We actually did fairly well with pacing and made it through the plans as I had them set. Sort of. We had class meetings called, so I had to cut something. I decided to cut out the extra part of the class designed to fit the weekly structure.
The Caught ‘Ya bell ringer and etymology system is still working fantastically. I love this system. As long as I teach, I will never, ever, ever use another system. The data speaks volumes.
We did, however, find time for a task card review of the definitions of the primary elements of figurative language that I want them to have mastered. I made them from scratch, and I promise I will put them in my TPT store and link them here this weekend. Right now it is just the term and definition, but it will grow into identifying the examples and creating their own examples through the next few weeks. After all, you have to start somewhere.
For instruction, we did a SOAPSTone analysis of “Tribute to a Dog” as planned. You can find this text at the website below. We were able to read and annotate the text, move into a discussion about what he said, how he said it, and how it affected the audience. Then, we completed a SOAPSTone analysis. First, I had them complete the analysis individually. Next, they shared and compared with a partner. Then, I had them write a paragraph to explain the differences in the student work and what changes they thought they might need to make to increase the quality of their analysis. Then, I did what I think was the most powerful part: I showed them my answers and we discussed each of them in detail. Why did this matter? Well, it allowed the students to see the expectations for college-level responses over the minimalist approach they normally take.
In looking at student work, I needed them to focus on thesis statements and topic sentences, so I added the instruction of using the prompt as a sentence starter for the response into the lesson for tomorrow. And tomorrow we are going to watch a clip from The Colbert Report and do a SOAPSTone on that. This will allow me to address satire, parody, and mockery in a quick blurb about a topic that is relevant to them.
Considering the learning regarding the depth of the SOAPSTone itself, I’m going to model it, but then I’m going to have students do it individually so I can collect that before I show them my answers. For closure, they are going to complete a reflection on the quality of their work and how it has changed during the week. They will list differences in their work and my work in order to create a plan for achieving at a hirer level in the coming weeks.
Hopefully, this was as effective in the long terms as it appears to have been for the last few days. If not, I’m sure they will get it. They are going to SOAPSTone the crap out of EVERY SINGLE TEXT WE READ. #sorrynotsorry #youllthankmeoneday