--Pick up a copy of the "Stage 4 Comprehension and Purposeful Reading Quiz--Discussion Notes" document from the front table. At your desk, you will find the assessment that you took last class. Read back through the questions and potential answers. As you do so, star (*) two questions that you got correct for which you could successfully explain your logic/why the correct answer "is what it is".
--If you were absent last class, please see me at the front table so that I can get you set up for making up the assessment that you missed.
S. the C. (5-8 mins.)
--You should leave class today with:
- a much deeper understanding of Stage 4 of author Karen Russell's "St. Lucy's..." (and, really, a deeper understanding of the entire story)
- a clearer sense of how to read literature purposefully--when annotating, what should I be writing?!
- a better idea of the various insights into the human condition (theme statements) Russell attempts to convey in "St. Lucy's..."
- a revised theme statement for Russell's "St. Lucy's..." or the ability to revise your current rough theme statement.
Activity #1 -- "St. Lucy's..." Stage 4 Comprehension and Purposeful Reading Quiz--Discussion Notes (40-45 mins.)
--oral reading of the "Stage 4 Comprehension and Purposeful Reading Quiz--Discussion Notes" document--rationale explained
--Q & A
--go over the multiple choice questions--share logical conclusions, address additional questions from me, take notes on document as I take notes on the front board, etc. (quiz questions projected on the SMART Board)
Transition -- return your quiz by placing it in the black basket on the front table (but keep the notes that you just took, as they ought to come in handy as you prepare for writing next class!) (2 mins.)
Activity #2 -- "St. Lucy's..." Stage 5 Read-Aloud/Think-Aloud (5-8 mins.)
--I engage in a read-aloud/think-aloud informed by the work we just completed with Stage 4, deliberately drawing links between the climax/falling action of the story and its denouement
Activity #3 -- "St. Lucy's..." Theme Statement Analysis (remainder of class)
--three volunteers (cards drawn if necessary) read aloud complex and meaningful theme statements from the homework assignment due today--I write theme statements on the front board
--take a look at the "Theme Statements--The Do Nots and The Dos" PowerPoint as a reminder
--analyze/revise the theme statements on the front board together based on our collective knowledge from previous classes and today--roughly support some theme statements as well, perhaps?
HW (Class Preparation--OPTIONAL)
--Strongly consider finishing planning, gathering evidence, outlining, etc. for the End-of-Mini-Unit Assessment/Writing Piece. This final assessment for "St. Lucy's..." will take place in class next time (Thursday, 12/3), and you are free to use any planning/outlining that you bring with you to the test site. If you are interested in staying after tomorrow (Wednesday, 12/2) for additional help, I will make myself available to anyone who shows up. We can discuss the story more deeply, doublecheck the meaning and complexity of your theme statements, talk more specifically about writing skills as per the feedback that you received in class before break, etc.
--Reminder: The End-of-Mini-Unit Assessment Writing Prompt reads as follows:
Write a well-developed paragraph in which you support a meaningful and complex theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves." Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.
HW (Class Preparation--MANDATORY)
--Finish reading your free reading book by the beginning of next class (Thursday, 12/3).
- One-pagers are due at the end of class next time (Thursday, 12/3) for those students who have yet to complete one. We will use some class time next time 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.