--Open your vocabulary book to page 39. Complete the "Completing the Sentence" exercise quietly and independently. As you do so, underline the specific context clues within each sentence that help you arrive at your selections for filling in the blanks. (For example, when selecting the word marauders for #1, I underlined the words broke through and to plunder, as both are examples of what a robber/pirate might do. Robbers--another name for marauders--typically break in and rob.)
--A few minutes into class, Mr. Martin will ask you to stop so that he can share the answers to the "Choosing the Right Word" exercise for those of you who chose to complete the optional homework assignment.
--After you finish the vocabulary exercise, take a look at your Ticket-Out-the-Door from 10/24/2013, which Mr. Martin will return as you are working on the task described above. Use the sheet titled "'The Lady or the Tiger?' Close Reading/Combining Sentences Ticket-Out-the-Door Reflection" to reflect upon your performance. When you are finished, Mr. Martin will re-collect your work.
S. the C.
--during today's vocabulary review, we will work on:
--at the end of class, you will practice:
Review -- Vocabulary Unit #3
--students come up to the SmartBoard (for # 2-8) as per the established order and write in the answer for the sentence/underline the context clues used to arrive at the answer--what "Common Context Clues/What to Look for" list item(s) did you use?- determining the meaning of an unfamiliar word by using context (e.g., the overall meaning of a sentence and/or a word’s position or function in a sentence) as a clue to the meaning of the word. THIS STANDARD WILL BE SELF-ASSESSED IN CLASS TODAY AS PART OF REVIEW AND OFFICIALLY ASSESSED NEXT CLASS VIA THE "COMPLETING THE SENTENCE" SECTION OF THE UNIT #3 VOCABULARY QUIZ ON FRIDAY.
- consulting specialized reference materials (e.g., a vocabulary book) to find the pronunciation of a word or determine or clarify its precise meaning and/or its part of speech.
- citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. THIS STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."
- participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively. This includes:
- coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
- propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
- responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented. THIS MULTI-PART STANDARD WILL ALSO BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."
- determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
- analyzing how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
- analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
- demonstrating command of the conventions of standard English grammar, usage, and punctuation when writing, specifically using a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. TODAY'S TICKET-OUT-THE-DOOR WILL RE-ASSESS THIS STANDARD. DID THE HOMEWORK THAT WAS DUE LAST CLASS HELP YOU IMPROVE WITH REGARD TO THIS STANDARD?
Review -- Vocabulary Unit #3
--go over the answers for #9-25
--FYI: The two most common "pitfalls" that occur when taking the vocabulary quizzes are as follows: improvement needed in using context clues AND incomplete knowledge of the function and meaning of words (perhaps due to a lack of good strategies for learning/remembering?). To which of these pitfalls (if any) have you been succumbing, and how can you improve in the future?
--Transition--pick up the "Drawing Study Strategy" sheet from the front table--Mr. Martin will briefly model this study strategy for you!
--For HW, finish preparing for the Unit #3 vocabulary quiz, which will take place next class. If you have struggled to master the words in the past, try using the "Drawing Study Strategy" sheet this time around!
Discussion -- Frank R. Stockton's "The Lady or the Tiger?"
--reminders: discussion protocol/"Discussion Contribution Rating Scale" examples
--Transition--form an alphabetical circle out of the desks--have your copy of "The Lady or the Tiger?" and your notebook handy
--engage in discussion via the protocol--having now read the story one-two times-ish, we ought to have a lot to talk about!:
--Transition--form an alphabetical circle out of the desks--have your copy of "The Lady or the Tiger?" and your notebook handy
--engage in discussion via the protocol--having now read the story one-two times-ish, we ought to have a lot to talk about!:
- initial questions/thoughts formulated during gist reading
- annotations from close reading (seemingly significant/important details/sections, ah-ha! moments had when clarifying vocabulary words and/or re-contextualizing, basic clarifying questions, "deep" questions that probe reasoning, connections, other thoughts, etc.)
- responses to the Ticket-Out-the-Door of the class before last
Transition -- re-column the desks, take out a scrap of lined paper for the closure piece, and write your name at the top of the paper
Closure -- Today, I learned...
--via PowerPoint, Mr. Martin shares two models of semicolon use from a few classes ago and labels S (subject)/V (verb) combos--what does the semicolon do again?!
--Directions: Reflect back upon today's class. Then, complete the sentence-starter above by writing no more than one sentence. However, in the sentence that you write, you must properly use a semicolon and label your S/V combos. Feel free to look at your homework that was due last class for assistance.
HW
HW
FYI:
--A more formal assessment of grammar skills is still on the horizon, so be reviewing any helpful notes and comma splice/semicolon materials. Also, self-monitor your own understanding--perhaps you would benefit from seeing Mr. Martin for some extra help/additional materials?
Mandatory assignment:
--Finish preparing for the Unit #3 vocabulary quiz, which will take place next class. If you have struggled to master the words in the past, try using "Drawing Study Strategy" sheet this time around! Also, make sure that you truly know the words, as Mr. Martin will be adding a section to the quiz that requires you to write your own sentences for a few of the words using enough context to clearly show that you have incorporated the chosen words into your own vocabulary. FINALLY, REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (THOUGH MR. MARTIN WILL NOT INCLUDE ANY WORDS FROM PAST UNITS ON THE SENTENCE-WRITING SECTION OF THE EXAM)!
