Thursday, October 20, 2016

English 9--10/24/2016 & 10/25/2016

Jump Off (15-20 mins.)
--Pick up the Unit #2 vocabulary quiz from the front table.  Make sure to carefully read all of the directions as some additional directions exist in one of the sections.  Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, place your work on the floor next to your desk.  Then, engage in free reading until you receive further instructions.
    S. the C. (8-10 mins.)
    --trade and grade
    --return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily

    Mini-Lesson (Part 3) -- Short Story in an "Hour" (flex time)

    --Reminder: objectives for this mini-lesson:

    • craft a plot summary as per our learning target
    • work cooperatively in small groups (listening, respecting, etc.)--SL.1 to the max!
    • comprehend the basic plot of most of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"
    --continuation of steps for this mini-lesson:

      • Block 1 (10-15 mins.)/Block 2 (20-25 mins.)/Blocks 3 & 4 (15-20 mins.): Spend more time quietly and independently gist-reading your assigned Stage and jotting down notes under the "Outline" section.  If time permits, begin crafting a summary that falls in line with both our target and the information on the front of the page with which you are working.
      • Respond to the following question and be prepared to share your ideas:
        • When working in groups in class to complete challenging, meaningful assignments, what must occur in order for groups to find success?
      • Share out in order to create a rough "Compact for Group Work."
      • Transition--get into groups based on like Stage
      • "Anchored in" to our rough "Compact for Group Work," work together in order to craft a summary that hits our target.  When you finish, one group member will share your summary with the whole class.
      • One group member shares the first summary and so on and so forth in chronological order so that all class members have a sense of the basic plot of almost the entire story.
        • During this time, students are expected to take notes for use when crafting a summary of Stages 1-4 of the story.
      Transition -- pick up a copy of the document titled "Ticket-Out-the-Door--RL.2 and Reflections on Collaboration and Personal Conduct" (2 mins.)

      Closure -- "Ticket-Out-the-Door--RL.2 and Reflections on Collaboration and Personal Conduct" (remainder of class time)
      --Using your notes from the previous portion of the class block, complete the first prompt.  Then, complete the rest of the prompts in as much detail as time permits.
      • a few summaries shared
      DEAR -- Free Reading Books (time permitting)
      --students without books will read Upfront newsmagazine

      HW (Class Preparation)
      --Prepare for a formal assessment next class (Wednesday, 10/26 [ACE] or Thursday, 10/27 [BDF]) about Russell's short story that aims to assess your ability to hit the following target:
      • After reading fiction, I can...
        • write a plot summary that...
          • is no more than five sentences in length
          • does not include any unnecessary plot details
          • does not include any of my own opinion.
      --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.