--Pick up the following documents from the front table:
- "English 9--Article of the Week #3 (9/29-10/3)--2014-2015 School Year"
- the document containing sample work (English 9 Article of the Week active reading)
Teambuilding Activity -- Artifact Bags (TWO-FOUR BAGS--5-8 mins.)
--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
--owner of bag repeats first and last name and further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...
S. the C. (10 mins.)
Discussion Preparation -- “St. Lucy’s…” First-Draft Reading--Partner Share (8 mins.)
--partnerships formed via a drawing of cards
--in partnerships, engage in discussion based on your thoughts, questions, and annotations from our first-draft reading of “St. Lucy’s…”/today's Jump Off
Continue marking up your personal copy of the text
- Be prepared to share some of the highlights of your discussion
Discussion -- “St. Lucy’s…” First-Draft Reading (20 mins.)
--whole-group share-out/Q & A--continue marking up personal copies of the text as I mark up the text projected on the SmartBoard
Transition (3 mins.)
--Briefly discuss the following question: What is close reading again?
- Emphasize the necessity and value of rereading
--Move seats/desks back into established partnerships.
Pair Work/Discussion -- “St. Lucy’s…”--Stage 1 Close Reading (most of the remainder of class)--POSTPONED UNTIL 10/2 (ACE) and 10/3 (1 BDF/2 BDF)
--in partnerships, engage in an RL.4-focused phase of close reading from “‘Ay Caramba,’ Sister Maria de la Guardia sighed…” (pg. 237) to the end of Stage 1 (pg. 239)
- Circle or box any unfamiliar words that are essential for understanding--I will model first with "languid"
- What is a word that you circled/boxed? (Define word via prior knowledge and context clues.)
- Summarize sentence/section in the margin based on new understanding.
- If necessary, I will push our exploration of unfamiliar vocabulary further via a Q & A.
- Identify sections (words, phrases, and sentences) in the text that support the description of Stage 1 in the epigraph--draw a small star next to the pieces of text--if necessary, I will model
- Determine who within the partnership is the speaker and who is the listener.
- The speaker shares his or her pieces of starred text with the listener.
- The listener pays close attention and asks questions about the speaker’s responses.
- Make sure to refer to specific textual evidence throughout this talk.
- Following the Turn-and-Talk, the listener shares one piece of text with the whole group.
Closure (remainder of class)
--in partnerships, answer the following questions, citing strong textual evidence (consider including the word “because” in your answers--you might want a partner to write your answers down on a separate sheet of paper):
- What important information do we learn about the girls and their parents in the paragraph beginning "Our mothers and fathers..."?
- How will the girls be “bilingual”, and what does the word “bilingual” mean in this context?
- What offer did the nuns make to the parents? How do you know?
- Why is St. Lucy’s culture “better”?
DEAR -- Free Reading Books (time permitting)
--Begin your work with Article of the Week #3, which is due at the beginning of class on Monday, 10/6 (ACE) or Tuesday, 10/7 (BDF) . This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.
--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)
- Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study
- Share "tried and true" vocabulary study method (word and easy-to-remember synonym)