English 9--10/22/2020

In the Door 

--Following the morning announcements, I will share my life philosophy about the theme word "power" again (see slide deck) and connect it to another of my life experiences (teaching argumentative writing at the high school).

S. the C. 

--You should leave class today with...

• a deeper understanding of what a theme statement is, as evidenced by your ability to share one of your life philosophies
• a clearer idea of how "The Lady, or the Tiger?" connects to real life, which might help you "zero in" on a meaningful and complex theme statement as we wrap up our work with the story.

--You might leave class today with...

• a refreshed outlook on your own life?
• a rough sense of what Frank R. Stockton is suggesting about one (or several?!) of the emergent themes of the "The Lady, or the Tiger?".
• In other words, you might head home for the weekend with a rough theme statement in mind for the story.

--agenda/HW

Application Activity -- Theme Clips/Life Philosophies
--rationale/directions

• Today's clips relate most closely to the following themes:
• barbarism/savagery
• fairness/unfairness
• jealousy
• love
• power

--Do any of these themes require defining before we begin?!
--view the following clips/videos:

• The Worst Things That Happened in the Roman Colosseum (up to 2:08)
• https://www.youtube.com/watch?v=P7-ETMTHx4I
• Trial by Ordeal
• https://www.youtube.com/watch?v=tEI8SnEA7B8&t=5s
• Structure of the Court System: Crash Course Government and Politics #19
• https://www.youtube.com/watch?v=IGyx5UEwgtA
• Dealing with Jealousy
• https://www.youtube.com/watch?v=1rcqwRgVvvw
• How is Power Divided in the United States Government
• https://www.youtube.com/watch?v=HuFR5XBYLfU
• How to Give and Receive Positive Karma
• https://www.youtube.com/watch?v=tO2mZP8GouU

--Closure #1 -- Life Philosophies

• Please complete the survey titled "My Life Philosophy About..." located in the "Classwork" tab.  After you have written your theme statement, CAPITALIZE your theme(s) (theme word[s]) as I have done in the examples about "power" and "order."

English 9--10/21/2020

Transition

--Please access your copy of the theme notes page (the sheet with "THEME" in larger letters at the top).  We will read through the last bolded section ("Theme Statement") on the front page of the document together and fill in as many of the blanks as we can.

S. the C. for Moving Forward

--You should leave class (tomorrow?) with...

• a deeper understanding of theme in literature, as evidenced by your ability to respond to the four focus questions/prompts below:
• What is a theme statement?
• How does a mere theme differ from a theme statement?
• How can a reader turn a theme into a theme statement?
• Write a meaningful and complex theme statement for P.D. Eastman's "The Best Nest".
• a clearer idea of how "The Lady, or the Tiger?" connects to real life, which might help you "zero in" on a meaningful and complex theme statement as we wrap up our work with the story.

--You might leave class (tomorrow?) with...

• a refreshed outlook on your own life?
• a rough sense of what Frank R. Stockton is suggesting about one (or several?!) of the emergent themes of the "The Lady, or the Tiger?".
• In other words, you might head home for the weekend with a rough theme statement in mind for the story.

--agenda/HW

Notetaking/Transitions -- Wrapping Our Minds Around Theme Statements
--fill in blanks together in "Theme Statement" section of "THEME" notes page via exemplification (Harper Lee's To Kill a Mockingbird and George Orwell's Animal Farm)
--share sample theme statement about the theme word "power" (see slide deck) and connect to my life experiences (e.g., high school basketball and the "Wheel" offense, teaching argumentative writing at the high school, etc.)

