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Contemporary Literature. Week 2 August 29-September 2, 2011. Due Today: Choice reading book, and printed out reading response. Monday, August 29, 2011. Walk-IN: Take our your independent reading book and your printed out reading response sheet.
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Contemporary Literature Week 2 August 29-September 2, 2011
Due Today: Choice reading book, and printed out reading response Monday, August 29, 2011 Walk-IN: Take our your independent reading book and your printed out reading response sheet. Learning Objective: Students will understand how interacting with the text improves reading comprehension. Students will utilized strategies of their choice in order to interact with the text. Agenda: • Independent Reading Expectations • Independent Reading Practice Homework: Read for at least 20 minutes and complete a reading response Find an admissions or scholarship prompt and print it out or copy it down in your Writer’s Notebook
Independent Reading Expectations • Reader’s Notebook: Separate spiral, composition notebook, or you can staple loose leafs together week by week. • Your expectations for the Independent Reading Assignment are as follows: • 5 weeks • 5 times per week • Read for at least 20 minutes per day. 100 minutes on Sunday is not the same as 20 minutes every day. • Create response during or right after you read. Doing reading whenever and then creating responses on Sunday is not in the spirit of this assignment. • Journal checks usually on Blockdays
Independent Reading Practice • For the remainder of the class you will need to… • Read for 20-30 Minutes • Set up the Header for the reading response • Students who have their book, and have printed out their response of choice and get started. • For students who have their book, but not the response sheet, will still read for 20-30 minutes, set up the header, and then when you are finished see you teacher for instruction. • For students who have neither, set up the header and see your teacher (quietly) once everyone has started reading.
Tuesday, August 30, 2011 Due Today: Walk-IN:Sit in your groups, pick up a white three ring binder and turn to Mentor Text #1: University of Chicago Entrance Essay. Learning Objective: Students will understand that effective communication is dependent upon close analysis of context, which consists of purpose, subject, audience, and situation. Agenda: • Mentor Text #1: University of Chicago • Noticings Chart • Transfer and Reflect Homework: Read for at least 20 minutes and complete a reading response Find an admissions or scholarship prompt and print it out or copy it down in your Writer’s Notebook
Mentor Text # 1: University of Chicago Entrance Essay • University of Chicago Entrance Exam • First Read • During your first read, you will need to record what you notice about… • Subject (General Topic and Sub Topics) • Purpose (What is their explicit purpose (thesis), what is their implied purpose (what are they trying to show? About themselves)) • Audience (Who is audience and where is the writer aware of the audience?) • Situation (What prompted this person to write, was there another incident outside of applying for admissions?) • Find implicit/explicit examples of each and explain how each aspect of the context is crafted.
Mentor Text # 1: University of Chicago Entrance Essay • University of Chicago Entrance Exam • Second Read • During your second read, you will need to record what you notice about… • Openings • Closings • Transitions • Precise language • Figurative language • Punctuation • Use of Modes (where is there narration? Exposition? Definition? Reflection? Etc) • What else? • How does the author craft and utilize these techniques to his or her advantage?
Mentor Text # 1: Transfer and Reflect • What techniques or skills did you notice from today’s exploration of Mentor Text # 1 that you feel you could transfer into your writing in order to make it more successful?
Wednesday/Thursday, Aug 31-Sept 1, 2011 Due Today: Nothing Walk-IN: Pick up a three ring binder, sit with your group, and turn to your notes from the prior class. Learning Objective: • Students will understand that effective communication is dependent upon close analysis of context, which consists of purpose, subject, audience, and situation. • Students will determine which techniques and traits always, sometimes, and never appear in the writing for application genre, based on their close explorations and analysis of mentor texts. Agenda: • Mentor Text Exploration • Always, Sometimes, and Never Chart • School Pictures Homework: Read for at least 20 minutes and complete a reading response Find an admissions or scholarship prompt and print it out or copy it down in your Writer’s Notebook
Mentor Text Exploration • Popcorn reading and noticings • In your groups, your task is to explore as many texts, from the white binders in the classroom, as you possibly can as a group. You will do so by taking turns reading out-loud as a group. • Each person will read for as long as theylike, and when they are finished, someone else will need to pick up where they left off until the application essay is finished. • You can start with whatever essay your group would like.
Mentor Text Exploration • What to notice During and After Reading • Discuss and complete the four column chart: subject / purpose / audience / situation. Look for explicit/implicit evidence for each and “notice” where it is found and how it is crafted. • Try to guess what the writing prompt was. • Next, you will need to record what you notice about… • Openings • Closings • Transitions • Precise language • Figurative language • Punctuation • Use of Modes (where is there narration? Exposition? Definition? Reflection? Etc) • Appeal to Ethos, Pathos, Logos • Ideas in relation to organization • Finally, how well does the author craft and utilize these techniques to his or her advantage?
Always, Sometimes, and Never • In your groups create an Always / Sometimes / Never chart in your Writer’s Notebook • In order to narrow down techniques and traits that you will always need to do, sometimes have the option to, or things to avoid, you will to go over what your group noticed and draw some conclusions about the genre and complete their ASN charts as you discuss. • After you are done we will reflect as a class and post a working final draft as a class.
Due Today: Nothhing Friday, September 2, 2011 Walk-IN: Grab a Senior Notebook and sit with your genre group. Learning Objective: • Students will understand that effective communication is dependent upon close analysis of context, which consists of purpose, subject, audience, and situation. • Students will determine which three essays are the most effective in writing in the genre for application, and provide specific support based on their exploration over the past few days. Agenda: • Two final Mentor Texts • Who would you accept and Why? Homework: Read for at least 20 minutes and complete a reading response Find an admissions or scholarship prompt and print it out or copy it down in your Writer’s Notebook
A Quick Exploration of the University of Denver and Rambo and Me • In your groups complete a “popcorn” reading of each of the essays you picked up on your way in and conduct an informal noticings session about each. • Once students are finished with the noticing sessions, instruct students to do the following. • Consider all the application essays you have read this week. You are the acceptance committee. There are only three spots available in your college. Who get accepted, who gets rejected, and why? Consider context (subject, purpose, audience, and situation) along with your A/S/N chart that we put in our Writer’s Notebook. • Discuss as a group and document your decision-making with specific examples and reasons.
