--Pick up a copy of the "Learning from Challenges" halfsheet from the front table. We will use this document later in the class block, so I want to spend a few minutes modeling how to use it for you.
--Find your name card and settle in to your new assigned seat!
S. the C. (10-12 mins.)
--a note about "Perseverance", a component of the soft-skills framework:
- In order to consistently meet expectations, a student must persevere when faced with challenges and see challenges as an opportunity to move forward.
- TODAY'S LESSON ALLOWS US TO LEARN FROM CHALLENGES!
- the Marking Period 1 and Marking Period 2 Free Reading Course Component completed
- a much deeper understanding of Stage 4 of author Karen Russell's "St. Lucy's..." (and, really, a deeper understanding of the entire story)
- a clearer sense of how to read literature purposefully--when annotating, what should I be writing?!
- a better idea of the various insights into the human condition (theme statements) Russell attempts to convey in "St. Lucy's..." and a potential theme statement for use on your End-of-Mini-Unit Writing Assessment
--MODELING--use of the "Learning from Challenges" halfsheet
Transition (as quickly as possible!)
--sample completed one-pagers shared--which is stronger and why?
--quick overview of the one-pager options
--pick up a one-pager from the front of the classroom if you have yet to complete one
"Assessment"/DEAR -- Free Reading Books (30-40 mins.)
--complete one-pagers
--If you have already finished a one-pager/when you finish and turn in your one-pager, complete the following tasks in the order listed:
- pick up your copy of the "'St. Lucy's..." Comprehension and Purposeful Reading Quiz" from the front table
- complete the task defined on the halfsheet (and modeled earlier in the class block)
- select one of the following once you finish the bullets above:
- Quietly look for a new novel-length work in our classroom library
- Engage in free reading of a novel-length work
- Engage in free reading of Upfront newsmagazine
--Return your quiz by placing it in the black basket on the front table (maybe?).
--Pick up a copy of the "Stage 4 Comprehension and Purposeful Reading Quiz--Discussion Notes" document from the front table.
--If you were absent last class, please see me at the front table so that I can get you set up for making up the assessment that you missed.
Discussion Preparation -- "St. Lucy's..." Stage 4 Comprehension and Purposeful Reading Quiz--Learning from Challenges (flex time)
--oral reading of the "Stage 4 Comprehension and Purposeful Reading Quiz--Discussion Notes" document--rationale explained
- During today's small group discussions, which serve as preparation for a whole-class circle discussion, you can capture notes on this document and/or mark up your copy of "St. Lucy's..."
--directions given for the next block of time
- beginning with #1, go through the quiz together
- What are the correct answers/responses?
- How do you know that the correct answers "are what they are"?
- In order to move forward in your ability to annotate literature, what should you be writing when annotating?
- What conclusions can you draw about Karen Russell's theme based on a deeper understanding of Stage 4?
--groups of three formed via a drawing of cards
--"anchored in", engage in discussion as per the bulleted list above
Transition (flex time/time permitting)
--form a circle out of the desks from lowest number to highest number based on the number of total vowels in both your first and last name (e.g., I have a total of 4: O, A, A, I.)
Circle Discussion -- "St. Lucy's..." Stage 4 Comprehension and Purposeful Reading Quiz--Learning from Challenges (flex time/time permitting)
--vote upon which five questions/prompts require further discussion
--discussion protocol shared/"Discussion Contribution Rating Scale" reminder
- Before anyone else can contribute today, the individuals whose names are listed on the whiteboard must contribute.
--go through the "essential five" together
- What are the correct answers/responses?
- How do you know that the correct answers "are what they are"?
- In order to move forward in your ability to annotate literature, what should you be writing when annotating?
- What conclusions can you draw about Karen Russell's theme based on a deeper understanding of Stage 4?
*INDEX CARDS HANDED OUT*
Transition
--Return your quiz by placing it in the black basket on the front table (maybe?).
Closure -- "During today's work with "St. Lucy's...," I realized/concluded/learned that..." (5 mins.)
--write your name at the top of the lined side of your index card
--complete the sentence-starter above--try to be specific, please!
HW
(Class Preparation)
--Re-read
Stage 5 of "St. Lucy's..." Then, write a complex and meaningful
theme statement for Karen Russell's story. You are strongly advised to
analyze the body of your annotations and consult your theme notes page from the
beginning of the unit. Be prepared to share your theme statement out
loud with the class next time that we meet (Friday, 12/9 [BDF] or
Monday, 12/12 [ACE]).
--Strongly consider
planning, gathering evidence, outlining, etc. for the End-of-Mini-Unit
Writing Assessment. (It would make
sense to use the theme statement that you create for the above assignment.)
This final assessment for "St. Lucy's..." is tentatively
scheduled for Tuesday, 12/13 (BDF) or Wednesday, 12/14 (ACE),
and you are free to use any planning/outlining that you bring with you to the
test site.
--You are expected to select your next free reading book by the beginning of
class next time (Friday, 12/9 [BDF] or Monday, 12/12 [ACE]).
See me if you would like help and/or a recommendation! ALWAYS BRING YOUR
FREE READING BOOK TO CLASS!
