--Pick up an index card from the front table. Then, back at your desk, read the information next to the bullet below and complete the task at hand quietly and independently.
*AS YOU WORK, I WILL COME AROUND AND RETURN YOUR "TONE ANALYSIS TICKET-OUT-THE-DOOR" DOCUMENTS FROM THE END OF LAST CLASS--COMPARE YOUR WORK TO THE EXEMPLARS SHARED DURING THE "S. THE C." PORTION OF THE AGENDA*
S. the C.
- The discussions that occurred last class led me to the conclusion that most of you were able to determine Claudette's general tone at the beginning of Stage 4 of "St. Lucy's..." Some of you claimed that Claudette has a depressed tone or a sad tone or a disgusted tone. An understanding of Claudette's tone should allow you to answer the following question--please do so on your index card, and be prepared to share your ideas and the specific pieces of text that back up your ideas in a few minutes:
*AS YOU WORK, I WILL COME AROUND AND RETURN YOUR "TONE ANALYSIS TICKET-OUT-THE-DOOR" DOCUMENTS FROM THE END OF LAST CLASS--COMPARE YOUR WORK TO THE EXEMPLARS SHARED DURING THE "S. THE C." PORTION OF THE AGENDA*
S. the C.
--You should leave class today with:
- a solid grasp of what tone is and how readers can determine tone
- an understanding of how an author's or speaker's or character's tone impacts an author's work on the whole
- a deeper understanding of theme in literature, as evidenced by your ability to answer the five focus questions below:
- What is a theme?
- How can a reader determine what themes exist in a text?
- What is a theme statement?
- How does a mere theme differ from a theme statement?
- How can a reader turn a theme into a theme statement?
- a rough idea of what insights into the human condition (theme statements) author Karen Russell attempts to convey in "St. Lucy's..."--THIS OBJECTIVE WILL BE ASSESSED AT THE END OF CLASS/NEXT CLASS VIA THE THEME STATEMENT-RELATED HOMEWORK ASSIGNMENT
--T-O-D exemplars shared from last class
--quick share-out as per the Jump Off--today's class is very much an RL.2-driven lesson, but understanding tone (RL.4) will come in handy!
--agenda/HW
Transition -- open your notebook and date the page--label this section of your notes The Gist of "The Best Nest"
Notetaking/Application Activity -- Themes, Theme Statements, and Strong and Thorough Textual Evidence
--view "The Best Nest" on YouTube (based on a children's book by P.D. Eastman)--jot down notes encompassing the gist of the story, which we will then refer back to when we go through the theme notes during the next part of class
http://www.youtube.com/watch?v=7f6TsHA0kTM
--Transition--pick up the "'St. Lucy's Home for Girls Raised by Wolves' Mini-Unit--Theme Notes (RL.2)" page from the front table
--read through the top half of the notes page together, referring back to "The Best Nest" as a base of examples--annotate and/or copy t-chart from front board into your notebook!
--independent work--"St. Lucy's..." emergent themes brainstorming
--share out
--directions on back of page read/clarified (if necessary)
Closure/HW Time
--mindfully complete the back of the theme notes page (gather strong and thorough textual evidence from and develop a rough theme statement for "St. Lucy's...")--when and if you finish, I will take a look!
DEAR -- Free Reading Books (remainder of class [time permitting])
--agenda/HW
Transition -- open your notebook and date the page--label this section of your notes The Gist of "The Best Nest"
Notetaking/Application Activity -- Themes, Theme Statements, and Strong and Thorough Textual Evidence
--view "The Best Nest" on YouTube (based on a children's book by P.D. Eastman)--jot down notes encompassing the gist of the story, which we will then refer back to when we go through the theme notes during the next part of class
http://www.youtube.com/watch?v=7f6TsHA0kTM
--Transition--pick up the "'St. Lucy's Home for Girls Raised by Wolves' Mini-Unit--Theme Notes (RL.2)" page from the front table
--read through the top half of the notes page together, referring back to "The Best Nest" as a base of examples--annotate and/or copy t-chart from front board into your notebook!
--independent work--"St. Lucy's..." emergent themes brainstorming
--share out
--directions on back of page read/clarified (if necessary)
Closure/HW Time
--mindfully complete the back of the theme notes page (gather strong and thorough textual evidence from and develop a rough theme statement for "St. Lucy's...")--when and if you finish, I will take a look!
DEAR -- Free Reading Books (remainder of class [time permitting])
--students without books will read Upfront Magazine
HW
--Come to class next time with a rough theme statement written on the back of your "Theme Notes (RL.2)" page. Be prepared to share your theme statement with your classmates and me.
HW
--Come to class next time with a rough theme statement written on the back of your "Theme Notes (RL.2)" page. Be prepared to share your theme statement with your classmates and me.
--Read your free reading book for at least 15 minutes between now and next class. Your book must be finished by THE END OF THIS WEEK! One-pagers are due at the end of the day on Friday (11/7/2014) for ALL students, and you will have some class time next time to select and work on a one-pager if you have yet to complete this portion of the free reading component. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Bring your vocabulary book next time just in case we need it. Please do not forget!
--Article-of-the-Week will return next week (November 10th-November 14th)!
Backburner Goals (Mr. Martin's Note-to-Self):
--Bring your vocabulary book next time just in case we need it. Please do not forget!
--Article-of-the-Week will return next week (November 10th-November 14th)!
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
