English 10 Honors Notes--Instructions on How to Read the Novel

English 10 Honors--Character

English 10 Honors Notes--Expectations

English 10 Honors Notes--Pace

English 10 Honors Notes--Rhythm

English 10 Honors Notes--Irony

English 10 Honors Notes--Theme

English 10 Honors Notes--Motif

English 10 Honors Notes--Place

English 10 Honors Notes--Time Management

English 10 Honors Notes--Time Frame

English 10 Honors Notes--Narrative Attitude

English 10 Honors Notes--Narrative Presence

English 10 Honors Notes--Point of View

English 10 Honors Notes--Diction

English 10 Honors Notes--Mood

English 10 Honors Notes--Tone

English 9--10/2/2014 & 10/3/2014

Jump Off (10-12 mins.)

--Complete the following tasks quietly and independently.  If necessary, I will model the third bullet after taking attendance.

• Take out your “Learning Standards” and “Learning Standards--Unit Items and Progress Self-Assessment” documents.  Thinking back to what we accomplished over the course of the past few classes, mindfully fill in/add to some rows of the “What Have We Done?” and “How Am I Doing?” columns.  I actually plan on calling on a few of you later in the block to share your reflections--just an FYI!
• Take out your personal copy of “St. Lucy’s...”
• Circle or box the following words/phrases within "St. Lucy's..." that are essential for deeper comprehension:

• "barbaridad" (second paragraph on page 237)
• "languid" (second paragraph on page 237)
• "hirsute" (second paragraph on page 237)
• "sinewy" (second paragraph on page 237)
• "We went knuckling along" (second paragraph on page 237)
• "backwoods" (third paragraph on page 237)
• "ostracized" (first full paragraph on page 238--two times in consecutive sentences)
• "purgatory" (first full paragraph on page 238)
• "bilingual" (first full paragraph on page 238)
• "better culture" (first full paragraph on page 238)
• "assault" (third full paragraph on page 238)
• "slapped" (third full paragraph on page 239)
• "pin" (fifth full paragraph on page 239)
• "tranquilizer dart" (sixth full paragraph on page 239)

*AS YOU WORK, I WILL BE AROUND TO RETURN YOUR AOW #2 WORK*

Teambuilding Activity -- Artifact Bags (TWO-FOUR BAGS--5-8 mins.)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag repeats first and last name and further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...

S. the C. (5-8 mins.)

--quick share-out as per the first part of the Jump Off
--I will READ today's agenda verbatim--please have this question in mind:
What standards does it seem we're working toward today?

--respond to the question above
--HW

Transition (10-12 mins.)

--Briefly discuss the following question: What is close reading again?

• Emphasize the necessity and value of rereading

--Directions given for our next block of time:

• In partnerships, engage in a diction-focused phase of close reading from “‘Ay Caramba,’ Sister Maria de la Guardia sighed…” (pg. 237) to the end of Stage 1 (pg. 239) by doing the following:
  • For each of the words that you were instructed to circle or box, define the word (via prior knowledge, context clues, and/or looking the word up), and write an appropriate synonym or definition right on your copy of the text near the word itself. 
  • Summarize the sentence/section in the margin based on your new, deeper understanding.
  • For each of the phrases that you were instructed to circle or box, ask yourself this question: In this context, what does this phrase mean?  Then, arrive at an answer to the question using the context, and write your answer right on your copy of the text near the word itself.

--I will model with "languid" before you get started!
--Partnerships established via a drawing of cards.

Pair Work/Discussion/Independent Work-- “St. Lucy’s…”--Stage 1 Close Reading (35-40 mins. total)

--mindfully complete the task described above (10-15 mins.)
--Transition--recolumn the desks/return to assigned seats (2 mins.)

