Past Lessons

Friday, May 2, 2014

Period 9 - Week 31

  FRIDAY - Single - Ramp-up
(link to Period 7)

  • Do Now:  Independent Reading Time
    • Read your independent reading book for 15 minutes.
    • Start a new DIRT Day Entry and use proper Comp Book Format! See poster.
    • Write down at least 10 thoughts as you read!

  • Learning Target 
    • I can Monitor and Use Repair Strategies when reading challenging texts.

  • Identifying Repair Strategies Chart

  • Copy the following chart into your composition notebook under a New Entry Titled: Monitor and Repair Strategies
  • Monitor and Repair Strategies
    1.   The voice inside the reader’s head is not interacting with the text.
    ·       Activate prior knowledge (making connections)
    ·       Visualizing (creating images)
    ·       Asking questions
    ·       Retell what you have read (summarizing)
    ·       Make predictions (the result of inferring)
    ·       Noticing patterns in the text structure.
    ·       Re-read
    ·       Adjust reading speed (up or down)
    ·       Write about what you have read.
    ·       Stop and think about what you have already read.
    ·       Use print conventions.

    2.   The camera inside the reader’s head shuts off.
    3.   The reader’s mind begins to wander.
    4.   The reader cannot remember what has been read.
    5.   Clarifying Questions asked by the reader are not answered.
    6.   The reader re-encounters a character and has no recollection when that character was introduced.

    • With a Partner or Independently...
      • Select 3 of the Signals of Confusion that you have experienced and give an example of a repair strategy you have tried.

      • OR

      • In a TREES essay, explain how to properly use three of the six repair strategies and give and example for each one you select.

      • This is a Classwork Grade worth 40 Points.

      MONDAY - Double - ELA  
    • Do Now - Copy
      • RL.9-10.1:  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • RL.9-10.2:  Determine the theme or central idea of a text and analyze in detail its development over the course the text, including how it emerges and is shaped refined by specific details; provide an objective summary of the text.

    • Rate the Standards:  Using your CCLS Tool, rate your understanding of these Reading Literature standards.

    • Today's Agenda - Go over the Standards for Today (see above)

    • Review of Lesson 1 from Yesterday
      • Re-read the epigraph for Stage 1 and the first paragraph.
      • Respond: Using evidence from the text, summarize what the reader can expect in Stage 1.
      • Summarize:  Paraphrase standard 10.2.
      • Turn and Talk:  How are you graded for Turn and Talk time?  Then, share your paraphrase with a partner.

    • Read Aloud up to "Neither did they."
      • Turn and Talk:  What are you learning about the pack?
      • Share Out

      • Continue Reading up to Epigraph 2: Write Down 5 thoughts/questions when done. Any question related to the text is OK.
      • Record your questions on Poster Paper.

      • Continue Reading up to "The pack was worried about Mirabella..."

    • PERIOD 8

    • DO NOW - Think and Respond  
      • Entry Title:  St. Lucy's
        • What do you think the girls are doing at St. Lucy's, and what evidence from the text supports your ideas
        • Share Out for Raffle Tickets

    • Continue Reading Aloud beginning with "The pack was worried about Mirabella" and ending before the paragraph, "In school, they showed us the St. Francis of Assisi slide show again and again."

      • Respond in Composition Book:  Why does it seem the pack hates Jeannette and Mirabella?  What evidence in the text supports your thinking?

      • Share out for raffle tickets.

      • Write Questions:  Write down any questions you have about Stage 2 in your Composition Book.

      • Share out and post questions for later reference.

    • Quick Write
      • Reminder - the idea of a quick write is to answer a questions using textual evidence.
        • What are some of the lessons the pack is learning at St. Lucy's?  Cite textual evidence to support your response.

    • Ramp-up Reminder:  Tomorrow you will be doing independent reading.  Be sure you have your book!

      TUESDAY - Single - Ramp-up  
    • Do Now:  Independent Reading Time
      • Read your independent reading book for 15 minutes.
      • Start a new DIRT Day Entry and use proper Comp Book Format! See poster.
      • Write down at least 10 thoughts as you read!

