English 9--11/7/2017 & 11/8/2017

Jump Off (2 mins.)
--Pick up the "The Simple Sentence" document from the front table.  The following individuals need to drop the hammer!:

• Jillian G.
• Adam N.
• Lana B.

--For the first part of today's class block, sit in one of the desk pairs with a partner with whom you can work well.
--Block 3 BDF: Find your name card and sit in the corresponding desk.  You will work in these partnerships during the first part of today's class block.

S. the C. (8-10 mins.)

--You should leave class today with...

• knowledge of what the subject of a sentence is
• knowledge of what a verb is
• the ability to look at a sentence and appropriately label its subject(s) and verb(s)
• several potential theme words for "St. Lucy's..."
• several pieces of specific textual evidence related to theme words for "St. Lucy's..." (details you might end up eventually using in your End-of-Mini-Unit Assessment Writing Piece!)
• a rough sense of what Karen Russell is suggesting about one of the emergent themes of the story?!

--beginning with the end in mind--our ultimate purpose for re-reading the short story:

End-of-Mini-Unit Assessment Writing Prompt:
Write a well-developed paragraph in which you support a meaningful and complex theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.


--agenda/HW

Review Activity/Instruction -- The Grammar Hammer--The Simple Sentence (30-40 mins.)
--review our "Compact for Group Work" and "anchor in" (1 min.)

--oral reading of Part A directions (3-5 mins.)

--complete PRACTICE 1 #1-3 quietly in partnerships (3 mins.)
--check for understanding via a drawing of cards (3-5 mins.)
--oral reading of Part B directions (3-5 mins.)
--complete PRACTICE 2 #1-3 quietly in partnerships (3 mins.)
--check for understanding via a drawing of cards (3-5 mins.)
--oral reading of Part C directions (3-5 mins.)
--complete PRACTICE 3 and PRACTICE 4 #1-3 quietly in partnerships (5 mins.)
--check for understanding via a drawing of cards (3-5 mins.)

--Next class, you will take a grammar quiz with the following directions: 

• For each of the following sentences, highlight the part of speech as directed (e.g., NOUN or PRONOUN or...).
• For each of the sentences below, circle the simple subject.  The simple subject of a sentence does not include any of the modifiers that further describe the subject.
• For each of the sentences below, circle the verb. 

Prepare accordingly!  Consider...

• reviewing your "Parts of Speech Review" document and "Parts of Speech--Ticket-Out-the-Door" document from three weeks ago
• completing the rest of the practice items that we did not complete in class today and checking your work against my answer key.

Transition
--Return the desks to the typical setup.
--Take out the following: 

• your copy of the "Determining Emergent Themes Document--Stage 1 and Theme Tracking Document--Stage 2" document 
• your copy of "St. Lucy's...".

Spend a few minutes capturing any notes from the chart on the front board that you do not already have written down.

Application Activity #1 (cont.) -- Karen Russell's "St. Lucy's Home for Girls Raised by Wolves": Determining Emergent Themes
--Reminder: purposeful oral reading tasks

• Task A folks = first row of chart
• Task B folks = second row of chart
• Task C folks = third row of chart

--oral reading of Stage 1 of "St. Lucy's..."/constant comprehension checks--jot down notes as per your assigned task (BLOCK 2 ACE [THROUGH FOUR PARAGRAPHS]--SEE SMARTPHONE PIC; BLOCK 2 BDF/BLOCK 3 BDF [THROUGH TWO PARAGRAPHS]--SEE SMARTPHONE PIC)

• FYI: This story pretty much requires us to...
• "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"

--continue coming up with theme words as a whole group by sharing conclusions drawn via completion of the chart
*I WILL BE JOTTING NOTES ON OUR CLASS COPY OF THE TEXT ON THE SMART BOARD TODAY, AND YOU MUST CAPTURE THESE NOTES ON YOUR OWN COPY!*

Application Activity #2 -- Karen Russell's "St. Lucy's Home for Girls Raised by Wolves": Theme Tracking
--oral reading of "Directions" on second page

• Q & A

--oral reading/MODELING of reading task with first few paragraphs of Stage 2 of "St. Lucy's..."
--oral reading continued--continue jotting down notes as per reading task

Transition
--Pick up a copy of the final document for today's class ("Theme Ticket-Out-the-Door").  After an oral reading of the directions/Q & A, groups will be formed via a drawing of cards, and you will have whatever class time remains to work on the task at hand.

Closure -- Theme Ticket-Out-the-Door
--complete the task as directed

HW (Class Preparation)
--Prepare for the grammar hammer quiz, which will occur NEXT class (Thursday, 11/9 [ACE] or Monday, 11/13 [BDF]).  (SEE EARLIER IN THE BLOG POST FOR ADDITIONAL INFORMATION.)
HW (Take-Home Assessment) 
--Article of the Week #3  is due at the beginning of NEXT class (Thursday, 11/9 [ACE]or Monday, 11/13 [BDF]).  If you want to show initiative, though, you can still hand your work in today!  This AoW includes purposefully reading the directions in the box on the front page and completing your best work with regard to the directions.  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! :)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.