Site icon Laura Randazzo – Solutions for the Secondary Classroom

What I’m Teaching This Week: 10/5-10/9

How is it already October? The Fall Semester Bullet Train has reached full speed, the days whipping by like the landscape blur of a passenger car window. This week is Homecoming, which means there’ll be an extra layer of hyper on everything. One of the best parts about being an older veteran teacher is that I no longer have to chaperone school dances. (Hallelujah for senority!) That task is wisely assigned to our newer teachers, the ones better able to keep up with all of that whip-and-nae-naeing. To those chaperoning the dance (Brynn and Angela, I’m thinking of you), you have my respect and condolences. Me? By the time the gym/dance floor gets warmed up on Saturday night, I’ll be asleep, recharging after another high-octane week.

Okay, here’s the run-down for this week:

Open with a five-minute M.U.G. Shot (Mechanics, Usage, Grammar) Monday mini-lecture/bell-ringer.

Recap last week’s Cask of Amontillado work, discussing students’ answers to a variety of text-based questions.

Give a one-question quizzer on this past weekend’s reading assignment, “The Rules of the Game” by Amy Tan.

Lead a think-pair-share of questions relating to “The Rules of the Game.”

For HW, students will complete a creative writing task where they mimic Tan’s style and create their own ending to the story.

Open with a five-minute Lit. Term Tuesday mini-lecture/bell-ringer.

Show a five-minute clip from The Joy Luck Club, showing how Amy Tan ended the story.

Begin reading “The Most Dangerous Game” by Richard Connell.

For HW, students will finish reading Connell’s short story.

Open with a ten-minute Words on Wednesday vocabulary mini-lecture/bell-ringer.

One-question quizzer on the ending of “The Most Dangerous Game.”

Quarter Trios will discuss the story, and then we’ll share answers in a full-class discussion.

Trios compete in a Simile Hunt, which requires them to dig back through the text to find numerous examples of this literary technique.

For HW, students need to read their S.S.R. books.

Read Saki’s famous short story, “The Interlopers.”

Group discussion of related literary analysis questions.

Practice thesis writing as a whole class and then each student will work independently to build an eight-sentence literary analysis paragraph, following a modified example of the Jane Schaffer model. (This is my district’s lit. analysis writing program.)

For HW, students need to read their S.S.R. books.

Friday (Homecoming Rally schedule, so we have a shortened class period)
Quarter Trio groups will play “Just Give the Word.”

Students will use the remaining class time to read their S.S.R. books.

For HW, students should continue to read their S.S.R. books because the first-quarter Book Talk due dates will be here soon. Also, they’ll be assigned to complete another Analogies worksheet, which we’ll go over on Monday.

And that’s a wrap for this week’s plans. Hope things are zooming smoothly down the track in your classroom, too.

Teach on, everyone!

Exit mobile version