Sunday, October 4, 2015

English 9--10/6/2015

Jump Off (2 mins.)
--Pick up your Unit #1 vocabulary quiz and a half-index card from the front table.  Place the quiz and card on the floor underneath your desk.  We will use these materials later in today's class block.

Teambuilding Activity -- Artifact Bags
  • Block 1: 4 bags
  • Block 2: 2 bags
  • Block 3: 8 bags
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag repeats first and last name and further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers

S. the C. (5 mins.)

Transition (5-8 mins.)
--Pick up a copy of the reading from the front table (a piece of historical nonfiction titled "Cowgirl Up!"). Back at your desk, conduct a first-draft reading of the text: What is the gist?
  • Write your summary of the gist at the top of the page in no more than two sentences.
Instruction -- Vocabulary Unit #2 (25-30 mins.)
--What is the gist? (RI.2 skills work/"setting the table" for purposeful reread of the text)
--rationale (RI.4 skills work/introduction to this week's words)
--directions for purposeful reread of the text:
  • circle or box all of the bolded words
  • pick five of the words--"guess" the meaning of each of the words via context clues, writing an appropriate synonym or definition right on your copy of the text near the word itself
--I will draw cards--each selected student will come to the SmartBoard and pick a word, providing a potential definition and explaining his/her reasoning while annotating the text--I will model first with "jeered"
--go over Unit #2 word list (page 24)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence--repeat this process for the entire list
In order to actively engage, students should be:
a.) writing the words on the lines for each of the sentences
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).
--reflect upon your performance on the Unit #1 vocabulary quiz and set a rough goal for the Unit #2 quiz on your half-index card

Transition (2 mins.)
--When you finish the task described above, submit your half-index card and your Unit #1 vocabulary quiz to me at the front of the classroom.

DEAR -- Free Reading Books (remainder of class)
--students without books will read Upfront newsmagazine

HW (Class Preparation)
--Begin preparing for the Unit #2 vocabulary quiz, which will take place on Wednesday, 10/14, bearing in mind your rough goal set during today's class.  You might want to consider completing each of the exercises in the vocabulary book.  Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you'll be in good shape!  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--If you struggled on the Unit #1 vocabulary quiz and would like some tips on how to prepare for the Unit #2 quiz, take the initiative to meet with me after school so that we can put together a plan of action!
--Bring your vocabulary book to class again next time--please do not forget!
--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.
--FYI: We will likely begin the second work of our mini-unit next class.

On the Backburner (Mr. Martin's Note-to-Self):
  • Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study