--After I finish taking attendance, we will head over to the library for the first 20 or so minutes of the class block. At the library, you are expected to select a book if you do not already have one, engage in quiet and independent reading, and/or quietly talk with a small group about your last reading book or whatever it is that you are currently reading.
--Please SEE ME in the library today:
- Abigail A.
- Abigail B.
- Brandon B.
- Losha C.
- Olivia F.
- Emma H.
- Cameron K.
- Austin M.
- Olivia P.
- Clayton V.
--head to the library
LIBRARY (20 mins.)
Transition (2 mins.)
--head back to the classroom
--Pick up a copy of the "Defining Impulsiveness--2018" halfsheet from the front table. Both the stapler and the three hole punch will be passed around so that you can staple this to the back of your "Defining Impulsiveness" sheet from last class block and clip both into your binder.
S. the C. (5-8 mins.)
--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:
ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances. Then, answer the "so what" question: So what?! Who cares?! Why does this matter?!
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances. Then, answer the "so what" question: So what?! Who cares?! Why does this matter?!
- Today, we are really "zeroing in" on the "so what?!"!
--oral reading of "Defining Impulsiveness--2018" halfsheet/Q & A
--quick write directions shared/sample story told (Riviera flashback)
- What characterizes a story like the one I just told as opposed to, say, a typical essay?
- How was I impulsive?
--take out a sheet of lined paper, date the page (3/20/2018 [ACE] or 3/21/2018 [BDF]), label this page "Impulsiveness Quick Write", and mentally prepare to write nonstop for 8 minutes
--on your mark...get set......GO!
--nonstop writing for 8 minutes
Transition (2 mins.)
--Take out both your "Purposeful Close Re-reading--Act 1, scene 1, lines 152-230" document from last class block and your completed copy of the "Purposeful Close Re-reading--Act 1, scene 3, lines 64-100" sheet and wait for further directions.
Discussion Activity -- Considering Levels of Impulsiveness (flex time)
--"anchor in" to the "Compact for Group Work"
--groups of three-four assigned via a drawing of cards
--in groups, complete the following checklist:
- briefly share your story about impulsiveness with your group and explain how your behavior was impulsive--repeat for each group member
- compare/share your responses to #1-4 on the "Purposeful Close Re-reading--Act 1, scene 3, lines 64-100" sheet
- consider the following question and come to a consensus:
- How do Romeo, Juliet, and the members of your group "stack up" with each other when it comes to being impulsive?
- create a visual representation that captures your answer to the question above on a sheet of computer paper and designate a group member to share your visual with the rest of the class as we close out today's lesson
Closure -- Considering Levels of Impulsiveness--Visuals (flex time)
- share as many visuals as possible via a drawing of cards before being saved by the bell!
--Read at least 10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
NEXT FEW WEEKS:
- Writing returned/revised in waves
- Wave 2--grammar hammer as per common errors
- Wave 3--organization as per sample paragraphs for "The Cask of Amontillado"
- Prior to "The Interlopers", share a few paragraphs as review of both organization and the concepts therein.