--share out as per my related prompts/questions (cards drawn if necessary)--as I mark up the text on the SmartBoard, do the same on your personal copy of the text (15-20 mins.)--DID NOT FINISH IN 4 ACE (DISCUSSED "BARBARIDAD", "LANGUID", "ASSAULT", "SLAPPED", "PIN", AND "TRANQUILIZER DART")
____________________________________________________________

--quietly and independently, engage in another phase of close reading for the same section that we just addressed (rereading)

• Identify sections (words, phrases, and sentences) in the text that support the description of Stage 1 in the epigraph--draw a small star next to the pieces of text--if necessary, I will model

Transition (2 mins.) 
--Get back with your partner from earlier in the class block.

Closure (time permitting)
--Engage in a “Turn-and-Talk” with your partner (directions below):

• Determine who within the partnership is the speaker and who is the listener.
• The speaker shares his or her pieces of starred text with the listener.
• The listener pays close attention and asks questions about the speaker’s responses.
• Make sure to refer to specific textual evidence throughout this talk.
• Following the Turn-and-Talk, the listener shares one piece of text with the whole group.

--whole-group share-out/Q & A--continue marking up personal copies of the text

DEAR -- Free Reading Books (time permitting)

--students without books will read Upfront Magazine

HW
--Finish your work with Article of the Week #3, which is due at the beginning of class next time (Monday, 10/6 [ACE] or Tuesday, 10/7 [BDF]) . This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.
--Read your free reading book for at least 15 minutes between now and next class.  For those of you still struggling to find the "reading flow", I suggest you actually set a timer!  Your book must be finished by early-November.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Bring your vocabulary book next time--please do not forget!
--Enjoy the weekend--you only get so many of 'em.

Backburner Goals (Mr. Martin's Note-to-Self):

• Teambuilding (first and last name prior to participating)
• Revisit methods for finding key details in nonfiction (use notes from last class later in school year)
• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study
• Share "tried and true" vocabulary study method (word and easy-to-remember synonym

English 10 Honors--10/2/2014

Jump Off (5-8 mins.)
--Pick up a highlighter from the front table.
--Take out your copy of the text titled "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages" and skim through your close reading annotations. Then, highlight the two annotations that you would most like to share during today's discussion.
*I WILL BE AROUND WITH YOUR AOW ACTIVE READING FROM LAST WEEK*

S. the C. (8-10 mins.)
--agenda/rationale/HW
--take a quick look at exemplary AoW #3 active reading in preparation for AoW #4 (due next class)

Close Reading (cont.)/Discussion Preparation -- Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages" from How to Read Novels Like a Professor (2008) (10 mins.)
--Rationale/Purpose:

• As noted on the first day of school, one of the broad, overarching goals of this course is gaining the ability to read "like a champ".  Close reading is a skill set that seasoned readers implement on challenging texts (whether fiction or nonfiction) in order to uncover layers of meaning that lead to deep comprehension.  
• In order to more purposefully close read nonfiction texts, a sound sense of what to look for is important. 
• In partnerships (formed via a drawing of cards), engage in discussion based on your annotations from closely reading pages 21-25 and pages 34-36 of Foster's text (beginning with what you highlighed during today's Jump Off)
• Continue marking up your personal copy of the text
• Be prepared to share some of the highlights of your discussion

Transition -- form an alphabetical-by-last-name circle out of the desks (1 min.)

Discussion -- Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages" from How to Read Novels Like a Professor (2008) (flexible amount of time based on my measurement of productivity)
--go over the discussion protocol/"Discussion Contribution Rating Scale"

--engage in a paragraph-by-paragraph group close read/discussion via the protocol--continue marking up personal copies of the text as I mark up the text projected on the SmartBoard

Transition -- re-column the desks (1 min.)

Closure/HW Time -- Reading Nonfiction Document Clearing Questions (time permitting)
--Individually or in pairs, begin mindfully completing all of the questions under "Step #3" of the "Reading Nonfiction Document" for "Pickup Lines..."

