Periods 7 & 9 - Week 30

  MONDAY (single) & TUESDAY (double)   

• Do Now:  Retrieve your Research Portfolio folder from the class bin.
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• Learning Target: I can identify a controversial topic of my choice using the Selecting a Controversial Topic Assignment packet.
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• Class Discussion: What is a controversial topic?
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• Mini-lesson/Demo/Modeling:  Review how to complete the Selecting a Controversial Topic Assignment packet and the process for completing the assignment successfully.
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• Guided Practice:  Using a PC in the computer lab, use the Selecting a Controversial Topic Assignment packet to find information about your controversial topic.
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• Assessment: You will be graded on your completion of the Selecting a Controversial Topic Assignment packet and your level of effort during class.  This assignment will take two class periods to complete and will include a Participation Grade.

  WEDNESDAY & THURSDAY   

• Do Now: Word Study (Start a New List 9)

• 1.  Jesuit  - a member of a Roman Catholic religious order.
• 2.  Common Core Standards - Concepts and skills that NYS feels all 9th grade students should know.
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• Need Help to Pass English?
• End of MP 5 is next week Friday!
• After school help tomorrow (Thursday) or...
• Schedule a time to meet with Mr. D.
• Miss Class? Use the class website when you are out!
• http://mrdegrandis.blogspot.com 
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• Learning Targets (Don't copy)
• I can identify the Common Core Standards for 9th Grade ELA CCLS we will be working today.
• RL.9-10.4 I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning and tone and analyze the overall impact of specific word choices on meaning and tone.
• RL.9-10.2  I can cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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• Rate the Learning Targets - Common Core Learning Standards Tool.  
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• Think-Pair-Share:  With a partner or on your own, use the CCLS Tool to find out what you know about the standards.
• What does each standard mean?
• Not sure what it means?  Try inserting these synonyms for words in the learning targets:
• figurative: symbolic
• connotative: the feeling a word gives you
• analyze: think carefully
• cumulative: total
• explicit: obvious
• inferences: drawing a logical conclusion
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• Bridge:  This new unit will focus on reading text very closely (Close Reading) for deeper meaning.  We have been doing this all year, but taking it to a new level.  You will use all the skills you have already learned in Ramp-up and apply them here.
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• Quick Chat:  What is Close Reading?  It asks the reader to read slowly and carefully, look at very specific details, and focus on not only what is said but on how it's said. You will have to slow down and re-read sections of text many times!
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• Find This: "St. Lucy's Home for Girls Raised by Wolves" by Karen Russell.
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• Getting the Gist of It:  A first read through is done just to get a general idea about a text.  don't worry about unfamiliar words or phrases at this point. Later, you will go back and re-read more closely.
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• Read Aloud Think Aloud: Earn that 100 Points!
• Text on desk.
• Eyes follow words on page.
• No talking
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• Turn and Talk - With a partner, explain, in your own words, what you think this text is about.
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• Assessment 1: Start a New Entry
• Entry Title:  My First Thoughts
• Respond to these prompts:  1) What are some of your first thoughts about this text? 2) Write down two questions you have about this text.
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• Think-Pair-Share
• 1.  What is the epigraph (an inscription on a building, statue or coin) saying?
• 2.  Who is it written for? How do you know the intended audience of this handbook?
• 3.  If you break apart the term Lycanthropic Culture Shock into parts, what is it describing?
• 4. What does the word initial suggest?
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• Share Out/Class Discussion
• How does understanding this definition of Lycanthropic Culture Shock affect your original thoughts about the story?
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• New Entry Titled: Capturing Textual Evidence
• Create the following table in your Composition Notebook.
• Label it: Text-Dependent Questions
• With a partner complete the table using evidence from the text.
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• Comprehension Question	Answer Including Textual Evidence
  1. Who is the pack?	The pack is the group doing the action in the paragraph.  They might be the girls who were raised by wolves or the students mentioned in the Stage 1 epigraph.
  2. How do you know?
  3. What is the pack doing?
  4. Where are they?

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• Share Out Evidence from Your Table
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• Word Study (Add to list 9)
• 3. couth - 
• 4. kempt - 
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• Re-read the first Sentence: What might the words couth and kempt mean?  How can you figure it out based on the context and structure of the sentence?
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• Re-read the First Paragraph with Your Partner
• Box all unfamiliar words.
• Add the following Text-Dependent Questions to your table.
• 5. What is the pack doing to the bunks?  How do you know?
• 6. What is this a remedy for?
• 7.  What does the author's use of exuberant suggest about these "streams" and the girls?
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• Post This:  What Questions do you still have about the first paragraph?
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• Assessment 2:  Quick Write 
• What specific phrases or words reveal the connections between the first paragraph of the story and the Stage 1 epigraph?  Cite evidence from the text in your response.
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• Sample Response
• The story, "St. Lucy's Home for Girls Raised by Wolves, starts out with a group of "exuberant" girls running around their new home peeing on everything.  This connects with the Stage 1 epigraph because it states that in this stage, everything is new and exciting. The narrator says the girls, "...tore through the Stage 3 girls' underwear," which implies that there are levels to go through or learn.  The Stage 1 epigraph is written like a manual for a teacher because it says, "...interesting for your students." These girls are here to learn something. Maybe they are her to learn how to be civilized?

  FRIDAY - Single Period  

• Do Now:
• Learning Target:
• Bridge:
• Mini-lesson/Demo/Modeling:
• Guided Practice:
• Assessment: