Ms. Shepherd: English 2This is a featured page

PART 1(What are we doing today?)

October 23, 2007 (Tuesday)
Dear Ms. Shepherd and Mr. Vasquez,

Due to circumstances that are beyond my control, I will not be able to work with you or Mr. Vasquez this week. My superiors are asking me to work on two CPG's this week. I will just inform Ms. Regen about the dates when I will be able to go back to you campus.

Again, my sincere apologies,
Orlando

Ms. Shepherd: Do you want to add a bell ringer activity here? Perhaps a thematically related journal prompt, as my students write pretty much every day. Journal: Write an entry about a time when you had to listen to your conscience.
Do you mind giving me the title/s of the text/s that your students will be reading in your class next week?


I made a few attachments of texts we are using. There are 3; The Tell Tale Heart, The Raven, and Open Ended Response questions for The Tell Tale Heart.Were you able to locate the abridged version of "Fall of the House of Usher" from the old ACP? I thought we could link that thematically to "The Tell Tale Heart" on the theme of The Impact of Conscience.

PROBLEM-Neither myself or Mr. Vasquez will be in the building Monday. I just received word that I will be attending a training, and Mr. Vasquez will be in San Antonio at a convention.

New: Ms. Shepherd,
I will also be busy on Monday. I am working on two CPG's and they are due next week. That means that I will not be able to visit your school on Monday. We will just continue planning via this wiki page. By the way, how come I haven't heard anything from Mr. Vasquez? Did he change his mind about our plan? If, he did, tell him that I understand.
No, Vasquez is still on board...he is doing exactly the same thing I am. Everything I have added and asked for really does apply for both of us.

Ms. Shepherd: Do you want to change, delete or add any additional objectives here?
1. We will collaboratively create a class discussion criteria chart


2. We will revisit previously read, thematically related texts



3. We will compare and contrast characters from the text and
other sources



4. We will analyze text specific interpretive responses



5. We will analyze themes across texts





Direction: Group student into groups of three

PART 2 Create a class discussion criteria chart

2A: HOOK: , Question 1:“How do members of your family
talk to each other when they are all together?” (AR A3)

Student Responses:
1.
2.
3.
4.




Question 2: What makes an excellent class discussion?


Direction: Use this Accountable Talk stem in your responses: (AT E1)
I think that ......when ... is .....because
(Example: I think that talking when another person is talking is rude
because others will not hear what he/she is saying and I will not
hear what he/she is saying.




Show Accountable Talk video here.???


Criteria chart for class discussion

1. Listen and pay attention
2. Everybody participates
3. Listen actively
4. Stay on topic
5. Respect ideas of others
6. Raise hand
7. Take turns
8. Use appropriate language



Class discussion Rubric
Exemplary (90 -100 points)


 Acceptable (80- 89 points)


 Barely made it???(70-79)





























































Question 3: Which criterion do you agree or disagree with?
Direction: Please follow this Accountable Talk stem in your responses:

I agree... because....

I disagree...because....


















Ms. Shepherd: What text are we going to read with the students?

Lesson exemplar using the Disciplinary Literacy model.
Disciplinary Literacy: Reading Writing Connection
Reading: Writing:
1. Read to get the gist

Consider dividing up students into groups and assigning each group to write the gist of a paragraph or a number of paragraphs from "?????text





2. Reread to find significant moments

Consider asking students to choose two moments that resonate to them or they find significant.

A possible moment that students might choose is,

Possible student explanation for choosing this moment might be,




3. (Character Analysis) Read again to interpret the ideas in the text

Here is an example of a thought-provoking question that can be interpreted in different ways:







4. Read again differently to analyze the author’s writing methods




 1. Write to learn: know, express and track thinking

Have students write the main idea of each paragraph on their reader/writer notebook and give them time to share their responses. To promote Academic Rigor, It would be beneficial to require students to support their responses with textual evidence.

2. Think about asking students to explain why an excerpt from the story is significant to them and support their choices with logical reasoning, personal experiences or textual evidence. It would be beneficial if students can explain what the moment meant to them.









3. Write to learn: select and explain ideas; reflect on writing and thinking
Write and talk to develop interpretation of ideas

To support Academic Rigor and Accountable Talk, consider asking student to support their responses with textual evidence, logical reasoning and orally justify their interpretations.




4. Write like: Write like the text and in imitation of an author’s syntax and grammatical structures




Part 3




Part 4 Compare and contrast characters from the text and other sources

Hook:
Question: Why is it important to learn how to analyze characters?

