English 9--10/26/2016 & 10/27/2016

Jump Off (1-2 mins.)
--Pick up a tile, an Expo marker, and a scrap for erasing from the front bookshelf--be kind to my markers!
--Look through your brain and your notes in order to respond to this question:

• What are the guidelines for writing a "good" paragraph summary about fiction?

S. the C. (3-5 mins.)
--brief share-out--list of guidelines put up on the board for use during group work
--agenda/HW

Self-Assessment -- 1st Marking Period Soft Skills (30-35 mins.)
--What are soft skills and why do they matter?

• Let's do some Google-searching!

--familiarize ourselves with the framework/"anchor in" via PowerPoint and tiles 

• Defining "consistent"
• Defining "inconsistent"
• Sample rubric squares shared
• Sample "students" analyzed
• Category/categories?
• "Score"?

--Transition--pick up a copy of the "Mr. Martin's English--Soft Skills Self-Assessment" document from the front table
--sample self-assessment shared in order to demonstrate desired level of specificity
--complete the "Mr. Martin's English--Soft Skills Self-Assessment" document quietly and independently as directed

• GPAs/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.

Mini-Lesson (Part 4) -- Short Story in an "Hour" (20-25 mins.)

--Reminder: objectives for this mini-lesson:

• craft a plot summary as per our learning target
• work cooperatively in small groups (listening, respecting, etc.)--SL.1 to the max!
• comprehend the basic plot of most of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"

--continuation of steps for this mini-lesson:

• "Anchor in" to our official "Compact for Group Work".
• Blocks 1 & 2 (5 mins.)/Blocks 3 & 4 (10 mins.): Finish working together in order to craft a summary that hits our target/aligns with the "Summary Notes".  When you finish, one group member will share your summary with the whole class.
• One group member shares 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.
• During this time, students are expected to take notes for use when crafting a summary of Stages 1-4 of the story.

*I WILL BE AROUND TO RETURN YOUR TICKET-OUT-THE-DOOR DOCUMENTS FROM THE END OF LAST CLASS (BLOCKS 1 & 2).*

Closure -- "Ticket-Out-the-Door--RL.2 and Reflections on Collaboration and Personal Conduct" (10-12 mins.)

--Using your notes from the previous portion of the class block, complete the first prompt.  (Consider writing one sentence per Stage.)  Then, complete the remaining prompts in as much detail as time permits.

• pair/share

DEAR -- Free Reading Books (time permitting)

--students without books will read Upfront newsmagazine

HW (Class Preparation)
--The assessment originally scheduled for today has been postponed!  Finish preparing for a formal assessment next class (Monday, 10/31 [BDF] or Tuesday, 11/1 [ACE]) about Russell's short story that aims to assess your ability to hit the following target:

• 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.

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.