DAY 03 - CYCLE 05 - SEMESTER 02:02-11-2012

HANDOUTS FROM TODAY:
Syllabus up to Spring Break
Mugshot Activity: Appearances can be deceiving!
Yoda and Shakespeare: You wouldn't think there's a resemblance, but there is...

IN CLASS TODAY:

1. Discussion of syllabus:
1. While we read Macbeth in class, you will read Lord of the Flies outside of class.  We will have four days over the next several weeks (each F day) on which the class will discuss this highly readable, dystopic novel.  These classes are entirely class driven: in groups, YOU will determine class activities, group member responsibilities, quiz questions, class goals, EVERYTHING.  Please see the syllabus for specifics. What goes into a good lesson plan?
1. Group 1: Wynn, Ben, Caroline, Eric: you will go on Tuesday, February 14th, and cover and cover chapters 1-3.
2. Group 2: Sameer, Erika, Thompson, David: you will go on Friday, February 24th, and cover chapters 4-6.
3. Group 3: Austin, Justin and Adam: You will go on Wednesday, March 7th, and cover chapters 7-9.
4. Group 4: Nico, Sarah, Sam and Natalie: You will go on Thursday, March 15th and cover chapters 10-12.
• Clear objectives: Know exactly what you want the class to learn over the course of the period. Character shifts? Novel structure? The various theories that could explain particular character action? Ten new vocabulary words from the text? Four uses of literary terms in action?
• Clear standards: Know what mastery will look like when it is achieved. Students will be able to accurately and precisely describe how a character shifted from what to what over the course of the passage? Students will be able to describe how the author uses structure to enhance tension? Students will offer three plausible theories to explain a character's actions? Students will complete a list of ten terms and definitions? Students will identify, mark and explain four literary terms in action in their book?
• Activity to focus the lesson. For example, my goals in today's lesson were to have the class recognize the central theme of the first act of play that things are not what they seem, and to have students recognize the need to reorder phrases within sentences to achieve understanding--hence the mugshot activity and Yoda quotations/translations.
• Presentation of needed information: This may be a series of questions, selected passages from the novel to frame the discussion, etc.  You want to make sure that everyone knows and understands the material they are being asked to use to develop a better understanding.  You may need to model the behaviors you would like to see, or establish rules and limits to make sure students behave in the way that best yields better understanding/learning.
• The Actual Class Activity. Wondering what on earth to do in class apart from standard old discussion?  Might I recommend you take a look here for some ideas!? Great possibilities here!
• Formative Assessment as you go: Are students understanding? How will  you and they know when they've got it right? What exactly will getting it right look like?
• Closure: How will you effectively assess student understanding at the end and determine whether or not you have met your objective?
2. Discussion of Macbeth, Act I:scenes ii, iii, and iv. What actually happens? What gets said? In what ways are things not as they seem?
1. Fair is foul, and foul is fair
2. Good or ill?
3. Who can be trusted and how do we know?
4. What are the predictions?
5. What are the natural signs of impending disorder?
3. ACK! We didn't get to vocabulary!!! DRAT!

CLASS NOTES:
You should take them in your book!

HOMEWORK

• 
  

  Read chapters 1 and 2 in Lord of the Flies