--Think back to our discussion that we had two classes ago about "The Lady or the Tiger?". During the discussion, the issue of "fairness" was brought up, and Mr. Martin noted up on the front board that "fairness" could be considered a theme of the story. With this said, what would be a good theme statement about "fairness" based on the story? Consider this question for the first few minutes of class (maybe you remember/wrote down what was written on the board that day?), as we will begin "mulling this over" after Mr. Martin finishes attendance.
--Pick up an index card from the front table. You will write something for submission at the end of class on this index card.
S. the C.
--reminder/information about the components of the English 9 midterm score (Odyssey Unit Exam, 7 Habits Unit Exam [next Tuesday], and Controlling Idea Paragraph Common Assessment [next Thursday])
--the following students need to see Mr. Martin before leaving the classroom today: Pasquale Giuliano, Hannah Maneiro, Travis Mosher, Westen Shepard, James Carey, Lauryn Giulian, and John Wilson
--FYI: We will not review the Unit #6 vocabulary words in class today.
--agenda/HW
Writing Workshop -- Controlling Idea Paragraphs
--Pick up an index card from the front table. You will write something for submission at the end of class on this index card.
S. the C.
--reminder/information about the components of the English 9 midterm score (Odyssey Unit Exam, 7 Habits Unit Exam [next Tuesday], and Controlling Idea Paragraph Common Assessment [next Thursday])
--the following students need to see Mr. Martin before leaving the classroom today: Pasquale Giuliano, Hannah Maneiro, Travis Mosher, Westen Shepard, James Carey, Lauryn Giulian, and John Wilson
--FYI: We will not review the Unit #6 vocabulary words in class today.
--agenda/HW
Writing Workshop -- Controlling Idea Paragraphs
--reestablish theme statement about “fairness” stemming from “The Lady or the Tiger?” based on recollection of discussion from last week--get a viable theme statement written up on the front board
--brainstorm what “sorts” of details are needed to discuss/support this statement
--Transition--pick up the "Controlling Idea Paragraph Practice--'Fairness' (Version 2)" sheet from the front table
--discuss controlling idea nomenclature--read as “theme statement that unites two works”--what does this mean?
--discuss controlling idea nomenclature--read as “theme statement that unites two works”--what does this mean?
--apply answer to the previous question to reading of “The Lady or the Tiger?” and “The Lottery”
--divide and conquer--hunt for details in both “The Lady or the Tiger?” and “The Lottery” as per earlier discussion
--share out--fill in appropriate areas of the "Controlling Idea Paragraph Practice--'Fairness' (Version 2)" sheet accordingly
--Mr. Martin uses notes from the front board to do a "think-aloud", creating a class controlling idea paragraph as he goes (you will get a copy of the paragraph next class for your notes!)
Transition--pick up the "'The Most Dangerous Game' Analysis/Application Questions" sheet from the front table/grab a book from the "Man Cave of Learning"
Purposeful Reading -- Richard Connell’s “The Most Dangerous Game”
--share out--fill in appropriate areas of the "Controlling Idea Paragraph Practice--'Fairness' (Version 2)" sheet accordingly
--Mr. Martin uses notes from the front board to do a "think-aloud", creating a class controlling idea paragraph as he goes (you will get a copy of the paragraph next class for your notes!)
Transition--pick up the "'The Most Dangerous Game' Analysis/Application Questions" sheet from the front table/grab a book from the "Man Cave of Learning"
Purposeful Reading -- Richard Connell’s “The Most Dangerous Game”
--purposeful reading of questions sheet--define as many of the bolded terms as you can on your own on the back of the sheet
--share out/discuss
--oral reading--purposefully read the story. Your purpose during this reading is to answer the questions on the “‘The Most Dangerous Game” sheet as preparation for in-class discussion/writing practice next class.
Closure -- 7 Habits Application
--On your index card, pick one of the following terms to define and apply to our reading of "The Most Dangerous Game": habit, proactive behavior, reactive behavior, personal mission statement, priorities, relationship dynamics (Win-Win, Win-Lose, Lose-Win, and Lose-Lose).
--share out/discuss
--oral reading--purposefully read the story. Your purpose during this reading is to answer the questions on the “‘The Most Dangerous Game” sheet as preparation for in-class discussion/writing practice next class.
Closure -- 7 Habits Application
--On your index card, pick one of the following terms to define and apply to our reading of "The Most Dangerous Game": habit, proactive behavior, reactive behavior, personal mission statement, priorities, relationship dynamics (Win-Win, Win-Lose, Lose-Win, and Lose-Lose).
HW
Optional (but strongly encouraged!) assignment:
--Begin reviewing for the 7 Habits Unit Exam, which will take place on Tuesday, 1/15/2013. The bulletted list from the 1/3/2013 blog post will give you some ideas for what to look over.
Mandatory assignments:
--Begin reviewing for the 7 Habits Unit Exam, which will take place on Tuesday, 1/15/2013. The bulletted list from the 1/3/2013 blog post will give you some ideas for what to look over.
Mandatory assignments:
--Finish preparing for the Unit #6 vocabulary assessment, which will take place next class.
--Bring your "'The Most Dangerous Game' Analysis/Application Questions" sheet next class, as we will finish the story together and engage in discussion.
--Bring your "'The Most Dangerous Game' Analysis/Application Questions" sheet next class, as we will finish the story together and engage in discussion.
