--Please take out your theme notes page (the sheet with "THEME" in large letters at the top). We will read through the last bolded section ("Theme Statement") on the front page of the document together and fill in as many of the blanks as we can.
--Please SEE ME before leaving class today:
- Brandon B.
- Lana B.
- Abigail C.
- Losha C.
- Abigail F.
- Rebecca L.
- Matthew S.
- Clayton V.
--You should leave class today with...
- a deeper understanding of theme in literature, as evidenced by your ability to respond to the four focus questions/prompts below:
- What is a theme statement?
- How does a mere theme differ from a theme statement?
- How can a reader turn a theme into a theme statement?
- Write a meaningful and complex theme statement for P.D. Eastman's "The Best Nest".
- more pieces of specific textual evidence related to theme words for "St. Lucy's..."
- details you end up eventually using in your End-of-Mini-Unit Assessment Writing Piece.
- a rough sense of what Karen Russell is suggesting about one (or several?!) of the emergent themes of the story.
- In other words, you might leave class today with a rough theme statement for "St. Lucy's..."
--beginning with the end in mind--our ultimate purpose for re-reading the short story:
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
Notetaking/Application Activity -- P.D. Eastman's "The Best Nest": Theme Statements and Strong and Thorough Textual Evidence
--directions on the bottom and back of the page read/clarified
--review (yet again!) our "Compact for Group Work" and "anchor in"
--mindfully complete the back of the theme notes page (gather strong and thorough textual evidence from and develop a rough theme statement for "The Best Nest") independently or in groups of no more than three people (randomly selected via a drawing of cards)
- If necessary, you can access the video on my computer or on your phones while gathering evidence.
- expect me to ask for evidence and/or explanatory tiebacks! :)
- Pick up the "Theme Statement Comprehension Check" halfsheet from the front shelf.
- After carefully reading the directions, complete the task at hand and turn in your best work based on the time permitted.
Transition
--Pick up the following from the front shelf:
--Pick up the following from the front shelf:
- a copy of the "Theme Tracking Document--Stage 3" sheet from the front shelf
- a highlighter
--Take out your copy of "St. Lucy's...".
HW Time -- Karen Russell's "St. Lucy's Home for Girls Raised by Wolves": Theme Tracking
--quiet and independent reading--jot down notes/highlight the text as per reading task
HW (Class Preparation)
--Actively/purposefully read Stage 3 of "St. Lucy's..." via the "Theme Tracking Document--Stage 3" sheet. Be prepared to share your work NEXT class (Thursday, 11/16 [ACE] or Friday, 11/17 [BDF]).
Miscellaneous
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. You have up until early-December to finish your book.
HW Time -- Karen Russell's "St. Lucy's Home for Girls Raised by Wolves": Theme Tracking
--quiet and independent reading--jot down notes/highlight the text as per reading task
HW (Class Preparation)
--Actively/purposefully read Stage 3 of "St. Lucy's..." via the "Theme Tracking Document--Stage 3" sheet. Be prepared to share your work NEXT class (Thursday, 11/16 [ACE] or Friday, 11/17 [BDF]).
Miscellaneous
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. You have up until early-December to finish your book.
