English 9--12/3/2018 & 12/4/2018

Jump Off (3-5 mins.)

--As soon as class begins, I will return the scored and commented upon copies of the short story summaries you wrote in groups.  While I take attendance during the first few minutes of class, mindfully look at any feedback I provided in an attempt to help you move from good to great as a writer.

• If you were revising this summary, what would you do?

S. the C. (12-15 mins.)

--share in groups

• If revising our summary, we could...

--whole-class share-out

• If revising our summary, we would...
• What exactly do you mean by...?
• items added under the appropriate categories on the front board and MODELING where appropriate

--beginning with the end in mind--our ultimate purpose for re-reading Frank R. Stockton's "The Lady, or the Tiger?":

End-of-Mini-Unit Assessment Writing Prompt:

Write a well-developed paragraph in which you support a meaningful and complex theme statement for Frank R. Stockton's "The Lady, or the Tiger?"  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

--You should leave class today...

• having engaged in reflection and moved forward as a writer
• having continued practicing purposeful rereading of literature and with a second(-ish) reading of Frank R. Stockton's "The Lady, or the Tiger?" under your belt
• with an even deeper understanding of theme in literature
• having gathered evidence for potential use in your "End-of-Mini-Unit Assessment" writing piece (and, perhaps, some preliminary conclusions drawn about the evidence?!)
• with a claim in mind in response to the following question:
• "Which came out of the opened door -- the lady, or the tiger?"
• (maybe?) with a one-pager in your possession.

--agenda/HW

Transition (3-5 mins.)

--2 ACE: Please pick up your copy of the "Theme Comprehension Check" halfsheet from the end of last class block at the front table.  Then, scan through any commentary that I provided in red marker.  Finally, consider this question:

• How, specifically, would you convince me that the theme word you underlined or highlighted (or one of the theme words written on the front board if you struggled at the end of last class block!) does indeed emerge within paragraphs 1-5 of Stockton's short story?

--3 ACE: Please take out your copy of the "Theme Comprehension Check" halfsheet that you got back at the start of last class block.  Then, complete the back, underlining or highlighting the one theme word you could most confidently convince me does indeed emerge within paragraphs 1-5 of Stockton's short story.  Finally, consider this question:

• How, specifically, would you convince me that the theme word you underlined or highlighted (or one of the theme words written on the front board [REVEAL!] if you struggled during the first part of the "Jump Off"!) does indeed emerge early on in the story?

4 BDF--MUST READ PARAGRAPHS 2-5 AND COME UP WITH THEME WORDS BEYOND BARBARISM!!!

Application Activity #2 (cont.) -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes and Theme Tracking (30-35 mins.)

--briefly discuss the "Transition" via volunteers and/or a drawing of cards
--Reminder: I will be jotting notes on our class copy of the text on the SMART Board, and you really ought to capture these notes on your own copy!

--oral reading of "Directions" on top of back of first page

• assign purposeful oral reading task
• Half of Task A folks = first row of chart on back of first page
• Half of Task B folks = second row of chart on back of first page
• Half of Task C folks = third row of chart on back of first page

--oral reading of "Directions" on top of second page

• assign/MODEL purposeful oral reading task 
• Other half of Task A, Task B, and Task C folks
• Should we divvy up theme words?

--oral reading of paragraphs 6-9 of "The Lady..."/constant comprehension check--jot down notes as per your assigned task

• Another Reminder: 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"

--pair/share
--Closure -- Whole-Class Share-Out

• share conclusions drawn, pathways to theme words followed, additional theme words, etc. and add to chart on the whiteboard

Brain Break -- Shoe Game OR One to Ten (5 mins.)
One to Ten

• line up in birth order in the front of the classroom
• complete activity, returning to your desk if you are out
• You can exercise your Right to Pass!

Application Activity #3 -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes and Theme Tracking (flex time)
--continue (finish?) working through a purposeful rereading of the text as per directions

Closure -- Frank R. Stockton's "The Lady, or the Tiger?" Take a Stand Debate/Ball Toss (last 5-ish mins.)

--quick "Take a Stand" about the ending using the following claim:

• The lady came out of the door on the fateful day recounted in Frank R. Stockton’s short story “The Lady, or the Tiger?”.

--"Today, I realized/concluded/learned that..."

• As students pass the ball around, specifically completing this sentence-starter and responding to follow-up questions, I will capture notes on the whiteboard.

On the Way Out...

--Feel free to pick a one-pager from the options in the front of the classroom!

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Aim to read at least 10 pages of your free reading book between now and next class.  The "Course Component Fulfillment" assignment is due Wednesday, 12/5 or Thursday, 12/6 (TIME IS JUST ABOUT UP!!!) depending upon which option you select.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• returning assignments
• standards assessment
• grading scale explained
• self-reflection
• assessments returned
• SEE LAST SCHOOL YEAR!!!
• THEME LESSON SEQUENCE (CONT.)