English 9--12/13/2016 & 12/14/2016

Jump Off (3-5 mins.)
--Please do the following at the front table before settling in at your most recent assigned seat:

• pick up a copy of the "Theme Statements--The Do Nots/The Dos" document
• receive a copy of one of your peer's theme statements from me

--Please SEE ME before leaving class today:

• Flynn
• Jordan P.

S. the C. (8-10 mins.)
--You should leave class today with...

• a better understanding of what a theme statement is and what makes a theme statement meaningful and complex
• a better idea of the various insights into the human condition (theme statements) Russell attempts to convey in "St. Lucy's..."
• a stronger theme statement for your End-of-Mini-Unit Writing Assessment than you have at the start of the class block (or, at the very least, ideas for how you can strengthen your theme statement
• a clearer idea of how "St. Lucy's..." connects to real life, which might help you "zero in" on a theme statement if you are still struggling to form a meaningful and complex one
• a reminder of what constitutes a deftly-written paragraph.

--agenda/HW

Mini-Lesson -- "St. Lucy's..." Theme Statement Analysis (35-40 mins.) AT 55 MINUTES!
--take a look at the "Theme Statements--The Do Nots/The Dos" PowerPoint:

• The Do Nots
• share a row and "St. Lucy's..." example from whiteboard--check peer's theme statement
• repeat process for remaining rows/examples
• The Dos
• share a row and work together to improve "St. Lucy's..." example
• repeat process for remaining rows/examples
• provide feedback on peer's theme statement for how he or she can move forward

--"anchor in" to the "Compact for Group Work"
--Transition--get into pre-formed groups
--share the work that you just completed with each other in order to...

• get a better idea of the various insights into the human condition Russell attempts to convey in "St. Lucy's..."
• craft stronger theme statements for your End-of-Mini-Unit Writing Assessment.

*STUDENTS WHO DID NOT DEMONSTRATE RESPONSIBILITY BY SUBMITTING A THEME STATEMENT LAST CLASS BLOCK WILL USE THIS TIME TO CRAFT A THEME STATEMENT.*

--Transition--re-column the desks
--Closure

• three theme statements shared out for "quality assurance"--if necessary, whole group works together to complete final revisions

Enrichment Discussion Preparation -- Prince EA's "Why I Think This World Should End" (5-8 mins.)

--view the brief film found at the link below with these two questions in mind:

• What is an appropriate theme statement for the brief film?
• How does the theme conveyed in this film relate to Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"?

--You might want to write some of your ideas down so that you do not forget them when we discuss this film during the last few minutes of class!

http://www.bing.com/videos/search?q=youtube+prince+ea&&view=detail&mid=2D951D3E8B72A69762602D951D3E8B72A6976260&rvsmid=7DC737990BD2FFBE9B887DC737990BD2FFBE9B88&fsscr=-990&FORM=VDFSRV


Enrichment Circle Discussion/Looking Ahead -- Prince EA's "Why I Think This World Should End"/Writing a Deft Paragraph (remainder of class)
--discussion protocol shared/"Discussion Contribution Rating Scale" reminder

--engage in discussion as per protocol--you are strongly encouraged to capture any notes that end up on the whiteboard during this discussion!
--MODELING--outlining a paragraph about the theme of the film

HW (Class Preparation)
--Finish planning, gathering evidence, outlining, etc. for the End-of-Mini-Unit Writing Assessment.  Strongly consider using the "Writing Paragraphs" document that you received last class.  This final assessment for "St. Lucy's..." will take place next class (Thursday 12/15 [BDF] or Friday, 12/16 [ACE]), and you are free to use any planning/outlining that you bring with you to the test site.
--Read 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!