Teambuilding Activity -- Thematic Writing Assignment--Partner Interviews (time permitting)

--I hand an introduction and first body paragraph of an essay with the name of the student being written about whited out to a random student--he/she then reads the essay segment aloud, substituting the word "blank" for each whited out area
--guess who?!
--student being written about repeats first and last name, reveals the author of the writing piece, and shares one additional "tidbit" about him or herself (perhaps something else that came up during the interviewing sessions?)
--REPEAT THE PROCESS...
--EXPECT TO RECEIVE YOUR SCORED WRITING PIECE WITH AMPLE FEEDBACK SOMETIME NEXT WEEK

HW
--Finish your work with Article of the Week #4, which is due at the beginning of class next time (Monday, 10/6). This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.
--Mindfully complete all of the questions under "Step #3" of the "Reading Nonfiction Document" for "Pickup Lines..." prior to the beginning of next class.  Then, review your responses.  Expect to finish working with Foster's chapter next week.
--Bring your vocabulary book next time--please do not forget!
--Enjoy the weekend--you only get so many of 'em.

English 9--9/30/2014 & 10/1/2014

Jump Off (5 mins.)
--Pick up the following documents from the front table:

• "English 9--Article of the Week #3 (9/29-10/3)--2014-2015 School Year"
• the document containing sample work (English 9 Article of the Week active reading)

--Take out your personal copy of "St. Lucy's..."  If you jotted down a few notes during our gist reading of the text, reread those notes and come up with one item to potentially share during today's discussion.  If you did not jot down notes during our gist reading of the text, try to remember some of the curious questions and thoughts that entered your mind.  Once you have come up with something, write the question/thought somewhere on your copy of "St. Lucy's..." so that you have a potential contribution for today's discussion.

Teambuilding Activity -- Artifact Bags (TWO-FOUR BAGS--5-8 mins.)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag repeats first and last name and further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...

S. the C. (10 mins.)

--a note about the desks in Room 203

--take a quick look at exemplary work in preparation for the next AoW (EXPECT TO RECEIVE YOUR AOW WORK FROM LAST WEEK SOMETIME IN THE NEAR FUTURE)

--take a look at SL.1 and summarize the standard together--it wouldn’t hurt to jot down notes on your “Learning Standards--Unit Items and Progress Self-Assessment” document!

--agenda/rationale/HW

--What other standards does it seem we're working toward today?

Discussion Preparation -- “St. Lucy’s…” First-Draft Reading--Partner Share (8 mins.)

--partnerships formed via a drawing of cards

--in partnerships, engage in discussion based on your thoughts, questions, and annotations from our first-draft reading of “St. Lucy’s…”/today's Jump Off

• Continue marking up your personal copy of the text
• Be prepared to share some of the highlights of your discussion

Transition -- return to desks (1 min.)

Discussion -- “St. Lucy’s…” First-Draft Reading (20 mins.)
--whole-group share-out/Q & A--continue marking up personal copies of the text as I mark up the text projected on the SmartBoard

Transition (3 mins.)
--Briefly discuss the following question: What is close reading again?

• Emphasize the necessity and value of rereading

--Move seats/desks back into established partnerships.

Pair Work/Discussion -- “St. Lucy’s…”--Stage 1 Close Reading (most of the remainder of class)--POSTPONED UNTIL 10/2 (ACE) and 10/3 (1 BDF/2 BDF)
--in partnerships, engage in an RL.4-focused phase of close reading from “‘Ay Caramba,’ Sister Maria de la Guardia sighed…” (pg. 237) to the end of Stage 1 (pg. 239)

• Circle or box any unfamiliar words that are essential for understanding--I will model first with "languid"

--share out (cards drawn if necessary)--as I mark up the text on the SmartBoard, do the same on your personal copy of the text:

• What is a word that you circled/boxed?  (Define word via prior knowledge and context clues.)
• Summarize sentence/section in the margin based on new understanding.
• If necessary, I will push our exploration of unfamiliar vocabulary further via a Q & A.

