Jump Off
--After I take attendance, we will head over to the library for the first 20ish minutes of the class block. During this time, you have two options:- Wander about the library and look for the perfect free reading book for Quarter 2. If you would like some help, talk to the adults in the room who will do their best to aid you in making a selection.
- If you already have a free reading book, sit at a table and quietly read your book.
S. the C.
--agenda/HW
--As we finish arriving at a deep understanding of Karen Russell's story, our focus will begin shifting in preparation for our next major writing assignment:
End-of-Mini-Unit
Assessment Writing Prompt:
When writing “St. Lucy’s Home for Girls
Raised by Wolves,” author Karen Russell decided
to begin each section of the text with information about a stage of
Lycanthropic Culture Shock in the form of an epigraph. Russell also decided to depict each of her characters in certain ways in
relation to the five stages of Lycanthropic Culture Shock. How do these decisions by the author help
develop an emergent theme/central idea of the short story?
Looking Ahead #1 -- Article of the Week #6
--view the following movie trailer:
https://www.youtube.com/watch?v=s0f3JeDVeEo
*AS THE TRAILER PLAYS, I WILL RETURN ARTICLE OF THE WEEK #5 PURPOSEFUL READINGS*
--reminder of the protocol for Take a Stand:
- Momentarily, I will make a debatable statement:
- If you agree with the statement, STAND UP next to your desk.
- If you strongly agree with the statement, STAND ON your desk chair.
- If you disagree with the statement, STAY SEATED in your desk chair.
- If you strongly disagree with the statement, SIT ON THE FLOOR next to your desk.
--show your position
--cold-calling--students randomly selected to briefly explain their stand (no more than three sentences)
Transition
--Pick up the following documents from the front table:
- "English 9--Article of the Week #6 (11/10-11/14)--2014-2015 School Year"
- "Stage Analysis Tool (RL.5)"
--gist read the assignment, noting any questions that you have
--Q & A
--get started on the assignment together:
- revisit methods for finding key details in nonfiction (see notes from 9/18 or 9/19, a class block where we worked toward answering these focus questions: If you're reading a piece of nonfiction and should underline key words/details (a somewhat vague directive), what should you underline? What makes text "key"?)
- modeling as per the bullet above and the purposeful reading directive--as I mark up the Article of the Week text on the SmartBoard, do the same on your personal copy of the text
--familiarize yourself with the contents of the document--I will model completion of the document with Stage 1 momentarily
--Stage 1 modeling
--Transition--four groups formed for remaining stages via a drawing of cards
--small-group work time--all must be ready to share in detail in the forthcoming share-out/Q & A
--Closure--whole-group share-out/Q & A--continue marking up personal copies of the text as I mark up the text projected on the SmartBoard
HW
--Begin your work with Article of the Week #6, which is due at the beginning of class on Friday, 11/21 (ACE) or Monday, 11/24 (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.
--Finish completing the "Stage Analysis Tool (RL.5)" document. Mindful completion of this process will come in extremely handy when crafting your final writing piece of the unit!
--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):
- Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study
