Monday, October 6, 2014

English 9--10/14/2014 & 10/15/2014

Jump Off (15-20 mins.)
--Turn in your actively read Article of the Week #4 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!
--Please sit in your new assigned seat (must assign in Block 4 BDF).

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

Transition (5 mins.)
--Pick up the "Diction-Focused Phase of Close Reading (Stage 1)--TDQs (RL.4)" document from the front table.
--Take out your personal copy of “St. Lucy’s Home for Girls Raised by Wolves.”

Review/Discussion Preparation -- “St. Lucy’s…” Diction-Focused Phase of Close Reading (Stage 1) (8-10 mins.)
--directions given for completing text-dependent questions:
  • one box per column
  • work together or independently to respond to questions specifically, simultaneously adding annotations to your personal copy of the text--all must be ready to respond in detail to questions within assigned section in the forthcoming discussion
--group/independent work time

Transition -- return to desks (1 min.)

Discussion -- “St. Lucy’s…” Diction-Focused Phase of Close Reading (Stage 1) (10-15 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

Instruction -- The Skill of Annotation (15 mins.)
--take a look at RL.3 and summarize the standard together--it wouldn’t hurt to jot down notes on your “Learning Standards--Unit Items and Progress Self-Assessment” document!
--As our overall understanding of Karen Russell's story deepens, our focus will begin shifting in preparation for our first major writing assignment:

Mid-Mini-Unit Assessment Writing Prompt:
Choose one character from St. Lucy's who adapts to change and one who resists it.  Explain the differences in the actions of the two characters using strong and thorough evidence from the text.  Use the first three stages of Lycanthropic Culture Shock to help you organize your written response.
--Transition--pick up a copy of the “Annotations Bookmark” from the front table and independently read the bookmark back at your desk
--engage in a Q & A via the following questions:
  • What methods of annotation have we used so far in our reading?
  • What methods of annotation have we not used?
  • What are some purposes for annotating?
--directions on the bookmark used in order to model annotation shorthand (another phase of close reading) for the Stage 1 epigraph and the first paragraph (codes and thinking related to the codes)--as I mark up the text on the SmartBoard, do the same on your personal copy of the text
  • Part of my modeling will include identifying sections (words, phrases, and sentences) in the first paragraph of the text that support the description of Stage 1 in the epigraph and drawing an exclamation point next to the pieces of evidence
Closure (remainder of class)
--Pick up the “RL.1 & RL.3 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 leaving class.

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront Magazine

--Read your free reading book for at least 15 minutes between now and next class.  Your book must be finished by early-November. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

Backburner Goals (Mr. Martin's Note-to-Self):
  • 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) in Block 4 BDF