--Pick up a copy of the reading from the front table (an interview with an expert titled "Anita Stockton Talks about Risk and Reward on the Stock Market"). Write your name at the top. Then, survey the text by making a prediction based on the title. Write your prediction next to the title. Next, complete a purposeful reading of the text, your purpose being locating what you believe to be the writing piece's statement of main idea and/or purpose (underline it!) and determining the author's tone (write your conclusion about tone underneath the last sentence of the reading). Finally, consider this question: Does a logical connection exist between the title and the main idea/purpose and/or the author's tone?
*AS YOU WORK, MR. MARTIN WILL BE AROUND TO GET YOUR LOTF BOOK NUMBERS*
S. the C.
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours (posted up on the front board)?
--The due date for submission is Friday, April 4th (four days from today)
--agenda/HW
--briefly go over the Jump Off (quick review of nonfiction analysis skills)
--take care of business--you should know the drill by now, but if not, check out the information below/pay attention to Mr. Martin's model:
- right on the reading itself, do your best to define each of the bolded words using prior knowledge and context clues, annotating the text accordingly via underlining, drawing arrows, writing notes, etc.
Skill-Building/Instruction -- Vocabulary Unit #8
--students
engage in purposeful reading as per directions
--Mr.
Martin elicits a potential definition from a student for the words "multifarious" through "omnivorous" and writes the potential meanings on the
front board--how did you arrive at your definition?--STUDENTS
REASON/ENGAGE WITH THE TEXT AT THE SMARTBOARD
--go over the Unit #8 word list (pages 100-102)--read word aloud, have students repeat the word, and then read
the part(s) of speech/definition(s)/sample sentence(s)--repeat this process for
the entire list
In order to actively engage, students should
be:
a.) writing the words on the line for each sentence
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).
a.) writing the words on the line for each sentence
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).
--pronounce the "Whimsical Words"
--For HW, complete the "Completing the
Sentence" exercise as directed and continue preparing for the Unit #8
vocabulary quiz, which will take place this Friday, April 4th. Make
sure to familiarize yourself with the "Whimsical Words."
Transition -- groups of
three formed via a drawing of cards
Discussion
Preparation
-- LotF Chapter Two
--in groups, jot down
notes pertaining to assigned prompt/question--dig back into the text and find
supporting evidence
*FYI: During today’s circle discussion
(about the “what to look for” list, the study guide, Post-its, the work
you are about to complete, etc.), a contribution cannot earn a score of 4 unless it
contains one of the twenty-five Unit #8 vocabulary words—plan accordingly! J
Transition -- form a circle
Discussion -- LotF
Chapter Two
--all must contribute once before any second contributions--contributions assessed via the "Discussion Contribution Rating Scale"
--all must contribute once before any second contributions--contributions assessed via the "Discussion Contribution Rating Scale"
--boy oh boy, do we
have a lot to talk about!
HW
Time
--begin purposefully/actively
reading Chapter Two (bear in mind all of the "what to look for" items
[see the blog post] while reading, too!)
HW
--The due date for submitting a revised Argumentative Literary Analysis Paragraph for the Cumulative Writing Portfolio is Friday, April 4th (four days from today)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--Complete the "Completing the Sentence" exercise (pages 105 & 106). Underline the context clues that help you determine which word you select for each sentence (skill-building). BRING YOUR VOCABULARY BOOK AGAIN NEXT CLASS.
--Complete the "Completing the Sentence" exercise (pages 105 & 106). Underline the context clues that help you determine which word you select for each sentence (skill-building). BRING YOUR VOCABULARY BOOK AGAIN NEXT CLASS.
--Continue
preparing
for the Unit #8 vocabulary quiz, which will take place this Friday, April 4th.
Make sure to familiarize yourself with the "Whimsical Words."
--Finish purposeful/active
reading of Chapter Two of Lord of the
Flies as preparation for analysis/discussion next class.
