English 10--12/6/2018

Jump Off (1 min.)

--If you have already fulfilled the Free Reading Course Component for Marking Period 1 and Marking Period 2 (e.g., turned in a one-pager), take out your current free reading book, settle in, and enjoy the forthcoming reading block!  (If you have not yet selected your free reading book, hang tight for further directions.)
--If you have not yet fulfilled this requirement, hang tight for further directions.

Transition (5-8 mins.)
--model use of the "Book Surfing" page again

--quick overview of the one-pager options
--sample completed one-pagers shared--which is stronger and why?

--pick up a one-pager from the front of the classroom if you have yet to complete one

"Assessment"/DEAR -- Free Reading Books (30-35 mins.)

--complete one-pagers
--When you finish and have put your one-pager in the black basket, select one of the following:

• Quietly look for a new novel-length work in our classroom library using the "Book Surfing" page
• Engage in free reading of a novel-length work
• Engage in free reading of Upfront newsmagazine

S. the C. (__-_ mins.)
--Reminder: The task:

Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from Animal Farm: What is George Orwell's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Orwell's characterization of at least one important character helps develop the theme statement that you crafted.  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!

--You should leave class today...

• with the Marking Period 1 and Marking Period 2 Free Reading Course Component fulfilled
• with your Animal Farm End-of-Unit Writing Assessment (Regents Part 3) completed to a high degree (e.g., strong and thorough textual evidence, well-reasoned explanations, logical organization, few conventions errors, etc.) and submitted to me via email.

--agenda/HW

Transition (1-2 mins.)
--Please take out the following:

• your copy of Animal Farm
• any notes you took while reading the novella
• your "Allegory Assessment"
• your copies of the "Writing Paragraphs" document with which we have been working

--Obtain your Chromebook from the cart in the back of the classroom and log in.

Writing Workshop (Phase 7) -- Animal Farm End-of-Unit Writing Assessment (Regents Part 3) (flex time)
--Get back into groups
--"Anchored in" to our "Compact for Group Work", ...

• finish executing your group's plan for outlining the second paragraph
• divvy up typing tasks (e.g., Sierra types sentences 1-3, Jenna types sentences 4-6, and Trent types sentences 7-9)
• begin/continue/finish group-typing second paragraph
• format your second paragraph and conduct an oral reading
  • Any necessary "finishing touches"?

Closure -- Ticket-Out-the-Door and Soft-Skills Self-Assessment (time permitting)

• Share your group's Google Doc with me.
• Return the Chromebooks.
• Pick up, complete, and submit the "Soft-Skills Self-Assessment" sheet.

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 12/6) (see the "English Department Membean Routine" sheet).
--WE ARE TAKING A BREAK FROM MEMBEAN 12/7-12/13; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
HW (Class Preparation)
--You are expected to select your next free reading book by the end of the day on Wednesday, 12/12.  Please see me if you would like help and/or a recommendation!  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  Today is the "magic day" for taking care of free reading business for the last two marking periods if you have not already done so!
Miscellaneous
--FYI: Next week, we will move forward in our Research Unit and head over to the library a few times to conduct some preliminary research and narrow our topics.  
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• LIBRARY NEXT CLASS FOR RESEARCH (LOOK AT BALLENGER!!!) AND SELECTION OF NEXT FREE READING BOOK
• first Grammar Hammer (WUBAIS!!!)

English 10 Honors--12/6/2018

Jump Off (1 min.)
--If you have already fulfilled the Free Reading Course Component for Marking Period 1 and Marking Period 2 (e.g., turned in a one-pager), take out your current free reading book, settle in, and enjoy the forthcoming reading block!
--If you have not yet fulfilled this requirement, wait quietly for further directions.

Transition (5-8 mins.)

--sample completed one-pagers shared--which is stronger and why?

--quick overview of the one-pager options

--pick up a one-pager from the front of the classroom if you have yet to complete one

"Assessment"/DEAR -- Free Reading Books (30-35 mins.)

--model use of the "Book Surfing" page again

--complete one-pagers

• DURING THIS TIME, I WILL CONDUCT CWP MEETINGS AS PER MY CALENDAR.

--When you finish and have put your one-pager in the black basket, select one of the following:

• Quietly look for a new novel-length work in our classroom library using the "Book Surfing" page
• Engage in free reading of a novel-length work
• Engage in free reading of Upfront newsmagazine

S. the C. (10-12 mins.)
--list of students needing to revise for the Cumulative Writing Portfolio shared:

• Would anyone like to schedule a meeting for a time slot during my office hours (posted on the front board)?

