Post date: Jan 30, 2016 10:38:11 PM
Monday (Feb 1)
Learning Target - When students leave Mr. Reynolds' room, they will be introduced to the key components of an effective narrative (rising action, dialogue, climax, thoughts) and begin crafting a snapshot moment #1 for a rite of passage.
Classroom Tasks - Students will be introduced to what is a rite of passage. Students will read "A Girl Needs to Know How to Defend Herself" and discuss various rites of passage we have all gone through.
Homework - Focus on a rite of passage to focus on for rough draft 2.1. Then begin describing a snapshot moment of the rite of passage. Focus on the epiphany moment that was the actual right of passage. For example - If I'm writing about the moment I realized what it truly meant to be a father, I would describe how I was standing by my wife's side in the delivery room when Kenzie was born. The nurses and doctors whisked Kenzie away to check to make sure she was healthy. I was watching as they inspected her. She - as a newborn - was crying. I was comforting my wife. But my wife looked at me and said, "Go to her, Daddy." I did. I saw her whaling and I placed my index finger in her hand and she grasped it.
Evidence of learning - Students will produce a snapshot moment for their rite of passage 2.1. In doing this they will show all that they learned the first week on what makes effective description in crafting the snapshot essay.
Tuesday (Feb 2)
Learning Target - When students leave Mr. Reynolds' room, students will demonstrate their mastery of description again by crafting a second snapshot for 2.1.
Classroom Tasks - Students will look at another student example of a rite of passage. Then students will have class time to share their snapshot #1 for 2.1 and receive individual feedback from Naomi and me.
Homework - Students will again focus on their rite of passage. This time they will choose a second snapshot moment to focus on and expand. They will have freedom to choose this snapshot moment. It may be from the rising action leading up to the rite of passage (snapshot #1) or from the falling action after the rite of passage (snapshot moment #1). For example - I may choose to describe the moment we brought Kenzie home or I may choose the moment Kristie told me she was pregnant and I knew my life was going to change.
Evidence of learning - Students will produce a second snapshot moment for their rite of passage 2.1. Again, in doing this they will illustrate all that they learned last week about crafting effective descriptions.
Wednesday (Feb 3)
Learning Target - When students leave Mr. Reynolds' room they will be able to explain how they connected their snapshots to form a rough draft of a rite of passage.
Classroom Tasks - Students will have class time to connect their two snapshot moments to create a short narrative on a rite of passage.
Homework - Have a rough draft of essay 2.1 to share on Thursday (3-4 pages).
Evidence of learning - Students will not only demonstrate what they learned about crafting effective descriptions last week, but they will also be able to demonstrate what they learned about structuring effective narratives in connecting their two snapshot moments into a narrative rough draft.
Thursday (Feb 4)
Learning Target - When students leave Mr. Reynolds' room they will apply the same process of crafting two snapshot moments first and then building a narrative around them for essay 2.2 (an expertise).
Classroom Tasks - Students will read several examples of expertise essays and discuss the snapshot moments in them and examine how the authors used elements of narrative to build a story around the events.
Homework - Devise a snapshot illustrating an epiphany moment regarding their expertise. For example - one of my expertises is in pranking people. I will focus on my most epic prank (I scared my step-daughter KoKo).
Evidence of learning - Students will produce a snapshot moment for their expertise 2.2. In doing this they will show all that they learned the first week on what makes effective description in crafting the snapshot essay.
Friday (Feb 5)
Learning Target - When students leave Mr. Reynolds' room they will apply the same process of crafting two snapshot moments first and then building a narrative around them for essay 2.2 (an expertise essay).
Classroom Tasks - Students will share their first snapshot moment with Naomi in me and have workshop time to to develop a second moment related to their expertise.
Homework - Devise a second snapshot illustrating a second moment related to your expertise. For example - I would create a snapshot moment around when I pranked my son. I was use this as part of the rising action of my narrative and to illustrate a small example of how good I am at pranking. This will set the narrative stage (so to speak) for the upcoming snapshot moment of when I pulled my epic prank on KoKo. Students will also connect both snapshots with narrative elements for Monday.
Evidence of learning - Students will produce a snapshot moment for their expertise 2.2. In doing this they will show all that they learned the first week on what makes effective description in crafting the snapshot essay.
Final products to be produced
** Rough draft 2.1 (rite of passage)
Snapshot #1 - focus on an epiphany moment of your rite of passage. Focus on the moment it hit you that this was a rite of passage and it was going to change you in some way forever.
Snapshot #2 - focus on an event either leading up to your epiphany moment or after it.
** Rough draft 2.2 (expertise)
Snapshot #1 - focus on an epiphany moment related to your expertise. Focus on the moment it hit you that you were an expert at this activity or thing.
Snapshot #2 - focus on an event either leading up to your epiphany moment or after it.