Warm Up-September 30 Your homework was to read “In the Field” and to take notes on Attitude Literary Elements Organization Types of writing Just like we did for homework, read over your notes closely and write a general statement about them, one that CHARACTERIZES or DESCRIBES the reading.

Learning Targets To create questions of varying depth of analysis for our classmates. To discuss the assigned reading as a class. To share thoughtful and meaningful questions and commentary with our peers.

Group Discussion – Step One Get into groups of three. Step One - Each group must create three types of questions (3-5 minutes): Text Explicit – A question that can be answered by looking directly in the text. Text Implicit – A question that is based in the text and requires inference. Script Implicit – A question that connects subject matter from the text to real life.

Group Discussion – Step Two Step Two – Discussion (15-20 minutes) Grading Policy All students start with a 70% for the day. For each positive and helpful addition to the class discussion (that’s either answering a question or offering one), you earn 10%. Any students who elect not to participate but listen along instead earn a 70%. For every disruptive action (talking, not waiting one’s turn, etc.), points are deducted as is appropriate to the offense.

Personal Vignette! Spend 15 minutes today writing out one of your personal vignettes (rough writing is FINE). Look in your journal for our first lesson on vignettes (September 17th) to find your notes on it. If you have no idea what to do, just write for 15 minutes about one of your subtopics from that day.

Homework Read Good Form and Field Trip, taking notes on what you see specifically in each vignette regarding O’Brien’s style: What is different/unique about this vignette? Use your Style Analysis sheet to guide your notes (apply each of the seven domains on the “toolkit,” but only jot down what is illuminated through use of the toolkit.