Archive for August 3, 2018

World Lit: Mandalas, Day 2

Standard: RL.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Learning Target: Students will continue working on their mandala project. Students who finish early will write a descriptive paragraph about their mandala.

Opening Session: Today is our first day of Independent Reading. We will read to open the class, and afterwards, I’ll invite anyone who wants to share their book to give a short book talk.

Work Session:  Today in class we will continue working on our mandalas . If you’re drawing a blank, consider these inspirational bullet points!

  • You might color using more than one medium, meaning you might use markers and crayons, or colored pencils and sharpie, or something like that.
  • Consider using only one color, but shading it in with different strengths (so your mandala might range from pink to red, for example…)
  • Use only a pencil and make the whole thing a pencil sketch!
  • Use only a sharpie and do the whole thing in black and white!
  • When you get up to share, show off the most important things on your mandala.
  • You don’t have to read the whole thing aloud; if you’re more comfortable doing so, you can just paraphrase the important bits.
  • If you’d rather, though, you can just read aloud 🙂

Try to have fun and get to know your classmates better! We’re stuck together until the end of the semester, after all!

Closing Session: I’d like to close today by taking a couple volunteers to share their mandalas with the class and tell us a little more about you. And then as you guys leave, everyone can grab some tape (TAPE NOT STAPLES!) and hang your mandalas on the classroom walls 🙂

Assessment: Summative (mandala project); Formative (participation)

Differentiation: Process (varied learning styles); product (student choice of symbols).

AP Lang: Living Like Weasels, Day 2

Standard: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target:  I can critically examine a text for details that support my analysis of the inferences I draw from the text.

Opening Session: Today is our first day of independent reading in class! I will be getting a book for us to read as a class as soon as we unpack them, but for now, go ahead and read your Free Choice book. I would also like to give everyone a chance to do a Book Talk about your book if you’d like 🙂

Work Session: Welcome to Friday! Let’s continue talking about the weasel text we started yesterday. Please take out your copy of the text and re-read paragraphs 8-13. Then, we’re going to have a little discussion about these paragraphs. I have some questions for you 🙂

After we discuss, we’re going to go even more in depth on paragraphs 10-13. I’ll read them aloud, and then I would like you guys to write an in-class journal entry about the effect the weasel locking eyes with the author had upon the author. For this journal entry, you will need to incorporate evidence from the text in the form of cited quotes or paraphrases.

Closing Session: I will take several volunteers to share your journal entries aloud with the class.

Assessment: Journal entries will be graded for completion.

Differentiation: Students extra time for journal entries as needed; extension activities for independent reading texts.

Homework: Read 20 minutes in your Free Choice book