English 9--12/17/2018 & 12/18/2018

Jump Off (1-2 mins.)

--Please take out each of the following from the end of last class block:

• your copy of "The Lady, or the Tiger?"
• the theme tracking document for "The Lady..." (if you used it)
• your "Crafting a Rough Theme Statement" halfsheet

S. the C. (8-12 mins.)
--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 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...

• with an even deeper understanding of what makes a theme statement meaningful and complex
• with several rough theme statements written for Frank R. Stockton's "The Lady, or the Tiger?"
• with pieces of strong textual evidence in mind (or, better yet, written down!) for use in support of (a) theme statement(s) for "The Lady..."
• with a meaningful and complex theme statement of your own for "The Lady..." both written and revised as per peer feedback
• with 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.

--agenda/HW

• brief Q & A

Activity/Discussion (Phase 3 [cont.]) -- Engaging in Reasoning: Traveling the Path to Theme Statements and Beginning to Gather Evidence (20-25 mins.)

--"anchored in" to the "Compact for Group Work", finish engaging in discussion as per directions

• In discussing textual evidence and life philosophies, you are coming closer to crafting a meaningful and complex theme statement for "The Lady..." ("get[ting] at what the author is saying")!
• If your group already has a theme statement written (or once you have a theme statement written), ask yourselves these questions:
• Are you sure that the theme statement "works"?  (If not, revise accordingly.)
• What are the strongest pieces of evidence in support of the theme statement?
• How would you explain how each piece of evidence supports the theme statement?
• I WILL MODEL USING THE ROUGH THEME STATEMENT FOR "THE BEST NEST" WRITTEN UP ON THE WHITEBOARD.

--at the close of your discussion, pick a "spokesperson" to share with the whole class highlights of your discussion as well as your group's rough theme statement

--Transition

• re-column the desks/pick up a copy of the "Textual Evidence/Rough Theme Statements" sheet from the front table

--Closure -- Ball Toss

• spokespeople share/classmates jot down notes
• I will type theme statements in Google Docs and project the document on the SMART Board.
• At the end of this block of time, one halfsheet per group must be placed in the black basket on the front table.

Brain Break -- Mum Ball (5-10 mins.)

Transition (1-2 mins.)

--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 (CER)" sheet

Writing Workshop #1 -- End-of-Mini-Unit Assessment Writing Piece: Writing a Meaningful and Complex Theme Statement (15-20 mins.)--BLOCK 3 ACE STUDENTS HAVE THE HALFSHEET AND OUTLINING PAGE BUT DID NOT DO ANYTHING WITH EITHER IN CLASS
--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

--quiet and independent work time
--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 a partner (as per a drawing of cards).

--providing feedback process MODELED with the rough theme statement for "The Best Nest" written up on the whiteboard
--after "anchoring in" to our "Compact for Group Work", help each other revise theme statements

Writing Workshop #2 -- End-of-Mini-Unit Assessment Writing Piece: Crafting a Rough Outline (flex time)
--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

• Take a purposeful look at the model for "The Best Nest" via the SMART Board.

--brief Q & A

HW Time (time permitting)
--work on roughly outlining your "End-of-Mini-Unit Assessment" writing piece

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/20 (see the "English Department Membean Routine" sheet).

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!

• "The more that you read, the more things you will know. The more that you learn, the more places you'll go" (Dr. Seuss, "I Can Read with My Eyes Shut!"). 

On the backburner:

• Continue using "The Best Nest" as outline and paragraph model