--Pick up the vocabulary quiz from the front table. Get started completing the assessment quietly and independently ASAP. Make sure to purposefully read all of the directions. Good luck!
--As you take the vocabulary quiz, Mr. Martin will be around with your " 'The Lady or the Tiger?' Close Reading/Combining Sentences Ticket-Out-the-Door Reflection". Now that you have had a chance to reflect, and Mr. Martin has read and reflected upon your reflections, you can keep the materials. However, you will likely benefit from taking one more peek at your reflections and keeping the information in mind during today's class.
--When you finish with the vocabulary quiz and have had a chance to look over your reflection document, place your quiz in the black basket on the front table. While you are up there, pick up any materials that you think will help you achieve some of your personal goals. Begin working with these supplementary materials while waiting for your peers to finish the quiz (MR. MARTIN MODELS). Here are your options:
- "Semicolon"--this document explains how the semicolon works, provides four practice areas, and includes a chart entitled "Five Useful Ways to Join Ideas" (IT'S AWESOME!)
- "I Need Help!: Citing Strong and Thorough Textual Evidence"--this document describes three types of textual evidence, gives an example of a well-developed paragraph with strong and thorough textual evidence, and allows you to practice purposeful reading (IT'S PRETTY AWESOME, TOO!)
--let's try something a little bit different today! Here, roughly, is what we have done so far and will do for the remainder of class:
- taken a vocabulary quiz
- looked at self-reflections
- picked up additional instructional materials based on self-reflections
- discuss "The Lady or the Tiger?" some more
- complete a Ticket-Out-the-Door
--as part of today's vocabulary quiz, Mr. Martin is assessing your ability to:
- determine the meaning of a 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.
- 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." ADDITIONALLY, THE CULMINATING WRITING ASSIGNMENT, WHICH WE WILL OFFICIALLY BEGIN NEXT CLASS, WILL ASSESS THIS STANDARD.
- 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 A FEW CLASSES AGO HELP YOU IMPROVE WITH REGARD TO THIS STANDARD?
Discussion -- Frank R. Stockton's "The Lady or the Tiger?"
--reminders: discussion protocol/"Discussion Contribution Rating Scale" examples
--think: independent preparation time based on bulleted list below
--pair: turn to a neighbor and quickly share one of your ideas for today's circle discussion (building confidence!)
--Transition--form an alphabetical circle out of the desks--have your copy of "The Lady or the Tiger?" and your notebook handy
--continue engaging in discussion via the protocol--we still have plenty to talk about!:
--pair: turn to a neighbor and quickly share one of your ideas for today's circle discussion (building confidence!)
--Transition--form an alphabetical circle out of the desks--have your copy of "The Lady or the Tiger?" and your notebook handy
--continue engaging in discussion via the protocol--we still have plenty 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 from a few classes ago
- further pursuit of discussion threads begun last class (e.g., "Which door did the princess indicate to her lover?")
- connections to The 7 Habits of Highly Effective Teens (e.g., "What would be a fitting Personal Mission Statement for the king based on the evidence that we have about his character?")
TIME PERMITTING:
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... This relates to my Personal Mission Statement because...
--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?!
--Finish working with the supplemental materials that you picked up after the vocabulary quiz (e.g., finish the practices in the semicolon document).
--Directions: Reflect back upon today's class. Then, complete the sentence-starters above by writing no more than two sentences. However, somewhere within what 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
Mandatory assignment:
--Enjoy the weekend--sharpen the saw!
Optional assignment:--Finish working with the supplemental materials that you picked up after the vocabulary quiz (e.g., finish the practices in the semicolon document).
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?
