Monday, February 13, 2017

English 9--2/14/2017 & 2/15/2017

Jump Off
--Turn in Article of the Week #5 by placing your best work in the black basket on the front table.
--While you are up there, pick up a copy of the expository essay titled "The Leopard: Unlikely Survivor".  Back at your new assigned seat, conduct a first-draft reading of the text: What is the gist?  Consider writing the summary of the gist at the top of the page in no more than two sentences.
--Please SEE ME before leaving class today regarding "St. Lucy's..." revisions--if you fail to do so, I will refer you to the main office for lack of following directions:
  • Adam B.
  • Hunter L.
S. the C.
--reflect upon your performance on the Unit #4 vocabulary quiz one last time

--When you finish the last task described above, turn in your Unit #4 vocabulary quiz at the front of the classroom.

Instruction -- Vocabulary Unit #5
--What is the gist? (RI.2 skills work/"setting the table" for purposeful reread of the text)
  • pair/share
--rationale (RI.4/L.4 skills work/introduction to this week's words)
--directions for purposeful reread of the text:
  • circle or box all of the bolded words
  • pick five of the words--"guess" the meaning of each of the words via context clues
    • underline the context clues used for each word
    • write a seemingly-appropriate synonym or definition right on your copy of the text near the word itself
--quiet and independent purposeful reread
--I will draw a card--selected student will come to the SMART Board and pick a word, providing a potential synonym or definition and explaining his/her reasoning while annotating the text--I will model first with "rebutted"
  • process repeated for 3-5 words--student at SMART Board selects next contributor
--go over Unit #5 word list (pages 62-64)--read word aloud, have students repeat the word, and then read the part(s) of speech/definition(s)/sample sentence(s)--repeat this process for the entire list
In order to actively engage, students should be:
a.) writing the words on the lines for each of the sentences
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).

--Pick up a copy of the "The Shakespearean Sonnet--Checking for Understanding" document.  After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  (See if you can complete this task without using your "The Shakespearean Sonnet" document from last class.)  Good luck!

Mini-Lesson (cont.) -- The Shakespearean Sonnet
--Reminder: You should leave class today...
  • better able to answer the following questions:
    • How do I know a Shakespearean Sonnet when I see one?
    • How do I "attack" a piece of poetry in order to get the most out of it?
  • with a solid understanding of William Shakespeare's "Sonnet 116" ("Let Me Not to the Marriage of True Minds")
    • What is the "gist"?
    • What is the theme?
    • How does Shakespeare deliberately use writing strategies (e.g., diction, figurative language, etc.) to convey the theme?
  • better equipped to appropriately understand and analyze William Shakespeare's The Tragedy of Romeo and Juliet when we begin grappling with the text
--whole-class share-out/discussion (responses to the "The Shakespearean Sonnet--Checking for Understanding" document)
--brainstorm responses to the bolded question below:
  • Throughout the school year, we have been reading a variety of texts in a variety of different manners.  For the sake of example, consider both the Article of the Week and free reading course components.  Within the Article of the Week framework, you have read nonfiction texts both actively and purposefully (e.g., for the purpose of summarizing paragraphs in the margins).  In terms of free reading, you read novel-length works of nonfiction or fiction purely for the sake of enjoyment.  Today, you will engage in what is often referred to as poetry explication, which essentially just means close reading of a poem.  Before we get started, based on your past experiences with poetry and the objectives of today's lesson, what should we look for/do today when we explicate poetry?  Jot down responses to this question in your notebook and expect me to call on you for a contribution in a few minutes.
--whole-class share-out as per the previous transition so as to prepare for the next task
--engage in "explication" of the sonnet quietly and independently
  • Would you like me to MODEL first with the first few lines?
--pair up and share
--whole-class share-out/discussion (cards drawn)--continue annotating your text

--Pick up a copy of the "'Sonnet 116'--Comprehension/Closure Questions" document from the front table.  After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  Good luck!

Closure -- "Sonnet 116"--Comprehension/Closure Questions 
--If time permits, engage in a whole-class share-out/discussion.

HW Time (time permitting)

Class Preparation
--Begin preparing for the Unit #5 vocabulary quiz, which will take place after February Break on Monday, 2/27 (BDF) or Tuesday, 2/28 (ACE).  You might want to consider completing each of the exercises in the vocabulary book.  Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you'll be in good shape!  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--Bring your vocabulary book to class again next time. PLEASE DO NOT FORGET!
--You are strongly advised to review your work with "The Cask of Amontillado" prior to the week after February Break as preparation for an assessment that mirrors your work with this short story.
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Work toward achievement of your S.M.A.R.T. Goal?!