Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Announcements:
Whole class: I'll review the structure of today's class and then we will head right into the vocabulary #6 quiz. After students have finished taking their quiz, they will transition into the independent station tasks. Independent: -Assignment 1 (15 minutes): I will pass back a little slip of paper (which is your Exit Ticket from Thursday). Examine it. What needs to be improved upon? Better evidence? Longer explanation? Use the 2 charts we filled out as a class to improve your CEEL paragraph.
-Assignment 2: Finish Chapter 3 (in the new packet: pages 11-14)
-Assignment 3: Read Chapter 4 (in the new packet: pages 15-19, stop just before Ch 5)
Collaborative: -Opening (>5 minutes): I will review key points of chapter 3 and 4 with students. -HLLoop #1 (20 minutes): Students will read parts of Chapter 1 again (page 1), while completing the chart (for HLL #1). They are specifically looking to identify the descriptive details of the symbol (this example: Pencey Prep).
-HLLoop #2 (10 minutes): Students will read parts Chapter 4 (pages 17-19), while completing the chart (for HLL #2). They are specifically looking for what does Stradlater symbolize? Exit Tickets: Fill out and submit the Google Form (<- click there). Comments are closed.
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