Sunday, October 18, 2015

English 9--10/22/2015

Jump Off (3-5 mins.)
--Turn in your purposeful reading of Article of the Week #3 by placing your work in the black basket on the front table.
--Read the standard below--the bolded part 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.
      • What does the RL.2 standard ask students to do
      • On a scale of 1-5+, how would you rate your mastery of the bolded part of the RL.2 standard?
S. the C. (8-10 mins.)
--quick share-out as per the "Jump Off"--today's class is an RL.2-driven lesson with an informal assessment of your knowledge of RL.2 strategies as closure
--today's class also presents an opportunity to apply standard SL.1 by aiming to participate effectively in different types of collaborative discussions
--You should leave class today with:
  • a deeper understanding of theme in literature, as evidenced by your ability to answer the five focus questions below:
    • What is a theme?
    • How can a reader determine what themes exist in a text?
    • What is a theme statement?
    • How does a mere theme differ from a theme statement?
    • How can a reader turn a theme into a theme statement?

Transition (5-8 mins.)
--Pick up a copy of the "Theme Skeletal Notes and Theme Statement Practice (RL.2) with 'The Best Nest'" document from the front table.  Then, quietly and independently, read through the front page of the document and fill in as many of the blanks as you can.  (You might want to consider using a pencil!)

Notetaking/Application Activity #1 -- P.D. Eastman's "The Best Nest": Determining Emergent Themes (35-40 mins.)
--pair and compare
--read through the top half of the notes page together via SmartBoard and fill in the blanks
--go over purposeful reading/viewing tasks/questions (located on the front board) and assign tasks/questions by handing out halfsheets
--Q & A for clarification before reading/viewing the story
--What is the gist of this story again?
--read/view "The Best Nest" on YouTube--jot down notes as per your assigned task, which we will then refer back to when we complete the next section of the theme notes

--come up with theme words as a whole group by sharing Tasks A, B, and C--you are strongly advised to copy the t-chart from the front board into your notebook!
--directions on back of page read/clarified (if necessary)

Application Activity #2 -- P.D. Eastman's "The Best Nest": Theme Statements and Strong and Thorough Textual Evidence (10-15 mins.)
--review our rough Compact for Group Work
--mindfully complete the back of the theme notes page (gather strong and thorough textual evidence from and develop a rough theme statement for "The Best Nest") independently or in groups of no more than three people
  • If necessary, you can access the video on my computer or consult the hard copy of the story while gathering evidence.
--share out--you are strongly advised to copy the theme statements shared on the front board into your notebook!

Transition (2 mins.)
--Pick up the "Theme/Theme Statement (RL.2) Ticket-Out-the-Door" halfsheet from the front table.

Closure (remainder of class)
--After carefully reading the directions, complete the task at hand and submit your best work based on the time permitted prior to leaving class.

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.
--Bring your vocabulary book to class next time.  Please do not forget!
--Enjoy the weekend--you only get so many of 'em!