--Pick up the following items from the front table:
- the Unit #2 vocabulary quiz
- the "Vocabulary Units--Quiz Performance Bar Graph" document
- two different-colored pencils
--When You Finish...
- Shade in a bar for your Unit #1 vocabulary quiz. If you are not sure what to do, look at one of the examples posted around the classroom. If you are not sure what score you earned on the Unit #1 vocabulary quiz, come see me.
- Read the standards below--the bolded part of the first standard is the focal point of today's lesson--and consider and be ready to discuss the questions that follow:
- RL.2: English 9 students can determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- RI.2: English 9 students can determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
- What does the RL.2 standard ask students to do?
- What is the main difference between the RL.2 standard and the RI.2 standard that we have worked toward mastering already this school year?
- On a scale of 1-5+, how would you rate your mastery of the bolded part of the RL.2 standard?
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--shade in a bar for your Unit #2 vocabulary quiz--I will collect quizzes momentarily
--quick share-out as per the "When You Finish..."--today's class, which marks the beginning of our second mini-unit, is an RL.2-driven lesson with an assessment of RL.2 skills as closure
--today's class also presents an opportunity to apply standard SL.1 by aiming to participate effectively in a collaborative discussion
Mini-Lesson -- The Gist and Plot of P.D. Eastman's "The Best Nest" (40-45 mins.)
--during the initial reading/viewing of the story, simply look to "get the gist" (What does this directive mean again?)--be ready to share out once we’ve watched the entire video
--share out--create bulleted list on the front board of items that resonated when reading/viewing for the gist
--Transition: Pick up the “Plot Review and RL.2 Ticket-Out-the-Door” document from the front table. Then, define as many of the specific plot element terms as you can from memory (Exposition, Rising Action, Climax, Falling Action, and Denouement/Resolution).
--independent thinking/writing time--Which of the five basic plot elements can you define from memory?
--take out your notebook and date the page (10/14/2015)--label the page "Plot Review--'The Best Nest'"
--create definitions of each of the plot elements and label the plot diagram drawn on the front board accordingly--take notes!
--move items from bulleted list into appropriate areas on the plot diagram (plot review)--add additional items to the diagram as appropriate--take notes!
--Closure: When reading a piece of fiction for the gist, what are you essentially doing?
--Complete the task described on the back of your halfsheet and be ready to share what you have written with the class.
--share out (time permitting)
HW (Class Preparation)
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. You have up until the first week of December to finish your book.