    • Learning Targets
      • 1.  I can identify the theme(s) in a text.
      • 2.  I can code a text in order to identify important information for analysis.

    • Interviewing a Book
      • Take a moment to interview the book, Living up the Street by Gary Soto.
      • Gary Soto is a Mexican-American author who was born in California.  You should expect references to his culture in this text.

    • Read Aloud/Think Aloud (Pages 126-131)
      • We will be reading only one section of this text.  The chapter titled, "Being Stupid." Click the link to download a copy if you need one!
      • Focus: Asking questions and Theme.

    • Classroom Conversation
      • What questions do you have about this text?
      • Why did he include the part about his poetry?
      • Why were some of the small things OK to take but not others?

    • Whole Class Instruction:  Building a Case and Coding the Text
      • Theme: important idea that is repeated throughout a text or a lesson learned by the main character.
        • Examples
          • Finding Nemo: The Love of a Father Knows No Boundaries
          • The Wizard of Oz:  Appreciate what you have
          • The Lion King:  Be proud of who you are
      • You have responded to literature all year by discussing it, making charts, writing responses and literary letters.
      • In many of these responses the theme was revealed "naturally" because readers tend to make connections as they read.
      • Sometimes themes emerge as we consider more than one text.
      • Now you will do something new: Respond to literature through acting by acting out a courtroom trial.
      • You will draft a script and act out a courtroom scene in which Michael and Joe from Swallowing Stones are put on trial for the murder of Jenna's father.
      • The roles will be the characters and the attorneys for the characters.
      • One side will defend the boys, the other will prosecute them, trying to prove they are guilty of breaking the law.
      • To be an effective attorney team and persuade the jury, the more details and information you need.  You will need to read, observe, and take notes on the event, people and their actions.
      • The first step is marking the text!

    • Marking Text or Coding the Text
      • See demonstration of Coding the Text via Elmo.
      • This process is basic to forming good arguments.
      • If the boys in "Being Stupid" were on trial for burglary, these important points would help build a case for both the defense and the prosecution. Some points will become evidence and some questions to for various witnesses.

    • Assessment
      • On a half sheet of loose-leaf with a complete heading answer the following question...
        • How would the coding done by a prosecuting attorney differ from coding done by a defense attorney?


      FRIDAY - Double - ELA  

    • Do Now - Copy
      • RL.9-10.1c:  I can propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

      • Using your CCLS Tool, rate your understanding of this standard.

      • Turn and Talk:  Share what you think this standard is about with a partner.

    • Review of agenda and today's new standard.

    • Read Aloud and Activities
      • Begin at Stage 3 epigraph and continue to "It was during stage three that we met our first purebred girls."

      • In your Comp Book respond to this prompt: What is happening with Mirabella? Use textual evidence to support your response and be prepared to share out.

      • Share Your Thoughts for Raffle Tickets and Participation Points.

      • Continue Reading from "It was during Stage 3..." to "But you could tell that they were pleased."

      • In your Comp Book, look back through Stage 3 and write down any questions you may have about it.

      • Post It:  Share your questions with the class. Many of these questions will be answered in upcoming lessons as we do a close read of the text.

    • Period 8

    • Be sure to sit with a partner for class!

    • Do Now - Think
      • Entry Title:  My Thoughts About St. Lucy's
        • What are some of your thoughts so far about this text?
      • Continue Reading from, "Stage 4: As a more thorough..." to " the pack felt about anything."

      • Turn and Talk Questions
        • How does this scene reveal the differences between Mirabella, Jeanette, and Claudette?
        • What textual evidence supports your ideas?
        • Share Out

      • Continue Read Aloud from "At seven o'clock on the dot..." to "...that was our last communal howl."

      • On Loose Leaf Paper with a Complete Heading answer the following Comprehension Questions for a Classwork Grade. Use TREES to structure your response.  Ask for help as needed!
        • 1.  What happened at the dance?
        • 2.  What is your response to Mirabella being expelled?  Use evidence from the text to support your thinking.

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