Tuesday, November 29, 2016

English 10 Honors--End-of-Novella Discussion (Day 1)


English 10 Honors--12/1/2016

Jump Off (3-5 mins.)
--Pick up a copy of the article titled "Girl Moved to Tears by 'Of Mice and Men' Cliffs Notes" from the front table.  Cliffs Notes, by the way, are "old school" SparkNotes, printed reading guides intended to help readers understand important literary works.
--Take out your "English 10 Honors--Literature and Nonfiction Terms/Concepts" document and turn to the "Additional terms/concepts" section at the end.  Then, mindfully copy down the definition of satire from the front board.  What questions about satire can I answer so as to clarify the definition?

S. the C. (10-15 mins.)
--list of students needing to revise for the Cumulative Writing Portfolio shared
  • Would anyone like to schedule a meeting for a time slot during my office hours (posted on the front board)?  (First priority will be given to Alex F. and Jason D. due to cancellations.)
--beginning with the end in mind--in-class assessment taking place on Monday, 12/5:

End-of-Unit Assessment Writing Prompt:

Write a text-based, grammatically sound, tightly-written response of two to three paragraphs.  In your response, respond to the following question so as to reveal a central idea of Animal FarmWhat is George Orwell's "thesis" about human nature as revealed in the story he tells?  Then, analyze how Orwell's use of allegory helps develop his "thesis" about human nature.  Use at least three pieces of strong textual evidence spanning the entire text to support your analysis, and be sure to tie back to your claim often.

--Q & A as per the "Jump Off'
--view components of the "Got Satire?" Prezi as necessary
--agenda/HW

Mini-Lesson -- Satire (10-15 mins.)
--oral reading of "Girl Moved to Tears by 'Of Mice and Men' Cliffs Notes" for the purpose of briefly discussing the four questions written on the whiteboard
--brief whole-class discussion
--Closure
  • respond to the closure question written on the whiteboard
  • pair and share
  • three examples shared with the whole class via a drawing of cards


Transition (3-5 mins.)
--Pick up a copy of the "End-of-Novella Discussion (Day 2)" document from the front table.  After purposefully reading the directions and each of the questions, look up at me so that I know you are finished.

Discussion Preparation (Day 2) -- Animal Farm (10-12 mins.)
--select/assign questions
  • Question #9 students: Pick up opinion pieces from the front table.
--quietly and independently respond to questions specifically referencing the text

Transition (3-5 mins.)
--group roles defined and modeled:
  • Notetakers (all group members)
  • Runner
--small groups assigned by question for discussion purposes

Discussion (Day 2) -- Animal Farm (20 mins.? 30 mins.?)
--in small groups, share your thoughts and ideas with each other
--every so often, I will sound an alarm--when I do so, if I point to your group, send your Runner up front to write a contribution on the whiteboard--the more specific and related to authorial purpose the contribution, the better!
--place each contribution under an appropriate topic heading so that we can try to keep all of this "stuff" somewhat organized!
--during this discussion, it is suggested that you take notes--these notes might come in handy when planning/writing your End-of-Unit Writing Assessment!

Transition -- re-row the desks/pick up a copy of the sample writing piece from the front table (2 mins.)

Closure/Looking Ahead -- Animal Farm/End-of-Unit Writing Assessment (remainder of class)
--process through the notes written on the front board
--During this summary session, it is imperative that you take notes--again, these notes might come in handy when planning/writing your End-of-Unit Writing Assessment!
--Any final thoughts, questions, etc.?
--briefly look at sample writing piece--this might help you consider how to organize your End-of-Unit Writing Assessment!:
  • PRO: Organization
    • How is this writing piece organized?
    • How might you organize your writing piece?
  • GROW: Style within introduction and conclusion
    • What advice would you give the writer in order to improve his/her introduction and conclusion?
    • How might you craft your introduction and conclusion (if you decide to organize your writing piece in this manner)?
HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM tonight (Thursday, 12/1).  If you fail to appropriately train between now and the administration of Vocabulary Quiz #4, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document). 
--Students who have not yet taken Vocabulary Quiz #3 need to see me after class today in order to make arrangements for making up the quiz.
Writing
--The due date for submitting a revised Thematic Writing Assignment—Partner Interviews essay for the Cumulative Writing Portfolio is Friday, 12/9 (just over one week from today)YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  Meetings will occur during class next time--plan accordingly!

