Hook Housekeeping Homework WEDNESDAY Welcome Back Palmer Terrors
Hook, Housekeeping & Homework WEDNESDAY Welcome Back, Palmer Terrors! Ms. Durland English 8 Literature How does it feel to be a senior in you last semester of high school? Please sign-in as you come in! Homework: (What? Already? ): Make sure you come prepared tomorrow… • read through the policies sheet • obtain class materials (So easy!)
Past, Present, Future WEDNESDAY • Semester 1 & Winter Break • Any January birthdays? ! • Let’s play a game! • Class policies & procedures and an overview of the course • Introductions • Me & You • Critical Lens Pre-assessment • Perspectives
Short Stories Through a Critical Lens Standards 2. 2 Reading for All Purpose: Interpreting complex informational texts requires critical reading skills 3. 1. Writing and Composition: Detail and expressive language create a well-crafted statement directed at an intended audience and purpose Objective: you will be able to read closely to identify key ideas & expectations about the class Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. Essential Question: How do I function effectively in this literature class?
Activity: We Do Today we’ll start with a game; be ready! Purpose: to identify and explain the characteristics of the Paperclip Game and to get us “warmed-up” for the next activity Task: Game 1. Form small groups 2. Grab a stack of playing pieces (paper clips) per team 3. Stand up in a line 4. Begin! • Supposed to be in a single file line! Only the first person should have all the paperclips to start! • All the paper clips should be the same size and color! • You should only have the number of paperclips of the number of people in your group! Task: Discuss 1. How did you feel (emotions) during this game? Why? 2. What did you notice about yourself/your reaction? What did you do or not do? 3. What did you notice about others? Outcome/Demonstration of Learning: What was the purpose of the paper clip game as a warm-up? Why do we have rules and expectation? Why is it important to know and understand rules and expectations? (consider sports, driving a car, playing music, anything in life!) What did you notice about yourself as a “player” during this game? How did you react in this situation? What does that say negatively and/or positively about you in a situation like this?
Activity: You Do Purpose: to familiarize yourself with the course, class expectations, your classmates, and your instructor (so you don’t feel like you may have during the Paperclip game!) Task: Read through the overview, underlining key ideas, and placing question marks where needed (while I come around to hear you say your name ) • I will be asking you to tell me your first & last name Outcome: knowledge about the course and class expectations for a quiz tomorrow File this paper in your folder binder to refer to throughout the semester!
Review & Release Return tomorrow having read class policies, overviews, and expectations.
Hook, Housekeeping & Homework THURSDAY Welcome back! • Have out your Student Information Sheets from yesterday • If you were not here yesterday, pick it up from the side table. • Be prepared for attendance • While you wait… Please review the class policies etc. and make sure you have thoughtfully filled out 1 -6 on the top section of the student information sheet • I will be giving you information on completing the bottom section. Homework: Student Information sheet with 2 Truths, 1 Lie due no later than tomorrow/Friday (beginning of class)
Past, Present, Future THURSDAY • Paperclip game! • Class policies & expectations, honors pledge, course & student information • Class & teacher information • policies & expectations and • Critical Lens Pre-assessment • Perspectives
Short Stories Through a Critical Lens Standards 2. 2 Reading for All Purpose: Interpreting complex informational texts requires critical reading skills 3. 1. Writing and Composition: Detail and expressive language create a well-crafted statement directed at an intended audience and purpose Objective: you will be able to read closely to infer key ideas & expectations for the course and you will be able to write creatively about yourself in order to help us get to know you better! Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. Essential Question: How do I function effectively in this literature class?
Activity: Review Purpose: to show what you know about the course, class expectations, and your instructor Task: Additional Info (tardy sign-in, bathroom pass, My Teacher Webpage https: //www. d 11. org/Page/9215 Quiz: I’ll ask a question; you raise your hand, say your name and the correct answer. If time allows, we’ll run a second round with the white boards! Outcome: Knowledge related to the ideas above so you don’t feel like
Instruction: Obtain “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't. ” – Mark Twain Which one of the following is a lie about me, Mrs. Durland? 1. I have three children, Ainslee (15), Aiden (13), and Roxanne (9). 2. I have ridden an ostrich in South Africa. 3. I met my husband when we both rock climbed, and he proposed to me on a climbing trip to New Mexico.
Instruction: Obtain Which one of the following is a lie about Mrs. Durland? 1. I have a Master’s Degree from Colorado College. 2. I have 2 Rhodesian Ridgeback dogs, one 13 ½ years old, the other 2 years old. 3. I graduated high school in 1988. Which one of the following is a lie about Mrs. Durland? 1. I have been doing endurance mountain bike races on a single speed for the last 17 years. 2. My middle name is Ross. 3. I’m not a big fan of chocolate or any sweet, really, even fruit.
Instruction: Review Activity: You Do • State ideas that are always a truth • Don’t say: I’m wearing red shoes. • State ideas that are interesting details about yourself. • Don’t say: I am the youngest in my family. • State truths that could possibly be unbelievable. • Create a lie that sounds possible. Turn this sheet in; we start with one of you Monday!
Review & Release • Turn in this completed Student Information sheet tomorrow. • Every question/prompt MUST have a response (even if it is “ I have no questions at this time” or “ I cannot think of anything you need to know”) • If you need an accommodation based on sight, etc. , list this • I had eye surgery for distance several years ago, but now my close reading vision is making it difficult to grade papers. • Before school started, I pulled about ½ of my eyelashes out. • I don’t do well “multi-tasking, ” so I may look upset, confused or frustrated with “interruptions” because I lose focus easily.
Hook, Housekeeping & Homework Turn in your completed Student Information sheet to the basket What are your plans for the weekend? FRIDAY “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't. ” – Mark Twain Which is the lie about Mrs. Durland? 1. I was detained by federal law enforcement for not reading. 2. I have never traveled outside of the United States. 3. I do not have any children.
Past, Present, Future FRIDAY • Paperclip game! • Class policies & expectations, honors pledge, course & student information • Another game - policies & expectations • Critical Lens Pre-assessment • Introductions • Me & You • Perspectives
Short Stories Through a Critical Lens Standards 2. Reading for All Purposes 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Objective: you will be able to show what you know about defining critical theory lenses and identifying it in literary analysis. Relevance: • By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. • By learning to examine situations from different perspectives, we open ourselves to recognizing, understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves, in order to more productively function in an every changing world. Inquiry Questions: What are five types of critical lenses? How are they defined? How do readers utilize critical lenses to create different interpretations of the writer’s craft?
Activity: Pre-Assessment Purpose: to see what you know about literary critical theory/lenses Task: Complete the 30 multiple choice questions • Proper Heading (feel free to use your student ID # as we might grade these in class) • # 1 -5, then 1 -10; draw a line between sections; do not skip lines (go onto the back if you run out of room) • If you don’t know, it’s okay to leave it blank; this does not count in your grade. • Do, however, make your best attempt, so I know what to spend more time teaching Outcome: What do we seem to know? What do we not?
Review & Release • Did you turn in your completed Student Information sheet? Based on the pre-assessment, what do you think this course is about? • Every question/prompt MUST have a response (even if it is “ I have no questions at this time” or “ I cannot think of anything you need to know”) • If you need an accommodation based on sight, etc. , list this
Coming Soon… • Seating Chart • Answers to Student Questions • Perspective Activities
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