--Under the area of the front board labeled "Rainer Maria Rilke Background," write down one of the important facts that you found about Rilke as part of your homework. Read what others before you have written, and if you have nothing new to add, of course, don't be repetitive--simply return to your desk.
S. the C. (5-8 mins.)
--today's class, following an important block of time for reflection, is RI.2, RI.3, and SL.1-driven with an assessment of RI.2 skills as closure
- 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.
Transition (3 mins.)
--pick up a tile, an Expo marker, and a scrap for erasing from the front bookshelf--be kind to my markers!
Self-Assessment -- 1st Marking Period Soft Skills (25-30 mins.)
--familiarize ourselves with the framework/"anchor in" via PowerPoint and tiles (sample rubric squares, sample "students," etc.)
--Transition--Pick up a copy of the "Mr. Martin's English--Soft Skills Self-Assessment" document from the front table.
--complete the "Mr. Martin's English--Soft Skills Self-Assessment" document quietly and independently as directed
--When you finish, place your self-assessment in the black basket on the front table and begin working as per the directions below.
Literacy Activity/Discussion -- “Letter One" of Rainer Maria Rilke's Letters to a Young Poet (20-25 mins.)
--An interesting excerpt from educational researcher Robert Marzano's book Building Background Knowledge for Academic Achievement;
- "Although it is true that the extent to which students will learn this new content is dependent on factors such as the skill of the teacher, the interest of the student, and the complexity of the content, the research literature supports one compelling fact: what students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content. Commonly, researchers and theorists refer to what a person already knows about a topic as “background knowledge.” Numerous studies have confirmed the relationship between background knowledge and achievement (Nagy, Anderson, & Herman, 1987; Bloom, 1976; Dochy, Segers, & Buehl, 1999; Tobias, 1994; Alexander, Kulikowich, & Schulze, 1994; Schiefele & Krapp, 1996; Tamir, 1996; Boulanger, 1981). In these studies the reported average correlation between a person's background knowledge of a given topic and the extent to which that person learns new information on that topic is .66 (see Technical Note 1 on p. 127 for a discussion of how the correlation was computed)."
--Block 3: Finish gist reading first!
--scan back through your copy of "Letter One" of Rainer Maria Rilke's Letters to a Young Poet
- What curious questions did you jot down?
- What did you underline/how did you 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?"
Transition (2 mins.)
--Pick up the following document from the front table:
- "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 -- Free Reading Books (time permitting)
--students without books will read Upfront newsmagazine
Teambuilding Activity -- Artifact Bags (time permitting)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag further describes, explains, and shares an anecdote as a form of introduction to teacher/peers
--REPEAT THE PROCESS...
HW (Class Preparation)
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. You have up until the first week of December to finish your book.
HW (Take-Home Assessment)
--Active, purposeful reading of Article of the Week #2 (either Choice A or Choice B) is due at the beginning of next class (Friday, 10/2). Make sure to purposefully read the directions in the box at the top of the page and complete your best work with regard to the directions in order to demonstrate your true skill level. Good luck!
--Active, purposeful reading of Article of the Week #2 (either Choice A or Choice B) is due at the beginning of next class (Friday, 10/2). Make sure to purposefully read the directions in the box at the top of the page and complete your best work with regard to the directions in order to demonstrate your true skill level. Good luck!