HW (Class Preparation)
--Finish preparing for the End-of-Unit Writing Assessment, which will take place in class next time (Monday, 12/5).
--Finish reading your free reading book by the beginning of class on Wednesday, 12/7.
  • One-pagers are due at the end of class on Wednesday, 12/7 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.

Monday, November 28, 2016

English 9--11/29/2016 & 11/30/2016

Jump Off (3-5 mins.)
--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
Purposefully read the annotations provided within the document in order to...
  • 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.
S. the C. (5-8 mins.)
--"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:

  • 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!


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.

Tuesday, November 22, 2016

English 10 Honors--11/29/2016

Jump Off (5-8 mins.)
--Open up your notebook to a clean sheet of paper.  Date the page (11/29/2016) and label this section of your notes "My Current Claim for the End-of-Unit Assessment".  Then, thoughtfully respond to the following question:
  • What is your current answer to the first part of the End-of-Unit Assessment Writing Prompt?  (Here is the question: What is George Orwell's "thesis" about human nature as revealed in the story he tells?)  After some thought--feel free to look through your Post-its for any potentially helpful notes--, write your claim in your notebook.  Re-read and revise your claim as necessary.  Consider sharing your claim later today as part of our circle discussion! 
S. the C. (8-12 mins.)
--list of students needing to revise for the Cumulative Writing Portfolio shared
  • Would anyone like to schedule a meeting for a time slot during my office hours (posted on the front board)?  (First priority will be given to Alex F. and Jason D. due to cancellations.)
--beginning with the end in mind--in-class assessment taking place on Monday, 12/5:

End-of-Unit Assessment Writing Prompt:
Write a text-based, grammatically sound, tightly-written response of two to three paragraphs.  In your response, respond to the following question so as to reveal a central idea of Animal FarmWhat is George Orwell's "thesis" about human nature as revealed in the story he tells?  Then, analyze how Orwell's use of allegory helps develop his "thesis" about human nature.  Use at least three pieces of strong textual evidence spanning the entire text to support your analysis, and be sure to tie back to your claim often.

--really beginning with the end in mind!--the Essential Question that overarches our course:

What are human beings really like?  By nature, are human beings inherently evil or good or...?

--agenda/HW

Transition (2 mins.)
--Take out your materials from the stations activity and your Post-it-ed copy of Animal Farm.

Discussion Preparation -- Animal Farm (10-12 mins.)

WHAT DO YOU WANT TO TALK ABOUT TODAY?!

Some of Our Key Purposes: We actively/purposefully read Animal Farm in order to...
  • define and apply allegory
  • define and apply fable
  • define and apply satire
  • understand the historical context, but more importantly, to recognize and consider the connections to current events
  • determine Orwell's "thesis" about human nature
  • explore, add to, and/or refine our own ideas about human nature as per the Essential Question that overarches our course. 
--Reminder: "Discussion Contribution Rating Scale" shared/sample Level 4 response MODELED
--bearing in mind the information above, go back through your materials from the stations activity, your active/purposeful Post-its, etc.:
  • come up with at least three potential contributions for today's forthcoming discussion--strive for Level 4!
Transition (3 mins.)
--form an alphabetical-by-favorite-Thanksgiving-meal food circle out of the desks--talk to each other about your choices (e.g., describe your family's stuffing recipe: Does it have sausage in it?  Cranberries?  Is it cooked inside the turkey or out?  Do you know nothing about it other than it tastes good?  Etc.)

