--Pick up a rough draft copy of the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document and gist read the document back at your desk. I would like you to have a clear picture of where we are headed as we continue working through our first major literature unit of the school year.
--Please take out both your grammar quiz from three classes ago and your exit ticket from two classes ago. Both of these items have to do with punctuation of restrictive and nonrestrictive elements. We will spend the first portion of today's class block using these items in order to continue deepening our collective understanding of proper punctuation.
S. the C.
--agenda/HW
--writing assignment Q & A
--continue going over both the grammar quiz (picking back up at #4) and sample exit tickets via SMART Notebook
**If you received a score lower than 70% on the grammar quiz last week, you must take a requiz before the end of the day this Friday (November 14th)--make arrangements with me ASAP if you have not already done so--additional preparation materials are located on the shelf next to the door above the “Grammar Hammer Extras” sign**
--list of students needing to reassess for restrictive and nonrestrictive elements shared--would anyone like to schedule a meeting for a time slot during my Office Hours?
--list of students needing to revise for the Cumulative Writing Portfolio shared--would anyone like to schedule a meeting for a time slot during my Office Hours?
Transition #1/Discussion Preparation
--Pick up a copy of the "The Alchemist up to page 127--Have You..." document from the front table. Please spend about three minutes reading through the document pertaining to The Alchemist and picking an item about which to think/write/talk. Once you've made a selection, flip your document over and get thinking/writing!
For example, I might pick the note "Have you found any meaningful quotations that have 'spoken to you'?" and begin planning as follows:
- Quotation from page 11: "It's the possibility of having a dream come true that makes life interesting."
- 100 Goals
- My question: What about when the dream actually does come true? Is it what was expected or a disappointment? What about when it is a disappointment--what then?
--You can also use this time to read through all of your reading notes as preparation for discussion.
Transition #2
--Form a circle out of the desks. Have your "Transition #1/Discussion Preparation" items, active/purposeful reading notes, discussion ideas, and notebook handy.
Circle Discussion -- The Alchemist up to the Page Break on Page 127
--engage in discussion via protocol
Items for (an elevated, I hope!) discussion:
- Active/purposeful reading notes
- Application of new terms/concepts (e.g., dilemma, fable, foil) to the novella
- The "Have You..." list
Closure -- "Today, I learned..."
--On a scrap of paper (or an index card from the front table if you prefer), finish the sentence-starter above in no fewer than three sentences. Practice writing in a detailed and explanatory fashion.
--You must properly use at least one of the 75 vocabulary words with which we have dealt somewhere within what your write, and try not to force it!
HW
--The due date for completing a grammar requiz for restrictive and nonrestrictive elements is November 14th (tomorrow!). Please make arrangements with me ASAP if you have not already done so.
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 17th (four days from today)--YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--Actively/purposefully read up to page 127 of The Alchemist by the beginning of next class. (See me if you need more Post-it Notes.) I reserve the right to conduct a reading assessment at any time--prepare accordingly!
--Remember that you are expected to both understand and apply your understandings of the following terms/concepts to your reading of the novella (in addition to the typical terms/concepts such as setting, symbolism, theme, etc.): aphorism, dilemma, fable, foil, genre, interior monologue, leitmotif, magical realism, monomyth (hero's journey), motif, myth, and quest.
--If you are not "feeling good" about your active/purposeful reading abilities (e.g., tracking Foster's "List of 18", applying the terms/concepts listed above to the novella, etc.), consider the following tips:
What to put on Post-its:
- “Ah-ha!”moments
- Clarification of confusing aspects
- Connections to other readings, personal experience, etc.
- Favorite lines, sections, etc.
- General comments
- Notes about the author’s style
- Predictions
- Questions
- Recognition of literary elements and devices (e.g., flashback, irony, symbolism, etc.) in action
- Unfamiliar words/allusions (and their definitions/origins once you’ve looked them up!)
- Visualizations
CONSIDERING AUTHORIAL PURPOSE IS KEY!
--Don't forget about your free reading book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS
--Enjoy the weekend--you only get so many of 'em!
