What happened? Why did this happen? What was different about each person’s (or party’s culture) that this occurred?

Silent Do Now: Dress Code and backpacks off desk!•Row Captains – collect your class’ GREEN notebooks from the front and pass them out to your row•Material Managers – no material boxes needed for this class period

•On the next blank page of your Do Now Notebook (use the back, if available), label the date “Monday, Sept. 19th, 2011” and title this as “Do Now”. Then please respond the following in 3-4 complete sentences:1. Describe a time when you experienced or witnessed a misunderstanding between two cultures. What happened? Why did this happen? What was different about each person’s (or party’s culture) that this occurred?

Wednesday, September 21st, 2011Objective: by the end of this lesson… 1. you will be able to experience what it is like to interact with a culture different from your own by participating in a simulation and reflecting on the experience in writing;2. discuss this experience and how it connects to the unit’s essential questions by participating in a whole class fishbowl activity.

Agenda:•Do Now•Announcements•Simulation•Debrief simulation within Groups•Fishbowl Activity•Summarizer

Homework:•“Air Mail” --- read, annotate, and answer questions – due Friday

Wednesday, September 21st, 2011Objective: by the end of this lesson… 1. you will be able to experience what it is like to interact with a culture different from your own by participating in a simulation and reflecting on the experience in writing;2. discuss this experience and how it connects to the unit’s essential questions by participating in a whole class fishbowl activity.

Announcements• Bathroom Policy• Discussions• Notebook Update on Friday!

Objective: by the end of this lesson… 1. you will be able to experience what it is like to interact with a culture different from your own by participating in a simulation and reflecting on the experience in writing;

“Brief Encounters”: The Situation•You will be divided into two groups: the Padyas and the Chispas. Each group has their own set of cultural norms or rules that its members follow.

•You will be given information about your cultural norms and some time to get familiar with how you will be expected to act throughout the simulation. You will pretend that you are student representatives from your cultural groups and that the two groups have been invited to a gathering sponsored by an international student exchange organization.

•The gathering organizers hope the two groups will get to know one another and learn about each other. You will return to your home school for a “Group Huddle” and present culture reports to your classmates about the other culture you interacted with. Objective: by the end of this lesson… 1. you will be able to experience what it is like to interact with a culture different from your own by participating in a simulation and reflecting on the experience in writing;

“Brief Encounters” RubricYour conduct and participation in this activity will be graded on the following rubric and will be entered as a classwork grade (40%).


4=A 3=B 2=C 1=DStudent took the simulation seriously for the entire game and exhibited the cultural norms of his/her group.

Student acted like a leader and encouraged others in his/her group to take the game seriously and follow directions.

Student used an appropriate voice/volume during the game and behaved professionally.

Student did not need reminders from the teacher about focus or behavior.

Student took the simulation seriously for the entire game and exhibited the cultural norms of his/her group.


Student did not need reminders from the teacher about focus or behavior.

Student did not take the simulation seriously for the entire game.

Student needed one reminder from the teacher to focus and stay on task.


Student did not take the simulation seriously and distracted others during the activity.

Student needed several reminders from the teacher to focus and stay on task.

“Brief Encounters”: The Groups

•Padyas• Victor• Lilliana• Jason• Cassandra• Lennin• Natalie• Amanjot• Trevon• Yamile


•Chispas• McHenley• Lorena• Davnys• Tommy• Imani• Emiliano• Nathy• Jamesly• Erick• Beverly

“Group Huddle” Culture Report•Elect a recorder to write down your group’s report on the piece of poster paper at your “home school”.

•Choose a reporter to share your cultural report with the whole class after you are finished with it.

You have ten minutes to quietly discuss your experiences with the other group ---In your report, you need to:• Describe what others from your cultural group might encounter

if they visited the other nation. • Describe the other groups’ values and behaviors. • Describe how interacting with this other group made you feel.


Debriefing/Whole Class Discussion*Go back to your Do Now Notebook*Draw a line beneath today’s Do Now. Title this “Brief Encounters Defriefing”. Respond

to the following in complete sentences:1. How did you feel about the behavior of the members of your own group? Of the other group? 2. Did your groups’ culture report use positive, negative or neutral language to describe the other group? 3. During the gathering, what did you do if a member of your culture did not observe a particular norm? 4. Agree or disagree with the following statements:

• People have difficulty describing the behaviors of other groups in nonjudgemental terms. • People don’t question the culture norms that are handed to them.• Most of the group’s norms are maintained through peer pressure. • The same behavior can be perceived differently, depending on your group’s norms. • How would the game be different if the Padya men dominated the women? • What lessons from this activity would you want to keep in mind if you were going to spend time in an

unfamiliar culture? If you were going to read the literature of an unfamiliar culture?


T/W and T/S Connections• How does this activity relate to your “Cultural

Perspective” personal essay? • How does this activity relate to your summer

reading text?• How does this activity relate to real life?• How does this activity relate to our essential

questions?d


Fishbowl Discussion ProtocolIn order to discuss this experience and extend our ideas by listening to our peers’

ideas we are going to participate in a fishbowl discussion. This discussion will consist of an inner circle, who is discussing the questions, while an outer circle is silently observing and reflecting on what the inner circle says and does.

