English 9--11/17/2016 & 11/18/2016

Jump Off (1 min.)

--Pick up the "Drawing Study Strategy" sheet from the front table.

S. the C. (8-10 mins.)
--agenda/HW

Study Strategy Practice/Review -- Vocabulary Unit #3 (20-25 mins.)
--information shared about the "incentive plan"
--"Drawing Study Strategy" MODELED on the front board (word, part of speech, easy-to-remember synonym, and easy-to-visualize drawing)
--independent work time--implement the "Drawing Study Strategy" for at least five of the Unit #3 words

• AS YOU WORK, I WILL RETURN YOUR UNIT #2 VOCABULARY QUIZ WITH THE ROUGH GOAL YOU SET STAPLED TO IT.  ALSO, I WILL GIVE YOU ANOTHER HALF-INDEX CARD SO THAT YOU CAN SET ANOTHER ROUGH GOAL.*

--share out--three more words added to the front board (ideally via volunteers, but cards will be drawn if necessary)
--reflect upon your performance on the Unit #2 vocabulary quiz one last time and set a rough goal for the Unit #3 quiz on your half-index card

Transition (2 mins.)
--Put your vocabulary book and "Drawing Study Strategy" sheet away.
--Turn in your half-index card and your Unit #2 vocabulary quiz to me at the front of the classroom.

--Take out your reading task for "St. Lucy's Home for Girls Raised by Wolves" that you completed last class as well as your copy of the short story.

"Setting the Table" -- Academic/Purposeful Re-reading of "St. Lucy's..." (flex time)
--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.

--more specific purposeful reading tasks MODELED one-by-one (as necessary) 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.  COMPLETION OF THESE TASKS AND SHARE-OUTS/DISCUSSIONS STEMMING FROM YOUR WORK ARE INTENDED BOTH TO HELP US WORK TOWARD MASTERING CERTAIN STANDARDS AND "UNWRAP" THE STORY IN PREPARATION FOR THE WRITING ASSESSMENT.*

Transition (5-8 mins.)
--Block 2: engage in purposeful re-reading?!
--go back through your purposeful annotations and related document: 

• add at least one more annotation
• come up with at least one potential contribution for today's forthcoming share-out/discussion

Share-Out/Discussion -- "St. Lucy's..."--Stage 1 (until 8-10 mins. remain [time permitting])--as you and your peers share and I mark up the text on the SMART Board, do the same on your personal copy of "St. Lucy's..." (volunteers first, then cards drawn)

Closure -- Take a Stand (remainder of class [time permitting])

--reminder of the protocol for Take a Stand (with a twist!):

• Momentarily, I will make a claim about Stage 1 of "St. Lucy's...":
• If you agree with the claim, STAND ON your desk chair.
• If you neither fully agree nor disagree with the claim and instead have a more precise claim of your own, STAY SEATED in your desk chair. 
• If you disagree with the claim, SIT ON THE FLOOR next to your desk.

--The claim: The Stage 1 epigraph of Karen Russell's short story "St. Lucy's Home for Girls Raised by Wolves" accurately depicts the girls' actual experiences during the first section of the story.
--show your position
--cold-calling--students randomly selected to briefly explain their thoughts (no more than three sentences)

HW (Class Preparation)

--Finish preparing for the Unit #3 vocabulary quiz, which will take place at the beginning of next class (Monday, 11/21 [BDF] or Tuesday, 11/22 [ACE]), bearing in mind your rough goal set during class today.  I invite you to do one or both of the following as part of your preparation process: 

• finish your "Drawing Study Strategy" sheet from today's class
• complete the remaining exercises in your vocabulary book, focusing especially on using/underlining context clues whenever the opportunity arises

REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!  Don't forget about the incentive plan!
--If you struggled on either the Unit #1 or the Unit #2 quiz, take the initiative to meet with me during homeroom or after school so that we can put together a plan of action!
--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.
Miscellaneous
--Enjoy the weekend--you only get so many of 'em!