--Please pick up a copy of the "Jump Off--4/3/2017 & 4/4/2017" document from the front table (a piece of poetry about students and cell phone use). After carefully reading the directions, complete the task at hand quietly and independently. Be prepared to share your thoughts via a drawing of cards later in class.
--Please SEE ME before leaving class today:
- Trevor F.
- Bea T.
--agenda/HW
Literacy Activity #1 (Old Business) -- Article of the Week #5 (10-15 mins.)
--Main area for growth in general:
- meeting deadlines
- following directions
- stamina
--Main areas for growth in written responses:
- following directions (using different methods of quotation integration)
- properly executing quotation integration methods
- properly paraphrasing so as to avoid plagiarism
- expanding upon personal connection
--breaking down the halfsheet--how were written responses scored?
--A quality paragraph response:
--A quality paragraph response:
Although teen behavior is often seen as stupid or reckless, there may be a more scientific reason behind teens' impulsiveness. Impulsiveness is the act of doing something without carefully thinking about the consequences, and although it does happen in adults, it is most common in teens. This can be attributed to higher releases of dopamine. In the article, Siegel states, "During adolescence, there is an increase in the activity of neural circuits using dopamine, a neurotransmitter central in creating our drive for reward." These releases of dopamine can also result in another common teen behavior known as hyperrationality, which is when teens only concentrate on what is happening in the now, and they don't recognize the bigger picture. This relates to my life because I am a teen, and often, I do things without considering the consequences. I commit the act anyway, though, because it looks fun. However, on the last page of the article, Siegel comments that understanding why teens act the way that they do is very important. He emphasizes that "[i]t matters because if we see the adolescent period as just a time to wade through, a time to endure, we'll miss out on taking very important steps to optimize the essence of adolescence." I believe that what Siegel is trying to say is that ultimately, it is important for people of all ages to understand that the teenage years are a time for people to learn about mistakes and consequences so they are prepared for their lives as adults.
--assignments returned for self-reflection
Transition (1 min.)
--PICK BACK UP HERE IN 2 ACE: Please pick up an index card from the front table.
Literacy Activity #2 (New Business) -- Article of the Week #6 (25-30 mins.)
--discuss the Jump Off via a drawing of cardsTransition (1 min.)
--PICK BACK UP HERE IN 2 ACE: Please pick up an index card from the front table.
Literacy Activity #2 (New Business) -- Article of the Week #6 (25-30 mins.)
--view the video clips below so as to respond to the following questions on your index card:
- What are the video clips suggesting about human behavior?
- To what extent can you relate? For what reasons?
- What "stories" can you tell related to these videos?
https://www.youtube.com/watch?v=kGZvNbfrNag
--discuss the video clips via a drawing of cards so as to "set the table" for the next Article of the Week
--Reminder: The three key reasons why we do Article of the Week:
- building background knowledge
- purposeful and active reading practice
- writing skills learning/practice
- Please pick up the "Article of the Week #6 (4/3 - 4/7)--2016-2017 School Year" document from the front table. I would like to simultaneously purposefully read the directions and model the expectations for the assignment before giving you some time to complete your best work.
--Rationale:
- Deliberate instruction is necessary based on my observations while reading your Article of the Week #5 written responses and your responses to #11-13 on the "Romeo and Juliet Unit--Mini-Test--March 2017".
- Ultimately, Article of the Week #6 serves as practice and preparation for the End-of-Unit Writing Assignment in which you will likely directly quote and paraphrase Shakespeare's text!
--Q & A
--begin working on Article of the Week #6 quietly and independently
Active/Purposeful Reading Activity -- The Tragedy of Romeo and Juliet Act IV (time permitting)
--Reminder: Active/purposeful reading tasks (SEE LIST ON FRONT BOARD)
Active/Purposeful Reading Activity -- The Tragedy of Romeo and Juliet Act IV (time permitting)
--Reminder: Active/purposeful reading tasks (SEE LIST ON FRONT BOARD)
--re-form the alphabetical-by-middle-name circle out of the desks and open to pages 58 and 59 of the Parsons text
--active/purposeful reading of Act IV--complete Post-its as per the list we created
--Closure
- engage in discussion as per Post-its and page 63 of the Parsons text
HW (Take-Home Assessment)
--Finish your work with Article of the Week #6, which is due at the beginning of class on your first class day back after April Break. This task will include purposefully reading the directions in the box at the top of the first page and completing your best work with regard to the directions. Good luck!
Miscellaneous
--As always, whatever we do not finish in class today, you can expect to finish next class!
--Aim to read at least 5-10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and keep in mind that Hooked on Books takes place the rest of this week!
