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)