--quietly and independently, engage in another phase of close reading for the same section that we just addressed (rereading)

• Identify sections (words, phrases, and sentences) in the text that support the description of Stage 1 in the epigraph--draw a small star next to the pieces of text--if necessary, I will model

--engage in a “Turn-and-Talk” with your partner (directions below)

• Determine who within the partnership is the speaker and who is the listener.
• The speaker shares his or her pieces of starred text with the listener.
• The listener pays close attention and asks questions about the speaker’s responses.
• Make sure to refer to specific textual evidence throughout this talk.
• Following the Turn-and-Talk, the listener shares one piece of text with the whole group.

--whole-group share-out/Q & A--continue marking up personal copies of the text

Closure (remainder of class)
--in partnerships, answer the following questions, citing strong textual evidence (consider including the word “because” in your answers--you might want a partner to write your answers down on a separate sheet of paper):

• What important information do we learn about the girls and their parents in the paragraph beginning "Our mothers and fathers..."?
• How will the girls be “bilingual”, and what does the word “bilingual” mean in this context?
• What offer did the nuns make to the parents?  How do you know?
• Why is St. Lucy’s culture “better”?

--wrap-up discussion (four questions above, changes in perception, etc.)

DEAR -- Free Reading Books (time permitting)

--students without books will read Upfront Magazine

HW
--Begin your work with Article of the Week #3, which is due at the beginning of class on Monday, 10/6 (ACE) or Tuesday, 10/7 (BDF) . This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. Your book must be finished by early-November.

Backburner Goals (Mr. Martin's Note-to-Self):

• Teambuilding (first and last name prior to participating)
• Revisit methods for finding key details in nonfiction (use notes from last class later in school year)
• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study
• Share "tried and true" vocabulary study method (word and easy-to-remember synonym)

English 10 Honors--9/30/2014

Jump Off (3 mins.)
--Pick up the following documents from the front table:

• "English 10 Honors--Article of the Week #4 (9/29-10/3)--2014-2015 School Year"
• the document containing sample work (English 9 Article of the Week active reading)
• "English 10 Honors--Reading Literature--Definitions/Tips from Thomas C. Foster's List of Eighteen for Reading Novels"

S. the C. (5 mins.)
--agenda/rationale/HW
--take a quick look at exemplary work in preparation for the next AoW
--EXPECT TO RECEIVE YOUR AOW WORK FROM LAST WEEK SOMETIME IN THE NEAR FUTURE

Transition (1 min.)
--Take out your copy of the text titled "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages" and your definitions/tips document that you picked up earlier in the block.

Purposeful (Re)reading/Notetaking Activity -- Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages" from How to Read Novels Like a Professor (2008) (45ish mins.--stop with time remaining in order to share some writing pieces)
--Rationale/Purpose:

• As noted on the first day of school, one of the broad, overarching goals of this course is gaining the ability to read "like a champ".  Foster's list beginning on page 25 defines the "things" that seasoned readers of literature skillfully look for and think about at the beginning of novels (and, based on what they discover, continue tracking throughout).
• If we can make sense of this list and implement the tips embedded within it, we will be moving toward achieving our year-long goal!
• Independently or in pairs, define the bolded term/concept assigned to you (using prior knowledge, the context of Foster's chapter, materials in the classroom, smart phones, etc.) and summarize tips provided by Foster or thought of based on Foster's text pertaining to your term/concept.
• I WILL MODEL WITH STYLE.

--Assignments:

• Style -- Martin
• Tone -- Mahnke, Vinci
• Mood -- Burley
• Diction -- Thompson
• Point of view -- Hitchcock III
• Narrative presence -- Fasce, Dorey
• Narrative attitude -- Phillips, Tewksbury
• Time frame -- Ellis
• Time management -- Barnard
• Place -- Cisco
• Motif -- Hensler, Smith
• Theme -- Loomis
• Irony -- Weber
• Rhythm -- Hull
• Pace -- Leinders
• Expectations -- Bosch
• Character -- O'Duffy
• Instructions on how to read the novel -- Kowal