Circle Discussion -- Animal Farm (until 8-10 mins. remain)
--today's discussion protocol shared:
  • In order to maintain some structure, ...
    • I have established an order for contributions on the whiteboard
    • the first contributor to today's discussion will be the first person on the list on the whiteboard
    • contributions will be about the same topic/area of the text until we have exhausted the thread
    • raised hands will be acknowledged as per the order on the whiteboard
    • everyone present must contribute once before anyone can offer a second (third, etc.) contribution.
--finish preparing for discussion (if necessary)
--engage in discussion/notetaking about Animal Farm--contributions will be assessed via the "Discussion Contribution Rating Scale"

Transition (1-2 mins.)
--re-column the desks
--pick up an index card from the front table and write your first and last name at the top of the lined side

Closure -- Before You Leave... (8-10 mins.)
--respond to the following question on your index card:
  • What did not come up during today's discussion that you feel we must talk about next class in order to fully do Animal Farm justice?
--consider the following question:
  • How might you change, improve, add to, etc. your current answer to the Essential Question based on today's discussion?
    • If it is necessary to do so, make a new and improved poster to replace the one that you currently have hung on the greenboard.
--Place any necessary materials pertaining to the End-of-Course Assignment in your manila folder for future reference.

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM this Thursday, 12/1.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #4, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document). 
--Students who have not yet taken Vocabulary Quiz #3 need to see me after class today in order to make arrangements for making up the quiz.
Writing
--The due date for submitting a revised Thematic Writing Assignment—Partner Interviews essay for the Cumulative Writing Portfolio is Friday, 12/9 (approximately 1.5 weeks from today)YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  When time permits, meetings can/will occur during class time.

HW (Class Preparation)
--Prepare for the End-of-Unit Writing Assessment, which will take place in class on Monday, 12/5.
HW (Class Preparation)
--Finish reading your free reading book by the beginning of class on Wednesday, 12/7.
  • One-pagers are due at the end of class on Wednesday, 12/7 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.

English 9--11/28/2016

Block 1

Jump Off (15-25 mins.)
--Spend the first few minutes of class studying for the forthcoming Unit #3 vocabulary quiz quietly and independently. I will be around with the quiz after study time.
--After carefully reading all of the directions,
complete the vocabulary quiz quietly and independently. Good luck!

--When you finish with the quiz, 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
--Reminder: Beginning with the end in mind--our ultimate purpose for re-reading "St. Lucy's Home for Girls Raised by Wolves":

End-of-Mini-Unit Assessment Writing Prompt:
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.


--agenda/HW

Transition (2 mins.)
--Take out your reading task for "St. Lucy's Home for Girls Raised by Wolves" that you completed a few classes ago as well as your copy of the short story.

Share-Out/Discussion (cont.) -- "St. Lucy's..."--Stage 1 (25-30 mins.)
--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..."
  • In order to maintain some structure, ...
    • I have established an order for contributions on the whiteboard
    • the first contributor to today's share-out/discussion will be the first person on the list on the whiteboard
    • contributions will be about the same topic/area of the text until we have exhausted the thread
    • raised hands will be acknowledged as per the order on the whiteboard
    • everyone present must contribute once before anyone can offer a second (third, etc.) contribution.

Closure -- Take a Stand (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)

DEAR -- Free Reading Books (remainder of class)
--those without books will read Upfront newsmagazine

HW (Class Preparation)
--Read your free reading book for 10-15 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.

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Block 2

Jump Off (15-25 mins.)
--Spend the first few minutes of class studying for the forthcoming Unit #3 vocabulary quiz quietly and independently. I will be around with the quiz after study time.
--After carefully reading all of the directions,
complete the vocabulary quiz quietly and independently. Good luck!

--When you finish with the quiz, place your work on the floor next to your desk.  Then, take out your reading task for "St. Lucy's Home for Girls Raised by Wolves" and your copy of the short story.  Engage in purposeful re-reading of Stage 1 of the short story 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
--Reminder: Beginning with the end in mind--our ultimate purpose for re-reading "St. Lucy's Home for Girls Raised by Wolves":

End-of-Mini-Unit Assessment Writing Prompt:
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.


