LESSON DAY 5:
TITLE:
Read/Write Friday
SUBJECT:
American Literature and Composition
GRADE:
10th
QCC(s):
19, 20, 28, 29, 30, 41
GENERAL
OBJECTIVES: (IRA/NCTE standards for the English Language Arts)
Students will:
•
Read a wide range of print and nonprint texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world;
to acquire new information; to respond to the needs and demands of society and
the workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works. (No.1)
•
Read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic)
of human experience. (No.2)
• Apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate texts. They draw on their prior
experience, their interactions with other readers and writers, their knowledge
of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics). (No.3)
• Employ a wide range of strategies as
they write and use different writing process elements appropriately to
communicate with different audiences for a variety of purposes. (No.5)
SPECIFIC
OBJECTIVES: (Georgia’s Quality Core Curriculum)
Students will:
•
Write for many purposes including, but not limited to, personal (journals, diaries,
stories, poems), social (friendly letters, thank-you notes, invitations),
academic (themes, reports, essays, analyses, critiques), and business (letters,
memos, and applications) writing. (Topic: Core Skills – L.A. 9-12 No. 19)
•
Gain insight into human behavior from the study of literature. (Topic: Core
Skills – L.A. 9-12 No. 20)
•
Recognize different purposes and methods of writing; identify a writer's tone
and point of view. (Topic: Reading/Literature – L.A.
9-12 No. 28)
•
Read, discuss, and analyze American literature representing diversity (e.g.,
gender, ethnicity). (Topic: Reading/Literature – L.A.
9-12 No. 29)
•
Write and speak critically about literature. (Topic: Reading/Literature – L.A. 9-12 No. 30)
•
Write in narrative, descriptive, persuasive, and expository modes with emphasis
on exposition. (Topic: Writing/Usage/Grammar – L.A.
9-12 No. 41)
PROCEDURES/TEARCHER
NOTES:
Writing Prompt
Review:[10
minutes]
As
students enter the class they will open their class folder, which they will get
from the class file holder in the back of the room. They will chose from that
week’s daily writing prompts the one they feel is their best work. They will
put a large check (√) on it and that will be the writing prompt the
teacher reviews and grades as part of the writing portion of the students’
grade (see syllabus). Writing prompts for Monday through Thursday must all be
there (unless the student was absent on one or more of the days, up to four
absences), for the student to receive full credit on the Classwork portion of
their grade (see syllabus).
Overview: [3 minutes]
The teacher
will
remind students that this is a Free Reading/Writing day, so they need to have a
book open or have a pen/pencil and paper on their desk. If this is a turn in
day for the Reader’s – Writer’s log the teacher will remind the students at the
start of the class.
Step
1: [7 minutes]
As
the students’ begin to read and/or write the Free Friday Reading/Writing List will
circulate. Each student will need to write their name specify that they what
they are reading or writing, for example:
Name Read/Write Book or Topic Pg. # or Process Point
Alyssa
Fein Read Make Lemonade/Wolff S: p.25 E:
Jake
Fornay Write R/W Log S:
beginning E:
Step
2: [65 minutes]
The
teacher will read and write along with students for the first 30 minutes. Then
the teacher will circulate through the class and see if any students are
struggling with their reading or writing.
CLOSING:
[10 minutes]
In
the last few minutes each student will note what page number they are now on
and/or what point they are on in their log entry, for example:
Name Read/Write Book or Topic Pg. # or Process Point
Alyssa
Fein Read Make Lemonade/Wolff S: p.25 E:
p.40
Jake
Fornay Write R/W Log S:
beginning E: middle
If
applicable students will turn in their Reader’s – Writer’s log.
MATERIALS:
Free-read book, Student’s Reader’s – Writer’s log
ADDITIONAL
TEACHER NOTES:
The
teacher will conference with students as needed during this time.
SUPPLEMENTARY
MATERIALS: Students will need to have paper, pen/pencil.
EVALUATION:
The biweekly turn-in of the Reader’s – Writer’s log (see syllabus) will act as
an assessment of the students’ reading and comprehension of the reading.
ACCOMMODATIONS: See accommodation sheet
In
addition, the two students with Attention Deficit Disorder will be matched with
a peer(s) that will help them in their reading and writing. As a reading partner,
they will agree to read the same book and help each other with any difficulties
in understanding the text. As a writing partner, they will review each other’s
writing and offer suggestions on improvement.
REFERENCES:
Rief,
Linda. Seeking Diversity: Language Arts With Adolescents. Portsmouth,
NH: Heinemann,1992.