--How will we collaborate and share this information later in the class block?
--work time
--share out/jot down notes on definitions/tips document

Teambuilding Activity -- Thematic Writing Assignment--Partner Interviews (remainder of class)
--I hand an introduction and first body paragraph of an essay with the name of the student being written about whited out to a random student--he/she then reads the essay segment aloud, substituting the word "blank" for each whited out area
--guess who?!
--student being written about repeats first and last name, reveals the author of the writing piece, and shares one additional "tidbit" about him or herself (perhaps something else that came up during the interviewing sessions?)
--REPEAT THE PROCESS...
--EXPECT TO RECEIVE YOUR SCORED WRITING PIECE WITH AMPLE FEEDBACK SOMETIME NEXT WEEK

HW
--Begin your work with Article of the Week #4, which is due at the beginning of class on Monday, 10/6.  This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.  
--Finish filling in the notes for the definitions/tips document.  I will post pictures on the blog to help you do so ASAP.
--Close read pages 34 (beginning with "18. Instructions on how...") through 36 of Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages". Consult the list under "Step #2" of your "Mr. Martin's English--Reading Nonfiction Document" for close reading tips. I would expect to see most (if not all) of the close reading methods on the list implemented within your own annotations. Expect to write about and/or discuss your annotations next class.

English 10 Honors--Sample Close Reading for Paragraph #1 of Foster's "Pickup Lines..."

Sorry about the sloppiness!

English 9--9/26/2014 & 9/29/2014

Jump Off (15-20 mins.)

--Turn in your actively read Article of the Week #2 along with your written-in-pen or typed "They Say" paragraph response stapled on top of the article by placing your work in the black basket on the front table.

--Pick up the vocabulary assessment from the front table. Complete the quiz quietly and independently. Good luck!

--Just an FYI: I will interrupt you a few minutes in to let you know/remind you about "Diction Doctor" status and give you directions for what to do when you finish.

S. the C. (8-10 mins.)

--trade and grade

--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily

--rationale:

• Today is a big RL.2 day!
• remember that the gist of any body of information is the basic point or central idea
• as such, summarized information (with some specificity) can capture the gist

WHAT IS THE GIST OF "ST. LUCY'S..."?

--agenda/HW

 

Transition (5 mins.)

--Take out your personal copy of “St. Lucy’s Home for Girls Raised by Wolves.”
--Reread pages 240-242 of the text in order to answer the question below.  Write your answer right in the margin of your personal copy of the text and be prepared to briefly discuss:

• Why does it seem the pack hates Jeanette and Mirabella?

Oral Reading (cont.) -- “St. Lucy’s…” First-Draft Reading (25-30 mins.)

--brief discussion/text mark-up session as per the "Transition"
--reminder regarding the nature of a typical “first-draft” reading of a difficult text:

• A gist reading--“survival mode” in order to understand/comprehend the text on a literal level
• Ask the “curious questions” (Who is she? What is going on right now? Etc.)
• Basic comprehension is essential if any deeper understanding is to occur.
• Easier with some sort of defined purpose (therefore, often a purposeful reading)
• Most effective when it is still somewhat active reading (annotate: jot down curious questions, jot down notes related to your defined purpose, etc.)

--oral first-draft reading of the rest of “St. Lucy’s…” up to the end, picking back up where each class left off last class

• Your purpose:
• Jot down curious questions on your personal copy of the text whenever such questions enter your mind (listen for them!)
• For the sections of the text defined below, jot down notes on your personal copy of the text related to these questions:
• Pages 244 & 245: What is happening with Mirabella?
• Pages 245-247: What are some of the things the girls are learning to do?
• Pages 247 & 248: How does the upcoming scene reveal the differences between Mirabella, Jeanette, and Claudette?
• Pages 248-251: What happens at the dance? What is your response to the outcome of the events that transpire?