--Reminder: The NYS ELA Regents celebration will take place after school on 12/12 right here in Room 203!
--Reminder: The End-of-"Unit" Writing Assignment Prompt:

Write a text-based, tightly written, grammatically sound response of two paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from "The Masque of the Red Death": What seems to be Edgar Allan Poe's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Poe's use of symbolism of at least one important character, setting, object, etc. helps develop the theme statement that you crafted.  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!

--You should leave class today...

• with the Marking Period 1 and Marking Period 2 Free Reading Course Component fulfilled
• with your End-of-"Unit" Writing Assignment closer to completion to a high degree (e.g., strong and thorough textual evidence, well-reasoned explanations, logical organization, few conventions errors, etc.).

--agenda/HW

Transition (2-3 mins.)

--Please take out the following:

• your annotated copy of "The Masque of the Red Death"
• your two copies of the "Writing Paragraphs" document with which we have been working the last few class blocks

--Obtain your Chromebook from the cart in the back of the classroom and log in.

Writing Workshop (Phase 5) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (flex time)

--students with stars next to their names on the whiteboard: Create a shared Google Doc

• MODEL

--group-type response

• MODEL

Grammar Hammer Review/Writing Workshop (Phase 6) -- Comma Error Review, RE-READING Strategies, and Elevating Diction (time permitting)

--Transition

• Jillian G.--please drop the grammar hammer!

--quick-review comma usage with introductory elements/transitions via definitions, examples, etc. on the whiteboard and/or SMART Board
--quick-review comma usage with FANBOYS via definitions, examples, etc. on the whiteboard and/or SMART Board

--RE-READ for comma error as per review.  Fix any errors that you find.
--discuss Membean words (e.g., those for which you created posters earlier in the school year) and deftly incorporate at least one word in your summary.  Don't overdo it, though!

Closure -- Ticket-Out-the-Door and Soft-Skills Self-Assessment (time permitting)

• If you took back your "'The Masque of the Red Death' Assessment", please return it by placing it in the black basket on the front table.
• Share your group's Google Doc with me.
• MODEL
• Return the Chromebooks.
• Pick up, complete, and submit the "Soft-Skills Self-Assessment" sheet.

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 12/6) (see the "English Department Membean Routine" sheet).
--WE ARE TAKING A BREAK FROM MEMBEAN 12/7-12/13; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!

Writing
--Continue reviewing your notes for "The Masque…" in preparation for finishing the in-class writing assignment next class block.

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is Wednesday, 12/12 (just under one week from today!)--YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  When time permits, meetings can/will occur during class time.

HW (Class Preparation)
--You are expected to select your next free reading book by the end of the day on Wednesday, 12/12.  Please see me if you would like help and/or a recommendation!  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  Today is the "magic day" for taking care of free reading business for the last two marking periods if you have not already done so!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• tablet
• first Grammar Hammer (WUBAIS!!!)

English 9--12/5/2018 & 12/6/2018

Jump Off (1 min.)
--If you have already fulfilled the Free Reading Course Component for Marking Period 1 and Marking Period 2 (e.g., turned in a one-pager), take out your current free reading book, settle in, and enjoy the forthcoming reading block!
--If you have not yet fulfilled this requirement, wait quietly for further directions.
--Please SEE ME before leaving class today:

• Nathaniel W.
• Julia M.

Transition (5-8 mins.)

--sample completed one-pagers shared--which is stronger and why?

--quick overview of the one-pager options

--pick up a one-pager from the front of the classroom if you have yet to complete one

"Assessment"/DEAR -- Free Reading Books (30-35 mins.)

--complete one-pagers

--model use of the "Book Surfing" page again

--When you finish and have put your one-pager in the black basket, select one of the following:

• Quietly look for a new novel-length work in our classroom library using the "Book Surfing" page
• Engage in free reading of a novel-length work
• Engage in free reading of Upfront newsmagazine

S. the C. (12-15 mins.)
--You should leave class today...

• with the Marking Period 1 and Marking Period 2 Free Reading Course Component fulfilled
• having continued practicing purposeful rereading of literature and with a second reading of Frank R. Stockton's "The Lady, or the Tiger?" under your belt
• with an even deeper understanding of theme in literature
• having gathered evidence for potential use in your "End-of-Mini-Unit Assessment" writing piece (and, perhaps, some preliminary conclusions drawn about the evidence?!)
• with a claim in mind in response to the following question:
• "Which came out of the opened door -- the lady, or the tiger?"

