Journal warm up on grammar. Graded papers from 2nd quarter returned. Powerpoint notes on Main Idea/Supporting details (perhaps a pop quiz next week). "Whose Line is it anyway?" activity:

Students, working in groups of 2 to 3, will have two tasks during this activity:

1. Perform a scene
2. Write on one (1) sheet of paper per group.

Groups will be asked to perform a scene [main idea]. Groups will be given 5 minutes to plan out their scene; groups will need to develop supporting details in order to act out their scene. Groups cannot give away their main idea to the rest of the class; it is up to other groups to decide the “main idea” of the scene. For example, if a group scene were “a fishing trip between a father and son,” a group might sit in an imaginary boat, cast imaginary fishing polls, and simulate a conversation between and older figure and a younger figure. Groups will have no more than 1 minute to enact their scene. You may use props and you may talk. After a group has finished, the rest of the groups not participating in the enactment will fill out their paper (#2).

When groups are not performing a scene, they will be required to fill out a sheet of paper, which will include one column for the “main idea” of the scene, and a second column for the “supporting details." It should look like this:

(example)
MAIN IDEA:
A fishing trip between father and son.

SUPPORTING DETAILS:
Imaginary fishing polls
Kept calling each other father and son.
Their boat starting rocking back and forth
And the end, son said he caught a fish.

Graded criteria is below:
Exemplary (A):
All proficient criteria met plus:
® On paper, group correctly identifies above 90% of “main idea” sections of each enactment.
® On paper, group correctly identifies 5 or more (when applicable) “supporting details” from each enactment.
® During enactment, group gives more than 5 supporting details—by conversation, props, etc.

Proficient (B):
® On paper, group correctly identifies between 80-90% of “main idea” sections of each enactment.
® On paper, group correctly identifies between 3 and 5 “supporting details” from each enactment.
® During enactment, group gives between 3 and 5 supporting details—by conversation, props, etc.

Progressing (C):
® On paper, group correctly identifies between 70-80% of “main idea” sections of each enactment.
® On paper, group correctly identifies between 1 and 3 “supporting details” from each enactment.
® During enactment, group gives between 2 and 3 supporting details—by conversation, props, etc.

Not Yet Meeting the standards (D/F):
® On paper, group correctly identifies less than 70% of “main idea” sections of each enactment.
® On paper, group correctly identifies 1 or less “supporting detail” from each enactment.
® During enactment, group gives 2 or less supporting details—by conversation, props, etc. OR DOES NOT PERFORM