--agenda/HW

Share-Out/Discussion -- "St. Lucy's..."--Stage 1 (25-30 mins.)
--Task D--RL.5 (Structure) MODELED (if necessary)
--finish engaging in purposeful re-reading
--come up with at least one potential contribution for today's forthcoming share-out/discussion
--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..."
  • In order to maintain some structure, ...
    • I have established an order for contributions on the whiteboard
    • the first contributor to today's share-out/discussion will be the first person on the list on the whiteboard
    • contributions will be about the same topic/area of the text until we have exhausted the thread
    • raised hands will be acknowledged as per the order on the whiteboard
    • everyone present must contribute once before anyone can offer a second (third, etc.) contribution.

Closure -- Take a Stand (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)

DEAR -- Free Reading Books (remainder of class)
--those without books will read Upfront newsmagazine

HW (Class Preparation)
--Read your free reading book for 10-15 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.

Thursday, November 17, 2016

SNOW DAY--11/21/2016

SNOW DAY

English 9 (BDF)--11/22/2016

9:27-10:15


Jump Off (15-25 mins.)
--Spend the first few minutes of class studying for the forthcoming Unit #3 vocabulary quiz quietly and independently. I will be around with the quiz after study time.
--After carefully reading all of the directions,
complete the vocabulary quiz quietly and independently. Good luck!

--When you finish with the quiz, 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
--Reminder: Beginning with the end in mind--our ultimate purpose for re-reading "St. Lucy's Home for Girls Raised by Wolves":

End-of-Mini-Unit Assessment Writing Prompt:
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.


--agenda/HW

Transition (2 mins.)
--Take out your reading task for "St. Lucy's Home for Girls Raised by Wolves" that you completed a few classes ago as well as your copy of the short story.

Share-Out/Discussion (cont.) -- "St. Lucy's..."--Stage 1 (until 5-8 mins. remain [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 of "St. Lucy's..."

  • In order to maintain some structure, ...
    • I have established an order for contributions on the whiteboard
    • the first contributor to today's share-out/discussion will be the first person on the list on the whiteboard
    • contributions will be about the same topic/area of the text until we have exhausted the thread
    • raised hands will be acknowledged as per the order on the whiteboard
    • everyone present must contribute once before anyone can offer a second (third, etc.) contribution.
Closure -- Take a Stand (remainder of class [time permitting])

--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)

HW (Class Preparation)
--Curl up and read your free reading book for some good chunks of time over break.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.
Miscellaneous
--For what are turkeys thankful?......







......Vegetarians.
Enjoy the break!


++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++


10:20-11:05

Jump Off (15-25 mins.)--Spend the first few minutes of class studying for the forthcoming Unit #3 vocabulary quiz quietly and independently. I will be around with the quiz after study time.
--After carefully reading all of the directions,
complete the vocabulary quiz quietly and independently. Good luck!

--When you finish with the quiz, 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
--Reminder: Beginning with the end in mind--our ultimate purpose for re-reading "St. Lucy's Home for Girls Raised by Wolves":

End-of-Mini-Unit Assessment Writing Prompt:
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.


--agenda/HW

Transition (2 mins.)
--Take out your reading task for "St. Lucy's Home for Girls Raised by Wolves" that you completed a few classes ago as well as your copy of the short story.

Share-Out/Discussion (cont.) -- "St. Lucy's..."--Stage 1 (until 5-8 mins. remain [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 of "St. Lucy's..."


In order to maintain some structure, ...

  • I have established an order for contributions on the whiteboard
  • the first contributor to today's share-out/discussion will be the first person on the list on the whiteboard
  • contributions will be about the same topic/area of the text until we have exhausted the thread
  • raised hands will be acknowledged as per the order on the whiteboard
  • everyone present must contribute once before anyone can offer a second (third, etc.) contribution.
Closure -- Take a Stand (remainder of class [time permitting])

--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)

HW (Class Preparation)
--Curl up and read your free reading book for some good chunks of time over break.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.
Miscellaneous
--For what are turkeys thankful?......







......Vegetarians.
Enjoy the break!