Day Nineteen--Happy Monday!
September 15th, 2014
When You Come In
- Please initial next to your name on the clipboard.
- Pick up your Professor Foster from the front table.
- Get into the schoology gradebook, and look at your grade for the notes you took Friday. Click on the rubric, so see expectations.
College-Prep Skill: Note-Taking
- I put you in groups for a reason: the people in your groups have some different note-taking strategies from you.
- I want you to circle up, and I want you to pass your notes around the circle, until everyone has see all of them.
- Then I want you to have an ACADEMIC discussion about how your notes are different.
- Big Question: Is someone doing something strategic in his/her notes that would help YOU be a better note-taking?
- Why are we doing this? This is important for this DVD, because there is lots of excellent information here. But this is also important for who you’re going to be at college next year. You NEED TO HAVE STRATEGIES for taking helpful notes.
- What will you do differently today when you watch the DVD? What helpful strategy were you reminded of by someone in your group?
- Draw a line after Friday’s notes.
- Date your new notes with today’s date: 9/15/2014.
- Write me a sentence about what you’re doing differently today when you watch the DVD (lecture) and take notes.
Big Ideas for the Week
- How are you connecting the dots from our Greek myth study?
- Listen for MOTIFS—recurring ideas and themes, and write them down!
We watched the dvd until 8:50, and we covered :49-1:12.
Draw a line at the bottom of your notes for today, please!
Finish Reading and Annotating, “It’s Greek to Me.”
- What We Are Learning from the Foster Article?
- Survey Question: What is the most important thing you've learned so far?
1. The amount of things we truly still use from myths till this day.
2. that derek copied a story and won a nobel prize
3. myth is not really a myth
4. Myth's are not nessicarlly false, but they are something that people belive in and are imprinted in our minds.
5. How different people think of myths differently.
6. many writers have the same views on this stuff but they like telling it in their own way which is very interesting to read
7. mythology is the basis for all stories
8. How all of the myths we have are somehow related and all tell about a meaningful thing or teach you a lesson.
9. That Mythology is everywhere and we overlook it a lot.
10. To connect myths to your own life
11. Everywhere we go their is something related to Greek Mythology.
12. Mythology resonates enough that it is the main thing we think of when we hear something that even remotely sounds like a myth story we've heard.
13. A better understanding of the word myth.
14. that myths dont have to be true for them to be imporant
Reflect on “It’s Greek to Me”
- Pick up an Annotation Grade sheet from off the clipboard.
- Get our your “It’s Greek to Me” chapter.
Run off annotating grade sheet! https://docs.google.com/a/washington.k12.ia.us/document/d/1Z4B0hYzSB7LGeLCmEf0Exbr09kZqeHX1_opGe4TaQ7w/edit#
Self-Reflection and Assessment
1. Put your name on the white grading sheet.
2. Go through your first four pages of annotations.
3. Using your annotations as the basis for your grade, circle the correct response for each grade criteria.
4. Staple the white page on top of your packet.
In-Class Reading and Annotation: Professor Foster’s “It’s Greek to Me”
- Review the targets for this assignment on the white grading sheet.
- How close have you come to hitting those targets.
- What do you need to do differently, or do more of, to make stronger annotations today?
- Highlight TWO areas on the white annotation grade sheet you’re going to focus on during reading and annotating today.
- Read and annotate until the end of the block; finish annotating for tomorrow.
- Finish reading and annotating.
- Save a full-size ( 8.5 x 11) pic of your slideshow figure into the folder on google drive. (Replace your little one.) The only people’s pics who are sized big enough to use on our family tree are Riley’s, Daryn’s, and Makenna’s.
- If you want to see if yours fills the page, act like you’re going to print it, and you’ll see how little it actually is.
Happy Monday! September 15th, 2014
When You Come In—Do these things before the tardy bell, please.
- Initial attendance on the clipboard on the front table.
- Pick up your book and daily reading sheet.
- Pick up two papers from the book table: the snake article and the Reading Think-Aloud Sheet.
...think-aloud google folder: https://drive.google.com/a/washington.k12.ia.us/?tab=oo#folders/0B4pq4r-bWrm_Q3RPX1pkUnhmWDg
...think aloud link: http://www.readwritethink.org/resources/resource-print.html?id=212&tab=4
...another think-aloud link: http://literacy.kent.edu/eureka/strategies/think_aloud.pdf
Reading Strategy Questions
- What are some skills, thought processes, or strategies you use when reading text--a textbook, online stories, books….
- In other words, how do you make it make sense? What brain tools do you use?
- You have to TALK TO THE TEXT--you have to have a conversation with the writer. You have to agree, disagree, argue, question, connect….
- Consider the title. Make a guess about what it has to do with the story. Consider it again after you read.
- Preview. Read the questions first, before you read the text.
- Visualize. Use all five senses to picture the text in your mind.
- Vocabulary--look up words and references you don’t know, and write them on your paper.
- Make an inference. Read between the lines.
- Predict. Make a smart guess about what will happen next.
- Connect. Connect what you’re reading to something you know.
- Clarify. Look closer when something is confusing, and try to make sense of it. Answer a question you asked earlier in the reading.
- Pay attention to text structure: pictures, captions, graphs, similar articles, etc.
- Read every day.
Strategy Practice: Reading Think-Aloud
1. Grab a copy of the article I’m going to read aloud to you: “How a Deadly Snake’s Venom Could Mean Pain Relief”.
2. I need one person to act as the scribe, while the rest of you follow along as I read.
3. While I read, I’ll model my thoughts as I’m reading, and the scribe and each of you will record my thoughts on the Reading Think-Aloud Sheet.
4. I’m going to go more slowly than I would if I was reading this on my own, so I can make my thinking clear.
5. Scribe, I’m going to make a variety of comments. Record the general ideas in each statement I make or question I ask.
6. After I model the think-aloud, we’ll work as a class to label the skills and thought processes I used.
7. Write these strategies in the right-hand column under “Type of Thinking/Skill Reflected.”
4th Block Script: https://docs.google.com/a/washington.k12.ia.us/document/d/1stYcmkO4HgazwvFX1-XFhKCMW7uXhsOO8d_ZBHbpLn8/edit
3rd Block Script: https://docs.google.com/a/washington.k12.ia.us/document/d/1MQbuMmNcR3YyoUI-XfYWJ5c95VUocbse2pFsZmYtPLs/edit
By 1:00; by 2:45--Read and Relax
Note: we are reading and relaxing the whole block tomorrow, and I will have book chats with you then.
Reminder: Vocab Tickets (4th block only)