In Class Wednesday, we will…

  • Procrastination Station (30 min)
    • Take 15-20 minutes to explore the “Procrastination Station” website (www.yourprocrastinationstation.com). Then choose and complete an exercise on the “students” page. Before moving on, we’ll discuss as a class what you learned from the exercises, so be prepared to share your thoughts. What did you look at, and what did you learn?   Which pages, exercises, did you find useful/ would they suggest (or not suggest?) Why? What is your experience with procrastination? Did the “Procrastination Station” offer any helpful information or strategies that you can use as a student?
  • Reading Strategies (30 min)
    • First, we’ll look together at the first paragraph of “Later.”
      • What are your initial thoughts about it? What are your concerns about reading this article? What might be some reading and annotation strategies for reading an article like this one?  
    • As you read independently for 20. minutes, consider the following:
      • “Schema theory” is the idea that we have an easier time paying attention to a reading if we “activate our schema” before we start. That means, we think about what this reading has to do with us and our lives. In this case, the reading is about procrastination and we’ve activated our schema by looking through The Procrastination Station and talking about our own experiences.
      • This article will likely have some unfamiliar vocabulary. While you may want to look up every unknown word, but that will get in the way of finishing the reading– and it’s not the best way to learn vocabulary anyway. In general, it’s best to learn by context clues if possible. Don’t get hung up on any single word. If curious, take a moment to see (quickly!) if context helps you understand the word, if not, just mark the unknown word and move on to the next sentence. You’ll use these words at the end of class in a game called “Vocab Wars.”
  • Vocab Wars (30 min)
    • After forming into groups/teams. Each group/team gets 5 mins or so to form a list of 5-10 unfamiliar words in the article. Try to limit your choices to the first two pages if possible. Once the words are chosen, i’ll explain how the game works, and we will begin playing.  

Homework For Friday:

  • Final Draft of Unit 1 Education Narratives are due!
  • Dont forget!!

In Class on Friday, we will…

  • Plan for rereading “Later” (30 min): 
    • In class, discuss what difficulties students had with the text from Wednesday. We’ll try to create a list together of difficulties that come up, like “I got bored” or “The vocabulary was difficult,” “I kept spacing out,” Once we’ve created our list, brainstorm solutions to each difficulty as a class, also on the board. Also take time to discuss the article itself– where did they struggle and what did they learn?
    • Now, spend 10 minutes or so to write a plan for rereading. You may wnt to want to focus on a particular passage this time around (if you think that passage is a key to comprehension). Also consider any process difficulties: working at a time of day when you’re more focused, or wearing earplugs ( or airpods/headphones), useing vocab strategies, etc… You’ll use this plan as a starting point for homework tonight (which is to reread).
  • Podcast / Double Entry Journal (30-45 Mins): 
    • In class, we’ll listen to the first 10-15 minutes of the NPR podcast “Procrastination is more than just putting things off” from the Later Library. While listening, you’ll fill out the left-hand side of the Double-Entry Journal, writing down any quote or idea from the recording that stands out to them as interesting, annoying, or noteworthy in any way.
    • After listening, take 10-15 minutes to fill out the right-hand column of the DEJ. Respond in some way to the quote. Use your own voice/conversational style, be as opinionated as you want to be. When you are done, we’ll discuss your reactions to the podcast. What quotes did people chose and how did they respond? Does everyone agree or disagree?
  • Homework for next Wednesday (Oct. 11)
    • WRITE: Using your plan for re-reading as a guide, re-read (and annotate in a different color than the first time) “Later.” When you’re done, write an Open Lab post of approximately 300 words about what you learned from rereading. Again, be specific, quoting from the text!