--Pick up an index card from the front table. Write your name at the top of the lined side. Then, number 1-6, skipping a line after each number.
S. the C. (12-15 mins.)
--You should leave class today having demonstrated...
- the ability to look at a sentence and label the various parts of speech
- the ability to look at a sentence and appropriately label its subject and verb
--You should leave class today with...
- a deeper understanding of theme in literature as evidenced by your ability to answer the five focus questions below:
- What is a theme?
- How can a reader determine what themes exist in a text?
- What is a theme statement?
- How does a mere theme differ from a theme statement?
- How can a reader turn a theme into a theme statement?
- knowledge of our ultimate purpose for re-reading Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"
- a clear idea of what tasks you will be completing over the course of the next few weeks in order to fulfill our purpose
--review for the forthcoming grammar assessment via SMART Notebook ("REVIEW--Identifying Subjects and Verbs"
Assessment/Transition -- Parts of Speech and Identifying Subjects and Verbs (10-25 mins.)
--Pick up the quiz from the front table ("QUIZ: Parts of Speech and Identifying Subjects and Verbs"). Complete the quiz quietly and independently back at your desk. Good luck!
--When you finish with the assessment, place your work in the black basket on the front table. Then, engage in free reading until I ask you to stop.
Application Activity #2 -- P.D. Eastman's "The Best Nest": Theme Statements and Strong and Thorough Textual Evidence (10-25 mins.)
--Blocks 4, 1, and 2: directions on back of the page read/clarified (if necessary)
--Blocks 4, 1, and 2: review (again!) our Compact for Group Work and "anchor in"
--Blocks 4, 1, and 2: mindfully complete the back of the theme notes page (gather strong and thorough textual evidence from and develop a rough theme statement for "The Best Nest") independently or in groups of no more than three people (randomly selected via a drawing of cards)
Transition (2 mins.)
--Pick up the "Theme/Theme Statement (RL.2) Ticket-Out-the-Door" halfsheet from the front table.
Closure (5 mins.)
--Blocks 4, 1, and 2: review (again!) our Compact for Group Work and "anchor in"
--Blocks 4, 1, and 2: mindfully complete the back of the theme notes page (gather strong and thorough textual evidence from and develop a rough theme statement for "The Best Nest") independently or in groups of no more than three people (randomly selected via a drawing of cards)
- If necessary, you can access the video on my computer or on your phones while gathering evidence.
Transition (2 mins.)
--Pick up the "Theme/Theme Statement (RL.2) Ticket-Out-the-Door" halfsheet from the front table.
Closure (5 mins.)
--After carefully reading the directions, complete the task at hand. Expect me to check your understanding while circulating throughout the classroom.
"Setting the Table" -- Academic/Purposeful Re-reading of "St. Lucy's Home for Girls Raised by Wolves" (remainder of class)
--beginning with the end in mind--our ultimate purpose for re-reading the short 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.
"Setting the Table" -- Academic/Purposeful Re-reading of "St. Lucy's Home for Girls Raised by Wolves" (remainder of class)
--beginning with the end in mind--our ultimate purpose for re-reading the short 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.
--purposeful reading tasks assigned for Stage 1 (see class rosters)
--more specific purposeful reading tasks shared and MODELED one-by-one for the epigraph and first paragraph of Stage 1:
- Task A--RL.2 (Theme)
- Task B--RL.3 (Character)
- Task C--RL.4 (Diction)
- Task D--RL.5 (Structure)
*BY THE END OF STAGE 4, YOU WILL HAVE COMPLETED EACH OF THESE TASKS*
HW (Class Preparation)
--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.
--Come to class next time prepared to begin grappling with "St. Lucy's..." I'm looking forward to it!
--Bring your vocabulary book to class next time--PLEASE DO NOT FORGET!
