Two-Hour Late Start Schedule
- Welcome, you superb seniors!
When You Come In
1. Please find your seat—with your yellow sticky note on it.
2. Please initial next to your name on the clipboard.
Let’s play an exciting game called, “What Do YOU Think We’re Going to Learn?” All but one of you has had me for a teacher one or more times in your high school career, so you should DEFINITELY be able to tell me what you think I’m going to teach you. :-)
Based on the title of this class, what skills do you think we’re going to be working on this term?
1. Reading closely
7. Academic Discussion
8. Thinking—I put this last, but really, let’s not forget to think—deal?
In Your Journal
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.
“The process of reading is not a half-sleep,
but, in highest sense, an exercise, a gymnast’s struggle;
that the reader is to do something for himself,
must be on the alert,
must himself or herself construct indeed the poem,
the text furnishing the hints,
the start or frame-work.” --Walt Whitman
Ending About: 10:45
How Can You Respond in this Journal? (ending 10:45)
- Connect: What reading is to me.
- Comment: Agree or disagree, to what degree
- Clarify: Say something you didn’t understand. Try to unpack it. Say why you didn’t understand.
Journal Response Explanation
1. Some days, you will share (with a different person each day, until you’ve talked to everyone) any or all of the following:
a. The most meaningful thing you learned
b. a connection you made
c. questions you have
d. something that bothers you
e. anything else you want to discuss
2. After we trade journals, read, and discuss, write a note to the writer.
a. At least two detailed sentences about a-e above.
b. Signed by you
3. Make sure your name, date and “Walt Whitman Reading Quote” are at the top of your paper.
4. Turn this in in the class drawer.
- I used the last fifteen minutes to share thirteen vocab words from the one-hundred words list. We listened to them in trios, then tried to come up with definitions. We checked our answers.
Homework = None
Day One! Welcome!
Tuesday, August 19th, 2014
Announcement: Two-Hour Late Start Schedule
BLOCK 2 1:05 – 2:10
BLOCK 4 2:15 – 3:20
When You Come In
1. Find your seat (the one with a _________ post-it note with your name on it), and drop off your stuff.
2. Initial next to your name on my clipboard for attendance (on the table at the front of the room).
Reflection: September Survey
- Before we start talking about reading, fill out the survey I’m handing out. We’ll go over the questions together before I set you loose to write your answers.
- When you finish, write your name at the top of the page, then place the survey in the turn-in drawer for your class (same table as sign-in).
- After you put your survey in the drawer (like Zach showed you), roam around the room, and find TWO books you think you might like to read.
- Take the books back to your assigned seat, read the back cover, the inside cover, and the first page or two of each book.
- Read until I let you know everyone has finished the survey. Thanks!
- Readers get better at reading by reading.
- Every day, you will have thirty minutes of uninterrupted time to read a book you choose. You can read the one you picked up today, or you can re-shelve that one and select another. Your book needs to be a “just right” book.
Kind of Books
· Just Right
Read and Relax
- I’m going to hand out and explain the Daily Reading Log. You’ll start keeping track today--yee-haw!
- Read for twenty-thirty minutes, dependent on pace of class.
End of Class
- Fill out your Daily Reading Log accurately.
- Place it in the folder for your class, which I’m going to show you.
- Place your free reading book in the cube for your class.