Tag Archive for monsters

Reviewy Monday

Hey y’all! Your test is TOMORROW!!! #ohcrap #ineedtomakethetest #ijustdiscoveredhashtags #notreally #dontsayit #iknowimnotcool

Standard:

  • 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 a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: Students will review for their Metamorphosis Unit Test tomorrow!!

Activator: 

First things first, let’s check out some different book covers for The Metamorphosis!

bookcover1 bookcover2 bookcover3 bookcover4

What does each cover depict? What does that say about the book? Why would the artists choose to portray the story in this way?

Next up, we’re gonna play a little review game! Everyone split into groups of 4 and for goodness sake, please put the desks into neat little tables -_- stop this “let’s destroy the classroom” nonsense… It makes me twitchy.

Anyway, once we are in groups of 4, we’re gonna start answering questions about the story. I have 180 questions! I’m going to hand a question packet out to each group and give you time as a group of 4 to work on it. Then, after you’ve had some time, I think an hour or so (that’s approximately 20 seconds per question!) we will come back together and go over the answers. Whichever group gets the most correct will get 5 points extra credit on their test!! WHOO!!

That’s our day today…be prepared for your test tomorrow, y’all! AND DON’T FORGET YOUR MOVIE PERMISSION FORM BY WEDNESDAY SO WE CAN WATCH ALIEN!!!!!!!

Closing Session: Ticket out the door – what questions do you still have that I can review tomorrow before the test?

Differentiation: Process – students will be able to find answers in the way that best suits them.

Assessment: Students will be formally assessed on the test tomorrow.

Picture books are DUE TODAY!!!

Standard: 

  • RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Learning Target: Students will finish their picture books and turn them in for assessment.

Activator: We love this book at my house 🙂

HEY!!!! Your picture books are due TODAY!!!!!

GET TO WORK, SLACKERS!!!

Closing Session: Picture book check in – anyone care to read their story aloud to the class?

Differentiation: Process – students can work on different aspects of the book; content – differentiated groupings.

Assessment: Checks for understanding throughout, picture book will be a major project grade.

Workday Thursday

Standard:

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Learning Target: I will work with my group to write a narrative, ensuring that my technique is effective and my details well-chosen.

Activator: I’m pretty sure this song is ridiculous and I love it.

Work Session: Today you guys are going to have a whole work day to make some headway on your picture books. I can send students 5 at a time to the media center to type – so that means one from half the groups can go during the first half of class, and one from the other half of the groups can go during the second half of class. (You ever write a word so much it starts to look wrong? That just happened to me with “half”.) You can only go after you show me your hand-written draft! I’m not sending people to the media center just to fiddle around 😛

For those who are here, I’ll pass out the art supplies and your papers and show you how to fold them to make the pages of your books. I’ll be laminating them when all is said and done, so you don’t need to worry about gluing the pages together or anything 🙂

Don’t forget to work on your cover art! Make it awesome!!

Closing Session: Picture book check in – anyone care to read their story aloud to the class?

Differentiation: Process – students can work on different aspects of the book; content – differentiated groupings.

Assessment: Checks for understanding throughout, picture book will be a major project grade.

The Story of Wednesday

Standard:

  • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I will analyze how Gregor has developed over the course of The Metamorphosis by writing his story as a children’s book.

Activator: THUG NOTES!!!

Work Session: Welcome to Wednesday! We are going to continue reading The Metamorphosis today, using the same strategy we did yesterday – and we are gonna finish the book today!! What what, we are DONE reading it!!! Now we just get to work on our picture books and discussion before we do our essay and test next week! (Yep, essay. I must be a glutton for punishment because those suckers take 5ever to grade, and yet I keep assigning them….)

Anyway, we will read to the end of the page and then I’ll ask you guys a question, then reset the timer and check for understanding. This way things are chunked up a little but. BUT, because I have to raise the bar, we are doing 6 minutes per page this time instead of 8 like we had yesterday!

After we finish, I want you guys to get into your groups and work on your picture books. Remember, you need to have your story draft and storyboard (rough draft of illustrations) done TODAY!!! Tomorrow we will have a whole day work session for your picture books, so be ready!

Closing session: Picture book check in! I want to come conference with every group and make sure we’re all on the same page 🙂

Differentiation: Learning Style – visual learners can draw, writers can write, kinesthetic learners can work on book assembly.

Assessment: Formative checks for understanding, picture books will be graded.

Permission forms! Permission forms!!

Welcome to Tuesday!

Standard:

  • ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Learning Target: I will write a strong rough draft with my group for my picture book project by focusing on what is most significant for an audience of children.06

Activator: Alien trailer! This is the movie we’re going to watch next week!

Work Session: First things first, I’m going to pass out your permission forms to watch Alien next week! Remember, these have GOT to be signed by mom or dad or whoever you stay with, otherwise you can’t watch the movie, because it is rated R.

Next up…

Today we’re going to read the first half of part III in the book. YAY!! This means we’re ALMOST DONE! For this reading, we’re going to use the questions-by-pages strategy. You guys will read to the bottom of the page (you have 6 minutes per page – they’re longer pages than last time we did this) and then I’ll have a question on the board for you to answer.

When we finish that, you guys should get to work with your groups on the picture book project! By the end of the day today, I expect you should be able to turn in either the rough draft or the storyboard (obviously, you can’t have the very last bit done because you haven’t finished the book, but you should certainly be almost done!). You can also start working on drawing your pages, and those of you who would like to type can send a group member over to the computers.

Closing Session: Picture Book Check In – I would like to meet with every group and check off each of your storyboards or rough drafts!

Assessment: Picture books will be graded, questions can be formatively checked for completion and understanding.

Differentiation: Leveled grouping strategy based on ability/achievement; visual/kinesthetic activity (picture book); chunking