Application Activity -- Theme Clips/Life Philosophies
--rationale/directions

• Today's clips relate most closely to the following themes:
• barbarism/savagery
• fairness/unfairness
• jealousy
• love
• power

--Do any of these themes require defining before we begin?!
--view the following clips/videos:

• The Worst Things That Happened in the Roman Colosseum (up to 2:08)
• https://www.youtube.com/watch?v=P7-ETMTHx4I
• Structure of the Court System: Crash Course Government and Politics #19
• https://www.youtube.com/watch?v=IGyx5UEwgtA
• Dealing with Jealousy
• https://www.youtube.com/watch?v=1rcqwRgVvvw
• How is Power Divided in the United States Government
• https://www.youtube.com/watch?v=HuFR5XBYLfU
• How to Give and Receive Positive Karma
• https://www.youtube.com/watch?v=tO2mZP8GouU

--Closure

• Please complete the survey titled "My Life Philosophy About..." located in the "Classwork" tab.  After you have written your theme statement, CAPITALIZE your theme(s) (theme word[s]) as I have done in the example about "power."

Closure -- Random Share

• take a look at survey results and discuss life philosophies (theme statements, really! ;) )

English 9--Monday, 10/19/2020

Transition

--Please access your copy of Frank R. Stockton's "The Lady, or the Tiger?" and your copy of the "Determining Emergent Themes Document--Paragraphs 1-5" sheet ("Theme Materials" in the "Classwork" tab).

S. the C.

--our ultimate purpose for re-reading Frank R. Stockton's "The Lady, or the Tiger?:"

End-of-Mini-Unit Assessment Writing Prompt:

Write a well-developed paragraph in which you support a meaningful and complex theme statement for Frank R. Stockton's "The Lady, or the Tiger?."  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

--You should leave class today...

• having practiced purposeful rereading of literature and with a partial second reading of Frank R. Stockton's "The Lady, or the Tiger?" under your belt
• with a deeper understanding of theme in literature as evidenced by your ability to respond to the focus prompt below:
• Name two appropriate theme words for Frank R. Stockton's "The Lady, or the Tiger?".
• having gathered evidence for potential use in your "End-of-Mini-Unit Assessment" writing piece (and, perhaps, some preliminary conclusions drawn about the evidence?!).

--mini-lesson agenda

Mini-Lesson -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes

*FYI: I WILL BE JOTTING NOTES ON A CLASS COPY OF THE TEXT ON THE SMART BOARD TODAY, AND YOU SHOULD DO YOUR BEST TO CAPTURE THESE NOTES ON YOUR OWN COPY!*--oral reading of "Directions" on top of page

• Q & A

--Does anyone not know what his or her assigned task is?

--Reminder: The gist of "The Lady..." shared via a group summary selected at random

--oral reading of paragraphs 1-5 of "The Lady..."/constant comprehension check--jot down notes as per your assigned task

• Another FYI: This story pretty much requires us to...
• "determine the meaning of words and phrases as they are used in a text"
• "use context...as a clue to the meaning of a word or phrase."
• Brain Break -- Pop Song Professor
• Key Points:
• Breaking down complex art is easier when a team of people is involved.
• Unification of interpretation is important!!!
• Literary analysis requires a lot of initial "guess work"!!!

--pair/share

--Closure #1 -- Theme Comprehension Check

• Please complete the survey titled "Theme Comprehension Check--Part 2" located in the "Classwork" tab by responding to the prompt on the back of the page.

--Closure #2 -- Whole-Class Share-Out

• share conclusions drawn, pathways to theme words followed, additional theme words, etc. and add to chart on the SMART Board

English 9--Friday, 10/16/2020

Wrapping Up Yesterday's Lesson

--Reminder: Purposeful reading/viewing tasks/questions ("Theme Materials" in the "Classwork" tab)

• Task A
• Jared
• Jozlynne
• Mary
• Daisy
• Task B
• Jackson
• Ella
• Logan
• Jack
• Task C
• Sarah
• Emma
• Gianna
• Blair

--finish reading/viewing "The Best Nest" on YouTube (3:00-End)--jot down notes as per your assigned task, which we will then refer back to when we complete the next section of the theme notes

https://www.youtube.com/watch?v=cXr67lj1bmc&t=58s

--pair/share (by same task or across tasks)

• If sharing across tasks, look for the same or similar theme words!

