--Submit the final draft of your well-written "St. Lucy's Home for Girls Raised by Wolves" Mini-Unit--End-of-Mini-Unit Assessment/Writing Assignment" essay typed in MLA format by placing both your essay and all of your notes, outlines, etc. in the black basket on the front table. Staple the clean copy of your essay on top.
--Pick up a quarter-sheet of lined paper from the front table. Write your name at the top of the paper, which you will need later in the class block.
--PLEASE SEE ME AT THE END OF CLASS: Peter D. and Sierra G.
Jump Off #2
--Take out your "Learning Standards" document. Then, complete the following tasks quietly and independently.
--Pick up a quarter-sheet of lined paper from the front table. Write your name at the top of the paper, which you will need later in the class block.
--PLEASE SEE ME AT THE END OF CLASS: Peter D. and Sierra G.
Jump Off #2
--Take out your "Learning Standards" document. Then, complete the following tasks quietly and independently.
- Consider and be ready to discuss the following question:
- The "St. Lucy's..." Mini-Unit focused on a piece of literature. How can informational texts (like the text we will read today) be different from literature?
- Read the standards below (focal points of today's lesson) and consider and be ready to discuss the questions that follow:
- RI.2: English 9 students can determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- RI.3: English 9 students can analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
- What do these standards ask students to do?
- When and how have we worked toward mastery of these standards this school year?
- On a scale of 1-5+, how would you rate your mastery of these standards? BE HONEST WITH YOURSELF.
- Reread RL.2 and RL.3 on your "Learning Standards" document. Then, consider and be ready to discuss the following questions:
- How does RI.2 differ from RL.2? How are the standards similar?
- How does RI.3 differ from RL.3? How are the standards similar?
--Reminder:
--free reading cold-calling--30-second share-outs (What is the title of your book? Who is the author? How much progress have you made? What happened when you last left off? Would you recommend the book to your peers?)
--quick share-out as per the Jump Off--today's class, which marks the beginning of our next mini-unit, is very much an RI.2 and RI.3-driven lesson
- The following policy is in place in our classroom as per the "Important Information" document that you read and had signed at the beginning of the school year:
- Long-term assignments (essays, presentations, projects, etc.) will be graded ten (10) points (or 10%) lower per day late, not per class day late. If you do not have a writing assignment completed on time, you will be required to come in for homeroom detention with me the following day to get assistance and work on completing the assignment. I expect you to continue coming in during homeroom until the assignment is completed. Failure to stay for homeroom(s) will result in a central detention. If after five days you still have not submitted a late long-term assignment, you will receive a “0” (though teachers in the English department have agreed to occasionally use our discretion here).
--free reading cold-calling--30-second share-outs (What is the title of your book? Who is the author? How much progress have you made? What happened when you last left off? Would you recommend the book to your peers?)
--quick share-out as per the Jump Off--today's class, which marks the beginning of our next mini-unit, is very much an RI.2 and RI.3-driven lesson
--today's class also presents an opportunity to apply standard SL.1 by aiming to participate effectively in a collaborative discussion--you will likely pose and respond to questions, incorporate each other into the discussion, and challenge/verify each other's ideas and conclusions
--agenda/HW
Oral Reading -- “Letter One" of Rainer Maria Rilke's Letters to a Young Poet
--Reminder (blog post from late-September): the nature of a typical “first-draft” reading of a difficult text:
--Reminder (blog post from late-September): the nature of a typical “first-draft” reading of a difficult text:
- A gist reading--“survival mode” in order to understand/comprehend the text on a literal level
- Ask the “curious questions”
- Basic comprehension is essential if any deeper understanding is to occur.
- Easier with some sort of defined purpose (therefore, often a purposeful reading)
- Most effective when it is still somewhat active reading
(annotate: jot down curious
questions, jot down notes related to
your defined purpose, etc.)
--oral first-draft reading of "Letter One"
- Your purpose:
- Jot down curious questions on your personal copy of the text whenever such questions enter your mind (listen for them!)
- Underline key words/details
--share out/address my related questions (cards drawn if necessary)--as I mark up the text on the SmartBoard, do the same on your personal copy of the text
Transition
--Pick up the following documents from the front table:
- Article of the Week #7 ("Should the U.S. & Canada Merge?" or "The Sixth Extinction?")
- "RI.2 Ticket-Out-the-Door"
--After carefully reading the directions for the Ticket-Out-the-Door, complete the task at hand and submit your best work based on the time permitted prior to leaving class.
DEAR/HW Time
HW
--Conduct a brief search into the life of Rainer Maria Rilke. Come to class next time prepared to share two important facts about Rilke.
--Begin your work with Article of the Week #7, which includes actively reading either "Should the U.S. & Canada Merge?" or "The Sixth Extinction?". On Friday of this week (ACE) or Monday of next week (BDF), a multiple choice quiz will take place about the key ideas of the article that you choose to read. This quiz is intended to assess your understanding of these ideas and, thus, the quality of your annotations. Make sure to review your annotations prior to Friday's/Monday's class.
--Read your free reading book for at least 15 minutes between now and next class. Your book must be finished by late-January. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.--Bring your vocabulary book next time just in case we need it. Please do not forget!HW
--Conduct a brief search into the life of Rainer Maria Rilke. Come to class next time prepared to share two important facts about Rilke.
--Begin your work with Article of the Week #7, which includes actively reading either "Should the U.S. & Canada Merge?" or "The Sixth Extinction?". On Friday of this week (ACE) or Monday of next week (BDF), a multiple choice quiz will take place about the key ideas of the article that you choose to read. This quiz is intended to assess your understanding of these ideas and, thus, the quality of your annotations. Make sure to review your annotations prior to Friday's/Monday's class.
--i-Ready should really be finished before break. See me if you need a pass to the lab or if you would like to see your results.
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
