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November 26: A Day November 26, 2012

Posted by garvoille in Uncategorized.
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1A

1. Freewrite.

2. Motif groups announced. Students found out which motif they will be tracking as they read The Outsiders.

3. Focused freewrite. For five minutes, students responded to the prompt, How does this motif show up in your life or the life of an American teenager today? Then, students met briefly with their groups to discuss their responses.

4. Motif notes. Students learned what is expected of them when they take notes as they read. For each chapter, students must use sticky notes to mark at least five lines that reference their motif. On the sticky note, the student should write at least one sentence explaining what the quote shows about their motif. If students don’t have sticky notes, they can write their notes on a piece of notebook paper. On the paper, they should include a passage from the book, an explanation of why they chose the passage, and the page number the passage was found on. There should be at least five entries for each chapter.

5. Oral quiz. We took an oral reading check quiz on chapter 2 of The Outsiders, which students had to read for homework over break.

6. Sentence corrections. Students corrected two incorrectly written fragments as a break between activities.

7. Finding motif in Chapters 1 and 2 of The Outsiders. Students worked with their motif groups to create a poster that displayed 4 quotes that demonstrated their motif and 4 explanations of the quotes, 1 symbolic image about the motif, and a hypothesis about what the novel is teaching its readers about the motif so far. Students then presented these to the class.

8. Read-aloud of the beginning of chapter 3.

HW: Finish reading Chapter 3 of The Outsiders or finish reading Chapter 5 of To Kill a Mockingbird (which two students are reading in addition to The Outsiders). For each chapter you read, locate and explain five lines that relate to your motif.

2AB

1. Freewrite.

2. Questions about taking notes on motif.

3. Vocab review. We went to the computer lab to review our vocabulary words on Quizlet.

Test information:

Three sections

  • Section I: SAT words. You will be given the SAT words. You must use the word correctly in context in an original sentence.
  • Section II: Word part memorization. You will be given the word stems and you must write what the definition is. (I give you “a, an,” you write “without, lacking.”
  • Section III: Word part application, multiple choice. Students will apply the word stems to explain what new words using those stems mean.

Extra credit for…

  • Creating paper flashcards +2
  • Having all of your vocabulary notes +1
  • Scoring in the top 10 of our class on Quizlet’s Space Race or Scatter +2
  • Scoring #1 in our class on Space Race or Scatter +3
  • Writing three example sentences for each SAT word as practice +1

HW: Study for vocab test on Wednesday. Add to your motif annotations if needed for tomorrow. I will check motif notes tomorrow.

4A

1. Freewrite.

2. Focused freewrite. Students had seven minutes to respond to this prompt: Describe a time you agreed to do something completely out of character and you were surprisingly successful. This is essentially what Bilbo Baggins will do throughout the story. When did you do this? We shared for 30 seconds with partners and then heard a few for the whole group.

3. Oral Quiz. Students answered five questions about Chapter 2 of The Hobbit.

4. 2 Observations and 5 Whys. Students shared an observation about the reading with their partner (ex: Bilbo isn’t actually very good at burgling). We put three up on the board. For each observation, students answered the question Why? five times, either through a cold-call or by volunteering an answer. This helped us see that all parts of a text exist for some reason–to be entertaining, to make the protagonist look good, to tell the hero journey, etc.

5. Sentence corrections. Students corrected three run-on sentences and three students led the class in correcting them together.

6. Finding motif in Chapter 2. Students worked with their motif groups to create a poster that displayed 4 quotes that demonstrated their motif and 4 explanations of the quotes, 1 symbolic image about the motif, and a hypothesis about what the novel is teaching its readers about the motif so far. Students then presented these to the class.

7. We started reading Chapter 3 aloud together.

HW: Read Chapters 3 and 4 of The Hobbit and take notes on at least 5 occurrences of your motif for each chapter (10 in all for Wednesday).

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