Use this Accountable Talk stem in your responses: (AT E1) I think that it is important to analyze characters because ...and I can use it when.....
(Example: I think that talking when another person is talking is rude because others will not hear what he/she is saying and I will not hear what he/she is saying.



Question 1: (Character traits) What type of a person is
......? (Choose a character from "")


Direction # 1: Please use this Accountable Talk stem in your responses.
I think that ...is ...because in the text on page.. paragraph..it says that.......
(For example: I think that ....is....because in the text on page...paragraph..., it says that..

Student responses
1. I think that ....is....because in the text on page...paragraph..., it says that..
2. I think that ....is....because in the text on page...paragraph..., it says that..
3. I think that ....is....because in the text on page...paragraph..., it says that..
4. I think that ....is....because in the text on page...paragraph..., it says that..
5. I think that ....is....because in the text on page...paragraph..., it says that..


Ms. Shepherd: What song do you recommend here? It has to be thematically connected to the text.



Direction # 2 Listen to the song as your read the lyrics and answer the following questions using the same Accountable Talk stem above.
1. In what way is the character in the song similar to a character in the text?
2. In what way is the character in this song different from a character in the text?


Student responses:
1.I think that ....is....because in the text on page...paragraph..., it says that..
2.I think that ....is....because in the text on page...paragraph..., it says that..
3.I think that ....is....because in the text on page...paragraph..., it says that..










Direction # 3 Watch the video clip and choose a character. Answer the following questions following the same Accountable Talk stem above. 1. In what way is this character (Choose a character) in the video similar to the character in the text?
2. In what way is this character (Choose a character) in this video different from the character in the text?

Student responses:
1.
2.
3.
4.
5.


PART 5: Comparing and contrasting themes across texts

Question 1: What is a theme?

Student responses:
1.
2.
3.
4.
5.
6.

What exactly is this elusive thing called theme?
The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how people behave.
In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself.
The writer's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking.






Question 2:Why do we need to know the theme of the story?

Direction 1:Use this Accountable Talk stem in your responses: I think that we need to know the theme of the story because....


Student responses:
1.
2.
3.
4.

Question 3: How do we find the theme of the story?

Student responses:
1.
2.
3.
4.
Finding the Theme

Here are some ways to uncover the theme in a story:

1) Check out the title. Sometimes it tells you a lot about the theme.
2) Notice repeating patterns and symbols. Sometimes these lead you to the theme.
3) What allusions are made throughout the story?
4) What are the details and particulars in the story? What greater meaning may they have?
5)Remember that theme, plot, and structure are inseparable, all helping to inform and reflect back on each other.
6) Also, be aware that a theme we determine from a story never completely explains the story. It is simply one of the elements that make up the whole.






Question 4: What theme connects the "" to the video on ?

Direction: Please use this Accountable Talk stem in your responses:
I think that in "" the theme is....because in the text on page...paragraph..., it says that..... and in "", this same theme is evident because in the text on page...paragraph..., it says that....

Question 5: Explain the steps that you followed in finding the theme of the story. Briefly describe your reasons for following each step.

Direction: Please use this Accountable Talk stem in your responses:
I followed the following steps in finding the theme....(State the theme)
1. Describe the step. Following this step helped me....(this way)
2. Describe the step. Following this step helped me....(this way)
3. Describe the step. Following this step helped me....(this way)
4. Describe the step. Following this step helped me....(this way)


Question 6: Choose one of the themes we've discussed and explain what it means to you.


Direction: Please use this Accountable Talk stem in your responses
I think that (this theme) teaches me that ...and knowing this would help me...
For example: I think that persecution teaches me that eveninnocent people are unfairly punished and knowing this would help me not judge people without sufficient evidence.


PART 7: Reflection: Students write on their learning logs or journals What new concept/skill did you learn today? How did you learn it?
What did we do today that we need to continue doing?
What did we do today that we need to change?




OrlandoP
OrlandoP 		Latest page update: made by OrlandoP , Oct 23 2007, 11:18 PM EDT (about this update About This Update OrlandoP Edited by OrlandoP

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Attachments

Word Document The Raven.doc (Word Document - 30k)
posted by CathyDBS   Oct 18 2007, 3:49 PM EDT
The Raven-Poem
Word Document The Tell Tale Heart.doc (Word Document - 36k)
posted by CathyDBS   Oct 18 2007, 3:47 PM EDT
The Tell Tale Heart-Short Story
Word Document OERTellTaleHeart.doc (Word Document - 28k)
posted by CathyDBS   Oct 18 2007, 3:43 PM EDT
Open Ended Response Questions for Tell Tale Heart