Wednesday, October 22nd, 2014
- Sign in, lovelies! Thanks!
- Grab the two green sheets off the sign-in table!
Materials Needed for Class
- Small three-ring binder
- Writing implement
- Computer every day, fully charged
- Five dividers
Review Big Picture
Based on the title of this class, what skills do you think we’re going to be working on this term?
1. Reading closely
5. Academic Discussion
6. Thinking—I put this last, but really, let’s not forget to think—deal?
NOTE: You’ve received a copy of the syllabus today, and I’ve posted a copy of the syllabus on schoology in the “Big Picture Reading” folder, FYI.
Journal Response (Ten Minutes)
“The unread story is not a story;
it is little black marks on wood pulp.
The reader, reading it,
makes it live: a live thing, a story.”
Ursula K. Le Guin
Strategy: I used a reading strategy called phrasing, or chunking, where you break a long, complex sentence or paragraph into smaller, more manageable bits, to try to understand it better.
Review: How can we respond to a quote?
➢ Connect: Relate to it by making a connection to yourself.
➢ Question: Ask a question(s).
➢ Comment: Agree with it, in part or in whole.
➢ Comment: Disagree with it, in part or in whole.
➢ Clarify: Say what you think it means.
➢ Connect: Relate to it by making a connection to something else you’ve seen or read.
…or anything else you want to write to show your thinking about the quote
- Starting at 11:57; ending at 12:07-ish
Journal Response Explanation
- NOW: Share with a NEW person today. Write your partner TWO specific comments, and aim for academic language in your writing.
1. At least two detailed sentences
b. Tell him/her if the journal made you think of a new idea/or something you hadn’t considered.
c. Add on to an idea he/she says.
d. Compliment their vocabulary—diction!
e. Disagree, respectfully.
2. Signed by you
3. Make sure your name, date and “LeGuin Quote” are at the top of your paper.
4. Read your partner’s comments, then turn it in in the class drawer.
Reading and Annotating
- Think as you read—that’s part of active reading.
- Take a look at the annotation models—I need you in four groups.
- Okay, take a look, page by page, at the annotation models I’ve given you.
- Give everyone in the group a few pages.
- NOW: Read the annotations on the pages you have, and keep track on your notebook paper of what people are doing.
- Then circle-talk about what you noticed in your pages. Go in a circle, and let EACH PERSON SHARE ONE, until everyone goes, then repeat.
- Add an item to your list, if you didn’t already have it.
- In your circle talk, your group should collaboratively come up with at least fifteen things you notice the readers doing when they annotate.
Wrap It Up
- Return your annotated pages to me.
- Tuck your list of annotations in your folder, and we will talk about them tomorrow.
Vocabulary (fifteen minutes)
- Quizlet Practice (link is on schoology, if you need it)
11:25 and 12:52--LAST TEN MINUTES--EXPLANATION OF HOMEWORK (On Schoology)--you don’t need your computers out. I’m going to show you a few things on my screen though.
- If your name is here, I need you to restart your computer between now and tomorrow: Kyle, Maribelle, Mack R, Michael.
- What Does a Good Reader Do to Understand and Remember?
- College-Prep Survey
Due Every Day:
- Study the quizlet words for ten minute