Jump Off
--Please seat yourselves alphabetically by looking at the name lists taped to the first desk in each column.
--Please take out your notebook and date the page (1/16/2019). Label this section of your notes "Paulo Coelho--Author Background".
S. the C.
--agenda/HW
Notetaking/Looking Ahead -- Paulo Coelho--Author Background
--As I read information aloud about author Paulo Coelho, jot down purposeful notes.
--brief share-out via a drawing of cards
Transition
--Please clear your desk of all by a writing utensil in preparation for today's 60/40 reading assessment. Then, procure Part 1 of the assessment from the table.
Assessment -- The Alchemist up to Page 33--60/40 Reading Assessment (Part 1)
--When you finish, please place your work in black basket on the table. Then, pick up a copy of Part 2 of the assessment. You can use both your notes from earlier in the class block and your copy of The Alchemist when completing this section of the assessment.
Assessment (cont.) -- The Alchemist up to Page 33--60/40 Reading Assessment (Part 2)
--When you finish, please...
HW (Practice/Take-Home Assessment)
--Please seat yourselves alphabetically by looking at the name lists taped to the first desk in each column.
--Please take out your notebook and date the page (1/16/2019). Label this section of your notes "Paulo Coelho--Author Background".
S. the C.
--agenda/HW
Notetaking/Looking Ahead -- Paulo Coelho--Author Background
--As I read information aloud about author Paulo Coelho, jot down purposeful notes.
- What seems interesting/important?
- Based on his life experiences, why might Paulo Coelho have developed his "Four Obstacles" philosophy?
- What connections do you see between Coelho's life and the plot, themes, etc. of The Alchemist so far?
--brief share-out via a drawing of cards
Transition
--Please clear your desk of all by a writing utensil in preparation for today's 60/40 reading assessment. Then, procure Part 1 of the assessment from the table.
Assessment -- The Alchemist up to Page 33--60/40 Reading Assessment (Part 1)
--When you finish, please place your work in black basket on the table. Then, pick up a copy of Part 2 of the assessment. You can use both your notes from earlier in the class block and your copy of The Alchemist when completing this section of the assessment.
Assessment (cont.) -- The Alchemist up to Page 33--60/40 Reading Assessment (Part 2)
--When you finish, please...
- place your work in the black basket on the table.
- decide which of the following you will do until class ends:
- log in to your Chromebook and complete a Membean training session
- conduct a "first-draft" reading of the next 14 pages of The Alchemist as directed
- read your free reading book
HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 1/17 (see the "English Department Membean Routine" sheet).
HW (Class Preparation/Take-Home Assessment)
--Consider the following questions for the first section of reading of The Alchemist:
Expect any or all of the following to occur during our next class block:
HW (Class Preparation/Take-Home Assessment)
--Consider the following questions for the first section of reading of The Alchemist:
- Why do the characters that we encounter in the novella say what they say, do what they do, etc.? What are human beings really like?
- In the "INTRODUCTION" to Paulo Coelho's The Alchemist, he explains his "Four Obstacles" philosophy. In the story itself, Coelho portrays the philosophy through his characters. How is this case through the end of PART ONE of the novella?
- Why do the characters that we encounter in the novella say what they say, do what they do, etc.? What are human beings really like?
Reminder: the nature of a typical “first-draft” reading of a difficult text:
- A gist reading = “survival mode” in order to understand/comprehend the text on a literal level
- Ask the “curious questions”
- Basic comprehension is essential if any deeper understanding is to occur.
- Easier with some sort of defined purpose (therefore, often a purposeful reading)
- Most effective when it is still somewhat active reading (annotate: jot down curious questions, jot down notes related to your defined purpose[s], etc.)
- a "60/40" reading assessment
- a discussion geared around your "first-draft" reading
Writing
--Continue thinking about the following questions:
HW (Class Participation)
Miscellaneous
- Research Unit: What might you argue with regard to your research topic?
- I would like for us to head back over to the library again sometime soon!
- End-of-Course Assignment: What is your "why?"?
--Try to read 5-10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
- "Reading is important because if you can read, you can learn anything about everything and everything about anything" (Tomie dePaolo).
--Consider working toward achievement of your S.M.A.R.T. Goal. Do something great this year!
On the backburner:
On the backburner:
- Library
- print a promising source procured from a database
- back at the classroom, engage in active/purposeful reading as per the same directions given on last AoW
