Wednesday, September 24, 2014

English 9--9/26/2014 & 9/29/2014

Jump Off (15-20 mins.)
--Turn in your actively read Article of the Week #2 along with your written-in-pen or typed "They Say" paragraph response stapled on top of the article by placing your work in the black basket on the front table.
--Pick up the vocabulary assessment from the front table. Complete the quiz quietly and independently. Good luck!
--Just an FYI: I will interrupt you a few minutes in to let you know/remind you about "Diction Doctor" status and give you directions for what to do when you finish.

S. the C. (8-10 mins.)
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily
  • Today is a big RL.2 day!
    • remember that the gist of any body of information is the basic point or central idea
      • as such, summarized information (with some specificity) can capture the gist


Transition (5 mins.)
--Take out your personal copy of “St. Lucy’s Home for Girls Raised by Wolves.”
--Reread pages 240-242 of the text in order to answer the question below.  Write your answer right in the margin of your personal copy of the text and be prepared to briefly discuss:
  • Why does it seem the pack hates Jeanette and Mirabella?

Oral Reading (cont.) -- “St. Lucy’s…” First-Draft Reading (25-30 mins.)
--brief discussion/text mark-up session as per the "Transition"
--reminder regarding the nature of a typical “first-draft” reading of a difficult text:
  • A gist reading--“survival mode” in order to understand/comprehend the text on a literal level
    • Ask the “curious questions” (Who is she? What is going on right now? Etc.)
    • Basic comprehension is essential if any deeper understanding is to occur.
  • Easier with some sort of defined purpose (therefore, often a purposeful reading)
  • Most effective when it is still somewhat active reading (annotate: jot down curious questions, jot down notes related to your defined purpose, etc.)
--oral first-draft reading of the rest of “St. Lucy’s…” up to the end, picking back up where each class left off last class
  • Your purpose:
    • Jot down curious questions on your personal copy of the text whenever such questions enter your mind (listen for them!)
    • For the sections of the text defined below, jot down notes on your personal copy of the text related to these questions:
      • Pages 244 & 245: What is happening with Mirabella?
      • Pages 245-247: What are some of the things the girls are learning to do?
      • Pages 247 & 248: How does the upcoming scene reveal the differences between Mirabella, Jeanette, and Claudette?
      • Pages 248-251: What happens at the dance? What is your response to the outcome of the events that transpire?
Closure (as much time as needed individually)
--Pick up the “RL.1 & RL.2 Ticket-Out-the-Door #1” sheet from the front table. After carefully reading the directions, complete the task at hand and submit your best work prior to the end of the class block. This particular assessment will be recorded as a quiz score. Tip: Keep in mind the basic paragraph structure that the AoW template intends to make habit.  Good luck!

DEAR -- Free Reading Books (remainder of class after completing T-O-D)
--students without books will read Upfront Magazine

Teambuilding Activity -- Artifact Bags (time permitting--majority rules!)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag repeats first and last name and further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers

--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. Your book must be finished by early-November.

Backburner Goals (Mr. Martin's Note-to-Self):
  • Teambuilding (first and last name prior to participating)
  • Revisit methods for finding key details in nonfiction (use notes from last class later in school year)