--Take out your notebook, open to a new page, and put the date in the lefthand margin (10/20). Label this section of your notes "Popularity". Then, write freely about your thoughts/opinions regarding the following claim:
Being popular in high school is more important to most students than having good grades.
*I WILL BE AROUND TO RETURN AOW #2 WORK*
S. the C. (5-8 mins.)
--agenda/HW
*I WILL BE AROUND TO RETURN AOW #2 WORK*
S. the C. (5-8 mins.)
--agenda/HW
Old Business -- Article of the Week #2 (3-5 mins.)
--exemplary AoW #2 active reading pointed out--please note...
--reminder of the protocol for Take a Stand:
--show your position
--cold-calling--students randomly selected to briefly explain their stand (no more than three sentences)
Transition (3-5 mins.)
--Pick up the "English 9--Article of the Week #3 (10/19-10/23)--2015-2016 School Year" document from the front table. Purposefully read the directions in the box at the top of the page. What questions do you have?
--Q & A
--Draw a line in your notebook underneath your free-writing from earlier in the class block. Label this section of your notes "'St. Lucy's...' Plot Notes".
Mini-Lesson (cont.) -- Short Story in an "Hour" (25-30 mins.)
--reminder of objective for remaining portion of mini-lesson:
--Block 3: A few minutes provided for finishing up and deciding which of the summaries will be read aloud in front of the whole class.
--read-aloud/notetaking with this prompt in mind: Briefly and objectively summarize the plot of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."
*I WILL BE AROUND TO RETURN YOUR TICKET-OUT-THE-DOOR DOCUMENTS FROM THE END OF LAST CLASS*
--Closure
- that the reader annotated the directions
- how the reader attended to #1. and #2. in the directions box
- how the reader used a variety of the other active reading strategies listed--I'm truly looking for a little of everything when you converse with text!
--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 (3-5 mins.)
--Pick up the "English 9--Article of the Week #3 (10/19-10/23)--2015-2016 School Year" document from the front table. Purposefully read the directions in the box at the top of the page. What questions do you have?
--Q & A
--Draw a line in your notebook underneath your free-writing from earlier in the class block. Label this section of your notes "'St. Lucy's...' Plot Notes".
Mini-Lesson (cont.) -- Short Story in an "Hour" (25-30 mins.)
--reminder of objective for remaining portion of mini-lesson:
- to comprehend the basic plot of most of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"
- one group member will share the first summary and so on and so forth in chronological order so that all class members have a sense of the basic plot of almost the entire story
--Block 3: A few minutes provided for finishing up and deciding which of the summaries will be read aloud in front of the whole class.
--read-aloud/notetaking with this prompt in mind: Briefly and objectively summarize the plot of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."
*I WILL BE AROUND TO RETURN YOUR TICKET-OUT-THE-DOOR DOCUMENTS FROM THE END OF LAST CLASS*
--Closure
- Using your notes from the previous portion of the class block, complete the first prompt (the one that you were asked not to complete last class). Remember that as per the directions, your summary of the plot of "St. Lucy's..." must be no more than two sentences long. Be ready to share your two-sentence summary with the class. Good luck!
- a few summaries shared
Transition (2 mins.)
--Pick up the "Standards Assessment--Summary Writing (RL.2, W.2, and w.4)" document from the front table.
Closure (remainder of class)
--After carefully reading the assessment directions, complete the task at hand and submit your best work based on the time permitted prior to leaving class.
*I WILL PROJECT "THE FOUR CS OF QUALITY ACADEMIC WRITING"*
DEAR/HW Time (time permitting)
HW (Take-Home Assessment)
--Complete Article of the Week #3, which is due at the beginning of class next time (Thursday, 10/22). 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. By reading your annotations, I should be able to tell:Closure (remainder of class)
--After carefully reading the assessment directions, complete the task at hand and submit your best work based on the time permitted prior to leaving class.
*I WILL PROJECT "THE FOUR CS OF QUALITY ACADEMIC WRITING"*
DEAR/HW Time (time permitting)
HW (Take-Home Assessment)
- if you got the gist of the article
- if you can see how the article connects to "St. Lucy's Home for Girls Raised by Wolves" (which you might want to consider reading in its entirety if you have not already done so)
- how you feel about the concept of popularity in high school.
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.
