English 9--9/24/2015

Jump Off (15-20 mins.)
--Pick up the vocabulary assessment from the front table. Complete the quiz quietly and independently. Good luck!

--Just an FYI: I will interrupt you a few minutes in to let you know/remind you about "Diction Doctor" status and give you directions for what to do when you finish.
--When You Finish...

• 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.
• SL.1: English 9 students can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
• 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.

*AS YOU WORK ON THE VOCABULARY ASSESSMENT, I WILL COME AROUND WITH YOUR CUMULATIVE WRITING PORTFOLIOS AS WE WILL USE THE FOLDERS LATER DURING TODAY'S CLASS BLOCK*

S. the C. (8-10 mins.)

--trade and grade

--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily

--quick share-out as per the "When You Finish..."--today's class, which marks the beginning of our first mini-unit, is very much an RI.2 and RI.3-driven lesson with an assessment of RI.2 skills as closure

--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

Old Business/Looking Ahead -- "Letter to Mr. Martin" (5-8 mins.)

--engage in personal reflection based on my notes to you

--common and unique interests shared

--list of advice to me shared--I will take this advice into consideration!

Oral Reading -- “Letter One" of Rainer Maria Rilke's Letters to a Young Poet (20-25 mins.)
--discuss 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.)

--Transition--return your Cumulative Writing Portfolio and pick up a copy of the "'Letter One' of Rainer Maria Rilke's Letters to a Young Poet" document from the front table
--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 and annotate with regard to these two questions:
• What does Rainer Maria Rilke, the author of this letter, say to "Sir" about what is important and meaningful to a person?
• What advice does Rilke give "Sir?"

Discussion -- "Letter One" of Rainer Maria Rilke's Letters to a Young Poet--Paragraph 1 and Paragraph 2 (10-15 mins.)
--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 (2 mins.) -- BEGIN BLOCK 1 HERE AFTER REVIEWING ANNOTATIONS/CONCLUSIONS FROM LAST CLASS AND FINISHING SHARE OUT...BEGIN SHARE OUT IN BLOCK 2...FINISH READING AND BEGIN SHARE OUT IN BLOCK 3
--Pick up the following document from the front table:

• "RI.2 Ticket-Out-the-Door"

Closure (remainder of class)
--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.

HW (Class Preparation)

--Conduct a brief search into the life of Rainer Maria Rilke.  Come to class on 9/30 prepared to share two important facts about Rilke.
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
Miscellaneous

--Next class, we will head down to the Computer Lab for progress-monitoring testing.  Expect to receive your login information at the beginning of the block before quietly heading down to the lab and settling in.