--Turn in your written-in-pen or typed "They Say" paragraph response by placing the writing piece in the black basket on the front table.
--Pick up the "English 9--Article of the Week #2 (9/22-9/26)--2014-2015 School Year" document from the front table.
--Pick up a Level D vocabulary book and a marker from the front table. Write your name on the inside cover and on the bottom of the pages of your vocabulary book. Then, return the marker.
--Pick up both a copy of the “Learning Standards” document and the “Learning Standards--Unit Items and Progress Self-Assessment” document from the front table. After gist reading the standards document and scanning the chart, spend about 8 minutes filling in the “What Does This Standard Mean?” column of the chart. Be ready to share your ideas via a drawing of cards. We will return to these documents several times throughout our first mini-unit.
*I WILL CHECK HOMEWORK FOR COMPLETION AND RETURN DIAGNOSTIC TESTS AS YOU WORK ON THE FOURTH ITEM LISTED ABOVE*
S. the C. (15 mins.)
--point out the "Binder Tabs--Suggested Setup" list on the front board (also a blog post)
--view the video clip below in order to build background for AoW #2:
https://www.youtube.com/watch?v=C_itlEamvBo
--share out as per the Jump Off, connecting the standards to past years of ELA and English
--share focal points for today’s lesson standards-wise (RL.1 and RL.4) and explain purpose behind first block of time (vocabulary)
--agenda/rationale/HW
"Setting the Table"/Instruction -- Vocabulary Unit #1 (8-10 mins.)
--share the correct responses to the Diagnostic Test--students mark correct responses and
count up total number correct
--analyze Diagnostic Test class data via "heads down/hands up"
--vocabulary work: rationale and our typical routine
--go over Unit #1 word list (page 14)--read word aloud and have students repeat the word--repeat this process for the entire list (when time permits, we will also sometimes look at the part of speech, definition, and sample sentence[s] for a word)
"Work smarter" suggestion:
- Put a star next to "foreign" words (those that will definitely need to be studied).
Transition (3 mins.)
--Pick up
a copy of “St. Lucy’s Home for Girls Raised by Wolves.” Briefly survey the text, noting the title, author,
and genre (type) of the text.
Instruction -- Getting Started with “St. Lucy’s Home for Girls Raised by Wolves”
--discuss
the following question, tapping in to prior knowledge from English 8: What is close reading? (10 mins.)
- 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 (a skill that will be deliberately built throughout this mini-unit)
--Today, we’ll actually first conduct a gist
reading before returning to the text for a closer look.
--oral reading (rationale: fluency) of the title of the story through the end of the first paragraph--students follow along (3 mins.)
--What initial thoughts and/or questions did you formulate during the gist reading?
--oral reading (rationale: fluency) of the title of the story through the end of the first paragraph--students follow along (3 mins.)
--What initial thoughts and/or questions did you formulate during the gist reading?
- Discuss via a drawing of cards (3 mins.)
--begin a phase of close reading, focusing on RL.4:
- Reread the title and the Stage 1 epigraph: Circle or box any unfamiliar words--then, look for context clues that point you toward meaning (I will model with “couth” and “kempt” from later in the text) (3 mins.)
- Independent work time (5 mins.)
- Share out--as I mark up the text on the SmartBoard, do the same on your personal copy of the text (10 mins.)
- Is it always possible to use the context?
- What happens in instances where the context “fails” readers?
- Let’s make sure to hit Jesuit, Lycanthropic, and Lycanthropic Culture Shock
Closure (10 mins.)
--Pick up
the “RL.4 Ticket-Out-the-Door” halfsheet from the front table. After carefully reading the directions,
complete the task at hand and submit your best
work prior to leaving class.
DEAR -- Free Reading Books (remainder of class)
DEAR -- Free Reading Books (remainder of class)
--students without books will read Upfront Magazine
HW
--Begin 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.
--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 17 and 18). Expect me to check your work next class. The Unit #1 quiz will take place on Friday, 9/26 (ACE) or Monday, 9/29 (BDF).
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
Backburner Goals (Mr. Martin's Note-to-Self):
HW
--Begin 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.
--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 17 and 18). Expect me to check your work next class. The Unit #1 quiz will take place on Friday, 9/26 (ACE) or Monday, 9/29 (BDF).
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
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)