--come up with theme words as a whole group by sharing Tasks A, B, and C

--Closure

• Please complete the survey titled "Theme Comprehension Check--Part 1" located in the "Classwork" tab.  Read the directions and respond to the questions/prompt before submitting.

English 9--Thursday, 10/15/2020

Transition

--Please access your copy of the "Theme Skeletal Notes and Theme Statement Practice with 'The Best Nest'" document by clicking on "Theme Materials" in the "Classwork" tab.  We will read through the first two bolded sections ("Theme" and "Some Tips for Determining Emergent Themes") on the first page of the document together and fill in as many of the blanks as we can.

Notetaking/Application Activity #1 -- P.D. Eastman's "The Best Nest": Determining Emergent Themes

--read through the first two bolded sections of the notes page together via the SMART Board/shared screen and fill in the blanks

• provide examples from The Old Man and the Sea, The Tragedy of Romeo and Juliet, The Kite Runner, and The Great Gatsby

--assign purposeful reading/viewing tasks/questions ("Theme Materials" in the "Classwork" tab)

• Task A--explain/clarify
• Jared
• Jozlynne
• Mary
• Daisy
• Task B--explain/clarify
• Jackson
• Ella
• Logan
• Jack
• Task C--explain/clarify
• Sarah
• Emma
• Gianna
• Blair

--What is the gist of "The Best Nest" again?

--read/view "The Best Nest" on YouTube--jot down notes as per your assigned task, which we will then refer back to when we complete the next section of the theme notes

https://www.youtube.com/watch?v=cXr67lj1bmc&t=58s

--pair/share (by same task or across tasks)

• If sharing across tasks, look for the same or similar theme words!

--come up with theme words as a whole group by sharing Tasks A, B, and C

--Transition/Closure

• Please complete the first survey titled "Theme Comprehension Check--Part 1" located in the "Classwork" tab.  Read the directions and respond to the questions/prompt before submitting.  Then, ... 
• access your copy of Frank R. Stockton's "The Lady, or the Tiger?"
• access your copy of the "Determining Emergent Themes Document--Paragraphs 1-5" sheet ("Theme Materials" in the "Classwork" tab)

Application Activity #2 -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes
--oral reading of "Directions" on top of page

• Q & A

--assign purposeful oral reading tasks (Reminder: You already completed these tasks earlier in the class block! :))

• Task A folks = first row of chart
• Task B folks = second row of chart
• Task C folks = third row of chart

--Reminder: The gist of "The Lady..." shared via another group summary selected at random
--oral reading of paragraphs 1-5 of "The Lady..."/constant comprehension check--jot down notes as per your assigned task

• FYI: This story pretty much requires us to...
• "determine the meaning of words and phrases as they are used in a text"
• "use context...as a clue to the meaning of a word or phrase."

--pair/share
--come up with theme words as a whole group by sharing conclusions drawn via completion of the chart

Closure -- Theme Comprehension Check

--Please complete the second survey titled "Theme Comprehension Check--Part 2" located in the "Classwork" tab by responding to the prompt on the back of the page.

English 9--Tuesday, 10/6/2020

Jump Off (THINK) (5 mins.)

--Following vocabulary training via Membean and some free reading time, please access your copy of Rilke's letter and review your annotations (curious questions, underlines, words/phrases that helped you determine tone [maybe you boxed them?], etc.) from our last stretch of classes. Here are two tips:

• Central Idea Tip: Look for any obvious repetition of ideas.  Sometimes, a writer will go so far as repeating sentences (almost) word-for-word to drive home his or her point!
• Tone Tip: Most people agree that tone is easy to determine when someone is talking.  Try reading the text aloud and, if possible, hear the author's tone (e.g., What words are being emphasized?).  

Today, we will have another "circle" discussion in which we wrap up our work with the letter, bearing in mind our discussion target from last week:

When reading nonfiction, I can contribute something (a question, an answer, an important detail, etc.) to a whole-group discussion that moves us forward in hitting our targets.

