--Please take out your copy of Rilke's letter and review your annotations (curious questions, underlines, boxed tone words, etc.) from our last few class blocks. Here are two tips:
- Central Idea Tip: Look for any obvious repetition of ideas. Sometimes, a writer will go so far as repeating sentences (almost) word-for-word to drive home his or her point!
- Tone Tip: Most people agree that tone is easy to determine when someone is talking. Try reading the text aloud and, if possible, hear the author's tone (e.g., What words are being emphasized?).
When reading nonfiction, I can contribute something (a question, an answer, an important detail, etc.) to a whole-group discussion that moves us forward in hitting our targets.
Please make sure that before you enter the circle, you have at least three potential contributions ready. Reconsider, too, the "Discussion Contribution Rating Scale" as you prepare.
--The following students need to SEE ME before leaving class today:
- Mikhail B.
- Nathan B.
- Aidan H.
- Nathaniel W.
--You should leave class today...
- with an even deeper understanding of Rilke's letter (his main point, his tone, etc.) than you currently have
- with a "plan of action" for preparing for the final assessment about Rilke's letter
- knowing more about some of your classmates (and, hopefully, appreciating them as a result!)
--review/contribute to "Compact for Group Work"
Discussion Preparation (PAIR) -- Wrapping Up "Letter One" of Rainer Maria Rilke's Letters to a Young Poet (5-8 mins.)
--Reminder: Targets assessed next class block
--in pairs and anchored in to the rough "Compact for Group Work," share annotations/prepare for circle discussion
Transition (1-2 mins.)
--Form an alphabetized-by-middle-name circle out of the desks. If you are not comfortable sharing your middle name with your classmates, just share the first letter of it!
Discussion (SHARE) -- Wrapping Up "Letter One" of Rainer Maria Rilke's Letters to a Young Poet (flex time)
--today's discussion protocol shared
- "Ready to Answer/Still Thinking" signs handed out
Teambuilding Activity -- Artifact Bags (remainder of class [time permitting])
--I hand a paper bag to random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...
HW (Practice/Take-Home Assessment/Class Preparation)
--ACE classes: Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 10/4) (see the "English Department Membean Routine" sheet).
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/11 (see the "English Department Membean Routine" sheet). Vocabulary Quiz #1 will tentatively take place on Friday, 10/12 (ACE) or Monday, 10/15 (BDF).
HW (Class Preparation)
--Prepare for a formal assessment NEXT class (Wednesday, 10/10 [ACE] or Thursday, 10/11 [BDF]) about Rilke's letter that aims to assess your ability to hit the following targets:
--guess who?!
--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...
HW (Practice/Take-Home Assessment/Class Preparation)
--ACE classes: Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 10/4) (see the "English Department Membean Routine" sheet).
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/11 (see the "English Department Membean Routine" sheet). Vocabulary Quiz #1 will tentatively take place on Friday, 10/12 (ACE) or Monday, 10/15 (BDF).
HW (Class Preparation)
--Prepare for a formal assessment NEXT class (Wednesday, 10/10 [ACE] or Thursday, 10/11 [BDF]) about Rilke's letter that aims to assess your ability to hit the following targets:
- When reading nonfiction, I can...
- pick out the author's main point (central idea)
- pick out the important details that the author uses that connect back to his/her main point
- explain how the author's details connect back to his/her main point
- tell how the author feels about the topic and/or person(s) he/she is writing about/to (tone)
- pick out words that show how the author feels about the topic and/or person(s)
- explain how the author's word choices show how he/she feels.
--Enjoy the long weekend--you really only get so many of 'em! :)
On the backburner:
- Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
