--Submit Article of the Week #3 by placing your best work in the black basket on the front table.
--While you are up there, pick up an index card. Write your name at the top of the lined side. Then, number 1-6, skipping a line after each number.
S. the C. (12-15 mins.)
--You should leave class today having demonstrated...
- the ability to look at a sentence and label the various parts of speech
- the ability to look at a sentence and appropriately label its subject and verb
- 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 (or several?!) 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 for the forthcoming grammar assessment via SMART Notebook ("REVIEW--Identifying Subjects and Verbs")
Assessment/Transition -- Parts of Speech and Identifying Subjects and Verbs (10-25 mins.)
--Pick up the quiz from the front table ("QUIZ: Parts of Speech and Identifying Subjects and Verbs"). Complete the quiz quietly and independently back at your desk. Good luck!
--When you finish with the assessment, place your work in the black basket on the front table. While you are up there, pick up a highlighter from the Nike shoebox. Then, engage in free reading until I ask you to stop.
Transition
--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 #2 -- Karen Russell's "St. Lucy's Home for Girls Raised by Wolves": Theme Tracking
--oral reading of "Directions" on second page (highlighters are for highlighting evidence)
--oral reading/MODELING of reading task with first few paragraphs of Stage 2 of "St. Lucy's..."
--oral reading continued--continue highlighting/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, in pairs, you will have whatever class time remains to work on the task at hand. (Block 3 BDF: Work in pairs/trios from last class block.)
Closure -- Theme Ticket-Out-the-Door
--complete the task as directed
Miscellaneous
Application Activity #2 -- Karen Russell's "St. Lucy's Home for Girls Raised by Wolves": Theme Tracking
--oral reading of "Directions" on second page (highlighters are for highlighting evidence)
- Q & A
--oral reading/MODELING of reading task with first few paragraphs of Stage 2 of "St. Lucy's..."
--oral reading continued--continue highlighting/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, in pairs, you will have whatever class time remains to work on the task at hand. (Block 3 BDF: Work in pairs/trios from last class block.)
Closure -- Theme Ticket-Out-the-Door
--complete the task as directed
Miscellaneous
--Read your free reading book for at least 20 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. You have up until early-December to finish your book.
