Friday, November 6, 2015

English 9--11/9/2015

Jump Off (2-3 mins.)
--On your desk, you will find your Article of the Week #3 work.  Take a moment to reflect on your performance and read any comments that I may have written for you.

S. the C. (5-8 mins.)

Old Business -- Article of the Week #3 (5-8 mins.)
--exemplary AoW #3 purposeful reading notes shared:
  • A few sample lefthand margin summaries:
    • Paragraph 1: "Because some kids are not in the "cool" group, they feel left out."
    • Paragraph 2: "Robbins is drawn to these kids and told them social status is irrelevant."
    • Paragraph 3: "Robbins' new book shows the reality of popularity and bullying in schools."
  • A few sample detailed connections to "St. Lucy's...":
    • Next to book author response beginning with "Many of" on second page: "Humans like the nuns do not seem to value the protectiveness and teamwork that the wolf-girls valued and mastered growing up."
    • Next to book author response beginning with "Bill Gates" on third page: "Some of the wolf-girls that thrived at the home/in the pack may not have thrived in the vice versa."
  • A few sample detailed connections to personal experience:
    • Next to article author comment beginning with "It sounds" on second page: "I am considered 'popular,' but my parents are not worried because I am not what is stereotypical of the popular kids."
    • Next to book author response beginning with "I think celebrity culture" on third page: "I'm part of the 'popular' group, and my friends and I don't feel like 'mini-celebrities.'  We're all close with each other.  We never chose to be called the 'popular' group, so why do people call us it?"
    • Next to book author response beginning with "I think the goal" on last page: "Or the cult-like circle in the hallway during homeroom that takes up the entire space so people have to squeeze by, and if people happen to walk through the circle, they get yelled at for being rude?"
--If your score falls within the ineffective or developing range on this particular assignment, you likely did not carefully follow directions, complete precise work, or follow our classroom commitment of completing mindful work that best represents your ability.  I cannot stress enough how important care, precision, and effort are and will continue to be as you move throughout high school into adulthood.  Let's keep working together on these qualities! :)

Looking Ahead -- Article of the Week #4 (5-8 mins.)
--find and view a video about upcoming fast food worker strike
--thoughts/opinions?! (brief share-out)

Transition (3-5 mins.)
--Pick up the following items from the front table: 
  • "English 9--Article of the Week #4 (11/9-11/13)--2015-2016 School Year"
  • "Application Activity"
  • an index card
Purposefully read the directions in the box at the top of the page of the Article of the Week. What questions do you have?
--Q & A

Application Activity/Discussion -- Livonia High School and St. Lucy's Home for Girls Raised by Wolves (20-30 mins.)
--purposeful oral reading of the activity directions
--Q & A
--complete the task at hand quietly and independently
--discussion protocol shared:
  • Use the ball--consequence system for lack of compliance
  • No more than two contributions maximum (class participation grade via "Discussion Contribution Rating Scale")
  • I reserve the right to "jump in" to the conversation where appropriate and randomly select students to share
--"Discussion Contribution Rating Scale" reminder
--quick-share with a neighbor?
--Transition--form an alphabetical-by-middle-name circle out of the desks--make it snappy!
--engage in discussion via the protocol--contributions will be assessed via the "Discussion Contribution Rating Scale"

Transition -- re-column desks

"St. Lucy's..."--First Half of Stage 2 ("Stage 2: After a time..." [239] to "...she couldn't smell a thing" [242])

"SHARE": Share-Out/Discussion (cont.) (flex time)
--continue sharing out paragraph-by-paragraph in the following order:

  • structure
  • character
  • theme
  • diction
--as you and your peers share and I mark up the text on the SmartBoard, do the same on your personal copy of "St. Lucy's..."

Closure -- "During today's work with "St. Lucy's...," I realized/concluded/learned that..." (5 mins.)
--write your name at the top of the lined side of your index card
--complete the sentence-starter above--try to be specific, please!

HW (Take-Home Assessment)
--Complete Article of the Week #4, which is due at the beginning of class on Monday, 11/16.  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. 
HW (Class Preparation)
--Finish purposefully reading Stage 2 of "St. Lucy's Home for Girls Raised by Wolves" ("I was one of the good girls." [242] to the end of Stage 2 [244]) and complete your assigned purposeful reading task to the best of your ability.  Expect an assessment of your efforts/understanding during class next time (Thursday, 11/12).
--Read your free reading book for at least 15 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.