Friday, December 5, 2008

Homework Dec. 8-12th!

Monday, Dec. 8th

AIMHow do humans’ primal behaviors both strengthen and destroy them?

Do Now
· Notebook check questions 34-36.
· Put Book Report #3 in HW Basket.
· During NB Check: Quickwrite-- What is a “primal instinct”? Can people be expected to resist their primal instincts?

Class Meeting:
· Class Meeting: Respecting peers during discussion of violence in Streetcar.
· Choose a Companion text for Streetcar by Friday, Nov. 30th and bring it to class for 50 points.
· Share “Do Now”

Class Work & Discussion:
· Ask student to summarize scene 10.
· Watch Scene 10 on film, compare/contrast to the book.

Discussion Questions:
· Who does Blanche tell Stanley she heard from? What invitation does she say he extended?
· Blanche tells Stanley that Mitch came to see her that night. What does she tell him the reason was?
· What happens at the end of Scene Ten?
· As a class, discuss the AIM and debate it using examples from the text.
ReflectionAnswer the AIM in a well-written paragraph.

HomeworkReview the R.A.F.T. letter writing assignment. If you would like to get a head start on it, you may begin working on it tonight. Also, if you missed Friday’s quiz on your companion text, you can complete it tonight for HALF CREDIT.


*****************Lesson Plan:*******************
Tues. Dec. 9th

AIM
Are any of the characters in Streetcar worthy of our sympathy? Explain why or why not.

Do Now
· Notebook check question 37.
· During NB Check: Quickwrite—with which character in Streetcar do you most strongly sympathize? Explain why. (You cannot say “no one!” J )
· Share “Do Now”

Class Work & Discussion:
· Watch Scene 11 on film, compare/contrast to the book.
· Break into groups by character to make a case for “character sympathy” discussion. Students have 5 minutes to find at least one quote and two examples why their character deserves sympathy.
Shared Inquiry Preparation:
· Review “Rules of Shared Inquiry”, “Types of Questions”, and “Steps for Writing a Shared Inquiry Question” with the class.
· Coach students through writing questions.
· Discuss unit “Essential Questions” with the class.

ReflectionAnswer the AIM in a well-written paragraph.

HomeworkR.A.F.T. Writing Assignment (See Streetcar Assignment Packet)
Identify and read a selection from the text that deals with abuse. Next, you will write an advice letter to a character in the play. In this letter, you will state why you are writing the letter and why the character needs help. You must also explain how the character might go about getting help. Tone is especially important during the writing of this assignment!


*****************Lesson Plan:*******************
Wed., Dec. 10th

AIM
How can our companion texts help us understand themes in Streetcar?

Do Now
· Notebook check- Companion text.
· 10 minutes silent reading of your Companion Text. If you forgot your book, select a “theme” from the “theme” worksheet and write a paragraph explaining how Williams evokes this theme in Streetcar. Be sure to include text evidence to prove your case.

Class Work & Discussion:
· Remind students about respectful discussion rules for controversial topics.
· Ask if students wish to share “RAFT” letters.
· Review main themes in Streetcar.
· Ask for student volunteers to discuss their companion texts and compare shared themes they have identified so far.
· Group students according to companion texts for 10-minute “theme” meeting.

Unit Project Declaration:
On a separate sheet of paper, choose one of the final projects. Explain which project it is, and give three reasons you are choosing it.

Reflection:
Answer the AIM in a well-written paragraph based on your reading of Streetcar and your companion text.

Homework
Remember that your Comparison Essay on A Streetcar Named Desire is due in class on Friday, Dec. 19th.
Lesson Plan: Thursday, Dec. 11h and Friday, Dec. 12th.

AIM How do I create a rubric for my project that will help me succeed?
Do Now Reread the directions for your project. Make a list of 6-8 categories you will use to judge your project’s success. Prepare to share.

Class Work & Discussion
As a class, review extant rubrics. Ask students to identify helpful aspects/less helpful aspects of rubrics (take notes and update class rubrics accordingly).
Review how to make a rubric—meets standards, does not meet, exceeds.
Remind students of importance of specific language.
Split class into groups according to each project, and instruct them to complete a rubric for their own project by the end of the class period.
While students work, conference with each group and assist as needed. During group work, sign up students for 1:1 conferences about their projects.

Share Out Students share out categories/descriptions for their rubrics.

Homework Complete a draft of your rubric. Type it/neatly rewrite it and turn it in Monday for a TEST GRADE of 50 Points! Remember to use my rubrics as a model text. And KEEP READING your companion text if you aren’t finished yet, you need to complete all your reading by Monday, Dec. 15th.