--Pick up a copy of the "Common Error QUIZ: Missing or Misplaced Possessive Apostrophe" document from the front table. Purposefully read the directions and carefully complete the task at hand. Don't forget about the power of the "box trick". Good luck!
*While you work, I will return "Romeo and Juliet Unit--'The Interlopers' Day 2--Application/Discussion Questions" documents from two classes ago to students who handed them in. We will spend some time going over these documents together in preparation for today's work. The rest of you, then, are expected to take out your personal copies of the same document. It might also be a good idea to take out your copy of "The Interlopers" as well.*
S. the C.
--review our list of commitments established during the first few weeks of the school year--how are we doing?
--list of students needing to revise for the Cumulative Writing Portfolio shared:
- Would anyone like to schedule a meeting for a time slot during my office hours (posted on the front board) or during Hooked on Books next week?
- The due date for submission is Friday, 1/15 (a little under one month from today!)
--agenda/HW
--today's assessment relates to the Reading Literature standards/expectations listed below:
--today's assessment relates to the Reading Literature standards/expectations listed below:
English 9 students:
- 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.
Transition
--Pick up the following items from the front table:
--rationale behind today's assessment
--exemplary work from two classes ago shared (meant to inform your completion of today's assessment!):
--directions and questions, prompts, directives read aloud--PURPOSEFUL READING AND SETTING UP FOR PURPOSEFUL READING MODELED FOR FIRST TWO QUESTIONS
--discuss the importance of close reading in addition to purposeful reading when dealing with challenging texts--CLOSE READING MODELED FOR FIRST PARAGRAPH OF THE STORY
--purposeful reading (oral? independent? MAJORITY RULES!)
--I'LL MODEL A RESPONSE FOR YOU (MAJORITY RULES!)!
--quiet and independent work time
--students without books will read Upfront newsmagazine
Ticket-Out-the-Door
--select responses and submit assessment
- Edgar Allan Poe's "The Cask of Amontillado"
- "Romeo and Juliet Unit--'The Cask of Amontillado"--Purposeful/Close Reading Assessment Questions"
--rationale behind today's assessment
--exemplary work from two classes ago shared (meant to inform your completion of today's assessment!):
- reviewing and applying irony
- reviewing and applying theme
- beginning to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme
--directions and questions, prompts, directives read aloud--PURPOSEFUL READING AND SETTING UP FOR PURPOSEFUL READING MODELED FOR FIRST TWO QUESTIONS
--discuss the importance of close reading in addition to purposeful reading when dealing with challenging texts--CLOSE READING MODELED FOR FIRST PARAGRAPH OF THE STORY
--purposeful reading (oral? independent? MAJORITY RULES!)
--I'LL MODEL A RESPONSE FOR YOU (MAJORITY RULES!)!
--quiet and independent work time
- AS YOU WORK, I WILL BE AROUND TO CHECK FOR FREE READING BOOKS. PLEASE BE PREPARED TO SHOW ME YOUR BOOK SO THAT I CAN WRITE DOWN THE TITLE.
--students without books will read Upfront newsmagazine
Ticket-Out-the-Door
--select responses and submit assessment
HW (Class Preparation)
--Read your free reading book for at least 10 minutes between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and remember that Hooked on Books starts on Friday!
HW (Take-Home Assessment)
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Assessment/Writing Assignment" for the Cumulative Writing Portfolio is Friday, 1/15 (a little under one month from today!). Your improved writing piece must be typed in proper MLA format and highlighted as per the Cumulative Writing Portfolio protocol. Remember that YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
Miscellaneous (optional, but highly encouraged!)
--Attend the Winter Formal this coming Saturday, 12/19. High school only lasts so long--soak in opportunities such as this one!
--Enjoy the weekend--you only get so many of 'em!
On the backburner:
- MLA format instruction
- Highlighting modeling for Cumulative Writing Portfolio revisions
- A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
- Break down model paragraph together (if necessary)
