Monday, November 3, 2014

English 9--11/7/2014 & 11/12/2014

Jump Off
--Take out your "Learning Standards" document. Then, complete the following task quietly and independently.
  • On your document, in the white space available under the description of RL.4, write a version of the following in your own words:
    • RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
When you finish, please write on the whiteboard the theme word or theme words about which your theme statement for "St. Lucy's..." is written (e.g., adaptation, change, etc.).  If someone has already written the theme word that you, too, are using, YOU DO NOT NEED TO WRITE THE CONCEPT AGAIN.

S. the C.

--quick share-out as per the first part of the Jump Off--the tail-end of today's class (which will continue into next class) is very much an RL.5-driven lesson
--today's class also presents multiple opportunities to apply standard SL.1, beginning with the first activity


--Pick up an index card from the front table.

Activity -- Quarter 1 Free Reading Books--60-Second Book-Talks
--30-second planning time on index cards
--60-second book-talks delivered:

  • I will model first
  • Volunteers get first priority
  • Cards drawn for remainder of time (I will look at the clock!) 

Oral Reading/Group Work/Discussion -- "St. Lucy's..." Stage 5 Review/Analysis
--as I reread Stage 5 aloud, fulfill the following purpose: Answer the question assigned to you, citing specific evidence from the text to support your response.  (Answer your question by annotating the text.)
  • Column 1: What does The Jesuit Handbook on Lycanthropic Culture Shock predict will happen to the girls in Stage 5?
  • Column 2: How do the descriptions of food develop the relationship between Claudette and her family?
  • Column 3: How do Claudette's family members react when they see her?
  • Column 4: How do Claudette's interactions with her family develop a central idea/theme of the text?  (See the theme words listed on the front board from the Jump Off.)
  • Column 5: To what extent does Claudette "find it easy to move between cultures" as described in the Stage 5 epigraph? 
  • Column 6: Why is Claudette's statement "'I'm home'" her "first human lie"?

--column share-out/discussion
--whole-group share-out/discussion (cards drawn if necessary)--as I mark up the text on the SmartBoard, do the same on your personal copy of the text

--Pick up the "Stage Analysis Tool (RL.5)" from the front table and quickly familiarize yourself with the contents of the document.  I will model completion of the document with Stage 1 momentarily.

Group Work -- Lycanthropic Culture Shock Stage Analysis
--Stage 1 modeling
--Transition--four groups formed for remaining stages via a drawing of cards
--small-group work time until the end of class.

--Article-of-the-Week will return next 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
  • Select free reading books for Quarter 2