Week 7 Syllabus: October 2-6
MARGINAL ANNOTATONS SHOULD REFLECT THE READERS dialogue with the text about meaning. For narrative works, that includes your questions about what you’re reading: questions of clarification and questions that develop your thinking. Readers should write out their observations about the theme within the story, identifying and explaining a passage’s importance—be that a character conflict, a symbolic description, or an extended metaphor that develops the writer’s theme. There are lots of ways to annotate. Most importantly, you should practice engaging your reading in a dialogue. What do you notice? What is the writer doing? What would good readers notice, and what do they think it means?
MONDAY, October 2
Wordplay. Starting with a “Chelkash” crossword for the first 30 minutes, with partners.
Lecture on annotation. Returning student’s “The Machine Stops” and discussing feedback and grading system for the 25% of your grade made up of annotations.
Reading part three together in class.
HW: Answer question #6 in the part one worksheet. Check your annotations in “Chelkash,” based upon the feedback you’ve just gotten about the last assignment.
WEDNESDAY (anchor day)
STAR reports that include Lexile scores and reading recommendations.
Small group work on plot lines for parts two and three.
HW: Finish and staple together the three guides (intro, part one, and parts two-and-three). Due in class tomorrow.
THURSDAY, October 5
Returning to small groups to finish your plot lines on parts two and three.
The sub will collect part one (setting), part two (character) and part three (plot) worksheets mentioned above. Sub will also collect your annotations.
HW: On Monday, we will hold our discussion on “Chelkash”. Do preview our next story, “Those Who Walk Away From Omelas” by Ursula Le Guin—it’s short, but powerful. We will re-read it at least twice.