Closure (as much time as needed individually)
--Pick up the “RL.1 & RL.2 Ticket-Out-the-Door #1” sheet from the front table. After carefully reading the directions, complete the task at hand and submit your best work prior to the end of the class block. This particular assessment will be recorded as a quiz score. Tip: Keep in mind the basic paragraph structure that the AoW template intends to make habit.  Good luck!

DEAR -- Free Reading Books (remainder of class after completing T-O-D)

--students without books will read Upfront Magazine

Teambuilding Activity -- Artifact Bags (time permitting--majority rules!)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag repeats first and last name and further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...

HW
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. Your book must be finished by early-November.

Backburner Goals (Mr. Martin's Note-to-Self):

• Teambuilding (first and last name prior to participating)
• Revisit methods for finding key details in nonfiction (use notes from last class later in school year)

English 10 Honors--9/26/2014

Jump Off (15-20 mins.)
--Turn in your actively read Article of the Week #3 along with your two-paragraph "They Say/I Say" response stapled on top of the article.
--Pick up the vocabulary assessment from the front table.  Complete the quiz quietly and independently.  Good luck!
--Just an FYI: I will interrupt you a few minutes in to let you know about "Diction Doctor" status and give you directions for what to do when you finish.

S. the C. (8-10 mins.)
--trade and grade

--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily
--agenda/rationale/HW

Transition (2 mins.)

--Pick up a copy of the text titled "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages" and survey the text.

Literacy Activity/Intertextuality Unit Introduction -- Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages" from How to Read Novels Like a Professor (2008) (30-35 mins.)
--brief overview of Foster's work and its purpose

--oral gist reading (rationale: fluency) of the title of the text through the end of the first paragraph--students follow along

--What initial thoughts and/or questions did you formulate during the gist reading?

• Discuss via a drawing of cards

--engage in discussion about the first paragraph--"talk to the text" (and, of course, each other!)

--conduct a gist reading of the rest of the text (silently or orally?--majority rules!)--feel free to annotate a little bit (though this is not the purpose during an initial reading)

Transition (5 mins.)

--Pick up a copy of the "Mr. Martin's English--Reading Nonfiction Document" from the front table. Purposefully read the top half of the document in order to understand how to use the document and its purpose.

HW Time (remainder of class)

--briefly discuss as per the "Transition" above

--discuss the following question, tapping in to prior knowledge from English 9: What is close reading?

• Distinguish between close reading and free reading, gist reading, active reading, and purposeful reading
• Is close reading always necessary?
• Note the importance of annotating as part of the close reading process

--take a look at sample close reading for paragraph #1
--work time (alone or in pairs)

HW
--Close read (SEE THE PARAGRAPH #1 SAMPLE) pages 21-25 of Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages", stopping prior to the list that begins on page 25. Consult the list under "Step #2" of your "Mr. Martin's English--Reading Nonfiction Document" for close reading tips. I would expect to see most (if not all) of the close reading methods on the list implemented within your own annotations, which I will likely check at the beginning of class on Tuesday, 9/30.
--Enjoy the weekend--you only get so many of 'em.

English 9--9/24/2014 & 9/25/2014

Jump Off (10 mins.)
--Complete the following tasks quietly and independently.  If necessary, I will model the first bullet after taking attendance.

• Take out your “Learning Standards” and “Learning Standards--Unit Items and Progress Self-Assessment” documents from the beginning of last class.  Thinking back to what we accomplished last class, mindfully fill in the “What Have We Done?” and “How Am I Doing?” columns for the RL.1 and/or RL.4 row.  Write small!  I will be around with your “RL.4 Ticket-Out-the-Door” from the end of last class to help you reflect (Block 4 ACE, Block 1 BDF, and Block 2 BDF).
• Take out your personal copy of “St. Lucy’s Home for Girls Raised by Wolves.”
• Pick up a copy of the “Comprehension Check #1” halfsheet from the front table.

