Tuesday, August 24, 2010

Tuesday, August 24th


  • We reviewed our two words from yesterday--NOVICE and ADVERSITY.
  • We learned two new words:  CIRCUITOUS and AUGMENT.
  • We used TPR, repetition, and round-robin to review and learn.
  • We talked about what readers do BEFORE reading--struggling readers, in-the-middle readers, and strong readers.  We highlighted where we were now.  We'll use this information and the end of the term to see if we show growth in our we read.
  • I went over the syllabus and gave everyone a supply list.
  • We talked about HOW to select a book you have a good chance of liking.
  • We reviewed what a "just-right" book should feel like when we're reading it.
  • We browsed for and selected books to start reading.
  • We had twenty minutes to read independently.
  • Supplies for class (listed on your syllabus) due THURSDAY, 8/26.

  • We put together our textbook.
  • We put our dividers in our binders, etc.
  • Syllabus--we pair shared over pages 2-4, and then I answered any lingering questions after that.
  • We chose from a variety of comments about BEGINNINGS, and we took seven minutes to write a response.
Big Ideas
  • I presented the LeGuin quote from the cover of our textbook, and I talked about why it's important to remember in this class.
  • I talked about the intro page (1) and how we were going to be getting our feet wet, AND diving into the deep end, all at the same time in this class.
"Good Readers and Good Writers"--Vladimir Nabokov (pp. 7-10)
  • I read the first few paragraphs aloud, and I modeled annotating.  Thanks to Courtney and Tyler for acting out the writer and the reader meeting on the mountain-top and spontaneously embracing.  :-)
  • We talked about how we can annotate:  understanding; questions; agreement; disagreement; eye-openers; metaphors and similes.
  • We had twenty minutes to read and annotate.
  • We pair-shaired about our annotations the last few minutes.
  • Finish reading what we started in class today, and make AT LEAST ten developed annotations over the essay.

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