Transition
--Please take out your copy of the "Article of the Week/ThinkCERCA #2--2018-2019 School Year" (Daniel J. Siegel's "Dopamine and Teenage Logic") document from two class blocks ago. After scanning back through the directions together again, we will continue an active/purposeful oral reading.
S. the C.
--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:
ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances. Then, answer the "so what" question: So what?! Who cares?! Why does this matter?!
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances. Then, answer the "so what" question: So what?! Who cares?! Why does this matter?!
- Today, we are continuing to "zero in" on the "so what?!"!
--oral active/purposeful reading
Closure -- Question to Consider (time permitting)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/11 (see the "English Department Membean Routine" sheet).
--WE ARE TAKING A BREAK FROM MEMBEAN 4/12-4/18; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/25 (see the "English Department Membean Routine" sheet).
- BY THE END OF THIS BLOCK OF TIME, YOU SHOULD HAVE THE ARTICLE READ IN ITS ENTIRETY AND ANNOTATED AS PER THE DIRECTIONS.
--turn and talk
--whole-class share-out
--outlining time (time permitting)
- I will get us started via a drawing of cards and use of the template on the SMART Board.
--quiet and independent outlining time/one-on-one meetings (time permitting)
Closure -- Question to Consider (time permitting)
- How might you incorporate the information from Daniel J. Siegel's article in your End-of-Unit essay?
- turn and talk
- whole-class share-out
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/11 (see the "English Department Membean Routine" sheet).
--WE ARE TAKING A BREAK FROM MEMBEAN 4/12-4/18; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/25 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Strongly consider outlining your AoW paragraph prior to next class block. If you do, you might leave for Spring Break having entirely completed and submitted your paragraph. Pay it forward! :)
--Strongly consider re-reading Act 3 of William Shakespeare's The Tragedy of Romeo and Juliet in order to add to your viewing/reading guide responses and/or text frame gaps. Consider visiting the following web address:
--Strongly consider outlining your AoW paragraph prior to next class block. If you do, you might leave for Spring Break having entirely completed and submitted your paragraph. Pay it forward! :)
--Strongly consider re-reading Act 3 of William Shakespeare's The Tragedy of Romeo and Juliet in order to add to your viewing/reading guide responses and/or text frame gaps. Consider visiting the following web address:
