--At the front table, ...
- check your score on the Unit #1 vocabulary quiz (if you do not remember how you performed)
- pick up a half-index card
- pick up a copy of the reading from the front table (a piece of historical nonfiction titled "Cowgirl Up!").
--Back at your desk, conduct a first-draft reading of the text: What is the gist?
- Write your summary of the gist at the top of the page in no more than two sentences.
--The following students need to SEE ME before leaving class today:
--Reminder: In most blocks two classes ago, we briefly discussed the RL.2 standard, noting that the last part of said standard drives the next few lessons. As a result of those discussions, the following target emerged:
--Block 2: take care of old business (review notes from Block 4 class, complete back of halfsheet)
- Lizzie P.
- Taylor S.
- Lilly D.
- Hunter L.
--Reminder: In most blocks two classes ago, we briefly discussed the RL.2 standard, noting that the last part of said standard drives the next few lessons. As a result of those discussions, the following target emerged:
- After reading fiction, I can...
- write a plot summary that...
- is no more than five sentences in length
- does not include any unnecessary plot details
- does not include any of my own opinion.
--agenda/HW
Instruction -- Vocabulary Unit #2 (30-35 mins.)
--What is the gist? (RI.2 skills work/"setting the table" for purposeful reread of the text)
- pair/share
--rationale (RI.4/L.4 skills work/introduction to this week's words)
--directions for purposeful reread of the text:
- circle or box all of the bolded words
- pick five of the words--"guess" the meaning of each of the words via context clues
- underline the context clues used for each word
- write a seemingly-appropriate synonym or definition right on your copy of the text near the word itself
- I WILL MODEL TO GET YOU STARTED WITH "JEERED"
--quiet and independent purposeful reread
--I will draw a card--selected student will come to the SMART Board and pick a word, providing a potential synonym or definition and explaining his/her reasoning while annotating the text--I will model first with "jeered"
- process repeated for 3-5 words--student at SMART Board selects next contributor
--go over Unit #2 word list (page 24)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence--repeat this process for the entire list
In order to actively engage, students should be:
a.) writing the words on the lines for each of the sentences
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).
--set a rough goal for the Unit #2 quiz on your half-index card based upon your performance on the Unit #1 quiz
Transition (2 mins.)
Transition (2 mins.)
--When you finish the task described above, submit your half-index card to me at the front of the classroom.
Mini-Lesson (Part 1) -- Short Story in an "Hour" (25 mins.)
--objectives for this mini-lesson:
- craft a plot summary as per our learning target
- work cooperatively in small groups (listening, respecting, etc.)
- to comprehend the basic plot of most of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"
--initial steps for this mini-lesson:
- View 10:50-12:50 of the following clip so as to potentially pique curiosity:
- http://www.bing.com/videos/search?q=st.+lucy%27s+home+for+girls+raised+by+wolves+video&view=detail&mid=F838DAA3154FACAC8DE7F838DAA3154FACAC8DE7&FORM=VIRE
- The story we are "gearing up" to read, "St. Lucy's Home for Girls Raised by Wolves," is very much about you!
- Stages of the story assigned via a drawing of cards.
- Transition--pick up a copy of the "Short Story in an 'Hour'--Summary Notes/Stage Summary" document from the front table
- Engage in a purposeful oral reading of the front side of the document prior to flipping it over. What ought our purpose be?
- On the back of the document, write in the number that corresponds with your assigned Stage.
- Quietly and independently gist-read your assigned Stage and jot down notes under the "Outline" section.
Closure -- Musical Fold-the-Line (remainder of class time)
- First, consider your answer to this question: What is the gist of what you just read?
- Form two lines of equal length (if possible) in the front of the classroom facing each other.
- When the music plays, move as directed (somewhat circular motion).
- When the music stops, the person whose back is facing west will share the gist of his/her section. Then, the person whose back is facing east will do the same.
- Repeat this process (time permitting).
HW (Class Preparation)
--Begin preparing for the Unit #2 vocabulary quiz, which will take place on Monday, 10/24 (ACE) or Tuesday, 10/25 (BDF), bearing in mind your rough goal set during today's class. You might want to consider completing each of the exercises in the vocabulary book. Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you'll be in good shape! REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--If you struggled on the Unit #1 vocabulary quiz and would like some tips on how to prepare for the Unit #2 quiz, take the initiative to meet with me after school so that we can put together a plan of action!
--Bring your vocabulary book to class again next time--PLEASE DO NOT FORGET!
Miscellaneous
--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.
