--Pick up both of the following from the front table:
- a copy of the marked-up SMART Notebook document from the Block 1 ACE and Block 2 ACE share-outs/discussions that occurred last class
- a highlighter
- highlight anything that you didn't "pick up on" during your purposeful rereading/our discussions
- decide whether or not your agree, disagree, or... with the following claim:
- The Stage 1 epigraph of Karen Russell's short story "St. Lucy's Home for Girls Raised by Wolves" accurately depicts the girls' actual experiences during the first section of the story.
--"Jump Off" directions MODELED after attendance
--agenda/HW
Old Business -- Take a Stand--"St. Lucy's..."--Stage 1 (10 mins.)
--reminder of the protocol for Take a Stand (with a twist!):
- Momentarily, I will make a claim about Stage 1 of "St. Lucy's...":
- If you agree with the claim, STAND ON your desk chair.
- If you neither fully agree nor disagree with the claim and instead have a more precise claim of your own, STAY SEATED in your desk chair.
- If you disagree with the claim, SIT ON THE FLOOR next to your desk.
--The claim: The Stage 1 epigraph of Karen Russell's short story "St. Lucy's Home for Girls Raised by Wolves" accurately depicts the girls' actual experiences during the first section of the story.
--show your position
--cold-calling--students randomly selected to briefly explain their thoughts (no more than three sentences)
--Anything else from Stage 1?!
Transition (3-5 mins.)
--purposeful reading tasks assigned for Stage 2 (see class rosters)
"St. Lucy's..."--Stage 2
"THINK": Purposeful Reading (15-20 mins.)
--purposeful oral reading of Stage 2 of the short story--complete your assigned purposeful reading task to the best of your ability
--continue completing your assigned purposeful reading task via rereading, filling in your document, looking up words, etc.
"GROUP": Share-Out, Note-taking, and Planning Discussion Contributions (10-15 mins.)
--review our classroom "Compact for Group Work"
--share the "Discussion Contribution Rating Scale"--individual contributions to today's share-out/discussion will be assessed using this scale
--What is our ultimate purpose for re-reading and discussing the story again?!
--Transition--form groups by task
--share annotations and notes with each other, add to personal notes, and decide who will share what during the forthcoming share-out/discussion, bearing in mind the "Discussion Contribution Rating Scale"--MODEL WITH A GROUP OF STUDENTS
Transition -- re-column the desks, return highlighters, and pick up an index card for today's "Closure" (2 mins.)
"SHARE": Share-Out/Discussion (until 5 mins. remain)
--share-out paragraph-by-paragraph in the following order:
--show your position
--cold-calling--students randomly selected to briefly explain their thoughts (no more than three sentences)
--Anything else from Stage 1?!
Transition (3-5 mins.)
--purposeful reading tasks assigned for Stage 2 (see class rosters)
"St. Lucy's..."--Stage 2
"THINK": Purposeful Reading (15-20 mins.)
--purposeful oral reading of Stage 2 of the short story--complete your assigned purposeful reading task to the best of your ability
--continue completing your assigned purposeful reading task via rereading, filling in your document, looking up words, etc.
"GROUP": Share-Out, Note-taking, and Planning Discussion Contributions (10-15 mins.)
--review our classroom "Compact for Group Work"
--share the "Discussion Contribution Rating Scale"--individual contributions to today's share-out/discussion will be assessed using this scale
--What is our ultimate purpose for re-reading and discussing the story again?!
--Transition--form groups by task
--share annotations and notes with each other, add to personal notes, and decide who will share what during the forthcoming share-out/discussion, bearing in mind the "Discussion Contribution Rating Scale"--MODEL WITH A GROUP OF STUDENTS
Transition -- re-column the desks, return highlighters, and pick up an index card for today's "Closure" (2 mins.)
"SHARE": Share-Out/Discussion (until 5 mins. remain)
--share-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 SMART Board, 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!
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 (Class Preparation)
--Finish reading your free reading book by the beginning of class on Wednesday, 12/7 (BDF) or Thursday, 12/8 (ACE).
- One-pagers are due at the end of class on Wednesday, 12/7 (BDF) or Thursday, 12/8 (ACE) for those of you who have yet to complete one. We will use some class time on that day 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.