--beginning with the end in mind--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.

--agenda/HW

Application Activity #3 (cont.) -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes and Theme Tracking (flex time)

--Reminder: I will be jotting notes on our class copy of the text on the SMART Board, and you really ought to capture these notes on your own copy!
--finish working through a purposeful rereading of the text as per directions

--Closure -- Whole-Class Share-Out

• pathways to theme words followed, additional theme words, evidence selected, conclusions drawn, etc.

Closure -- Frank R. Stockton's "The Lady, or the Tiger?" Take a Stand Debate/Ball Toss (last 5-10-ish mins.)
--Reminder: The protocol for Take a Stand:

• Momentarily, I will make a debatable statement:
• If you agree with the statement, STAND UP next to your desk.
• If you strongly agree with the statement, STAND ON your desk chair.
• If you disagree with the statement, STAY SEATED in your desk chair.
• If you strongly disagree with the statement, SIT ON THE FLOOR next to your desk.

--The claim: The lady came out of the door on the fateful day recounted in Frank R. Stockton's short story "The Lady, or the Tiger?".

• show your position (stand, sit, etc.)
• cold-calling--students randomly selected to briefly explain their stance (no more than three sentences)

--"Today, I realized/concluded/learned that..."

• As students pass the ball around, specifically completing this sentence-starter and responding to follow-up questions, I will capture notes on the whiteboard.

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).
--WE ARE TAKING A BREAK FROM MEMBEAN 12/7-12/13; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
HW (Class Preparation)
--You are expected to select your next free reading book by the end of the day on Tuesday, 12/11 (ACE) or Wednesday, 12/12 (BDF).  Please see me if you would like help and/or a recommendation!  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  Reminder: Thursday, 12/6 is the "magic day" for taking care of free reading business for the last two marking periods if you have not already done so!
Miscellaneous
--BDF class: Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• returning assignments
• standards assessment
• grading scale explained
• self-reflection
• assessments returned
• SEE LAST SCHOOL YEAR!!!
• THEME LESSON SEQUENCE (CONT.)

English 10--12/4/2018

Jump Off (15-18 mins.)
--Obtain your Chromebook from the cart in the back of the classroom.  After logging in, log in to Membean and set up and complete a 15-minute training session.  Once you finish training, take out your book and engage in free reading until you receive further instructions.

S. the C. (5-8 mins.)
--Reminder: The task:

Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from Animal Farm: What is George Orwell's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Orwell's characterization of at least one important character helps develop the theme statement that you crafted.  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

Transition (1-2 mins.)

--Please take out the following:

• your copy of Animal Farm
• any notes you took while reading the novella
• your "Allegory Assessment"
• your copies of the "Writing Paragraphs" document with which we have been working

Writing Workshop (Phase 6) -- Animal Farm End-of-Unit Writing Assessment (Regents Part 3) (10-15 mins.)
--Complete the following steps:

• Get back into groups.
• "Anchored in" to our "Compact for Group Work", ...
• read, discuss, and attend to any feedback that I provided for your first paragraph
• return your Chromebooks
• refresh each other's memories: What character or characters did you pick to write about in your second paragraph again?
• write the claim for your second body paragraph on the appropriate lines of your second template
• I will share a sample claim for "The Masque..." first via the template with which I have been working.
• develop a precise plan for outlining the second body paragraph of your group's response
• Be prepared to share your group's plan with the rest of the class before we enter in to the next phase of Writing Workshop!

Writing Workshop (Phase 7) -- Animal Farm End-of-Unit Writing Assessment (Regents Part 3) (__-__ mins.)
--whole-class share-out (plans for the next phase of Writing Workshop)

• time determined according to plans shared

--execute your group's plan in the time permitted!

--divvy up typing tasks (e.g., Sierra types sentences 1-3, Jenna types sentences 4-6, and Trent types sentences 7-9
--Transition

• Obtain Chromebooks again.

--continue typing 

Closure -- Ticket-Out-the-Door and Soft-Skills Self-Assessment

• share Google Doc with me
• MODEL
• return Chromebooks
• pick up, complete, and submit the "Soft-Skills Self-Assessment" sheet (time permitting)

HW Time (time permitting)

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).

