Tuesday, November 1, 2016

Announcements and Reminders:                            Beware!

Today’s  Agenda: New seating -- Get into groups of four. We might have one group of three.   This will determine your new seating.   Do NOT sit in the same seat you were in last time.   Pick up a Gregor the Overlander book.  1. Reading Gregor the Overlander --  We will begin on  page 73, chapter 7. Form a group of four.  See the handouts and assign 1 job to each person.   illustrator  -- Sketch at least one picture depicting a scene or scenes you read about today. word master:  definition finder and appreciator in chief (Look up any unfamiliar words and note any especially clear or clever words or phrases,) discussion leader --  Make sure that everyone participates in the discussion. Come up with at least three questions or discussion topics covering what you read today.  connector  -- Pay special attention to making connections, and write them down. Look for any of these:    within the text text to text text to self text to world Before you begin reading, decide who in your group will take each role.  You may switch roles for each new chapter.  Read as a group.  You may decide to read individually, or read aloud taking turns.  Everyone should come up with at least one question or topic for discussion about today's reading.   When you finish reading the assigned section, write or draw your responses, then participate actively in a discussion with the rest of your group, sharing your individual responses and discussion the questions or topics your group has come up with.   Should you finish early -- before the rest of the group -- write or draw your responses, then read your own individual book. Just so you know: you may have a different set of roles to divide up next time.  Let the teacher know when your group has finished their discussion, and she may have you go on to the next chapter.   2. If we have extra time, we will do individual reading.  GregorChapter 8, page 82 -- Continue the same roles, You should have room to write or draw again on your papers.  Just draw a line or label to show the beginning of the new chapter.   After we've  read pages 82 through 85,  draw a line somewhere on your paper and create a scale from one to ten.   On the scale indicate how frightening the situation Gregor and Boots are in, with one as not frightening at all and ten as most frightening.   Be ready to talk with your group about why you marked the scale as you did.  Save that discussion for after you have finished chapter 8 and are discussing it.  Continue to read (as a group) through chapter 8, then discuss. If you have time, begin reading chapter 9.    Record on your paper where you left off.  Keep your papers in your composition book/folder.  Enrichment:  Good Rats:  https://www.youtube.com/watch?v=jrp2UgbYJn4#t=246.458181 Bad Rats:  https://www.youtube.com/watch?v=63QOBq08Fxk

If You Were Absent: See above.

Targets for Today:  Reading: Literature Standard 10  By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Speaking and Listening Standard 1  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b.  Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c.  Pose questions that elicit elaboration and respond to others’ questions and comments with relevantobservations and ideas that bring the discussion back on topic as needed. d.  Acknowledge new information expressed by others and, when warranted, modify their own views.

Vocabulary: