AoW Notes

What is an academic argument really?
What is the purpose of the template?

• "the moves"

An exemplar shared:

The general argument made by Josh Barro in his work titled “A $15 Minimum Wage.  But Why Just for Fast-Food Workers?” is about how raising minimum wage for only fast-food workers is not the best plan.  More specifically, he argues that raising the minimum wage will result in business owners figuring out ways to work around paying $15 an hour to their employees.  This is apparent when he writes, “A business owner who previously ran chain fast-food franchises might choose instead to open independent stores to avoid the wage requirement.”  In conclusion, Barro’s belief is that a higher general minimum wage is better than exclusively raising minimum wage for just fast-food workers.

English 10 Honors--12/4/2015

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

--When you finish, place your quiz facedown underneath your desk.  Then, pick up a copy of the "Mr. Martin's English--Soft Skills Self-Assessment" document from the front table.  After scanning through the document to "anchor yourself back in" to the task (which you've completed before), begin completing the document quietly and independently as directed.

S. the C.
--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
--agenda/HW

--The following students need to see me before leaving class today:

• Morgan H.
• Lauren T.

Self-Assessment -- 2nd Marking Period Soft Skills
--sample self-assessment shared in order to demonstrated desired level of specificity
--finish completing the "Mr. Martin's English--Soft Skills Self-Assessment" document quietly and independently as directed

• rough averages/my soft skills "red-flags" (if any) shared

--When you finish, place your self-assessment in the black basket on the front table and engage in free reading until everyone has completed the assessment.

Transition
--Please pick up a copy of the ACT READING TEST from the front table, which is "an excerpt from a short story titled 'Buckthorne' by the 19th-century American author Washington Irving."  (This particular copy of the test does not have choices for each prompt.)
--Form a circle out of the desks.

Instruction/Looking Ahead -- ACT READING TEST Practice
--rationale shared
--test-taking strategy modeled (the reason for no choices present on this version!)--"set up" passage for purposeful reading
--purposeful oral reading/discussion--stop and draw conclusions together and jot down notes underneath each prompt
--Transition--pick up the next copy of the ACT READING TEST from the front table (the copy with choices for each prompt)
--go through the prompt choices together with our conclusions in mind--do any obvious "matches" exist?

• draw logical conclusions together for prompts where our earlier conclusions do not match, too

--Closure

• What did you take away from the experience in which we just engaged that you can apply to the purposeful reading section of your upcoming Short Story Unit Exam?

Transition -- re-column desks

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront newsmagazine

HW (Class Preparation)
--Finish purposefully reading either "Love and Loss" (Block 2) or "The Wight of the Black Rocks" (Block 4) prior to the beginning of class on Tuesday, 12/8.
--Begin preparing for the Short Story Unit Exam, which will take place on Thursday, 12/10.  I will give you a review sheet as soon as I possibly can!
HW (Take-Home Assessment)
--Complete the "Unit Exam Component: Unifying Theme Statement Paragraph" as directed.  Bear in mind that this is part of your unit exam for the Short Story Unit and will be scored using the "The Four Cs of Quality Academic Writing" framework.  This assignment is due at the beginning of class on Tuesday, 12/8.

 

 

English 9--12/3/2015

Jump Off
--Pick up a copy of the "End-of-Mini-Unit Assessment" document from the front table and purposefully read the directions on the top two-thirds of the first page quietly and independently.  What questions (if any) do you have for me?

S. the C.
--You should leave class today with...

• the End-of-Mini-Unit Assessment completed
• the Marking Period 1 and Marking Period 2 Free Reading Course Component completed.

--agenda

• potentially helpful documents and information pointed out
• sample completed one-pagers shared--which is stronger and why?
• one-pager options pointed out

--The following students must see me before the end of class today:

• Robert L.
• Nic R.
• Cameron V.
• Cody O.

Assessment -- End-of-Mini-Unit Assessment
--complete the assessment as directed to the best of your ability
--When finished, turn in your paragraph and pick up a one-pager if you have yet to complete one.

"Assessment"/DEAR -- Free Reading Books (remainder of class)

--complete one-pagers and turn in when finished
--students who have already completed one-pagers will engage in free reading
Miscellaneous
--Enjoy the weekend--you only get so many of 'em!





 

English 10 Honors--12/2/2015

Jump Off (2 mins.)

--Pick up the "Vocabulary Units--Exercise Check" slip from the front table. Write your name on the line and open your vocabulary book to page 55.

S. the C. (15-20 mins.)
--quickly complete exercise check--when finished, pass up facedown
--agenda/HW
--go over the homework ("Choosing the Right Word" exercise on pages 55 and 56) three-in-a-row style, sharing both words and context clues
--The following students need to see me before leaving class today:

• Morgan H.
• Lauren T.

Transition (as quickly as possible!)

--sample completed one-pagers shared--which is stronger and why?

--quick overview of the one-pager options

--pick up a one-pager from the front of the classroom if you have yet to complete one

 

"Assessment"/DEAR -- Free Reading Books (as much time as necessary)

--complete one-pagers
--students who have already completed one-pagers will engage in free reading or begin working on the homework assignments

--When finished, turn in your one-pager and pick up the following items from the desks by the door:

• "Short Story Analysis Sheet"
• "Love and Loss" (Block 2) or "The Wight of the Black Rocks" (Block 4)
• "Unit Exam Component: Unifying Theme Statement Paragraph"

LIBRARY--BOOK SELECTION AND/OR DEAR

HW (Class Preparation)
--Finish preparing for the Unit #4 vocabulary quiz, which will take place at the beginning of class next time (Friday, 12/4). Don't forget about the "Whimsical Words."  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!

--Purposefully read either "Love and Loss" (Block 2) or "The Wight of the Black Rocks" (Block 4) prior to the beginning of class on Tuesday, 12/8.
HW (Take-Home Assessment)
--Complete the "Unit Exam Component: Unifying Theme Statement Paragraph" as directed.  Bear in mind that this is part of your unit exam for the Short Story Unit and will be scored using the "The Four Cs of Quality Academic Writing" framework.  This assignment is due at the beginning of class on Tuesday, 12/8.

English 9--12/1/2015

Jump Off (3 mins.)
--Pick up a copy of the "Stage 4 Comprehension and Purposeful Reading Quiz--Discussion Notes" document from the front table.  At your desk, you will find the assessment that you took last class.  Read back through the questions and potential answers.  As you do so, star (*) two questions that you got correct for which you could successfully explain your logic/why the correct answer "is what it is".
--If you were absent last class, please see me at the front table so that I can get you set up for making up the assessment that you missed.

S. the C. (5-8 mins.)
--You should leave class today with: 

• a much deeper understanding of Stage 4 of author Karen Russell's "St. Lucy's..." (and, really, a deeper understanding of the entire story)
• a clearer sense of how to read literature purposefully--when annotating, what should I be writing?!
• a better idea of the various insights into the human condition (theme statements) Russell attempts to convey in "St. Lucy's..."
• a revised theme statement for Russell's "St. Lucy's..." or the ability to revise your current rough theme statement.

--agenda/HW

Activity #1 -- "St. Lucy's..." Stage 4 Comprehension and Purposeful Reading Quiz--Discussion Notes (40-45 mins.)
--oral reading of the "Stage 4 Comprehension and Purposeful Reading Quiz--Discussion Notes" document--rationale explained
--Q & A
--go over the multiple choice questions--share logical conclusions, address additional questions from me, take notes on document as I take notes on the front board, etc. (quiz questions projected on the SMART Board)

Transition -- return your quiz by placing it in the black basket on the front table (but keep the notes that you just took, as they ought to come in handy as you prepare for writing next class!) (2 mins.)

Activity #2 -- "St. Lucy's..." Stage 5 Read-Aloud/Think-Aloud (5-8 mins.)
--I engage in a read-aloud/think-aloud informed by the work we just completed with Stage 4, deliberately drawing links between the climax/falling action of the story and its denouement 

Activity #3 -- "St. Lucy's..." Theme Statement Analysis (remainder of class)
--three volunteers (cards drawn if necessary) read aloud complex and meaningful theme statements from the homework assignment due today--I write theme statements on the front board
--take a look at the "Theme Statements--The Do Nots and The Dos" PowerPoint as a reminder
--analyze/revise the theme statements on the front board together based on our collective knowledge from previous classes and today--roughly support some theme statements as well, perhaps?

HW (Class Preparation--OPTIONAL)
--Strongly consider finishing planning, gathering evidence, outlining, etc. for the End-of-Mini-Unit Assessment/Writing Piece.  This final assessment for "St. Lucy's..." will take place in class next time (Thursday, 12/3), and you are free to use any planning/outlining that you bring with you to the test site.  If you are interested in staying after tomorrow (Wednesday, 12/2) for additional help, I will make myself available to anyone who shows up.  We can discuss the story more deeply, doublecheck the meaning and complexity of your theme statements, talk more specifically about writing skills as per the feedback that you received in class before break, etc.
--Reminder: The End-of-Mini-Unit Assessment Writing Prompt reads as follows:


Write a well-developed paragraph in which you support a meaningful and complex theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

HW (Class Preparation--MANDATORY)

--Finish reading your free reading book by the beginning of next class (Thursday, 12/3).

• One-pagers are due at the end of class next time (Thursday, 12/3) for those students who have yet to complete one. We will use some class time next time to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 10 Honors--11/30/2015

Jump Off (5-8 mins.)
--Open your vocabulary book to page 52. 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 #3 VOCABULARY QUIZ WITH THE ROUGH GOAL YOU SET STAPLED TO IT.*

S. the C. (8-10 mins.)

--The following student must see me before leaving class today:

• Morgan H.

--agenda/HW
--pronounce each of the Unit #4 vocabulary words (pages 52-54) and the five "Whimsical Words"

--reflect upon your performance on the Unit #3 vocabulary quiz

Transition (2 mins.)
--When you finish the last task described above, turn in your Unit #3 vocabulary quiz to me at the front of the classroom.

Old Business/Looking Ahead -- Unifying Theme Statement Practice (20 mins.)
--information about Walt Whitman and intertextuality shared via PowerPoint slides
--a sample theme statement for Crane's work shared (from a few classes back)
--a logical approach, but "bad reading", for developing a unifying theme statement modeled--brief discussion
--Transition--partnerships/groups shared via a drawing of cards
--share unifying theme statements, evidence, and explanations from past homework assignment and create a meaningful and complex unifying theme statement upon which all of your group members can agree
--share out--Expect me to ask follow-up questions and challenge your ideas! :)

Transition -- pick up sheet of lined paper from the front table (1 min.)

Discussion Preparation -- "The Wight of the Black Rocks" or "Love and Loss" (25 mins.)
--Reminder: Here is the "Reading Literature Like a Champ!" framework:

English 10 Honors students read literature for the following purposes and annotate accordingly:

• comprehending basic plot
• determining emergent themes and developing viable theme statements
• considering character motive/character development and the impact of character on plot and theme
• studying diction (both determining word meanings using context clues and determining meaning and tone established via diction)
• analyzing structure and drawing conclusions about potential authorial purpose
• noticing literary devices, techniques, etc. in action and drawing conclusions about potential authorial purpose

When reading literature for the above purposes, English 10 Honors students constantly bear in mind and attend to the following: 

• How do I know?
• So what?!
• "Back up" everything!

--directions/modeling--developing a short answer "quiz question"
--independent work time--developing a short answer "quiz question"

• When finished developing your question, wad up your paper into a ball.

--HIT ME!!!
--questions distributed via some random tossing
--independent work time--responding to assigned short answer "quiz question"

Transition (2 mins.)
--Form a ROYGBIV circle based on the predominant color of top-half clothing out of the desks.

Discussion/Closure -- "The Wight of the Black Rocks" or "Love and Loss" (remainder of class)

--engage in discussion via a modified version of the protocol (one contribution minimum/three contributions maximum today--third contributions cannot be shared until all have contributed once :)--contributions assessed via the "Discussion Contribution Rating Scale"

HW (Class Preparation)

--Carefully complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 55 and 56).  As you do so, underline the specific context clues within each sentence that help you arrive at your selections.  Expect me to check your work next class (Wednesday, 12/2).  Also, familiarize yourself with the "Whimsical Words."  The Unit #4 vocabulary quiz will take place on Friday, 12/4.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!

--Finish reading your free reading book by the beginning of next class (Wednesday, 12/2).

• One-pagers are due at the end of class next time (Wednesday, 12/2) for those students who have yet to complete one. We will use some class time next time to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 10 Honors--"The Open Boat" Notes from 11/17/2015

English 9--11/24/2015 (1/2 Day)

Jump Off
--Pick up a copy of the feedback analysis document from the front table.
--Spend the first five minutes of class preparing for the forthcoming "Stage 4 Comprehension and Purposeful Reading Quiz."  Please recall that you will be allowed to use notes when taking the quiz, but you will not be able to use your copy of the text itself.
*AS YOU PREPARE, I WILL BE AROUND TO RETURN YOUR MID-MINI-UNIT ASSESSMENT/WRITING ASSIGNMENT.*

S. the C.
--Reminder: The End-of-Mini-Unit Assessment Writing Prompt reads as follows:





Write a well-developed paragraph in which you support a meaningful and complex theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

--agenda/rationale/HW

Assessment -- Stage 4 Comprehension and Purposeful Reading Quiz
--complete the assessment quietly and independently
--When you finish the assessment, place your work in the black basket on the front table.  Then, back at your desk, make a list of "pros and grows" as you process through the feedback that I provided on your Mid-Mini-Unit Assessment/Writing Assignment.  Call me over if you need clarification!

Self-Reflection/Writing Workshop -- Mid-Mini-Unit Assessment/Writing Assignment--Feedback Analysis
--REMINDER: With assessments such as these, I aim to...

• assess your skills and arrive at a fair score or set of scores to report
• provide feedback that helps you move forward
• , ultimately, take what I hope is your best work and then do my best work in order to make your best work better.

--continue making a list of "pros and grows" as you process through the feedback that I provided
--share out: a piece of feedback and/or a plan for improvement

• As this occurs, I will organize your contributions via "The Four Cs of Quality Academic Writing" in order to continue helping you compartmentalize writing skills.

HW (Class Preparation--MANDATORY)
--Re-read Stage 5 of "St. Lucy's..."  Then, write a complex and meaningful theme statement for Karen Russell's story.  You are strongly advised to analyze the body of your annotations and consult your theme notes page from the beginning of the unit.  Be prepared to share your theme statement out loud with the class next time that we meet (Tuesday, 12/1).
HW (Class Preparation--OPTIONAL)
--Strongly consider planning, gathering evidence, outlining, etc. for the End-of-Mini-Unit Assessment/Writing Piece.  This final assessment for "St. Lucy's..." will take place in class our class after next (Thursday, 12/3), and you are free to use any planning/outlining that you bring with you to the test site.  If you are interested in staying after the day before the assessment for additional help, I will make myself available to anyone who shows up.  We can discuss the story more deeply, doublecheck the meaning and complexity of your theme statements, talk more specifically about writing skills as per the feedback that you received today in class, etc.
--Read your free reading book for at least 15 minutes between now and next class.

• One-pagers are due at the end of class our class after next (Thursday, 12/3) for those students who have yet to complete one. We will use some class time on this particular Wednesday to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

Miscellaneous
--For what are turkeys thankful?......








......Vegetarians.
Enjoy the break!

English 10 Honors--11/23/2015 (1/2 Day)

Jump Off
--Turn in Article of the Week #4 by placing your best work in the black basket on the front table.
--Prior to engaging in free reading today, I am going to ask each of you to share out briefly about your book based on the following questions:

• What is the title of your book?
• Who is the author?
• How much progress have you made in your reading?
• What was happening when you last left off in the reading?
• Would you recommend the book to your peers?

Please spend the first few minutes of class preparing to share.

S. the C.
--agenda/HW

Free Reading Course Component -- Booktalks/DEAR

--brief booktalks
--reading time

• students without books will read Upfront newsmagazine
• If you would prefer to work on homework for this class, I will allow you to do so today in lieu of reading.

HW (Class Preparation)

--Purposefully read either "The Wight of the Black Rocks" (Block 2) or "Love and Loss" (Block 4) prior to the beginning of class next time (Monday, 11/30). Be prepared for an assessment and/or a discussion about the reading in class that day.
--Read your free reading book for at least 15 minutes between now and next class.

• One-pagers are due at the end of class on Wednesday, 12/2 for those students who have yet to complete one. We will use some class time on this particular Wednesday to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

Miscellaneous
--Enjoy the break!  May the effects of tryptophan spare you from having to hear conversations about the effects of tryptophan.

English 9--11/20/2015

Jump Off (15-20 mins.)
--Pick up the Unit #4 vocabulary quiz from the front table.  Make sure to carefully read all of the directions.  Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, place your work in the black basket on the front table.  If you do not already have a copy of each of the following, pick up the materials from the front table:

• the "St. Lucy's..." Stage 4 Purposeful Reading Document (beginning with the RL.1 and RL.2 task)
• the "A Paragraph's a Paragraph's a Paragraph!" template

S. the C. (5-8 mins.)
--agenda/HW
--Reminder: The End-of-Mini-Unit Assessment Writing Prompt reads as follows:

Write a well-developed paragraph in which you support a meaningful and complex theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often. 

Structured Silent "Study Hall" (remainder of class)
--work quietly and independently on any of the three tasks below:

• purposeful reading (all four reading tasks) of Stage 4 of "St. Lucy's Home for Girls Raised by Wolves"
• planning, evidence-gathering, outlining, etc. for the End-of-Mini-Unit Assessment/Writing Piece
• free reading
• No one should be reading his or her free reading book unless he or she has completely finished reading and purposefully annotating Stage 4 of "St. Lucy's..." (arguably the most important section of the story in terms of "getting at" the true meaning and complexity of Russell's tale!).

HW (Class Preparation)
--If you were unable to do so during today's class block, finish purposefully reading (all four reading tasks) Stage 4 of "St. Lucy's Home for Girls Raised by Wolves".  Next class, there will be a quiz about the reading aiming to both check your comprehension and check how well you purposefully read with regard to theme development, character complexity and development, purposeful diction, and structure impacting meaning.  You will be allowed to use notes when taking the quiz, but you will not be able to use your copy of the text itself!
--Read your free reading book for at least 15 minutes between now and next class.

• One-pagers are due at the end of class on Thursday, 12/3 for those students who have yet to complete one. We will use some class time on this particular Wednesday to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

Miscellaneous
--Enjoy the weekend--you only get so many of 'em! 

English 10 Honors--11/19/2015

Jump Off
--Please place your summary that was due last class in the black basket on the front table.

S. the C.
--agenda/HW
--The following student must see me before leaving class today:

• Jamie A.

Transition
--Pick a number from the front table to determine your seed.  I will give you a summary and write the title of the story about which you will be reading in the appropriate area on the tournament bracket projected on the front board.

Activity/Looking Ahead -- Short Story Madness
Directions:
--For each game, two students "playing" read summaries.
--All students in class then vote for a "winner" via heads down/hands up vote.
--"Winner" advances to the next round.
--Proceed in this manner until one story remains.

Closure -- Unifying Theme Statement Practice
--a quick grammar rant after returning closure pieces from last class
--information about Walt Whitman and intertextuality shared via PowerPoint slides
--a sample theme statement for Crane's work shared (from last class)
--Transition--partnerships/groups shared via a drawing of cards
--share unifying theme statements, evidence, and explanations and create a meaningful and complex unifying theme statement upon which all of your group members can agree
--share out--Expect me to ask follow-up questions and challenge your ideas! :)

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront newsmagazine
*DURING THIS TIME, I WILL MAKE COPIES OF THE SHORT STORY DETERMINED VIA "SHORT STORY MADNESS".*

Out-the-Door
--Reminder: Reading Literature Like a Champ!
--Pick up the following items from the front table:

• "Short Story Analysis Sheet"
• the short story determined via "Short Story Madness"

HW (Class Preparation)

--Purposefully read the short story determined via "Short Story Madness" prior to the beginning of class on Monday, 11/30. Be prepared for an assessment and/or a discussion about the reading in class that day.

--Finish Article of the Week #4 to turn in at the beginning of  next class on Monday, 11/23.  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.  If you end up reading any other articles in order to gather additional thoughts/ideas, make sure to...

• check the reliability of your source(s)
• reference your source(s) for your reader.

--Read your free reading book for at least 15 minutes between now and next class.

• One-pagers are due at the end of class on Wednesday, 12/2 for those students who have yet to complete one. We will use some class time on this particular Wednesday to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

Miscellaneous
--Enjoy the weekend--you only get so many of 'em!

English 9--11/18/2015

Jump Off (5-8 mins.)
--Pick up an index card from the front table.  Number the index card 1-20 as per the model on the front board.
--Open your vocabulary book to page 52. Spend the first five minutes of class quietly and independently looking over the words, as we will spend the first portion of today's class reviewing.
*AS YOU WORK, I WILL...

• RETURN YOUR TICKET-OUT-THE-DOOR FROM TWO CLASSES AGO, WHICH WE WILL THEN GO OVER BRIEFLY LATER IN CLASS
• GIVE YOU THE TOOL YOU NEED FOR PURPOSEFUL READING OF "ST. LUCY'S..."*

S. the C. (8-10 mins.)
--Vocabulary review activity goals:

1.) Leave class mostly familiar with the meaning of and able to pronounce the Unit #4 vocabulary words
2.) Leave class with a sense of which words to further study in preparation for the vocabulary quiz next class
--agenda/HW (today's class)
--rough agenda (next class):

• Vocabulary Quiz
• Structured Silent "Study Hall":
• Stage 4--independent purposeful reading (all four reading tasks)--can grab materials today!
• Planning/outlining for final assignment--can grab materials today!
• Free Reading

--The following students need to see me before leaving class today:

• Gunnar D.
• Robert L.
• Brendan L.
• Nic R.
• Ryan W.
• Justin N.
• Rebekah R.
• Jacob R.
• Cameron V.
• Trevor C.
• James F.
• Collin J.
• Emmalee M.
• Sidney S.
• Bobby W.
• Hunter W.

Review -- Vocabulary Unit #4 (20-25 mins.)

--PowerPoint slides shared--use word list on front board/write answers on card--check knowledge/understanding as we go, making note of which words to study more closely
--For HW, finish preparing for the Unit #4 vocabulary quiz, which will take place at the beginning of next class.

Old Business/Looking Ahead -- Stage 2 Closure (Theme Ticket-Out-the-Door) (3-5 mins.)

--assessment/feedback criteria:

• I asked myself this question: Will the theme you provided work when it comes time to complete the End-of-Mini-Unit Assessment/Writing Assignment?
• If so, /+!
• If not, I tried to point you in a positive direction.
• I provided a question or series of questions that I hope will get you closer to crafting a meaningful and complex theme statement by the end of the mini-unit.

 
--Q & A

"St. Lucy's..."--Stage 3 (pgs. 244-247)
  
"THINK": Purposeful Reading (15-20 mins.)
--purposeful oral reading of Stage 3 of the short story--complete your assigned purposeful reading task to the best of your ability
--quick reminder: the "Discussion Contribution Rating Scale"--individual contributions to today's share-out/discussion will be assessed using this scale
--another quick reminder: our ultimate purpose for re-reading and discussing the story:

End-of-Mini-Unit Assessment Writing Prompt:
Write a well-developed paragraph in which you support a meaningful and complex theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often. 

--continue completing your assigned purposeful reading task via rereading, filling in your tool, looking up words, etc.--decide what to share during the forthcoming share-out/discussion, bearing in mind the "Discussion Contribution Rating Scale"

"SHARE": Share-Out/Discussion/Closure (remainder of class)
--share-out paragraph-by-paragraph in the following order:

• structure
• character
• theme
• diction

--Expect me to ask follow-up questions like I've been doing!
--as you and your peers share and I mark up the text on the SmartBoard, do the same on your personal copy of "St. Lucy's..."

HW (Class Preparation)
--The Unit #4 vocabulary quiz will take place at the beginning of next class (Friday, 11/20). Finish preparing.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER! 
--Read your free reading book for at least 15 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.