HW (Class Preparation)
--Read your free reading book as necessary between now and next class.  The "Course Component Fulfillment" assignment is due Wednesday, 12/5 or Thursday, 12/6 (TIME IS JUST ABOUT UP!!!) depending upon which option you select.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• first Grammar Hammer (WUBAIS!!!)

Divide/conquer evidence (like two classes ago, but not necessarily big chunks of the book)

Select evidence--write AND write tiebacks

Swap--revise

Share in groups

Group document--typed

In groups, read aloud and revise

Submit before class ends

English 10 Honors--12/4/2018

Jump Off (10-12 mins.)
--Please take out the following:

• your annotated copy of "The Masque of the Red Death"
• your two copies of the "Writing Paragraphs" document with which we have been working the last few class blocks

--"Anchored in" to our "Compact for Group Work", ...

• finish writing tiebacks from the end of last class block (if necessary)
• share first paragraph template components in chronological order, improving as necessary
• agree upon and write an all-encompassing concluding sentence (if necessary)
• develop a precise plan for outlining the second body paragraph of your group's response
• Be prepared to share your group's plan with the rest of the class before we enter in to the next phase of Writing Workshop!

S. the C. (8-10 mins.)

--list of students needing to revise for the Cumulative Writing Portfolio shared:

• Would anyone like to schedule a meeting for a time slot during my office hours (posted on the front board)?

--Reminder: The NYS ELA Regents celebration will take place after school on 12/12 right here in Room 203!
--Reminder: The UPDATED End-of-"Unit" Writing Assignment Prompt:

Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from "The Masque of the Red Death": What seems to be Edgar Allan Poe's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Poe's use of symbolism of at least one important character, setting, object, etc. helps develop the theme statement that you crafted.  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

Writing Workshop (Phase 4) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (__-__ mins.)
--whole-class share-out (plans for today's Writing Workshop)

• time determined according to plans shared

--execute your group's plan in the time permitted!
--divvy up typing tasks (e.g., Erin types sentences 1-5, Aidan types sentences 6-10, and Emma types sentences 11-15)

Transition (1-2 mins.)
--Obtain your Chromebook from the cart in the back of the classroom and log in.

Application Activity -- Membean Word Wall (8-10 mins.)
--take a look at the posters displayed on the back wall

• Your next task today is creating a poster for one of your Membean words to add to this wall!

--open the following Google Doc:

https://docs.google.com/document/d/1nEztsou3cqT0g2Uy7-ntWbGy7C1sRZkZgwKo6z_Ey2M/edit?usp=sharing

--accessing your list of words MODELED
--poster-creation process MODELED
--create a poster as directed

• I will assist electronically via GoGuardian (if necessary).

--When you finish your poster, share it with me electronically.

Writing Workshop (Phase 5) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (remainder of class?)

--students with stars next to their names on the whiteboard: Create a shared Google Doc

• MODEL

--group-type response

• MODEL

Grammar Hammer Review/Writing Workshop (Phase 5) -- Comma Error Review, RE-READING Strategies, and Elevating Diction (time permitting)

--Transition

• Jillian G.--please drop the grammar hammer!

--quick-review comma usage with introductory elements/transitions via definitions, examples, etc. on the whiteboard and/or SMART Board
--quick-review comma usage with FANBOYS via definitions, examples, etc. on the whiteboard and/or SMART Board

--RE-READ for comma error as per review.  Fix any errors that you find.
--discuss Membean words (e.g., those for which you created posters earlier in the school year) and deftly incorporate at least one word in your summary.  Don't overdo it, though!

Closure -- Ticket-Out-the-Door and Soft-Skills Self-Assessment (time permitting)

• If you took back your "'The Masque of the Red Death' Assessment", please return it by placing it in the black basket on the front table.
• Share your group's Google Doc with me.
• MODEL
• Return the Chromebooks.
• Pick up, complete, and submit the "Soft-Skills Self-Assessment" sheet.

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).

Writing

--Continue reviewing your notes for "The Masque…" in preparation for continuing the in-class writing assignment next class block.
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is Wednesday, 12/12 (just over one week from today)--YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  When time permits, meetings can/will occur during class time.
HW (Class Preparation)

--Read your free reading book as necessary between now and next class.  The "Course Component Fulfillment" assignment is due Wednesday, 12/5 or Thursday, 12/6 (TIME IS JUST ABOUT UP!!!) depending upon which option you select.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• tablet
• first Grammar Hammer (WUBAIS!!!)

