--If you do not have each of the following items, please pick up whatever you are missing:
- a blank "Book Review" template
- the "Sample Book Review for Beartown Using Template" sheet
S. the C.
--review the "Take-Home Assessment/Classwork Check System"
--exemplary take-home assessment response shared
--take-home assessments returned
--agenda/HW
Discussion Activity--Preparation -- Significant Passage "Speed Dating"
--Reminders:
- Three of our standards for reading literature read/can be paraphrased as follows:
- English 10 Honors students...
- "cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous."
- analyze how authorial decisions (regarding word choice, structure, point of view, perspective, purpose, etc.) create meaning, impact elements such as tone and mode, and affect the reader on the whole.
- "determine two or more themes or central ideas of a text and analyze their development, including how they emerge and are shaped and refined by specific details over the course of the text."
- The following is a list of the conventions of literature that authors often choose to implement that you should both know and be able to apply:
- literary communion
- Christ(ological) figure
- geography
- marked for greatness
- literary blindness
- irony
- Part 3 of the NYS Regents in ELA asks you to "identify a central idea in the text [provided] and analyze how the author's use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea."
--let's familiarize ourselves with speed dating:
https://www.youtube.com/watch?v=K7IW6PQnZIg
--Transition
- move desks into pairs
- the student with his/her back facing east stays stationary throughout the activity
- the student with his/her back facing east starts each "date" by reading his/her selected passage aloud
- You can use your best passage, or you can "mix it up" for each date.
- the student with his/her back facing west aims to complete tasks B, C, and D (explaining how the selected passage could be used in a discussion of his/her claim)
- the student with his/her back facing east validates/corrects before sharing how the passage fits with his/her claim
- roles reverse
- "dates" end after 6 minutes
- students with backs facing west rotate by heading south
- lather...rinse...repeat!
Transition
--MODEL "Book Review" template shared for Caitlin Doughty's Will My Cat Eat My Eyeballs
--"Compact for Work Time" reviewed
Free Reading -- Book Review
Free Reading -- Book Review
--"anchored in" to our "Compact for Work Time," ...
- WORK ON COMPLETING THE "BOOK REVIEW" TEMPLATE FOR ONE OF THE FREE READING BOOKS THAT YOU READ THIS SCHOOL YEAR. THIS IS A GRADED ASSESSMENT FOR MARKING PERIOD 4 AND MUST BE TURNED IN BY THE END OF THE BLOCK. ALSO, YOUR POSTERS WILL BE HUNG UP IN THE HALLWAY SO THAT WE HAVE A WIDER AUDIENCE! :)
- DURING THIS TIME, I WILL MEET WITH THE FEW STUDENTS LEFT IN ORDER TO CONTINUE FINISH LITERARY ANALYSIS WRITTEN RESPONSES.
Flex Block
- Take INITIATIVE and...
- continue exploring the databases in search of additional sources.
- Input any potentially useful sources in NoodleTools (building a rough Works Cited page).
- Actively/purposefully read (a) source(s) as per the "Working With Your Sources" halfsheet.
- "book surf" through the memoirs spread out in the southeast corner of the classroom.
- If you find a memoir that interests you, see me and sign it out.
- begin reading your memoir if you sign one out.
- log in to Membean and set up and complete a 15-minute training session.
- use my Membean report charts to calculate any potentially earnable partial credit.
- If a student completes one of the extra weeks, this partial credit is inputted in Marking Period 4. Otherwise, it is NOT.
- create a poster for the "Membean Word Wall" and share it with me via email.
- Make sure...
- that the word you use IS NOT already up on the wall.
- to include a note defining your word and linking its meaning to the picture.
- continue pursuing your "why?" by questioning some of the "whats?" currently in your life.
--Complete Membean training until you have earned 100 correct responses or trained for a total of 45 minutes over three different days before 11:59 PM on Thursday, 3/19. This is the first take-home assessment of Marking Period 5!
Writing/Class Preparation
--Please continue thinking about the following questions:
Class Preparation
--Actively/purposefully read CHAPTER SEVEN of Lord of the Flies prior to next class as preparation for analysis/discussion/(an assessment?).
--If you signed out a memoir today, aim to read at least 10 pages of it between now and next class block. ALWAYS BRING YOUR MEMOIR TO CLASS!
--If you have not yet signed out a memoir, be thinking about the following question: Whose life/what "type" of life would you like to read about during the last 12 weeks of the school year?
Miscellaneous
Writing/Class Preparation
--Please continue thinking about the following questions:
- Research Unit: What might you ARGUE with regard to your research topic? Do you find yourself coming any closer to an answer to this question?
- End-of-Course Assignment: What is your "why?"?
--Actively/purposefully read CHAPTER SEVEN of Lord of the Flies prior to next class as preparation for analysis/discussion/(an assessment?).
--If you signed out a memoir today, aim to read at least 10 pages of it between now and next class block. ALWAYS BRING YOUR MEMOIR TO CLASS!
--If you have not yet signed out a memoir, be thinking about the following question: Whose life/what "type" of life would you like to read about during the last 12 weeks of the school year?
--Consider working toward achievement of your S.M.A.R.T. Goal. Do something great this calendar year!
