--Spend the first 3-5 minutes of class rereading/reviewing your active/purposeful reading of Article of the Week #3 quietly and independently. Today's class will begin with a multiple choice quiz related to our reading nonfiction targets. Ultimately, this quiz is intended to assess the quality of your annotations.
--As you are rereading/reviewing, pick one annotation that you would like me to read that you think will show me that you have moved forward with your active/purposeful reading skills. Feel free to write a note next to what you circle for the sake of clarity!
--As you are rereading/reviewing, pick one annotation that you would like me to read that you think will show me that you have moved forward with your active/purposeful reading skills. Feel free to write a note next to what you circle for the sake of clarity!
--If you want me to take note of your growth and take it into consideration when assessing your ability to hit our nonfiction targets and the quality of your annotations, turn in your active/purposeful reading of Article of the Week #3 by placing your work in the black basket on the front table. While you are up there, pick up a copy of the assessment.
Assessment -- "Quality of Annotations/Reading Nonfiction Targets Multiple Choice Assessment (8-10 mins.)
--complete the assessment quietly and independently--good luck!
--When you finish, place your assessment in the black basket on the front table and engage in free reading until everyone has finished. Pick up a copy of Upfront newsmagazine if you do not have your free reading book, but be aware, I am taking note of your lack of responsibility! :)
S. the C. (8-10 mins.)
--FYI: We will very likely complete this lesson over the course of the next two class blocks.
--Read the standard below--the bolded part is the focal point of this lesson--and consider and be ready to discuss the questions that follow:
Assessment -- "Quality of Annotations/Reading Nonfiction Targets Multiple Choice Assessment (8-10 mins.)
--complete the assessment quietly and independently--good luck!
--When you finish, place your assessment in the black basket on the front table and engage in free reading until everyone has finished. Pick up a copy of Upfront newsmagazine if you do not have your free reading book, but be aware, I am taking note of your lack of responsibility! :)
S. the C. (8-10 mins.)
--FYI: We will very likely complete this lesson over the course of the next two class blocks.
--Read the standard below--the bolded part is the focal point of this lesson--and consider and be ready to discuss the questions that follow:
- RL.2: English 9 students can determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- What does the RL.2 standard ask students to do
- On a scale of 1-5+, how would you rate your mastery of the bolded part of the RL.2 standard?
--today's class also presents an opportunity to apply standard SL.1 by aiming to participate effectively in different types of collaborative discussions
--You should leave class today (or next time) 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?
Transition (5-8 mins.)
--Pick up a copy of the "Theme Skeletal Notes and Theme Statement Practice (RL.2) with 'The Best Nest'" document from the front table. Then, quietly and independently, read through the front page of the document and fill in as many of the blanks as you can. (You might want to consider using a pencil!)
Notetaking/Application Activity #1 -- P.D. Eastman's "The Best Nest": Determining Emergent Themes (35-40 mins.)
--pair and compare
--read through the top half of the notes page together via the SMART Board and fill in the blanks
--go over purposeful reading/viewing tasks/questions (located on the front board) and assign tasks/questions by handing out halfsheets
--Q & A for clarification before reading/viewing the story
--What is the gist of this story again?
--read/view "The Best Nest" on YouTube--jot down notes as per your assigned task, which we will then refer back to when we complete the next section of the theme notes
https://www.youtube.com/watch?v=7f6TsHA0kTM
--come up with theme words as a whole group by sharing Tasks A, B, and C--you are strongly advised to copy the t-chart from the front board into your notebook!
--directions on back of the page read/clarified (if necessary)
Application Activity #2 -- P.D. Eastman's "The Best Nest": Theme Statements and Strong and Thorough Textual Evidence (10-15 mins.)
--review our rough Compact for Group Work
--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 (remainder of class)
--After carefully reading the directions, complete the task at hand and submit your best work based on the time permitted prior to leaving class.Notetaking/Application Activity #1 -- P.D. Eastman's "The Best Nest": Determining Emergent Themes (35-40 mins.)
--pair and compare
--read through the top half of the notes page together via the SMART Board and fill in the blanks
--go over purposeful reading/viewing tasks/questions (located on the front board) and assign tasks/questions by handing out halfsheets
--Q & A for clarification before reading/viewing the story
--What is the gist of this story again?
--read/view "The Best Nest" on YouTube--jot down notes as per your assigned task, which we will then refer back to when we complete the next section of the theme notes
https://www.youtube.com/watch?v=7f6TsHA0kTM
--come up with theme words as a whole group by sharing Tasks A, B, and C--you are strongly advised to copy the t-chart from the front board into your notebook!
--directions on back of the page read/clarified (if necessary)
Application Activity #2 -- P.D. Eastman's "The Best Nest": Theme Statements and Strong and Thorough Textual Evidence (10-15 mins.)
--review our rough Compact for Group Work
--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 (remainder of class)
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.
Miscellaneous
--Enjoy the weekend--you only get so many of 'em!
