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)