Men+and+Women+Amlit

as means of responding to short selections in our textbook.
 * Decision-makers ** : __we will make decisions about how to read, think, respond to, and talk about writing.__
 * 1) I. Teacher models how to read and respond initially to a complex text
 * 2) a. Common goal: **Determine point of view by distinguishing between what is directly stated and what is implied** [Common Core Reading of Lit and informational texts 11.6: analyze a case in which point of view is determined by distinguishing between what is directly stated and what is implied.]
 * 3) b. Read “Lady in the Looking Glass“ as a class story.
 * 4) i. Pre-reading JE: think of an object, piece of furniture, or possession that knows you better than any person does. Explain.
 * 5) ii. Fill out the //Instead of highlighting// sheet with symbols.
 * 6) iii. Mark your page with pencil using symbols as Mr H reads.
 * 7) iv. Quickwrite: Whose point of view are we seeing? What makes this story more complicated than others for you?
 * 8) II. Students practice responses, thinking, talking about text
 * 9) a. Determine point of view by distinguishing direct from indirect (implied) ideas.
 * 10) i. small group shared responses (notice what conversation looks like, feels like, sounds like)
 * 11) ii. large group all class discussion (notice what conversation looks like, feels like, sounds like)
 * 12) b. agree on the qualities present in a good conversation about a text.
 * 13) i. Combine lists and ideas into one chart
 * 14) ii. Hand in the chart
 * 15) III. Complete a thinking log entry about the way you are thinking about the story and the methods we have used today. What sort of decisions did you make about what passages you would mark with which symbols? How active was your mind as you made these small choices? Did you come to make any new decisions about the meaning or interpretation of the text? How so?
 * 16) IV. Paper Topic: Do you know which selection you will write about in the paper you bring tomorrow? How did you decide to narrow your choice?
 * 17) a. If you have yet to begin, I suggest you begin with an unresolved question you have about a work. Pursue your question from a notebook entry to several rereadings to an unfolding answer.
 * 18) b. I will model how I write as you write or watch me.
 * 19) c. Wednesday bring three copies of your paper-in–progress to ‘workshop’ and receive feedback from peers.
 * 20) V. Choices: Choose between reading a new fiction selection, completing a grammar chapter, or continuing to read and respond to one of the nominated selections in the grey book.
 * 21) a. Read a new story “The Enormous Radio” with the goal of enjoyment. Would this be an interesting story to discuss or write about?
 * 22) b. For p 1032 (Demon’s Lover) or “Looking Glass” (p 1158) try one of the ideas the class suggested:
 * 23) i. Conversation
 * 24) ii. letter-writing and
 * 25) iii. table groups deciding how the story should have ended
 * 1) c. help to gather input from all students and create our 11-12 guidelines for a good discussion.

This year's class will focus on poetry, fiction, nonfiction and drama that deal with human relationships and gender roles.
Through //Charlotte's Web// and //Animal Farm (//both in ICS office as of Aug 15) we'll explore allegories and how the interpretation of writing and reading are important to relationships among individuals and in societies.





Among the books we'll be reading are //The Scarlet Letter// by Nathaniel Hawthorne. We'll also explore the poetry of Walt Whitman, Wallace Stevens, Robert Lowell, and Hart Crane. We will consider historical background and the implications of these works for our own lives and faith.

In addition, we will select from among many titles in our rich literary heritage to read independently, and in small and large groups. Choices include //Their Eyes Were Watching God, Fences, Raisin in the Sun, 100 Best African American Poems, Huckleberry Finn, Native Son, To Kill A Mockingbird, Narrative of The Life of Frederick Douglass, In Cold Blood,// and //Beloved//. We will also choose from among thematically related titles in World Literature (such as //Othello, Cry The Beloved Country, 1984//, and //Things Fall Apart)//, and contemporary Young Adult Literature. =**Goals**=

STUDENT SHOULD BE ABLE TO:

 * === Share initial impressions after reading ===
 * === Ask relevant questions about the work being read ===
 * === Go beyond initial impressions in order to rethink, develop, and enrich understanding ===
 * === Make connections within and across texts ===
 * === Consider multiple perspectives within the text among and across groups of readers ===
 * === Reflect on alternative interpretations and critique or support them ===
 * === Use literature to gain understandings about self and life ===
 * === Engage in ways of reading that indicate sensitivity to other cultures and contexts ===
 * === Use writing as a way to reflect on and communicate literary understanding ===
 * === Talk and write about a piece in ways that are characteristic of discourse about literature ===

**Personalized Goals: The teacher and student may collaborate to set up additional specific goals for each person. GEt started by filling out the survey at the Student Learning Goals page.**

= **Conferences** = **Mr Hultberg will meet regularly with student writers about their writing in a conference. The goal of the conference is to encourage writers to improve and to enjoy their writing. See a rotating schedule .** **1. Be prepared to tell Mr. H. about the paper you are working on.** **2. Then he will repeat what he hears you saying, and read it.** **3. Then he will offer feedback.** **4. Then you will clarify or ask questions.** **Next time, you may bring the same piece with some changes, or another piece for feedback. When you are ready to move it to the editing/publishing stage, say so.**