• We will divide the class in half.• Half will be the inner circle and half will be the outer circle. We will arrange our

desks to be in the inner circle while half will be a part of the outer circle.• Outer circle --- you are a silent observer. You will be taking notes as directed on

the Fishbowl Outer Discussion cards. This includes body language as well.• Inner circle --- you will use “bounce” cards in order to discuss the “Brief

Encounters” simulation. Everyone in the inner circle must participate at least once (8 minutes).

• Groups switch roles.• Ms. Breindel will then summarize what happened in the Fishbowl.• Self-evaluation and reflection.Objective: by the end of this lesson… 1. you will be able to experience what it is like to interact with a culture different from your own by participating in a simulation and reflecting on the experience in writing;

Fishbowl DiscussionYou will receive a citizenship grade for your participation in the

fishbowl discussion. It will count towards your classwork grade (1-4) 40%, based on the following:

• Being respectful, kind, focused, productive, and professional during the discussion.

• Tracking and listening to the speaker. Not being distracting, talking, or making side comments.

• Participating in the discussion with meaningful and insightful comments. Effort and ‘trying’ count when participating. Using the bounce card to respond to peers’ comments.

• Following the protocol of the discussion; being silent and taking focused notes if you are in the outer circle, listening and participating in the discussion if you are in the inner circle.Objective: by the end of this lesson…

1. you will be able to experience what it is like to interact with a culture different from your own by participating in a simulation and reflecting on the experience in writing;

Ms. Breindel’s notes


Fishbowl Discussion Questions / Summarizer

• Which circle did you feel most comfortable in, the inner circle or the outer circle? Why?

• How did the bounce cards help you to extend your ideas and thinking when you were in the inner circle?

• Please grade your citizenship for the fishbowl activity on a 1-4 scale. Be honest! WHY?


Silent Do Now: Get in Dress Code and take backpacks off desk!

•Take out your “Air Mail” text and homework assignment•In your Do Now Notebook (use the back, if available), label the date “Fridat, Sept. 23rd, 2011” and title this as “Do Now”. Then please respond the following in 3-4 complete sentences:1. How does “Air Mail” connect to your summer reading book?2. What do you think of Tommy’s attitude of other cultures at

the beginning of the story? How did his attitude change?

Friday, September 23rd, 2011 (double block)Objective: by the end of this lesson… 1. you will be able to discuss the characters, plot, and connections of the short story “Air Mail” by participating in a small group discussion using their BOUNCE cards;2. Identify and describe the cultural perspectives of Anirudh and Tommy in “Air Mail”;3. Describe and illustrate the term “theme”;4. Identify and explain a theme in the short story “Air Mail”;

Agenda:•Do Now … (5 min)•HW Summary … (10 min)•Review objectives and agenda … (2 min)•Debrief the fishbowl discussion … 3 minutes•Small Group Discussions … 25 min•Organize Binders … 15 min•Theme Lesson … 8 min•Identify a Theme … 5 min•Summarizer … 6 min

Homework:•Complete the summary section for your brochure project

Thursday, September 22nd, 2011Objective: by the end of this lesson… 1. you will be able to discuss the characters, plot, and connections of the short story “Air Mail” by participating in a small group discussion using their BUNCE cards;2. Identify and describe the cultural perspectives of Anirudh and Tommy in “Air Mail”;3. Describe and illustrate the term “theme”;4. Identify and explain a theme in the short story “Air Mail”;5. describe the expectations of the Summer Reading Brochure project

“Air Mail” Discussion ProtocolFor this part of class, you will be discussing four questions “Air

Mail” in groups of four. You will be working as a group to extend your thinking about the short story by using the purple BOUNCE cards we used during Monday’s fishbowl discussion.

Objective: by the end of this lesson… 1. you will be able to discuss the characters, plot, and connections of the short story “Air Mail” by participating in a small group discussion using their BOUNCE cards;2. Identify and describe the cultural perspectives of Anirudh and Tommy in “Air Mail”

“Air Mail” Discussion RolesYour group will use the following rules in order to structure and guide your

discussion. Read through the roles, then I will give you time to decide who will be what role in your group:

1) FACILITATOR: the facilitator’s role is to lead the discussion. S/he reads the question to the group, makes sure everyone is focused/on topic/serious, and that each group member is participating equally.

2) BOUNCE CARD CALCULATOR: the bouncer keeps track of how many of the BOUNCE card phrases your group uses for each question.

3) RUNNER/RECORDER: this role records the group response to a question on a post-it note, then brings it to the board before time is up.

4) ENFORCER: the enforcer makes sure that each group member is silently writing during writing time and not holding a pencil during the discussion period. If a group member is not following this expectation, the enforcer states, “We’re writing” OR “We’re Discussing”.


