Block 2:
--Take out your "Reading Nonfiction Document" for "The Death of the Author" (Barthes' text...still!) and your copy of "The Death of the Author" itself. Look through all of your materials--is there anything that you still don't understand/want to know about/want to share? (For example, perhaps you crafted a claim about a technique for a distinct purpose last class that you want to run by the rest of the class?)
--Consider these questions as well: Do you agree or disagree with Roland Barthes' argument? To what extent one way or the other? Why or why not?
Block 4:
--Take out your "Reading Nonfiction Document" for "The Death of the Author" (Barthes' text...still!) and your copy of "The Death of the Author" itself.
S. the C.
--agenda/HW
--A few copies of the following books are missing: The Alchemist, The Old Man and the Sea, and Perrine's Story and Structure. If you are certain that you have a copy of any of these books in your locker, please go and get the books (two at a time with wood block passes).
Discussion Preparation -- Roland Barthes' "The Death of the Author" (1967) (Block 4)
--purposeful oral reading of question #5 under "Step #3" of the "Reading Nonfiction Document"
--brainstorm a list of literary devices used by Barthes
--pair work--complete question #5
Transition -- form a circle out of the desks
Discussion #1 -- Roland Barthes' "The Death of the Author" (1967) (Block 2 & Block 4)
--conclude our work with Barthes' essay by discussing the Jump Off (in Block 2) and #3-5 of the "Reading Nonfiction Document" (in both blocks)--contributions will be scored via the "Discussion Contribution Rating Scale"
Transition -- re-row the desks and pick up an updated version of the "Reading Nonfiction Document" from the front table
Instruction -- "Reading Nonfiction Document" Updates/Response Modeling for "Death to high school English"
--rip off the front page of your "Reading Nonfiction Document" for "Death to high school English" and staple the page to the front of your new document
--purposeful oral reading of question #3 (carrot in the word "sentence's") and question #4 under "Step #3" of the updated version of the "Reading Nonfiction Document"
--Mr. Martin models a response for question #3 for "Death to high school English" using the word "triaging"
Application Activity/Discussion Preparation -- Purposeful Diction in "Death to high school English"
--complete question #3 quietly and independently
Transition -- re-form the desk circle
Discussion #2 -- Kim Brooks' "Death to high school English" (2011)
--Why no close reading of Brooks' text?!
--discuss #1-3 of the "Reading Nonfiction Document"--contributions will be scored via the "Discussion Contribution Rating Scale"
HW Time
HW
Discussion #2 -- Kim Brooks' "Death to high school English" (2011)
--Why no close reading of Brooks' text?!
--discuss #1-3 of the "Reading Nonfiction Document"--contributions will be scored via the "Discussion Contribution Rating Scale"
HW Time
HW
All students:
--Mindfully complete question #4 and question #5 under "Step #3" of the "Reading Nonfiction Document" for "Death to high school English." Expect to finish working with Brooks' text again next class.
--It's time for Mr. Martin to check on the individual skills possessed by each student with regard to reading nonfiction. Subsequently, a ten question multiple choice assessment will take place next class.
--Expect to get back and work with your argumentative literary analysis paragraphs next week ("because [it's] important").