--Turn in your theme statement for "St. Lucy's..." by placing it in the black basket on the front table. Make sure that your first and last name are clearly written on your work.
--Please pick up the following from the front table:
- both a blue and a pink highlighter
- a copy of the document titled "COMMENT BANK FOR REPORT CARDS"
- your copy of the "'St. Lucy's...' Stage 4 Comprehension and Purposeful Reading Quiz"
--Please SEE ME before leaving class today:
- Adam B. (FR)
- Tabitha D. (S4, FR)
- Owen F. (FR)
- Flynn (FR)
- James F. (FR)
- Ben H. (FR)
- Mike H. (AOW)
- Brooklyn K. (FR)
- Marcus L. (S4)
- Carter P. (SUM)
- Jordan P. (FR)
- Bryanna R. (V)
- Ian W. (S4)
--You should leave class today with...
- two thoughtful comments selected for your Marking Period 2 report card
- 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?!
- an understanding of your strengths and areas for growth with regard to hitting our summarizing fiction targets
- a copy of a document that might help you plan your End-of-Mini-Unit Writing Assessment
- selection of comments MODELED
- Highlight in blue two comments that demonstrate your strengths this marking period in English class.
- Highlight in pink two comments that demonstrate your areas for growth this marking period in English class.
- Of your four total comments, pick the two that best capture your performance this marking period. Next to the highlighted comments, write a brief (yet specific) explanation for your selections.
--complete comments document quietly and independently as per the model and turn in when finished
- rough GPAs shared
- "Learning from Challenges" halfsheet
- "'St. Lucy's...' Comprehension and Purposeful Reading Quiz"
- "Stage 4 Comprehension and Purposeful Reading Quiz--Discussion Notes"
- "St. Lucy's Home for Girls Raised by Wolves"
--If you have not yet taken the "'St. Lucy's...' Stage 4 Comprehension and Purposeful Reading Quiz", please see me at the front table so that I can get you set up for making up the assessment.
--Reminder: During today's small group discussions, which serve as preparation for a whole-class circle discussion, you can capture notes on the "Discussion Notes" 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 (2-3 mins.)
--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.)
--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 (20 mins. maximum)
--vote upon which five questions/prompts require further discussion
--discussion protocol shared/"Discussion Contribution Rating Scale" reminder
--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?
Transition (2-3 mins.)
--Return your quiz by placing it in the black basket on the front table.
--While you are up there, pick up your copy of the "Summary Writing" assessment.
Purposeful "Re-reading"/Self-Reflection -- Stage 5 of "St. Lucy's..."/Summary Writing (5-10 mins.)
--as I read the Stage 5 summary below aloud, please consider both of the following:
Stage 5 of Karen Russell's short story "St. Lucy's Home for Girls Raised by Wolves" is about the narrator Claudette going back to her family's cave. Claudette, who feels somber, needs help from a woodsman to find her way back to the cave. Upon arrival, Claudette's family members are feasting on a large animal together and initially do not seem to recognize Claudette. After sniffing Claudette for a long time and biting her, Claudette's mother recognizes Claudette but looks proud and sorrowful at the same time. The scene concludes when Claudette lies to her family members by telling them that she is "home".
--brief "PROS and GROWS" share-out via a drawing of cards
Closure -- Before You Leave... (remainder of class)
--Pick up a copy of the "Writing Paragraphs" document from the front table.
--Take a final look at the list of the "You should leave class today with..." items--how did we do?!
--While you are up there, pick up your copy of the "Summary Writing" assessment.
Purposeful "Re-reading"/Self-Reflection -- Stage 5 of "St. Lucy's..."/Summary Writing (5-10 mins.)
--as I read the Stage 5 summary below aloud, please consider both of the following:
- How does the denouement of the story (Stage 5) link to the climax/falling action of the story (Stage 4)? Think about the work that we just did with Stage 4!
- Bearing in mind the summary below and the commentary provided on your assessment, what is one strength you demonstrated? What is one area for growth?
Stage 5 of Karen Russell's short story "St. Lucy's Home for Girls Raised by Wolves" is about the narrator Claudette going back to her family's cave. Claudette, who feels somber, needs help from a woodsman to find her way back to the cave. Upon arrival, Claudette's family members are feasting on a large animal together and initially do not seem to recognize Claudette. After sniffing Claudette for a long time and biting her, Claudette's mother recognizes Claudette but looks proud and sorrowful at the same time. The scene concludes when Claudette lies to her family members by telling them that she is "home".
--brief "PROS and GROWS" share-out via a drawing of cards
Closure -- Before You Leave... (remainder of class)
--Pick up a copy of the "Writing Paragraphs" document from the front table.
--Take a final look at the list of the "You should leave class today with..." items--how did we do?!
HW (Class Preparation)
--Continue planning, gathering evidence, outlining, etc. for the End-of-Mini-Unit Writing Assessment. Strongly consider using the "Writing Paragraphs" document that you received today. This final assessment for "St. Lucy's..." is officially scheduled for 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!
