--Please take out your "Interest Inventory" from earlier in the course. (If you are not sure to what this refers, look at the model on the whiteboard. Feel free to pick up a copy of the document on the front table if you would prefer working with it over a page in your notebook.)
S. the C.
--agenda/HW
Activity/Looking Ahead (cont.) -- Building an Interest Inventory
--explain/model STEP 1 of the Building an Interest Inventory assignment again (pages 25-27 of Bruce Ballenger's The Curious Researcher) using the drawings on the whiteboard:
- Under each heading, continue listing words and phrases in response to the three questions below. Go crazy; write whatever comes to your mind:
- What is interesting/important to me related to this category?
- What do I know related to this category?
- What do I want to know related to this category?
Transition (up to 3 mins.)
--Pick the first name of one of your parents/guardians. Then, seat yourselves alphabetically. (I am an "H" in honor of my mom, Holly!)
Read-Aloud -- George Orwell's Animal Farm
--Reminder: Beginning with the end in mind--our ultimate purpose for reading George Orwell's Animal Farm:
End-of-Unit Writing Assessment Prompt:
Write a text-based, grammatically sound, tightly-written response of two paragraphs. In your response, discuss George Orwell's characterization of at least one important character. Then, analyze/explain how Orwell's use of characterization helps develop a theme statement (central idea) drawn from the novella. Considering the following question might help when crafting a theme statement: What seems to be Orwell's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells? Use strong and thorough textual evidence spanning the entire text, and make sure that you reason through your evidence by tying back to your claim(s) often. Good luck!
--access your Chapters 3 and 4 notes from last class block and PAIR share an item with someone next to you in the circle
--review via a whole-class SHARE-out using a talking piece
--review via a whole-class SHARE-out using a talking piece
- share conclusions drawn about characters, theme words, etc.
- What is/are __________ "like"? Why does/do __________ do what he/she/they does/do, say what he/she/they says/say, etc.?
- Mollie (a horse)
- Clover (a horse)
- Mr. Pilkington's man
- the pigeons
- the pigs
- Snowball (a pig)
- Napoleon (a pig)
- the sheep
- Mr. Jones
- the hens
- the ducks
- Benjamin (a donkey)
- the dogs ("nine enormous" ones)
- Boxer (a horse)
- Squealer (a pig)
- Minimus (a pig)
Chapter 5--Theme Task
- We determined the emergence of the following themes in Chapters 1-4:
- communication
- comradeship
- deception
- fear
- leadership
- manipulation
- power
- rebellion
- What specific evidence exists about the themes above that might eventually help us answer the following question:
- What does George Orwell want readers like us to think, realize, understand, etc. about __________?
Chapter 5--Propaganda Task
- What propaganda technique(s) do you see being used by (a) character(s) in this chapter? How so? So what?!
- Jot down notes in your notebook as per your assigned task!
--PAIR share
--whole-class SHARE-out
--whole-class SHARE-out
- share conclusions drawn about characters, theme words, propaganda, etc.
Transition
--Please...
- pick up an index card from the front table
- re-column the desks.
Closure #2
--Please write your name at the top of the lined side of your index card. Then, respond to the following questions:
On the backburner:
--Please write your name at the top of the lined side of your index card. Then, respond to the following questions:
- What does George Orwell seem to think human beings are really like?
- What did you hear in the story either today or in a previous class block that helped you answer the question above?
Transition
--When you finish, place your index card in the black basket on the front table. Then, engage in free reading until the class block ends. Enjoy!- FYI: I will be around to talk to some of you about your free reading book. For example, I might ask the following questions: Who is/are the protagonist(s) in your book? What motivates him/her/them?
Free Reading/Conferencing (remainder of the block)
HW (Practice/Take-Home Assessment/Class Preparation)
--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM on Thursday (10/31). Make sure to attend "Membean Monday" as per policy if you did not meet the requirements last week. (See the "English Department Membean Routine" sheet.)
HW (Class Preparation)
--Please read at least 10 pages of your free reading book between now and next class. You have up until early December to finish your book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Practice/Take-Home Assessment/Class Preparation)
--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM on Thursday (10/31). Make sure to attend "Membean Monday" as per policy if you did not meet the requirements last week. (See the "English Department Membean Routine" sheet.)
HW (Class Preparation)
--Please read at least 10 pages of your free reading book between now and next class. You have up until early December to finish your book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
On the backburner:
- Block 4 BDF: Continue bags
- "Free Reading Course Component--Overview Document"
- Continuing to add to "Interest Inventory"--selecting an initial research topic
- Writing an initial claim for the essential question(s) and posting on the greenboard
- Next AoW:
