--Submit your closure task from last class (e.g., "RL.1 Task"), which should be your best work, by placing the completed sheet in the black basket on the front table.
--Engage in some last-minute studying quietly and independently.
--When Mr. Martin directs you to do so, pick up the Unit #6 vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!
*As students study/complete the quiz, Mr. Martin scores closure tasks for a homework grade:
- /+ (100) = Commendable effort; content of work itself is in the effective to highly effective range
- / (80) = Content of work itself is developing due to either lack of complete effort or lack of understanding, but solid material exists with which to work for the purposes of today's lesson
- /- (50) = Not enough material with which to work for the purposes of today's lesson; the work is essentially incomplete (HR detention assigned)
- 0 = Not done at all (HR detention assigned)
--agenda/HW
--The following students have not submitted the Monomyth Writing Assignment at all:
- Pikachu
--trade and grade--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in your vocabulary book--Mr. Martin collects quizzes/returns HW
*+1 awarded to winners from last class*
Instruction -- Supporting Claims with Evidence and Tiebacks
--Mr. Martin models a response for one of the claims listed on the "RL.1 Task" sheet on the front board.
--A Note about Theme Statements: Try to avoid using the pronoun "you" in theme statements (even if writing about a poem addressed to "you").
Application Activity -- Closure Task Improvement
--Spend ten minutes improving your work quietly and independently by applying your learnings/understandings from the brief instruction that just occurred:
- tweak your claim (change the wording, add complexity, etc.)
- properly punctuate your evidence
- deftly incorporate a vocabulary word or two from our last unit
- add another sentence or two to your explanation, remembering that explanatory tiebacks should be both clear and convincing
Discussion Preparation -- "The Homecoming from The Odyssey" (DID NOT GET TO IN ALL BLOCKS)
--Form groups of 2-4 based on task.
--Summarize your work with your group members as preparation for a whole-class discussion--MR. MARTIN MODELS IF NECESSARY.
Transition (DID NOT GET TO IN ALL BLOCKS)
--Form an alphabetical circle by first name.
Closure Discussion -- "The Homecoming from The Odyssey" (DID NOT GET TO IN ALL BLOCKS)
--Before we begin, let's brainstorm meaningful contributions on the front board!
--Engage in discussion via a modified version of the protocol (one contribution minimum/two contributions maximum today--second contributions cannot be shared until all have contributed once :))--contributions assessed via the "Discussion Contribution Rating Scale"
HW
--Give your "The Homecoming from The Odyssey" readings/annotations one more look, as the final set of multiple choice questions for the Odyssey Exam is forthcoming.
--Enjoy the long weekend--our next unit begins next week!
--Form groups of 2-4 based on task.
--Summarize your work with your group members as preparation for a whole-class discussion--MR. MARTIN MODELS IF NECESSARY.
Transition (DID NOT GET TO IN ALL BLOCKS)
--Form an alphabetical circle by first name.
Closure Discussion -- "The Homecoming from The Odyssey" (DID NOT GET TO IN ALL BLOCKS)
--Before we begin, let's brainstorm meaningful contributions on the front board!
--Engage in discussion via a modified version of the protocol (one contribution minimum/two contributions maximum today--second contributions cannot be shared until all have contributed once :))--contributions assessed via the "Discussion Contribution Rating Scale"
HW
--Give your "The Homecoming from The Odyssey" readings/annotations one more look, as the final set of multiple choice questions for the Odyssey Exam is forthcoming.
--Enjoy the long weekend--our next unit begins next week!
