--Pick up the Unit #8 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 underneath your desk and do the following:
- Pick up a copy of the notes about "The Lottery" from last class and an index card. Read through the notes (both from your class and the other two classes that I instruct). Do you see anything that another class talked about that we did not yet discuss? Do you notice any relationships between different sections of the notes (e.g., character names/associations relating to the story's theme)? Do you see anything that "clicks" for you, helping you realize author Shirley Jackson's purpose? As you analyze the notes page with these questions in mind, jot down your thoughts, questions, etc. on your index card as preparation for today's final discussion of the short story.
- I WILL ASK YOU TO PAUSE IN YOUR QUIZ-TAKING IN ORDER TO MODEL/CLARIFY THESE DIRECTIONS AND LET YOU KNOW ABOUT TODAY'S DISCUSSION PROTOCOL AND "TURNING TO A FRIEND" PRIOR TO THE DISCUSSION.
--Reminder: It is important for you to stay caught up with regard to all of your coursework. It would behoove you to check the blog and SchoolTool often. Additionally, if you have an "NG" for a Marking Period, following up with me ASAP is in your best interest.
--trade and grade vocabulary quizzes--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected
--agenda/HW
Transition
--Form a circle out of the desks, sitting next to the group members with whom you worked last class block.
--Bring to the circle the following items:
- notes pertaining to the prompt/question with which you dealt last class block
- your index card from after the vocabulary quiz
- your notebook
Whole-Class Discussion/Closure (cont.) -- Shirley Jackson's "The Lottery" (15 mins.--timer set)
--Reminder: the "Discussion Contribution Rating Scale"
--whole-class discussion as per the modified protocol (If you have already contributed to the discussion, you may not do so again until EVERYONE has contributed!):
- contributions will be assessed via the "Discussion Contribution Rating Scale"
- I will do my best to capture notes on the front board--you should copy these notes down in your notebook!
Transition -- re-column the desks/pick up a copy of the "Divergent Debate Statements" document from the front table
Introductory Activity -- Four Corners: Divergent--What's Up?/How Does It Fit? (DID NOT DO IN BLOCK 1)
--complete the task assigned in the directions of the document quietly and independently
- As you do so, keep this question in the back of your mind: How do these questions and my answers relate to anything else that we have studied this year (e.g., "St. Lucy's Home for Girls Raised by Wolves," The Tragedy of Romeo and Juliet, "The Lottery," etc.)?
--corner discussion/whole-class share-out statement-by-statement--one "spokesperson" (a rotational job) will summarize discussion for whole-class
Transition
--Column-by-column, turn in copies of The Tragedy of Romeo and Juliet and sign out copies of Divergent.
Oral Reading -- Divergent (until class ends)
--let's "dip our toes in the water," so to speak!
HW (Class Preparation)
--Try to find some time to read your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--Though you do not need to read in further in Divergent, feel free to do so as the book is now in your possession!
--Though you do not need to read in further in Divergent, feel free to do so as the book is now in your possession!