S. the C. (15-20 mins.)
--FYI: If you would like to see how you did on the vocabulary exercise, you can see me during any of my office hours and go over the work with me or on your own using the "Teacher's Edition".
--exemplary "They Say" writing piece shared:

• The expectations are the same for Article of the Week #2.
• Please stick to the template! (Rationale shared.)
• The following items pointed out:
• punctuation of titles
• last name vs. first name when referring to an author
• grammatical structures inherent within the template (e.g., commas after introductory elements)--BE CAREFUL!
• evidence must follow a claim

--take a look at RL.2 and summarize the standard together--it wouldn’t hurt to jot down notes on your “Learning Standards--Unit Items and Progress Self-Assessment” document!
--agenda/rationale/HW

Comprehension Check -- “St. Lucy’s Home for Girls Raised by Wolves”--Title, Stage 1 Epigraph, and First Paragraph (15 mins.)
--complete the questions as directed
--Be prepared to share your responses.  When finished, I might collect your work.
--whole-group share-out (cards drawn if necessary)--how did you do?
 
Transition (5 mins.)
--Reread the Stage 1 epigraph and the first paragraph of the story in order to answer the question below. Write your answer right in the margin of your personal copy of the text and be prepared to briefly discuss:

• Based on the beginning of the story, what can readers expect to see in the rest of the Stage 1 section?

Oral Reading -- “St. Lucy’s…” First-Draft Reading (save some time at end of block for closure [and, perhaps, DEAR?]--take note of where each block finishes)
--briefly share out as per the "Transition"
--discuss the nature of a typical “first-draft” reading of a difficult text:

• A gist reading--“survival mode” in order to understand/comprehend the text on a literal level
• Ask the “curious questions” (Who is she?  What is going on right now?  Etc.)
• Basic comprehension is essential if any deeper understanding is to occur.
• Easier with some sort of defined purpose (therefore, often a purposeful reading)
• Most effective when it is still somewhat active reading (annotate: jot down curious questions, jot down notes related to your defined purpose, etc.)

--oral first-draft reading of the rest of “St. Lucy’s…” (“‘Ay Caramba…’” up to the end)

• Your purpose:
• Jot down curious questions on your personal copy of the text whenever such questions enter your mind (listen for them!)
• For the sections of the text defined below, jot down notes on your personal copy of the text related to these questions:
• Pages 237 & 238: What are you learning about the pack?  (I will model.)
• Pages 239 & 240: What do you think the girls are doing at St. Lucy’s?
• Pages 240-242: Why does it seem the pack hates Jeanette and Mirabella?
• Pages 244 & 245: What is happening with Mirabella?
• Pages 245-247: What are some of the things the girls are learning to do?
• Pages 247 & 248: How does the upcoming scene reveal the differences between Mirabella, Jeanette, and Claudette?
• Pages 248-251: What happens at the dance?  What is your response to the outcome of the events that transpire?

Closure -- Learning Standards--Unit Items and Progress Self-Assessment (8 mins.)
--take your document back out from the beginning of the block and continue the work you started now that we have completed another class block

DEAR -- Free Reading Books (remainder of class)

--students without books will read Upfront Magazine

HW

--The Unit #1 vocabulary assessment will take place at the beginning of next class (Friday, 9/26 [ACE] or Monday, 9/29 [BDF]) . Finish preparing! (What study strategies have brought you success in the past?)

Assessment Format--Multiple Choice

• Part of Speech
• Synonym
• Antonym
• Definition
• Completing the Sentence

--Finish your work with Article of the Week #2, which is due at the beginning of class on Friday, 9/26 (ACE) or Monday, 9/29 (BDF) . This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions. Make sure that your one-paragraph "They Say" response using the template located at the end of the AoW #2 document is WRITTEN IN PEN or TYPED. Let me be clear--you will turn in a PARAGRAPH next class, not merely a template with writing in the blanks.
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  Your book must be finished by early-November.
--Enjoy the weekend--you only get so many of 'em.

Backburner Goals (Mr. Martin's Note-to-Self):

• Teambuilding (first and last name prior to participating)
• Revisit methods for finding key details in nonfiction (use notes from last class later in school year)