- I put the Graphic Memoirs up on the Big Screen, and we passed them around as well. Each writer/illustrator presented hers, and we discussed them briefly.
- We talked about what an "oxymoron" is, as well as what a "paradox" is. We jotted down a definition and examples of each.
- Apparent Contradiction (p. 19) --we took five minutes to explain to ourselves what the ten apparent contradictions mean to us, and then we discussed them as a class.
- We completed Assignment #1 today, and saved it on the Student Volume in our class folder.
- Two Lenses (p. 5)--twenty minutes
- I explained the assignment, and then I read two models.
- We had a paper pass-back and a folder log-in.
When You Come In
· Grab a purple packet off the circle table. Yay! It’s the new section of the textbook!
· Unit 2—wrap it up! (We discussed the big ideas.)
· Unit 3—get prepared for what we’re working on the next two weeks. (We discussed the big ideas.)
Big Screen Notes (p. 50)
· Least Vivid to Most Vivid--we did this individually, then discussed our results.
· Diction (Sandra Cisneros)--we did this individually, writing our answers on page 50, then discussed our results.
· Vocabulary Variety—We took this page out and put it at the first of the new section of our textbook--we'll be using it a lot with this unit!
Writing Assignment (p. 60)
I explained the Sense Poem, and I read the models on page 60, and then we had about fifteen minutes to type a rough draft and save it in the class folder on the Student Volume.
Writing Assignment (pp. 56-7)
I explained how to do the Answerless Questions--two to three detailed sentences that show your thinking clearly. We took a few minutes to start working on this assignment. We have thirty minutes in class tomorrow.
- We did a paper pass-back and a folder log-in.
- We read for about sixty-five minutes.
- Some people worked on Shelfari.
- I conferenced with people as needed.