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English 10, Week 10 November 7-10, 2011. Unit Two: Q & A.

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Monday 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 VikasSwarup. 2. Review the main events from the chapter “Murder on the Western Express” by annotating key quotes.

Do Now: On page 34 or 36

Agenda:

Was Ram justified in killing the dacoit on the train?

What do you think motivated Akshay to tell the Dacoit about Ram’s 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 review

Paper Pass Activity

Identifying moments of agency (partner work).

Homework: Read “A Soldier’s Tale” by Wednesday and complete the guided reading.

paper pass guidelines
Paper Pass Guidelines
  • This 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 speaker
      • Explain 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 don’t 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 person’s annotations and comment on those as well as on the quote.

Objective: You will be able to…

Review the main events from the chapter “Murder on the Western Express” by annotating key quotes.

analyzing word relationships

Learning Goal: SWBAT

Describe and illustrate the word “agency” and identify connections between transgress and agency by completing a “double bubble” graphic organizer with a partner.

Analyzing Word Relationships

Directions: 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.

identifying moments of agency in q a by vikas swarup

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.

Identifying Moments of Agency in Q & A by VikasSwarup
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1. “… the girl sitting next to the window draws my attention like a magnet. She is thin and fair, wearing a blue salwarkameezwith 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).

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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).

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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).

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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).

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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).

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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 mother’s 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 soldier s tale
HW: Pre-Reading for “A Soldier’s 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 soldier s tale
HW: Guided Reading Questions for “A Soldier’s 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?
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10C (period 7) Tuesday, 11/8/11Objectives: You will be able to…1. Review the main events from “Murder on the Western Express” and “A Soldier’s 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 40

Agenda:

How old is Ram in “A Soldier’s 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 Soldier’s Tale”)

Group Discussions

Tableau Presentations.

Homework: Read “License to Kill” and complete the guided reading assignment– due Wednesday 11/9/11.

guidelines and procedures for small group discussion
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 Soldier’s 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 to…1. Review the main events from “Murder on the Western Express” and “A Soldier’s 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
Tableau Guidelines:
  • 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.

Objectives: You will be able to…1. Review the main events from “Murder on the Western Express” and “A Soldier’s 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”.

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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 Soldier’s Tale”.

Do Now: On page 38

Agenda:

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 Soldier’s Tale” and guided reading questions.

Reading and work on questions.

Homework: Read “A Soldier’s Tale”. Guided reading questions due Wednesday (as in tomorrow) 11/9/11.

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Wednesday 11/9/11 (10B double periods 1 and 2)Differentiated Objectives: You will be able to…See the first page of each group’s 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 11/14/11

Read “License to Kill” and “Tragedy Queen” and complete the guided reading assignments.

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Wednesday 11/9/11 Differentiated Objectives: You will be able to…1. Review the main events from “Murder on the Western Express” and “A Soldier’s 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 Soldier’s 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!

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10th Grade World Literature: Ms. FritzUnit Two: Q & A by VikasSwarup“License to Kill” (pp. 192-210)Guided Reading Assignment

Theme: List and explain at least one major theme from this chapter.

tragedy queen guided reading homework
“Tragedy Queen” Guided Reading Homework

Directions: Answer the following questions using specific examples and details from the chapter.

  • Why does Neelima Kumar reject/not hire Salim?
  • Describe Neelima Kumar’s mother. How does Ram feel about her?
  • How does Neelima Kumar change after Maaji’s (her mother’s) death?
  • What happens when RanjeetMistry comes to rob Neelima Kumar? Desrcibe this episode in the chapter. What does this reveal about Neelima Kumar?
  • What happens when Neelima Kumar’s boyfriend starts visiting her?
  • Why is this chapter called “Tragedy Queen”?
  • Why and how does Neelima Kumar kill herself?
  • Why doesn’t 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 group group a jefferson natalie rockens group b olivia lila owen
Level 3 GroupGroup A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, Owen

Objectives: You will be able to…

  • Explain 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 other’s 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 Soldier’s Tale”)
level 3 group group a jefferson natalie rockens group b olivia lila owen1
Level 3 Group Group A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, Owen

Step 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 rockens group b olivia lila owen2
Level 3 Group Group A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, Owen
  • Step Two: Read the following sample mini-thesis statements and discuss together whether they are examples of level 3’s or 4’s. Complete the chart below as you discuss.
  • Prompt: Based on the chapter “A Brother’s Promise”, explain why Ram is motivated to pursue his connection with Gudiya.
level 3 group group a jefferson natalie rockens group b olivia lila owen3
Level 3 Group Group A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, Owen
  • Step 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 Ram’s 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 rockens group b olivia lila owen4
Level 3 Group Group A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, Owen
  • Step 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 rockens group b olivia lila owen5
Level 3 Group Group A: Jefferson, Natalie, RockensGroup B: Olivia, Lila, Owen
  • Step 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 Soldier’s Story”, describe the difference between the children’s perspective on the war between India and Pakistan and Balwant Singh’s perspective and what influences their different perspectives.
  • Purpose Question:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

  • On Your Own Mini-Thesis Assessment:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

level 1 2 group a josh warren ylana anthony group b rayoni miguel harold jonathan amando
Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, Amando

Objectives: 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.
level 1 2 group a josh warren ylana anthony group b rayoni miguel harold jonathan amando1
Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, Amando

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 Ram’s 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 speaker
  • Summarize 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 anthony group b rayoni miguel harold jonathan amando2
Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, Amando
  • Step 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 Ram’s choices/actions.
level 1 2 group a josh warren ylana anthony group b rayoni miguel harold jonathan amando3
Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, Amando
  • Step Six: The whole group writes a new mini-thesis together.
  • Prompt: Based on the chapter, “Murder on the Western Express” by VikasSwarup, 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 anthony group b rayoni miguel harold jonathan amando4
Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, Amando
  • Step Seven: Give your whole group thesis a score using the mini thesis rubric and explain why you 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 Ram’s newfound wealth changes him and the way that he interacts with others on the train.
  • Purpose Question: ____________________________________________________________________
  • ___________________________________________________________________________________
  • ___________________________________________________________________________________
  • _______________________________________________________________________________ ____
level 1 2 group a josh warren ylana anthony group b rayoni miguel harold jonathan amando5
Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, Amando
  • Step Eight: Trade papers with another pair and grade each other’s thesis statements using the mini-thesis rubric and complete the chart below.
  • Step Nine: Get your mini-thesis back and revise it based on the feedback you got from the other pair.
level 1 2 group a josh warren ylana anthony group b rayoni miguel harold jonathan amando6
Level 1 & 2: Group A: Josh, Warren, Ylana, AnthonyGroup B: Rayoni, Miguel, Harold, Jonathan, Amando
  • Step Ten: On your own!!!!
  • Read and mark up the following prompt: Based on the chapter “Murder on the Western Express” by VikasSwarup, 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 Ram’s 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:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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level 4 group christine samantha whitney marcus leela
Level 4 GroupChristine, Samantha, Whitney, Marcus, Leela

Objectives: You will be able to…

  • Summarize 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 other’s 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 leela1
Level 4 GroupChristine, Samantha, Whitney, Marcus, Leela

Step 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 Gladwell’s 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 parts
  • Circling vocabulary and using context clues to guess the meaning of the vocabulary
  • Making 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 leela
Level 4GroupChristine, Samantha, Whitney, Marcus, Leela
  • Step 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 Gladwell’sOutliers and the excerpt from the book, explain how Chris Langan’s 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 group christine samantha whitney marcus leela2
Level 4 GroupChristine, Samantha, Whitney, Marcus, Leela
  • Step 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:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________