English 9--12/3/2018 & 12/4/2018

Jump Off (3-5 mins.)

--As soon as class begins, I will return the scored and commented upon copies of the short story summaries you wrote in groups.  While I take attendance during the first few minutes of class, mindfully look at any feedback I provided in an attempt to help you move from good to great as a writer.

• If you were revising this summary, what would you do?

S. the C. (12-15 mins.)

--share in groups

• If revising our summary, we could...

--whole-class share-out

• If revising our summary, we would...
• What exactly do you mean by...?
• items added under the appropriate categories on the front board and MODELING where appropriate

--beginning with the end in mind--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 engaged in reflection and moved forward as a writer
• having continued practicing purposeful rereading of literature and with a second(-ish) reading of Frank R. Stockton's "The Lady, or the Tiger?" under your belt
• with an even deeper understanding of theme in literature
• having gathered evidence for potential use in your "End-of-Mini-Unit Assessment" writing piece (and, perhaps, some preliminary conclusions drawn about the evidence?!)
• with a claim in mind in response to the following question:
• "Which came out of the opened door -- the lady, or the tiger?"
• (maybe?) with a one-pager in your possession.

--agenda/HW

Transition (3-5 mins.)

--2 ACE: Please pick up your copy of the "Theme Comprehension Check" halfsheet from the end of last class block at the front table.  Then, scan through any commentary that I provided in red marker.  Finally, consider this question:

• How, specifically, would you convince me that the theme word you underlined or highlighted (or one of the theme words written on the front board if you struggled at the end of last class block!) does indeed emerge within paragraphs 1-5 of Stockton's short story?

--3 ACE: Please take out your copy of the "Theme Comprehension Check" halfsheet that you got back at the start of last class block.  Then, complete the back, underlining or highlighting the one theme word you could most confidently convince me does indeed emerge within paragraphs 1-5 of Stockton's short story.  Finally, consider this question:

• How, specifically, would you convince me that the theme word you underlined or highlighted (or one of the theme words written on the front board [REVEAL!] if you struggled during the first part of the "Jump Off"!) does indeed emerge early on in the story?

4 BDF--MUST READ PARAGRAPHS 2-5 AND COME UP WITH THEME WORDS BEYOND BARBARISM!!!

Application Activity #2 (cont.) -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes and Theme Tracking (30-35 mins.)

--briefly discuss the "Transition" via volunteers and/or a drawing of cards
--Reminder: I will be jotting notes on our class copy of the text on the SMART Board, and you really ought to capture these notes on your own copy!

--oral reading of "Directions" on top of back of first page

• assign purposeful oral reading task
• Half of Task A folks = first row of chart on back of first page
• Half of Task B folks = second row of chart on back of first page
• Half of Task C folks = third row of chart on back of first page

--oral reading of "Directions" on top of second page

• assign/MODEL purposeful oral reading task 
• Other half of Task A, Task B, and Task C folks
• Should we divvy up theme words?

--oral reading of paragraphs 6-9 of "The Lady..."/constant comprehension check--jot down notes as per your assigned task

• Another Reminder: 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
--Closure -- Whole-Class Share-Out

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

Brain Break -- Shoe Game OR One to Ten (5 mins.)
One to Ten

• line up in birth order in the front of the classroom
• complete activity, returning to your desk if you are out
• You can exercise your Right to Pass!

Application Activity #3 -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes and Theme Tracking (flex time)
--continue (finish?) working through a purposeful rereading of the text as per directions

Closure -- Frank R. Stockton's "The Lady, or the Tiger?" Take a Stand Debate/Ball Toss (last 5-ish mins.)

--quick "Take a Stand" about the ending using the following claim:

• The lady came out of the door on the fateful day recounted in Frank R. Stockton’s short story “The Lady, or the Tiger?”.

--"Today, I realized/concluded/learned that..."

• As students pass the ball around, specifically completing this sentence-starter and responding to follow-up questions, I will capture notes on the whiteboard.

On the Way Out...

--Feel free to pick a one-pager from the options in the front of the classroom!

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Aim to read at least 10 pages of your free reading book between now and next class.  The "Course Component Fulfillment" assignment is due Wednesday, 12/5 or Thursday, 12/6 (TIME IS JUST ABOUT UP!!!) depending upon which option you select.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• returning assignments
• standards assessment
• grading scale explained
• self-reflection
• assessments returned
• SEE LAST SCHOOL YEAR!!!
• THEME LESSON SEQUENCE (CONT.)