Sunday, February 7, 2016

English 9--2/8/2016

Jump Off (5-8 mins.)
--Turn in Article of the Week #6 by placing your best work in the black basket on the front table.  While you're at the table, pick up a copy of the persuasive essay titled "Modernize the School Calendar."
--As I read "Modernize the School Calendar" aloud to you, annotate by completing the following tasks:

  • Underline the writer's main claim.  In other words, find the sentence or sentences in the text that state(s) what the author of the essay is ultimately trying to argue.
  • Highlight or circle one specific detail that the author uses in support of his/her argument.

S. the C. (5-8 mins.)
--go over the "Jump Off" via the SMART Board

Instruction -- Vocabulary Unit #6 (15-20 mins.)
--directions for purposeful reread of the text:
  • 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
--after modeling with the first word, three volunteers will come to the SMART Board and pick a word, providing a potential definition and explaining his/her reasoning while annotating the text
--How did we do?! (look at definitions provided for words addressed)
--go over Unit #6 word list (page 72)--read each word aloud and have students repeat the word
  • In order to actively engage, students should be putting a star next to "foreign" words (those that will definitely need to be studied).
--reflect upon your performance on the Unit #5 vocabulary quiz (which I will then re-collect)

Transition (2 mins.)
--Clear your desk of all but a writing utensil.  When you are instructed to do so, pick up a copy of the assessment from the front table.

Assessment -- The Tragedy of Romeo and Juliet--Act I and Background Information Quiz (10-20 mins.)
--carefully complete the assessment quietly and independently
--When you finish, place your work in the black basket on the front table.  Then, engage in free reading until everyone is finished.
Transition/"Setting the Table" (2-3 mins.)
--Pick up a copy of the section of the play with which we'll work today and an index card from the front table.
--beginning with the end in mind--our ultimate purpose when closely re-reading sections of the play:

ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

Purposeful Oral Reading (Share-Out/Discussion Preparation) -- Act I, scene i, lines 152-230 of The Tragedy of Romeo and Juliet (10-15 mins.)
--think aloud: purposeful annotation of section of the play as per writing prompt modeled for 20-40 lines
--continued annotation of section of the play quietly and independently

Share-Out/Discussion -- Act I, scene i, lines 152-230 of The Tragedy of Romeo and Juliet (time permitting)
--as you and your peers share and I mark up the text on the SMART Board, do the same on your personal copy (volunteers first, then cards drawn)

Closure -- "Today, I realized that Romeo is ... because ..." (remainder of class)

--On your index card, complete the stem above in a detailed fashion in order to finish processing the last part of today's lesson.
--Leave your index card on your desk when the bell rings.
HW (Class Preparation)

--Begin preparing for the Unit #6 vocabulary quiz, which will take place this Friday, 2/12.  You might want to consider completing each of the exercises in the vocabulary book.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--Bring your vocabulary book to class again next time.  PLEASE DO NOT FORGET!
--Don't forget about your free reading book.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.
--As always, whatever we do not completely finish in class today, you can expect to finish next class!

On the backburner:
  • A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
  • Break down model paragraph together (if necessary)