Transition (1-2 mins.)
--Please obtain your Chromebook from the cart in the back of the classroom.
Instruction/Practice -- Membean Training (18-20 mins.)
--Please obtain your Chromebook from the cart in the back of the classroom.
Instruction/Practice -- Membean Training (18-20 mins.)
--After logging in to your Chromebook, log in to Membean. Then, set up and complete a 15-minute training session.
--Once you finish training, ...
--Please pick up each of the following sheets from the front table and wait quietly for further directions:
--Once you finish training, ...
- return your Chromebook
- take out your free reading book and "steal" a few pages until you receive further instructions.
--Please pick up each of the following sheets from the front table and wait quietly for further directions:
- "Rough Outline for Writing a Paragraph" example page
- "A Paragraph's a Paragraph's a Paragraph!" notes page and "A Paragraph's a Paragraph's a Paragraph!--Template..." example page
--Please take out each of the following:
- your "Rough Outline for Writing a Paragraph (CER)" sheet
- your "Textual Evidence/Rough Theme Statements" sheet
- your "Writing a Meaningful and Complex Theme Statement" halfsheet
- your copy of "The Lady, or the Tiger?"
S. the C. (8-12 mins.)
--beginning with the end in mind--our ultimate purpose for re-reading the short story:
--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.
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.
--By the end of class on 12/21/2018 or 1/2/2019, you should leave...
- with a better understanding of how to roughly outline a writing piece
- with your "End-of-Mini-Unit Assessment" writing piece roughly outlined
- able to define the following:
- paragraph Claim (topic sentence[s])
- Evidence (direct quotations, paraphrased quotations, examples, anecdotes, etc.)
- Reasoning (explanatory tiebacks)
- all-encompassing concluding sentence(s)
- knowing how to convert a rough outline to a formal outline and having practiced doing so and, as such, with strategies for...
- writing a paragraph claim (topic sentence[s])
- introducing evidence with appropriate grammar
- writing tiebacks
- writing all-encompassing concluding sentence(s)
- having reviewed how to parenthetically reference direct quotations
- with tips written down in your notes intended to help you avoid some of the common mistakes made in the past on this particular writing assignment
- with your formal outline ("A Paragraph's a Paragraph's a Paragraph!--Template...") mostely (entirely?!) completed/improved.
--agenda/HW
Writing Workshop #3 (cont.) -- End-of-Mini-Unit Assessment Writing Piece: Crafting a Rough Outline (5-10 mins.)
Writing Workshop #3 (cont.) -- End-of-Mini-Unit Assessment Writing Piece: Crafting a Rough Outline (5-10 mins.)
--Take a purposeful look at the model for "The Best Nest" via the SMART Board.
- brief Q & A
- If you have not yet completed your rough outline, you will work on doing so before moving on in the writing process.
Instructional Activity -- Crafting a Purpose-Driven, Tightly-Written Paragraph/Converting a Rough Outline to a Formal Outline (10-15 mins.)
--purposeful oral reading of "A Paragraph's a Paragraph's a Paragraph!" notes page
--"think-aloud" conducted for example page (application of notes page)
--purposeful oral reading of "A Paragraph's a Paragraph's a Paragraph!" notes page
--"think-aloud" conducted for example page (application of notes page)
- call attention to tips written on the front board
BRAIN BREAK?!?!
--share-out via a drawing of cards
--share-out via a drawing of cards
- example paragraph shared and added to
Application Activity/Flex Block -- Finishing Your Rough Outline/Converting Your Rough Outline to a Formal Outline (flex time)
--work quietly and independently on...- your rough outline (if necessary)
- your formal outline, keeping track of issues you are encountering, questions that you have, etc.
- free reading (if you prefer).
--address issues, questions, etc. via a drawing of cards until class ends
- additional tips, etc. written on the front board
--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)
--The "End-of-Mini-Unit Assessment" for "The Lady..." will take place in class after Winter Break on Thursday, 1/3 (ACE) or Friday, 1/4 (BDF), and you are free to use your formal outline and any additional planning that you bring with you to the test site.
--Read at least 10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
- "In a sense, one can never read the book that the author originally wrote, and one can never read the same book twice" (Edmund Wilson, The Triple Thinkers).
--ACE classes: Enjoy Winter Break. What a gift!
