S. the C. (10-15 mins.)--agenda/HW
Skill-Building/Instruction -- Vocabulary Unit #9 (15-20 mins.)
--go over the "Jump Off" via the SMART Board:
- 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 #9 word list (pages 110-112)--read each word aloud and have students repeat the word
- In order to actively engage, students should be…
- writing the words on the line for each sentence
- comparing actual definitions to “guesses” made using prior knowledge/context clues--how did you do?!
- putting a star next to "foreign" words (those that will definitely need to be studied).
--reflect upon your performance on the Unit #8 vocabulary quiz (which I will then re-collect)
--For HW, complete the “Completing the Sentence” exercise as directed and begin preparing for the Unit #9 vocabulary quiz, which will take place at the beginning of class on Monday of next week. Make sure to familiarize yourself with the “Whimsical Words.”
Transition (5-8 mins.)
--When you finish reflecting, turn your Unit #8 quiz back in by placing it in the black basket on the front table. While you’re up there, pick up the “Understanding Argument” sheet. Carefully read the directions. Then, purposefully read the information included within the charts. Finally, spend some time thinking of answers to the italicized question included within the directions. Jot down your thoughts on the back of the sheet, as we will spend some time discussing this question together.
Writing Workshop #1 – Understanding Argument (5-8 mins.)
--discuss the “Understanding Argument” sheet--What is argument? What does an argument require?
Transition (2 mins.)
--Pick up the “Models of Argument" sheet from the front table.
Writing Workshop #2 -- Models of Argument (20-25 mins.)
--Throughout this portion of today’s agenda, ask questions relating the content to your end-of-course assignment--advocate for your understanding!
--engage in purposeful reading
--discuss commonalities, crafting a list of necessities for our research process
--Transition--pick up additional materials from the front table based on approach selections
- Underline and define key terms associated with your selected approach.
- Create a checklist that could be used for purposeful reading of sources in order to effectively execute your selected approach--If reading websites, articles, books, etc. "like a detective," what would you look for to highlight, underline, etc.?
- Write a three-sentence summary of your approach.
--add items to list from earlier in class (you should use this information when purposefully reading sources in the future!)
Transition (time permitting)
--Take out both your copy of To Kill a Mockingbird and the “Purposeful Reading Guide” that corresponds with it.
HW Time (Independent Purposeful Reading) -- Harper Lee's To Kill a Mockingbird pages 63-99 (time permitting)
--Purposefully/actively read as many of the assigned pages as you can by working through the “Purposeful Reading Guide.” Remember that your End-of-Course Assignment pertains to arguing about human nature and includes both Lord of the Flies and To Kill a Mockingbird. You might want to take additional notes (on Post-its?) accordingly.
HW (Class Preparation/Take-Home Assessment)
--Complete the "Completing the Sentence" exercise (pages 115 and 116). Underline the context clues that help you determine which word you select for each sentence (skill-building).
HW (Class Preparation)
--Continue preparing for the Unit #9 vocabulary quiz, which will take place at the beginning of class on Monday, 5/16. Make sure to familiarize yourself with the "Whimsical Words."
--Bring your vocabulary book again next class just in case we need it for review--PLEASE DO NOT FORGET!
--Finish purposefully/actively reading pages 63-99 of To Kill a Mockingbird by working through the “To Kill a Mockingbird Novel Study--Purposeful Reading Guide.” Remember that your End-of-Course Assignment pertains to arguing about human nature and includes both Lord of the Flies and To Kill a Mockingbird. You might want to take additional notes (on Post-its?) accordingly. Review your purposeful/active reading notes, as an assessment is "fair game" at any point in time between now and when we finish the novel.
--Continue progressing through your End-of-Course Assignment. Do not let the end of the school year unnecessarily creep up on you! We are scheduled for full blocks with computer access on the following days: Tuesday, 5/24; Wednesday, 6/1; and Friday, 6/3. Plan accordingly! The written portion of the End-of-Course Assignment is due at the beginning of class on Tuesday, 6/7, which will also be the first day of in-class presentations.
- BRING YOUR END-OF-COURSE ASSIGNMENT MATERIALS TO CLASS DAILY, INCLUDING YOUR COPY OF TO KILL A MOCKINGBIRD AND THE READING GUIDE. YOU NEVER KNOW WHEN THESE MATERIALS MIGHT BE NECESSARY!
--Try to find some time to read your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!