Jump Off
--Pick up a copy of the "Informational Text Analysis Practice--Excerpt from 'Ecosystems on the Brink' Multiple Choice" document from the front table. After everyone has read the directions, I will model a little bit on the front board to help you get started.--Please SEE ME before leaving class today:
- Leah E.
--complete active/purposeful reading quietly and independently
PAIR -- Informational Text Analysis Practice--Excerpt from "Ecosystems on the Brink" Multiple Choice
--in partnerships randomly selected via a drawing of cards, compare/share your markings/notes:
- For which prompts/questions do you have a consensus?
- For which do you not?
- For those prompts/questions where you do not have a consensus, talk together and see if you can come to one. TAKE IT TO THE TEXT!
SHARE -- Informational Text Analysis Practice--Excerpt from "Ecosystems on the Brink" Multiple Choice
--whole-class share-out via a drawing of cards
--whole-class share-out via a drawing of cards
- As sharing occurs, I will mark up the copy of the text on the SMART Board--feel free to continue marking up your copy of the text accordingly as practice!
Transition
--"Midterm" Examinations handed back (again)
Closure #1 -- Moving Forward from the "Midterm" Examination
--sharing performance on #15-24
--correct answers shared for #15-24- Prior to #24, review THESIS STATEMENT and explain the term's connection to NYS's conception of central idea in informational texts. How do reader's determine an author's THESIS STATEMENT?
Writing Workshop -- Literary Analysis Pointers
--quiet and independent commentary analysis (think in terms of "PROS" and "GROWS")
--consider the "characterization develops theme" approach in order to lessen the potential for "confused" analysis (the most common "cause" of "2s" and "3s")
Transition
- Q & A
--consider the "characterization develops theme" approach in order to lessen the potential for "confused" analysis (the most common "cause" of "2s" and "3s")
Transition
--"Midterm" Examinations placed back in the black basket
Closure #2 -- Ball Toss (time permitting)
- "Today, I learned/realized that..."
HOOKED ON BOOKS
HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/29. 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).
Writing
--Your properly formatted, fully revised short story or poem is due TONIGHT (Monday, 3/26 [ACE]/Tuesday, 3/27 [BDF]). See your "Preparing for the GVEP Literary Contest" document for additional information.
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/29. 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).
Writing
--Your properly formatted, fully revised short story or poem is due TONIGHT (Monday, 3/26 [ACE]/Tuesday, 3/27 [BDF]). See your "Preparing for the GVEP Literary Contest" document for additional information.
HW (Class Preparation)
--Read at least 10 pages of your memoir between now and next class. ALWAYS BRING YOUR MEMOIR TO CLASS! These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
--You are STILL not yet expected to read any further in Lord of the Flies. (We might be abandoning our work with the text after break! :\ ).
--Read at least 10 pages of your memoir between now and next class. ALWAYS BRING YOUR MEMOIR TO CLASS! These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
--You are STILL not yet expected to read any further in Lord of the Flies. (We might be abandoning our work with the text after break! :\ ).
On the backburner:
- "Madness" done in class upon submission of revisions
Moving On with LotF (time permitting)
· think-aloud--SNAKES
· discussion activity with Chapters 1-3
ouse "what to look for" document and quizzes
· begin reading/thinking aloud with Chapter 4
