Jump Off (15-25 mins.)
--Spend the first few minutes of class studying for the forthcoming Unit #3 vocabulary quiz quietly and independently. I will be around with the quiz after study time.
--After carefully reading all of the directions, complete the vocabulary quiz quietly and independently. Good luck!
--When you finish with the quiz, place your work on the floor next to your desk. Then, engage in free reading until you receive further instructions.
S. the C. (8-10 mins.)
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily
--Reminder: Beginning with the end in mind--our ultimate purpose for re-reading "St. Lucy's Home for Girls Raised by Wolves":
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.
--agenda/HW
Transition (2 mins.)
--Take out your reading task for "St. Lucy's Home for Girls Raised by Wolves" that you completed a few classes ago as well as your copy of the short story.
Share-Out/Discussion (cont.) -- "St. Lucy's..."--Stage 1 (25-30 mins.)
--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..."
- In order to maintain some structure, ...
- I have established an order for contributions on the whiteboard
- the first contributor to today's share-out/discussion will be the first person on the list on the whiteboard
- contributions will be about the same topic/area of the text until we have exhausted the thread
- raised hands will be acknowledged as per the order on the whiteboard
- everyone present must contribute once before anyone can offer a second (third, etc.) contribution.
Closure -- Take a Stand (10 mins.)
--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)
DEAR -- Free Reading Books (remainder of class)
--those without books will read Upfront newsmagazine
HW (Class Preparation)
--Read your free reading book for 10-15 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.--show your position
--cold-calling--students randomly selected to briefly explain their thoughts (no more than three sentences)
DEAR -- Free Reading Books (remainder of class)
--those without books will read Upfront newsmagazine
HW (Class Preparation)
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Block 2
Jump Off (15-25 mins.)
--Spend the first few minutes of class studying for the forthcoming Unit #3 vocabulary quiz quietly and independently. I will be around with the quiz after study time.
--After carefully reading all of the directions, complete the vocabulary quiz quietly and independently. Good luck!
--When you finish with the quiz, place your work on the floor next to your desk. Then, take out your reading task for "St. Lucy's Home for Girls Raised by Wolves" and your copy of the short story. Engage in purposeful re-reading of Stage 1 of the short story until you receive further instructions.
S. the C. (8-10 mins.)
--trade and grade--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily
--Reminder: Beginning with the end in mind--our ultimate purpose for re-reading "St. Lucy's Home for Girls Raised by Wolves":
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.
--agenda/HW
Share-Out/Discussion -- "St. Lucy's..."--Stage 1 (25-30 mins.)
--Task D--RL.5 (Structure) MODELED (if necessary)
--finish engaging in purposeful re-reading
--come up with at least one potential contribution for today's forthcoming share-out/discussion
--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..."
- In order to maintain some structure, ...
- I have established an order for contributions on the whiteboard
- the first contributor to today's share-out/discussion will be the first person on the list on the whiteboard
- contributions will be about the same topic/area of the text until we have exhausted the thread
- raised hands will be acknowledged as per the order on the whiteboard
- everyone present must contribute once before anyone can offer a second (third, etc.) contribution.
Closure -- Take a Stand (10 mins.)
--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)
DEAR -- Free Reading Books (remainder of class)
--those without books will read Upfront newsmagazine
HW (Class Preparation)
--Read your free reading book for 10-15 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.
--show your position
--cold-calling--students randomly selected to briefly explain their thoughts (no more than three sentences)
DEAR -- Free Reading Books (remainder of class)
--those without books will read Upfront newsmagazine
HW (Class Preparation)
