--Pick up a copy of the "Jump Off--3/3/2017" document from the front table. Purposefully read the document and complete the task at hand.
*WHEN YOU COME UP TO THE FRONT TABLE, I CAN TELL YOU YOUR SCORE ON THE QUIZ THAT YOU TOOK LAST CLASS (IF YOU'RE INTERESTED!). ALSO, I WILL COME AROUND AND RETURN YOUR "BEFORE" AND "AFTER" PICTURES.
S. the C.
Discussion Activity--Preparation -- Significant Passage "Speed Dating"
- Three of our standards for reading literature read as follows:
- "[English 10 Honors students] cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain."
- "[English 10 Honors students] analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)."
- "[English 10 Honors students] determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account."
- The following is a list of the conventions of literature that authors often choose to implement that you should both know and be able to apply:
- literary communion
- literary vampire
- Christ(ological) figure
- marked for greatness
- literary blindness
- Part 3 of the NYS Regents in ELA (Common Core) asks you to "identify a central idea in the text [provided] and analyze how the author's use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea."
--directions given (I can model with a passage from page 169?)
--independent work time--prepare for the discussion activity by finding a passage and responding to each of the prompts for your passage
Discussion Activity -- Significant Passage "Speed Dating"
--let's familiarize ourselves with speed dating:
--give directions for the remainder of activity
- the student with his/her back facing east stays stationary throughout the activity
- the student with his/her back facing east starts each "date" by reading his/her selected passage aloud
- the student with his/her back facing west aims to complete tasks A, B, C, and D (explaining how the selected passage could be used in a discussion of his/her claim)
- the student with his/her back facing east validates/corrects before sharing how the passage fits with his/her claim
- roles reverse
- "dates" end after 6 minutes
- students with backs facing west rotate by heading south
Before Your Leave
--hang your poster on the green board
HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/9. Expect Vocabulary Quiz#5 to occur next week sometime. If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
HW (Class Preparation)
--Review your materials pertaining to LotF in preparation for an upcoming assessment.
--Finish purposefully/actively reading CHAPTER ELEVEN of Lord of the Flies prior to next class as preparation for analysis/discussion/(an assessment?).
--Consider reading at least 5-10 pages of your free reading book between now and next class. Marking Period 4 ends on Friday, 3/17! ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
Marked for Greatness (postpone?)
- define in groups (see old post)
- choose and support for a character
- come to circle ready to discuss