--Please re-form your "packs" from last class block and give me your undivided attention as soon as I finish inputting attendance.
--Please SEE ME before leaving class today:
- Brandon B.
- Jon D.
- Abigail F.
- Becca L.
- Dakota S.
- Matthew S.
--You should leave class today...
- with a clearer sense of how to read literature purposefully--when annotating, what should I be writing?!
- much more deeply understanding Stage 4 of "St. Lucy's..." (and, as such, more deeply understanding the entire story)
- having re-read and briefly discussed Stage 5 of "St. Lucy's..." (and, as such, more deeply understanding the entire story)
- with "PROS" and "GROWS" captured for your "Standards Assessment--Summary Writing" piece for Stage 5 of "St. Lucy's..."
- with a meaningful and complex theme statement for "St. Lucy's..." both written and revised as per peer feedback
- a copy of a document in your possession for use when planning your "End-of-Mini-Unit Assessment" writing piece
- with your "End-of-Mini-Unit Assessment" writing piece partially roughly outlined.
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
Comprehension Check/Whole-Class Discussion (cont.) -- "Stage 4 Comprehension and Purposeful Reading Quiz"
- quietly come to consensus for each multiple choice question--reveal response upon hearing the word "reveal"
- following each question, we will discuss correct/incorrect responses and continue marking up the text
--re-column the desks
Review/Writing Workshop -- Stage 5 of "St. Lucy's..."/Summary Writing
--as I re-read aloud Stage 5 of "St. Lucy's..." followed by reading aloud the Stage 5 summary below, please consider the following:
- How does the denouement of the story (Stage 5) link to the climax/falling action of the story (Stage 4)? Think about the work that we just did with Stage 4!
Sample Highly-Effective Stage 5 Summary
Stage 5 of Karen Russell's short story "St. Lucy's Home for Girls Raised by Wolves" is about the narrator Claudette going back to her family's cave. Claudette, who feels somber, needs help from a woodsman to find her way back to the cave. Upon arrival, Claudette's family members are feasting on a large animal together and initially do not seem to recognize Claudette. After sniffing Claudette for a long time and biting her, Claudette's mother recognizes Claudette but looks pleased and sorrowful at the same time. The scene concludes when Claudette lies to her family members by telling them that she is "home".
--briefly discuss the question from the bulleted list above
--Transition
Stage 5 of Karen Russell's short story "St. Lucy's Home for Girls Raised by Wolves" is about the narrator Claudette going back to her family's cave. Claudette, who feels somber, needs help from a woodsman to find her way back to the cave. Upon arrival, Claudette's family members are feasting on a large animal together and initially do not seem to recognize Claudette. After sniffing Claudette for a long time and biting her, Claudette's mother recognizes Claudette but looks pleased and sorrowful at the same time. The scene concludes when Claudette lies to her family members by telling them that she is "home".
--briefly discuss the question from the bulleted list above
--Transition
- procure your Cumulative Writing Portfolio from the front table
--self-reflection process MODELED (rubric analysis, re-reading summary/capturing feedback)
--quiet and independent self-reflection time
--quiet and independent self-reflection time
- Bearing in mind the summary above and the feedback provided on your rubric and assessment, what is one strength ("PRO") you demonstrated? What is one area for growth ("GROW")?
- write down "PROS" and "GROWS" in your Cumulative Writing Portfolio
Transition
--Pick up both of the following from the front table:
--Pick up both of the following from the front table:
- the "Writing a Meaningful and Complex Theme Statement" halfsheet
- the "Rough Outline for Writing a Paragraph" sheet
Writing Workshop -- End-of-Mini-Unit Assessment Writing Piece
--oral reading of "Writing a Meaningful and Complex Theme Statement" halfsheet
- What materials do you have in your possession that can help you successfully complete this task?
- Consider this: A truly meaningful and complex theme statement often includes more than one theme word.
- Q & A
--Transition
- If you have not already done so, take out your copy of the "Theme Statements--The Do Nots/The Dos" sheet.
- Switch your theme statement with your partner (as per drawing of cards).
--providing feedback process MODELED
--after "anchoring in" to our "Compact for Group Work", help each other revise theme statements
--after putting the desks back in columns, "break down" the "Rough Outline for Writing a Paragraph" sheet together as per the assignment upon which we are currently working
HW Time
--work on roughly outlining your "End-of-Mini-Unit Assessment" writing piece
--after "anchoring in" to our "Compact for Group Work", help each other revise theme statements
--after putting the desks back in columns, "break down" the "Rough Outline for Writing a Paragraph" sheet together as per the assignment upon which we are currently working
HW Time
--work on roughly outlining your "End-of-Mini-Unit Assessment" writing piece
HW (Class Preparation)
--Roughly outline your "End-of-Mini-Unit Assessment" writing piece using the "Rough Outline for Writing a Paragraph" sheet. You should come to class next time with your theme statement more or less perfected and all of your pieces of evidence gathered and written down.--Read at least 10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
- "There is no such thing as a child who hates to read; there are only children who have not found the right book" (Frank Serafini, author of The Reading Workshop).