Please make sure that before you "enter the circle," you have at least three potential contributions ready.  Reconsider, too, the "Discussion Contribution Rating Scale" as you prepare.

S. the C. (5-8 mins.)

--You should leave class today...

• with an even deeper understanding of Rilke's letter (his main point, his tone, etc.) than you currently have
• with a "plan of action" for preparing for an assessment about Rilke's letter

--agenda/HW (see slide)

Discussion Preparation (PAIR) -- Wrapping Up "Letter One" of Rainer Maria Rilke's Letters to a Young Poet (5-8 mins.)
--in pairs, share annotations/prepare for "circle" discussion

• Today, we will form groups via a drawing of cards and see how it goes!

Discussion (SHARE) -- Wrapping Up "Letter One" of Rainer Maria Rilke's Letters to a Young Poet (flex time)

--engage in discussion as per the protocol

HW Time (time permitting)

English 9--Monday, 10/5/2020

"Hook"/Warm-Up (10-12 mins.)

--pair/share as per the "Jump Off" in order to clarify the definition of tone--add to your notes accordingly!

• perhaps a volunteer shares a personal anecdote and we determine his/her tone?

Tone in Email Correspondence 
--"set the table" for the reading about to be shared
--Your purpose:

• When listening to the return email from me to "Random Student", determine my tone. Remember that a writer's tone is the attitude he or she has toward the subject about which and/or audience to which he or she is speaking. A writer's tone can be described using adjectives such as any of those from the list below:
• amused
• angry
• annoyed
• arrogant
• caring
• confused
• depressed
• formal
• honest
• indifferent
• instructional
• intimate
• ironic
• outraged
• peaceful
• playful
• serious

--brief discussion as per your purpose--cards drawn if necessary

• What was the subject of my email?
• Who was the audience of my email?
• What was my tone in the email?
• How do you know?

S. the C. (10-15 mins.)
--review the "Discussion Contribution Rating Scale"

--the first part of today's class relates to some additional targets from our current mini-unit:

• When reading nonfiction, I can...
• pick out the author's main point (Target #1)
• pick out the important details that the author uses that connect back to his/her main point (Target #2)
• explain how the author's details connect back to his/her main point (Target #3)
• contribute something (a question, an answer, an important detail, etc.) to a whole-group discussion that moves us forward in hitting the three targets listed above (Target #4).

--additionally, the first part of today's class relates to three new targets with informal assessments occurring throughout the block:

• When reading nonfiction, I can...
• tell how the author feels about the topic and/or person(s) he/she is writing about/to (Target #5)
• pick out words that show how the author feels about the topic and/or person(s) (Target #6)
• explain how the author's word choices show how he/she feels (Target #7).

Purposeful Rereading/Informal Assessment/Discussion -- Central Idea and Tone in "Letter One of Rainer Maria Rilke's Letters to a Young Poet (40-45 mins.)

--Purposefully reread as much of Rilke's letter as you can in 10 minutes quietly and independently.

• Your purpose:
• Continue jotting down curious questions whenever such questions enter your mind (listen for them!)
• Continue underlining more key words/details with the first three targets in mind
• Draw boxes around any words or phrases that help you figure out what Rilke's tone is (our new targets)
• FYI: THESE ANNOTATIONS, IF COMPLETED DILIGENTLY, WILL COME IN EXTREMELY HANDY DURING THE INFORMAL ASSESSMENT THAT FOLLOWS THIS PORTION OF THE LESSON AND THE FORMAL ASSESSMENT PERTAINING TO THIS LETTER!

--informal assessment of our new targets (SEE FRONT BOARD/BELOW):

Hold up a finger or fingers to indicate which word best characterizes Rilke's tone:

1. angry
2. honest
3. indifferent
4. instructional
5. playful

"Cool-Down"/Full-Circle Ending (3-5 mins.)
--let's talk about "Random Student" again and what he's up to now...

• What do you think Rainer Maria Rilke would have to say about this circumstance?  How do you know?

Flex Time -- Free Reading and/or Vocabulary Training (Membean)