“Air Mail” Discussion ProtocolWe will use the following protocol to guide our discussion on “Air Mail”:1) FACILITATOR reads the first questions aloud to the group. Make sure all group

members are listening.2) Group members take 3 minutes to silently write about the question on their

paper. ENFORCER makes sure no one is speaking.3) Group members put all pencils and pens down. The group then has three

minutes to discuss the question using their BOUNCE cards. The ENFORCER makes sure no one is holding a pen. The BOUNCER listens to the conversation, but listens extra closely for BOUNCE card phrases.

4) You will then have one minute to summarize a point of your conversation and the RUNNER/RECORDER will walk it up to the front board.

5) All group members take a minute and a half to add on any new thoughts to that question.

6) The group begins the protocol again for question #2 (FACILITATOR reads the second question, etc.).


You will receive a citizenship grade for your participation in the “Air Mail” discussion. It will count towards your classwork grade (1-4) 40%, based on the following:

• Being respectful, kind, focused, productive, and professional during the discussion.

• Tracking and listening to the speaker. Not being distracting, talking, or making side comments.

• Participating in the discussion with meaningful and insightful comments. Effort and ‘trying’ counts when participating. Using the bounce card to respond to peers’ comments.

• Having body language that conveys that you are on-task; listening and speaking, and fully engaged.

• You are following the protocol of the discussion and your assigned role.

Questions1. How does this story relate our world view? How does a person’s

world view and cultural perspective impact our thoughts and actions? Give an example of when it has in your life.

2. Do you agree or disagree with Tommy’s dad that, “Why would you want to go [anywhere else] when you’ve got the best cities in the world right here --- Chicago, New York, Los Angeles… Miami, Dallas, Atlanta… Philadelphia… Boston.” Why? What does this quote say about Tommy’s dad?


Discussion Questions1. How does this story relate our world view? How does a person’s world view and cultural perspective impact our thoughts and actions?

Give an example of when it has in your life.

2. Do you agree or disagree with Tommy’s dad that, “Why would you want to go [anywhere else] when you’ve got the best cities in the world right here --- Chicago, New York, Los Angeles… Miami, Dallas, Atlanta… Philadelphia… Boston.” Why? What does this quote say about Tommy’s dad?

Name: __________________________

Tommy, The WestAnirudh developing

nations

Name: ___________________________________Create a Venn diagram in which you compare/contrast Tommy and his family and their attitudes and assumptions about developing nations with Anirudh and his family and their attitudes and assumptions about the west. Include at least four points per area (twelve points total).

Similarities

Theme (noun)

OBJECTIVE: BY THE END OF THIS LESSON…1. YOU WILL BE ABLE TO DESCRIBE AND ILLUSTRATE THE TERM “THEME”.

MY CURRENT LEVEL OF UNDERSTANDING (CIRCLE ONE):1 2 3 4

Name: ______________________________

Describe theme in your own words (without copying off the slide):

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Please draw a picture that illustrates theme and demonstrates you understand this term’s meaning:


NOW MY LEVEL OF UNDERSTANDING (CIRCLE ONE):1 2 3 4

Brainstorm two themes from “Air Mail”. Describe each below.

Now choose one of your themes and describe it, explain why you think it is a theme from the story, and explain how it develops

throughout the text.

___________________________________________________________________________________________________________________________________________________

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Theme [noun]

• A theme is an idea that is developed throughout a text.

• A theme is a message about life or human nature that the author is trying to convey to his/her reader throughout a work of fiction.

• A theme is not stated outright by the author; rather it is implied. Readers infer what the theme of a text is; it is like a puzzle that they have to figure out. It is our job as readers to closely read a text in order to figure out what the theme of a story is.

• There are often more than one themes in a work. As readers, it is up to us to figure out our own interpretation of what the work conveyed to us; this Is based off of our knowledge of other readings, our world view, and our knowledge of the world and human nature. Since each of us has a different perspective, we may identify different themes in the same text.

• A theme is NOT a one word topic (example: family, war, etc.) But a topic can be made into a theme; “not all families are made up of blood”.

• A theme is NOT a cliché (an overused saying). Examples: “All’s fair in love and war.”


Theme: the main idea or message

an author is trying to convey

to his/her reader!

Actual meaning: the actual events of the story

This is what we have to work to figure out as

readers.

Author

SummarizerComplete on a separate sheet of paper:1. Identify a theme of your summer reading book. Do this by

answering the following:– What is a theme from your text? In other words, what message is your

author trying to convey to his/her reader?– Explain why this is a theme in your book? Include information about your

characters, the events of the book, etc.– How does this theme develop throughout your story?


Summarizer

THEME


• http://www.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=369&gid=3

• BINDERS.• 10D Bathroom policy• Fix calling out.• Debrief “Air Mail”• Introduce brochure project• Discussion about summer reading text• Work period.

Week 3: September 19 th – 23 rd

Documents

class time

time kids

easier time

summer reading book

stand activity handout

stand activityfor

discussion of ideas

dress code