--Pick up an index card from the front table. Number the index card 1-3, skipping a line after each number. Then, wait quietly for further directions.
S. the C.
--agenda/HW
--list of students needing to complete i-Ready shared--Next time we meet, you will have computer access and can work on completing i-Ready; however, this time with computers is really meant for essay revisions.
--list of students needing to revise for the Cumulative Writing Portfolio shared--Would anyone like to schedule a meeting for a time slot during my office hours?
--RE-READING vs. re-reading modeled on the SmartBoard as preparation for the activity that will take place after today's assessment.
--Today, during the second half of the block, we will begin focusing on the final assessment of Quarter 2:
--list of students needing to revise for the Cumulative Writing Portfolio shared--Would anyone like to schedule a meeting for a time slot during my office hours?
- The due date for submission is Thursday, 1/15 (ACE) or Friday, 1/16 (BDF)--just over one week from today!
- Reminder: Any writing piece that has already received a score of 80% or higher can be given back to me for submission today if the writer of the piece chooses not to revise.
--RE-READING vs. re-reading modeled on the SmartBoard as preparation for the activity that will take place after today's assessment.
--Today, during the second half of the block, we will begin focusing on the final assessment of Quarter 2:
End-of-Mini-Unit Assessment Prompt:
Write a well-developed paragraph in which you use ideas from both Rainer Maria Rilke’s “Letter One” (a nonfictional letter) and Eugenia Collier’s “Marigolds” (a fictional short story) to establish a controlling idea. (A controlling idea is a unifying central idea/theme statement for a theme word that emerges from both works.) Develop your controlling idea using strong and thorough textual evidence from both Rilke’s letter and Collier’s short story.
Write a well-developed paragraph in which you use ideas from both Rainer Maria Rilke’s “Letter One” (a nonfictional letter) and Eugenia Collier’s “Marigolds” (a fictional short story) to establish a controlling idea. (A controlling idea is a unifying central idea/theme statement for a theme word that emerges from both works.) Develop your controlling idea using strong and thorough textual evidence from both Rilke’s letter and Collier’s short story.
Transition
--Pick up a copy of the grammar hammer assessment from the front table.
Assessment -- The Grammar Hammer--Parts of Speech/Commas with Introductory Elements
--purposefully read the directions and carefully complete the assessment as per the directions
--When you finish, place your assessment in the black basket on the front table. Then, read the directions below and get started!
Assessment -- The Grammar Hammer--Parts of Speech/Commas with Introductory Elements
--purposefully read the directions and carefully complete the assessment as per the directions
--When you finish, place your assessment in the black basket on the front table. Then, read the directions below and get started!
Application Activity/Writing Workshop -- The Grammar Hammer/"St. Lucy's..." End-of-Mini-Unit Writing Assignment
--Directions: For each of the check marks in the lefthand margin of the "Conventions Check" page of your essay, see if you can find and fix the errors pertaining to Control of Conventions starting with RE-READING for missing commas after introductory elements.
Transition
--Pick up a copy of Eugenia Collier's "Marigolds" from the front table.
--Back at your desk, on a scrap sheet of paper, respond to the following prompt/question via a quick-write:
- Think of a time when you did something in a fit of anger or frustration that you regretted later. Did you perhaps destroy something or hurt someone, simply because you were mad, depressed, or having a hard time? Tell the story of what happened.
- I'LL TELL MY STORY FIRST!
--share-out as per the quick-writing completed during the transition (three students selected at random from volunteer pool)
--Reminder (blog post from late-September): 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”
- 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.)
- BASED ON A QUICK ANALYSIS OF WHERE WE ARE HEADED, HOW OUGHT WE PURPOSEFULLY ANNOTATE TODAY?:
End-of-Mini-Unit Assessment Prompt:
Write a well-developed paragraph in which you use ideas from both Rainer Maria Rilke’s “Letter One” (a nonfictional letter) and Eugenia Collier’s “Marigolds” (a fictional short story) to establish a controlling idea. (A controlling idea is a unifying central idea/theme statement for a theme word that emerges from both works.) Develop your controlling idea using strong and thorough textual evidence from both Rilke’s letter and Collier’s short story.
--oral first-draft/purposeful/active reading of "Letter One"
Transition
--discussion protocol/"Discussion Contribution Rating Scale" reminder
--3 vs. 4 modeling
--Form an alphabetical-by-first-name circle out of the desks. Have and be ready to discuss your annotated short story.
Discussion -- Eugenia Collier's "Marigolds"
--share out as per first-draft/purposeful/active reading annotations--as I mark up the text on the SmartBoard, do the same on your personal copy of the text
Closure -- Tentative Controlling Idea
--On a scrap of paper including your first and last name, respond to the following question:
- Based on your analysis of Rilke's letter and our discussion of Collier's short story, what is your tentative unifying central idea/theme statement?
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Writing Assignment" for the Cumulative Writing Portfolio is Thursday, 1/15 (ACE) or Friday, 1/16 (BDF)--just over one week from today! Remember that YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time. (Time will permit for BDF students next time we meet!)
--Next class, you will have computer access in order to work on essay revisions. Plan accordingly!
--I will be after school today in order to help students work on hook and thesis statement improvements. Be proactive and attend this session if it pertains to you!
--Finish your work with Article of the Week #8, which is due at the beginning of class next time (Friday, 1/9 [ACE] or Monday, 1/12 [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.
--One-pagers are due at the end of class on Tuesday, 1/20 (ACE) or Wednesday, 1/21 (BDF) for those students who have yet to complete one. We will use some class time on that Tuesday/Wednesday to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
