Jump Off
If you would thoroughly know anything, teach it to others.--Tryon Edwards
It has been said that teaching someone else about a topic is a great way to show that you have really mastered the topic yourself. Theoretically speaking, based on our work the week before last, you should all be "masters" of the grammar rule related to restrictive and non-restrictive elements. With that said, I would like you to come up with a way to teach 8th graders about comma usage with restrictive and non-restrictive elements. Be creative--good luck!
S. the C. -- agenda/rationale/HW
Review/Comprehension Check -- Restrictive vs. Non-Restrictive Elements
--develop lessons in small groups
--choose a lesson for delivery to the remaining class members
--Transition -- "quiz" up
--complete quiz quietly and independently
--go over quiz (anyone below a 90%--see Mr. Martin after class)
--should we have a quiz next class (let's make an executive decision together!)?
Transition -- pick up the packet about writing literary essays from the front table
Activity -- "Honing Our Writing Skills/Revisiting Melodrama" (cont.)
--read, annotate, and discuss the packet about writing literary essays--consider implications for improving response about melodrama
--independent work time--continuing "Version 2"
--share out
Transition -- look through notes as preparation for discussion, form a circle
Discussion -- The Count of Monte Cristo up to pg. 179
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-179
--Post-Its (or...), especially important passages
--themes
--assessment from a few classes ago
Transition -- re-row desks
Closure -- Key Learning with a Non-Restrictive Element
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 179-226, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages and tracking themes)
