English 9--10/16/2014 & 10/17/2014

Jump Off
--Please sit in your new assigned seat.
--Take out your personal copy of “St. Lucy’s Home for Girls Raised by Wolves.”
--Take out your “Annotations Bookmark” and independently reread the bookmark.
--If one of the paper bags on the univent belongs to you, take the bag home.  I AM THROWING OUT ALL RANDOM BAGS IN THE CLASSROOM TOMORROW AFTER SCHOOL.

S. the C.

--Reminder:

As our overall understanding of Karen Russell's story deepens, our focus will continue shifting in preparation for our first major writing assignment:

Mid-Mini-Unit Assessment Writing Prompt:

Choose one character from St. Lucy's who adapts to change and one who resists it. Explain the differences in the actions of the two characters using strong and thorough evidence from the text. Use the first three stages of Lycanthropic Culture Shock to help you organize your written response.

--FYI:

At the end of class today as closure, you will respond quietly and independently to one of the following questions, each of which "feeds into" the writing prompt above:

Option #1:
Considering the annotations that we have made and the discussions that we have had about "St. Lucy's Home for Girls Raised by Wolves", how accurately does the Stage 1 epigraph represent the pack's initial experience at St. Lucy's in the Stage 1 section of the text?

Option #2:
Considering the annotations that we have made and the discussions that we have had about "St. Lucy's Home for Girls Raised by Wolves", how is the epigraph's description of Stage 2 reflected in the girls' experiences in the Stage 2 section of the text?

Option #3:
Considering the annotations that we have made and the discussions that we have had about "St. Lucy's Home for Girls Raised by Wolves", how are the details of the Stage 3 epigraph reflected in the last scene of Stage 3 between Jeanette and Claudette?

--agenda (what we'll do today related to the items above!)/HW

Application Activity/Discussion Preparation -- “St. Lucy’s…”--Stage 1, Stage 2, and Stage 3 Annotations

--Directions:

• Use your understanding of annotation from our past work with "St. Lucy's.." and your "Annotations Bookmark" to continue marking up the portion of the text assigned to you. Your annotations will be used to drive a follow-up discussion, and you should focus especially on underlining or starring (_____/*) important or repeating ideas (such as pieces of evidence that relate to the writing prompt) and exclamation pointing (!) ideas that connect to other portions of the text or are surprising.
• Don’t forget to write your thinking next to your annotation codes!

--sections of the text (Stage 1, Stage 2, or Stage 3) assigned via a drawing of cards
--quiet and independent work time as per the directions above

Transition

--go over the discussion protocol/"Discussion Contribution Rating Scale" (both aligned to the Speaking and Listening [SL] standards)

--form an alphabetical-by-first-name circle out of the desks in NO MORE THAN 2 MINUTES

Discussion -- "St. Lucy's..."--Stage 1, Stage 2, and Stage 3 Annotations

--engage in discussion as per the protocol

--Perhaps these questions will help you focus your contributions:

• What is one mark or code you included on the text? Where?
• What thinking did you write on the text next to the mark/code?

--As I mark up the text on the SmartBoard, do the same on your personal copy of "St. Lucy's..."

Transition -- re-column the desks

Closure (last 15 minutes of class)
--Pick up one of following documents from the front table:

• the “RL.1 & RL.3 Ticket-Out-the-Door #1” sheet (Option #1)
• the “RL.1 & RL.3 Ticket-Out-the-Door #3” sheet (Option #2)
• the “RL.1 & RL.3 Ticket-Out-the-Door #4” sheet (Option #3)

After carefully reading the directions, complete the task at hand and submit your best work prior to leaving class.

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront Magazine

HW
--Read your free reading book for at least 15 minutes between now and next class. 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):

• 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) in Block 4 BDF