Jump Off (20-25 mins.)
--For the first 20 or so minutes of today's class block, please do the following:
- Review the notes that you jotted down last class block during our Animal Farm Chapter 1 read-aloud.
- If you did not write down much (or anything?!) as per your active/purposeful listening task, pick up a copy of Orwell's novella from the front table and come up with a contribution!
- When your name is called, come up front to the southern whiteboard and contribute to our chalk-talk.
- If you are not engaged in one of the tasks above, read your free reading book (which is due for completion at the end of Marking Period 2, a couple of months from today).
*I WILL MODEL THE CHALK-TALK PROTOCOL AS NECESSARY.*
--FYI: Next class block, an in-class Membean training session will occur! If you have not yet trained this week, you will need to log in today, tomorrow, and Thursday.
--I need to speak with the following students before today's class block ends:
--FYI: Next class block, an in-class Membean training session will occur! If you have not yet trained this week, you will need to log in today, tomorrow, and Thursday.
--I need to speak with the following students before today's class block ends:
- Jon F.
- Nick P.
- Lizardo S.
- Emily S.
S. the C. (5-8 mins.)
--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!
--agenda/HW
Discussion -- George Orwell's Animal Farm--Chapter 1 Chalk-Talk
--process through the notes captured on the southern whiteboard
- Would anyone like to speak about anything before beginning Chapter 2?
- Based on our chalk-talk, what should we look for, what questions should we aim to answer, etc. while reading Chapter 2?
Read-Aloud -- George Orwell's Animal Farm (20-25 mins.)
--active/purposeful listening tasks assigned (in addition to ideas worth pursuing from chalk-talk):
--active/purposeful listening tasks assigned (in addition to ideas worth pursuing from chalk-talk):
- What is/are __________ "like"? Why does/do __________ do what he/she/they does/do, say what he/she/they says/say, etc.?
- Old Major (a pig)
- the pigs
- Snowball (a pig)
- Napoleon (a pig)
- Mr. Jones
- Squealer (a pig)
- Mollie (a horse)
- Moses (a raven)
- Boxer (a horse)
- Clover (a horse)
- the cows
- the dogs
- Mrs. Jones
Chapter 2--Theme Task
- What themes do you see emerging? Consider using the following "pathways" to determine emergent themes: characterization, conflict, and repetition.
--THINK: oral reading of Chapter 2/notetaking
- Jot down notes in your notebook as per our chalk-talk and your assigned task!
--PAIR share
--whole-class SHARE-out
Teambuilding Activity -- Artifact Bags (remainder of class [time permitting])
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
HW (Class Preparation)
On the backburner:
--whole-class SHARE-out
- share conclusions drawn about characters, theme words, etc.
Teambuilding Activity -- Artifact Bags (remainder of class [time permitting])
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher(s)/peers
--REPEAT THE PROCESS...
HW (Practice/Take-Home Assessment/Class Preparation)
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 (10/10). Block 1 ACE: 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.)
--WE ARE TAKING A BREAK FROM MEMBEAN 10/11-10/17; HOWEVER, YOU CAN STILL TRAIN OVER THE COURSE OF THOSE 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO TO RECOVER SOME CREDIT IF YOU HAVE FALLEN BEHIND)!HW (Class Preparation)
--Please read at least 10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
On the backburner:
- "Free Reading Course Component--Overview Document"
- High school library for additional book surfing time
- Introducing ThinkCERCA/Article of the Week purpose, framework, etc.
- Adding to "Interest Inventory"--selecting an initial research topic
