--Pick up the vocabulary assessment from the front table. Complete the quiz quietly and independently. Good luck!
--FYIs:
- I will interrupt you a few minutes in to let you know about "Diction Doctor" status and give you directions for what to do when you finish.
- As you work on the vocabulary assessment, I will come around with your Cumulative Writing Portfolios as we will use the folders later during today's class block.
--Please SEE ME before leaving class today:
- Blake B.
- Shawn F.
- Becca L.
- Carl L.
- Matthew S.
--trade and grade (Block 2 classes)
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily (Block 2 classes)
--agenda/HW
S. the C. (5-8 mins.)
--You should leave class today...--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily (Block 2 classes)
--agenda/HW
S. the C. (5-8 mins.)
- having demonstrated mastery of the words on the Unit #1 vocabulary list (and/or with a plan for how to move forward) (Block 2 classes)
- knowing what the growth mindset is and how feedback works in our course
- understanding the score and feedback provided on your "Target-Driven Ticket-Out-the-Door" from three classes ago (and, as such, with rough ideas of how to move forward)
- with an even deeper understanding of Rilke's letter (his main point, his tone, etc.)
- with a "plan of action" for finishing preparing for the final assessment about Rilke's letter.
--agenda/HW
Transition (2-3 mins.)
Transition (2-3 mins.)
--Open your Cumulative Writing Portfolio and take a peek at the feedback provided on your "Target-Driven Ticket-Out-the-Door" from three classes ago.
Instruction/Self-Reflection -- Target-Driven Ticket-Out-the-Door (25-30 mins.)
--introduction to "Growth Mindset" and "Continuous Improvement Cycle" via PowerPoint
Instruction/Self-Reflection -- Target-Driven Ticket-Out-the-Door (25-30 mins.)
--introduction to "Growth Mindset" and "Continuous Improvement Cycle" via PowerPoint
- view slides quietly and independently
- discuss impressions/understandings/questions, etc.
- When you receive your scoring sheet, you'll note that the three targets assessed align with aspects of the Cs (and, as such, the link that exists between reading well and writing well).
--introduction to the "HEDI Scale for Feedback/Scoring" via PowerPoint
- FYI: Rubrics with far much more detail are used for major writing assignments.
- sample work shared (5, 4, and 3)
- Which is which?
- What makes a "5" a "5"? A "4" a "4"? A "3" a "3"?
- What do you suppose results in a "2"?
- sample rubric language shared via PowerPoint
--engage in self-reflection
- reread your own work and determine one "pro" and one "grow"
- capture the information in your CWP--SEE FRONT BOARD
- AS YOU WORK, I WILL DELIVER YOUR SCORING HALFSHEETS.
--whole-class Q & A
Think-Pair-Share -- Wrapping Up "Letter One" of Rainer Maria Rilke's Letters to a Young Poet (remainder of class)
--Reminder: Targets assessed next class block
--oral purposeful re-reading and/or scan annotations
--whole-class share-out/address my related questions (cards drawn if necessary)--as I mark up the text on the SmartBoard, do the same on your personal copy of the text
HW (Class Preparation)
Think-Pair-Share -- Wrapping Up "Letter One" of Rainer Maria Rilke's Letters to a Young Poet (remainder of class)
--Reminder: Targets assessed next class block
--oral purposeful re-reading and/or scan annotations
- Central Idea Tip: Look for any obvious repetition of ideas. Sometimes, a writer will go so far as repeating sentences almost word-for-word to drive home his or her point!
- Tone Tip: Most people agree that tone is easy to determine when someone is talking. Try reading the text aloud and, if possible, hear the author's tone (e.g., What words are being emphasized?).
--whole-class share-out/address my related questions (cards drawn if necessary)--as I mark up the text on the SmartBoard, do the same on your personal copy of the text
HW (Class Preparation)
--Prepare for a formal assessment NEXT class (Thursday, 10/12 [ACE] or Friday, 10/13 [BDF]) about Rilke's letter that aims to assess your ability to hit the following targets:
- When reading nonfiction, I can...
- pick out the author's main point (central idea)
- pick out the important details that the author uses that connect back to his/her main point
- explain how the author's details connect back to his/her main point
- tell how the author feels about the topic he/she is writing about (tone)
- pick out words that show how the author feels about the topic
- explain how the author's word choices show how he/she feels about the topic.
--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 early-December to finish your book.
