Jump Off (2-3 mins.)
--If you already have a copy of the "Building an Interest Inventory" sheet, please find it in your binder. If you need the sheet, please pick up a copy from the front table. Then, (re-)read the directions at the top of the page.
Activity/Looking Ahead/DEAR -- Building an Interest Inventory and Free Reading (20-25 mins)
--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:
*DURING THIS TIME, I WILL CONTINUE CALLING STUDENTS UP TO THE FRONT TABLE FOR CONFERENCING.*
Transition (1-2 mins.)
--Please pick up a copy of the "Discussion Contribution Rating Scale" halfsheet from the front table.
S. the C. (8-10 mins.)
Discussion Preparation (THINK) (15-20 mins.)
--"Discussion Contribution Rating Scale" shared along with exemplars at each level
Transition (3-5 mins.)
--Please brainstorm items for inclusion in our rough "Compact for Group Work" after share the rationale behind the compact/MODEL.
Discussion -- Edgar Allan Poe's "The Masque of the Red Death" (flex time)
--If you already have a copy of the "Building an Interest Inventory" sheet, please find it in your binder. If you need the sheet, please pick up a copy from the front table. Then, (re-)read the directions at the top of the page.
Activity/Looking Ahead/DEAR -- Building an Interest Inventory and Free Reading (20-25 mins)
--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?
*DURING THIS TIME, I WILL CONTINUE CALLING STUDENTS UP TO THE FRONT TABLE FOR CONFERENCING.*
Transition (1-2 mins.)
--Please pick up a copy of the "Discussion Contribution Rating Scale" halfsheet from the front table.
S. the C. (8-10 mins.)
--Reminder: Beginning with the end in mind!--the essential questions explored throughout the entirety of the course:
Why do people do what they do, say what they say, etc.? What are human beings really like? What is your "why?", and how is it related to your observations about/understanding of human nature?
Why do people do what they do, say what they say, etc.? What are human beings really like? What is your "why?", and how is it related to your observations about/understanding of human nature?
--Reminder: Continuing with the end in mind!--the ROUGH End-of-"Unit" Writing Assignment Prompt:
After closely reading Edgar Allan Poe's "The Masque of the Red Death," write a text-based, grammatically sound, tightly-written response of two paragraphs. In your response, make it clear that characterization or symbolism (or...) exists/is being implemented within the short story. Also, analyze/explain how Poe's use of the literary element or literary device helps develop a central idea of (convey a theme statement derived from) the short story: What seems to be Poe's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in this tale he spins? Use strong and thorough evidence (3+ pieces per paragraph) from the short story to support your analysis, and be sure to tie back to each of your claims often. Do not simply summarize the short story.
--You should leave class today...
After closely reading Edgar Allan Poe's "The Masque of the Red Death," write a text-based, grammatically sound, tightly-written response of two paragraphs. In your response, make it clear that characterization or symbolism (or...) exists/is being implemented within the short story. Also, analyze/explain how Poe's use of the literary element or literary device helps develop a central idea of (convey a theme statement derived from) the short story: What seems to be Poe's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in this tale he spins? Use strong and thorough evidence (3+ pieces per paragraph) from the short story to support your analysis, and be sure to tie back to each of your claims often. Do not simply summarize the short story.
--You should leave class today...
- a little bit closer to selecting a topic for your English 10 Honors Inquiry-Based Research Paper
- further along in your free reading book
- with some notes in place for improving your Thematic Writing Assignment--Partner Interviews essay (in some cases)
- with a better understanding of what close reading of literature looks like
- having processed/discussed close reading annotations for Edgar Allan Poe's "The Masque of the Red Death" (and, hopefully, having moved forward as a close reader of literature as a result!)
- having hit the following target at least once:
- After reading a piece of literature (closely...like a champ!), I can contribute something (a question, an answer, an important detail, etc.) to a small-group discussion that deepens our understanding of the text and moves us forward as close readers of literature.
- somewhat more comfortable collaborating with your peers in a variety of groupings
- How well do you, personally, "anchor in" to our rough "Compact for Group Work"?
- with a deeper understanding of Poe's short story
- with a few ideas for how to move further forward with our study of Poe's story.
Discussion Preparation (THINK) (15-20 mins.)
--"Discussion Contribution Rating Scale" shared along with exemplars at each level
- Q & A
- ARCHITECTURE
- BLOOD
- CARDINAL DIRECTIONS
- DREAMS
- LUNGS
- PERSPECTIVE
- PUNCTUATION
Transition (3-5 mins.)
--Please brainstorm items for inclusion in our rough "Compact for Group Work" after share the rationale behind the compact/MODEL.
Discussion -- Edgar Allan Poe's "The Masque of the Red Death" (flex time)
--Reminder: Close reading of literature =
--in pre-assigned-by-section-of-the-story groups of four/five and anchored in to our rough "Compact for Group Work," begin sharing contributions (questions, answers, key words/details, meanings of difficult words, etc.)
Transition (2 mins.)
--Re-column the desks and pick up a copy of the "Final Countdown" sheet from the front table.
Closure -- Final Countdown (last 5 mins.)
--Please fill in the areas of the triangle to the best of your ability so that I can get a snapshot of how we did today and where we should head next.
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). Did you attend "Membean Monday" as per policy if you did not meet the requirements last week? (See the "English Department Membean Routine" sheet.)
Writing
--Continually improve your Thematic Writing Assignment--Partner Interviews essay. Conferences will continue occurring until I have had a chance to meet with everyone, and a score will be reported as a part of your Marking Period 2 GPA.
--Continue outlining and/or drafting your short story. The final draft of the assignment is due on Wednesday, 11/13, which is just over 2 weeks from today! My classroom is open after school for any individuals looking to "workshop" together.
HW (Class Preparation)
--Review your notes for “The Masque…”. Be prepared for an assessment and/or more discussion about the reading NEXT class (Thursday, 10/31). Ooooooo...spooooooky!
--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!
- "going after" items noticed during an initial purposeful reading
- reading, rereading, and annotating as per the targets defined within the "'Reading Literature Like a Champ!' Framework" document
Transition (2 mins.)
--Re-column the desks and pick up a copy of the "Final Countdown" sheet from the front table.
Closure -- Final Countdown (last 5 mins.)
--Please fill in the areas of the triangle to the best of your ability so that I can get a snapshot of how we did today and where we should head next.
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). Did you attend "Membean Monday" as per policy if you did not meet the requirements last week? (See the "English Department Membean Routine" sheet.)
Writing
--Continually improve your Thematic Writing Assignment--Partner Interviews essay. Conferences will continue occurring until I have had a chance to meet with everyone, and a score will be reported as a part of your Marking Period 2 GPA.
--Continue outlining and/or drafting your short story. The final draft of the assignment is due on Wednesday, 11/13, which is just over 2 weeks from today! My classroom is open after school for any individuals looking to "workshop" together.
HW (Class Preparation)
--Review your notes for “The Masque…”. Be prepared for an assessment and/or more discussion about the reading NEXT class (Thursday, 10/31). Ooooooo...spooooooky!
--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:
- NYS ELA Incentive Plan Party
- Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
- tablet
- first Grammar Hammer
- 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
