--Open your vocabulary book to page 24. Look through the list of words and put a mark next to all of the words that you are pretty confident about knowing already. Also, make sure that you familiarize yourself with the "Whimsical Words."
*AS YOU WORK, I WILL RETURN YOUR UNIT #1 VOCABULARY QUIZ AND GIVE YOU A HALF-INDEX CARD.*
S. the C.
--agenda/HW
--pronounce each of the Unit #2 vocabulary words (pages 24-26) and the "Whimsical Words"
--reflect upon your performance on the Unit #1 vocabulary quiz and set a rough goal for the Unit #2 quiz on your half-index card
Transition
--When you finish the last task described above, submit your half-index card and your Unit #1 vocabulary quiz to me at the front of the classroom.
Story #1 -- “The Masque of the Red Death”
--share out as per the "Jump Off" from last class--create a more detailed list of notes and ideas on the front board of items that resonated when conducting a first reading
--as a reminder from last class, here are the "Reading Literature Like a Champ!" standards and expectations:
English 10 students:
--set our purpose for our second reading of "The Masque of the Red Death" via an exemplar (think-aloud)
--Begin preparing for the Unit #2 vocabulary quiz, which will take place next Monday, 10/19, bearing in mind your rough goal set during today's class. Make sure to familiarize yourself with the “Whimsical Words.” It might be a good idea to read "Fashion Victims" on pages 22 and 23 as a starting point, especially since next class, we will work together on using context clues to determine meaning, a skill practiced/built when purposefully reading the pieces of fiction provided in the vocabulary book prior to each unit.*AS YOU WORK, I WILL RETURN YOUR UNIT #1 VOCABULARY QUIZ AND GIVE YOU A HALF-INDEX CARD.*
S. the C.
--agenda/HW
--pronounce each of the Unit #2 vocabulary words (pages 24-26) and the "Whimsical Words"
--reflect upon your performance on the Unit #1 vocabulary quiz and set a rough goal for the Unit #2 quiz on your half-index card
Transition
--When you finish the last task described above, submit your half-index card and your Unit #1 vocabulary quiz to me at the front of the classroom.
Story #1 -- “The Masque of the Red Death”
--share out as per the "Jump Off" from last class--create a more detailed list of notes and ideas on the front board of items that resonated when conducting a first reading
--as a reminder from last class, here are the "Reading Literature Like a Champ!" standards and expectations:
English 10 students:
- RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
- RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
- RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
- Recognize specific literary techniques (e.g., figurative language, irony, symbolism, etc.) used by authors, and, via strong and thorough textual evidence, can show how authors use these techniques to develop their texts.
--sections of the story assigned to each student for close reading/annotating--independent and/or partner work time (depending on how you choose to operate)--close reading/annotating of assigned section of the story
--FYI: Smartphones are allowed, and dictionaries are available on the back shelf!
--Transition--form a circle
--oral re-reading of story paragraph-by-paragraph--students share annotations from close reading--Mr. Martin encourages a "deeper dig" via prompting, follow-up questions, etc.
Transition
--Re-column the desks and pick up a "Final Countdown" document from the front table.
Closure -- The Final Countdown
--In the time permitted, complete the document to the best of your ability so that I can get a snapshot of how we did today and where we should head next.
HW (Class Preparation)
--FYI: Smartphones are allowed, and dictionaries are available on the back shelf!
--Transition--form a circle
--oral re-reading of story paragraph-by-paragraph--students share annotations from close reading--Mr. Martin encourages a "deeper dig" via prompting, follow-up questions, etc.
Transition
--Re-column the desks and pick up a "Final Countdown" document from the front table.
Closure -- The Final Countdown
--In the time permitted, complete the document to the best of your ability so that I can get a snapshot of how we did today and where we should head next.
HW (Class Preparation)
--Bring your vocabulary book again next class--please do not forget!
--Continue thinking about your short story. The final draft of the assignment is due on Thursday, 10/29, and the day will be here before you know it!
--Finish closely reading your assigned section of "The Masque of the Red Death." Next class, we will read back through the story together paragraph-by-paragraph, and you will share your close reading annotations as we go. Prepare accordingly!
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
