English 9--11/1/2017 & 11/2/2017

Jump Off

--Pick up the "Determining Unfamiliar Words--Common Context Clues/What to Look for" halfsheet from the front table and give it a quick scan as I quickly take care of attendance.

S. the C.
--Feel free to stop me whenever you hear me use one of our vocabulary words in context during today's lesson (but be aware that I might "check on" your understanding immediately thereafter!).
--rough goals from half-index cards last class read aloud--anyone know why I would do such a thing?! (Block 3 BDF did not set goals this unit)
--Let's take a look at the information below in order to fortify our understanding of the purpose of the remainder of today's lesson:

• Excerpts from some of our standards (RL.4, RI.4, L.4) about what English 9 students can do read as follows:
• "Determine the meaning of words and phrases as they are used in a text"
• "Use context...as a clue to the meaning of a word or phrase"
• As such, the following is a target for today's lesson:
• When reading both fiction and nonfiction, I can use context clues to figure out what unfamiliar words and phrases most likely mean.
• The following target is also fodder for today's lesson:
• While reading fiction, I can...
  • determine emergent themes/make a list of theme words

--You should leave class today with...

• better metacognition with regard to using context clues
• I imagine "metacognition" is a word alien to many of you.  Who can define metacognition?
• much deeper knowledge and understanding of many of the Unit #2 vocabulary words
• a sense of which words to further study in preparation for the Unit #2 vocabulary quiz next class
• a deeper understanding of theme in literature, as evidenced by your ability to answer the three focus questions below:
• What is a theme?
• How can a reader determine what themes exist in a text?
• What is an appropriate theme word for P.D. Eastman's "The Best Nest"?

--agenda/HW
--Vocabulary review directions:

• Open your vocabulary book to page 29.
• See the front board for your assignment (either the evens or the odds) and star the items in your vocabulary book.
• Directions modeled for #1
• When selecting the word erratic for #1, I underlined the words Though, great sinker, and "Wild Pitch Hickok".  "Though" establishes a contrast between the first part of the sentence where it is noted that the pitcher can throw one pitch well and the second part of the sentence where his nickname is revealed.  If a pitcher with one good pitch is called "Wild Pitch Hickock", then that pitcher is clearly not consistent, which is what the word erratic means.)

Review -- Vocabulary Unit #2

--In the time permitted, complete as many of the assigned sentences of the "Completing the Sentence" exercise as you can quietly and independently.  As you work, underline the specific context clues within each sentence that help you arrive at your selections for filling in the blanks.  Be ready to share your logic later in the class block (much as I did when modeling the directions).

• As you work, concurrently consult the halfsheet list.
• Which of the strategies did you use? (metacognition)

--pair/share (evens with evens/odds with odds)--MODEL first
--Before moving to the next step, "anchor in" to our classroom expectations.  Remember that jeering is not permitted.  A terse mocking comment by one student, though seemingly innocent enough, often results in proliferation.  I would prefer not to have to admonish anyone via a gentle warning or, worse yet, subjugate anyone through a forceful warning.  Listen attentively and move forward in your understanding of our word list during this chunk of time--don't merely feint paying attention!

Directions:

• a student comes up to the SMART Board after a drawing of cards and, for a sentence of his or her choice, writes in the answer for the sentence/underlines the context clues used to arrive at the answer while engaging in a "think-aloud" about his or her logic--I WILL MODEL FIRST WITH ERRATIC
• REPEAT THIS PROCESS FOR UP TO FIVE OF THE WORDS--PREVIOUS PARTICIPANT SELECTS THE NEXT PARTICIPANT

--answers shared for remaining exercise items

Closure/Self-Reflection
--FYI/Reminder in Block 3 BDF: The two most common "pitfalls" that occur when taking the vocabulary quizzes are as follows: improvement needed in using context clues AND incomplete knowledge of the function and meaning of words (perhaps due to a lack of good strategies for learning/remembering?). To which of these pitfalls (if any) did you succumb on the Unit #1 quiz, and how can you improve in the future?  (I know that some of you are dissatisfied with a mediocre performance or worse on the first assessment and are zeroing in on moving from good to GREAT!)

Transition

--Pick up a copy of the "Theme Skeletal Notes and Theme Statement Practice with 'The Best Nest'" document from the front table.  We will read through the first two bolded sections ("Theme" and "Some Tips for Determining the Emergence of Themes") on the front page of the document together and fill in as many of the blanks as we can.

Notetaking/Application Activity #1 -- P.D. Eastman's "The Best Nest": Determining Emergent Themes
--read through the first two bolded sections of the notes page together via the SMART Board and fill in the blanks
--assign purposeful reading/viewing tasks/questions by handing out halfsheets

• Task A--explain/clarify
• Task B--explain/clarify
• Task C--explain/clarify

--What is the "gist" of "The Best Nest" again?
--read/view "The Best Nest" on YouTube--jot down notes as per your assigned task, which we will then refer back to when we complete the next section of the theme notes

https://www.youtube.com/watch?v=7f6TsHA0kTM

--pair/share
--come up with theme words as a whole group by sharing Tasks A, B, and C

Closure -- Ball Toss (time permitting)

--"You should leave class today with..." questions

HW (Take-Home Assessment) 

--Complete Article of the Week #3, which is due at the beginning of class on Tuesday, 11/7 (ACE) or Wednesday, 11/8 (BDF).  This task will include purposefully reading the directions in the box on the front page and completing your best work with regard to the directions.  (You might be able to start making connections to "St. Lucy's..."?)   Make sure to bear in mind your index card "to-do" list as you work.  When you finish, check your work to make sure that it best represents your English skills.  Keep in mind that I am available during "Office Hours" and more than happy to help students who take initiative! :)

HW (Class Preparation)

--Finish preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of NEXT class (Friday, 11/3 [ACE] or Monday, 11/6 [BDF]), bearing in mind the rough goal that you set.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!

--If you struggled on the Unit #1 vocabulary quiz and would like some tips on how to prepare for the Unit #2 quiz, take the initiative to meet with me during my "Office Hours" so that we can put together a plan of action!
--Next week will be another "Grammar Hammer" week.  Make sure you know the eight parts of speech (especially verb, preposition, and conjunction.
Miscellaneous

--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.