1. Monday No School for Students – Teacher Work Day

2. Tuesday No School for Students – Professional Development Day

3. Hook, Housekeeping & Homework Wednesday Welcome Back, Palmer Terrors! Ms. Durland English 8 Literature How does it feel to be a senior? Please be prepared for attendance. Homework (What? Already?): Make sure you come prepared with class materials (so easy) tomorrow. 1. Composition notebook/reading journal for interacting with texts (used for this class only!) 2. Three-ring binder or folder for additional handouts & notes 3. Loose-leaf, lined paper (full sheets) or a spiral with the perforated line for tearing pages out neatly 4. Pencils and pens 5. Flash drive

4. Past, Present, Future Wednesday Summer Break! It’s my birthday! Let’s play a game! Class policies & procedures and an overview of the course Unit 1 Introduction Perspectives

5. Short Stories Through a Critical Lens Wednesday Standards 2.2 Reading for All Purpose: Interpreting complex informational texts requires critical reading skills 3.1. Writing and Composition: Detail and expressive language create a well- crafted statement directed at an intended audience and purpose Objective: you will be able to read closely to infer key ideas and write based on those ideas Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. Essential Question: How do I function effectively in this literature class?

6. Activity: We Do Wednesday Today we’ll start with a game; be ready! Purpose: to identify and explain the characteristics of the Paperclip Game and to get us “warmed-up” for the next activity Task: Game 1.Form small groups 2.Grab a stack of playing pieces (paper clips) per team 3.Stand up in a line 4.Begin! 5.Supposed to be in a single file line! Only the first person should have all the paperclips to start! 6.All the paper clips should be the same size and color! 7.You should only have the number of paperclips of the number of people in your group! Task: Discuss 1.How did you feel (emotions) during this game? Why? 2.What did you notice about yourself/your reaction? What did you do or not do? 3.What did you notice about others? Outcome/Demonstration of Learning: What was the purpose of the paper clip game as a warm-up? Why do we have rules and expectation? Why is it important to know and understand rules and expectations? (consider sports, driving, playing music, anything in life!) What did you notice about yourself as a “player” during this game? What does that say negatively and/or positively about you in a situation like this?

7. Activity: You Do Wednesday Purpose: to familiarize yourself with the course, class expectations, your classmates, and your instructor (so you don’t feel like you may have during the Paperclip game!) Task: read through the overview, underlining key ideas, and placing question marks where need Outcome: knowledge related to the four ideas above; be prepared to share one idea in case you are asked My SharePoint Page http://teachers.d11.org/teachers/durlakr/Pages/home.aspx

8. Activity: You Do Wednesday Purpose: to help me get to know you Task: fill out upper section We’ll worry about the bottom section tomorrow Outcome: I’ll know more about you and your needs/interests!

9. Absent the 1 st day? Thursday Grab a green sheet and a white sheet off the side table

10. Hook, Housekeeping & Homework Thursday “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't.” – Mark Twain Which one of the following is a lie about me, Mrs. Durland? 1.I have three children, Chloe, Sam, and Cynthia, all under 8 years old. 2.I have ridden an ostrich in South Africa. 3.I met my husband when we both rock climbed, and now we race single speed mountain bikes.

11. While you wait… fill out the bottom half of your sheet from yesterday Thursday You Do State ideas that are always a truth Don’t say: I’m wearing red shoes. State ideas that are interesting details about yourself. Don’t say: I am the youngest in my family. State truths that could possibly be unbelievable. Create a lie that sounds possible. Turn this sheet in (no later than tomorrow).

12. Past, Present, Future Thursday Class policies & procedures and an overview of the course Unit 1 Introduction Perspectives Meeting with Administration Unit 1 Pre-assessment

13. Short Stories Through a Critical Lens Thursday Standards 2.2 Reading for All Purpose: Interpreting complex informational texts requires critical reading skills 3.1. Writing and Composition: Detail and expressive language create a well-crafted statement directed at an intended audience and purpose Objective: you will be able to read closely & purposefully to identify key details. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. By learning to examine situations from different perspectives, we open ourselves to recognizing, understanding, explaining, and judging the ways in which we, as well as others, conduct ourselves, in order to more productively function in an every changing world. Inquiry Questions: What is critical theory? How does one’s perspective influence the reading of a text? How does reading from a particular perspective influence what is seen as important within a text and how characters, events, and theme are understood? What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ? How is literature a voice of social commentary?

14. Activity: We Do Thursday Perspective What is perspective? What does it mean to have a different perspective? There often are multiple ways to see the same thing-- there isn't only ONE way to see or interpret something

15. What do you see? Thursday

16. Activity: We Do Thursday Purpose: to experience how perspective/purpose can influence reading Tasks: Divide into different groups of approx. 4 Read the following story aloud. (You have been given a particular perspective/purpose for reading.) As you read, note (on your own paper) the items/details and ideas of interest to you based on your given perspective. Outcome: Share your details, what you noticed, with the larger group. See if each of you can guess the perspective role that the other groups were given based on what they say. Why would these items/details be important to this person/group? Perspectives: a real estate agent a burglar a family of four an elderly couple a group of kids going on spring break a house painter We’ll be approaching short stories from different perspectives or “lenses” starting next week. Return stories to front table.

17. Meeting with Administration Friday Have you turned in your Student Information sheet? If not, bring it up to the front table. Meet here first for attendance & seating chart (to help me get to know your names) Who still does not have a Palmer Student ID?! As class, go to auditorium

18. Coming Soon… Pre-Test Where the Wild Things Are Top Grossing Movies – Archetypes Day off for students