Thursday, February 15, 2018

English 10 Honors--2/15/2018 & 2/16/2018

Jump Off
--Staple your copy of Article of the Week #2 to the back of your copy of "Article of the Week" #3.  Then, place your "packet o' goodness" in the black basket on the front table.
--While you are at the table, pick up a copy of Thomas C. Foster's How to Read Literature Like a Professor.  Back at your desk, take out the following from last class block:
  • your "Learning Conventions of Literature via Thomas C. Foster's How to Read Literature Like a Professor" sheet
  • your "Convention of Literature Notes" document
  • your "Convention of Literature T-chart" that corresponds with your assigned convention
S. the C.
--oral reading of S.M.A.R.T. Goal index cards

  • Though you are free to exercise your "Right to Pass", I encourage you to share anecdotes about your progress, hurdles you have encountered, successes, etc.!
--agenda/HW
  • Reminder: When working with your peers today, keep this overarching question in mind:
    • What should we be looking for and discussing when analyzing William Golding's Lord of the Flies?

--list of information on the righthand whiteboard shared as further guidance for today's block of time for lesson preparation

"Gearing Up" for Lord of the Flies (Phase 4) Activity (cont.) -- Learning Conventions of Literature via Thomas C. Foster's How to Read Literature Like a Professor
--"anchor in" to the "Compact for Group Work"
--continue preparing lesson in small groups as per the information listed on the righthand whiteboard

HW Time (remainder of class)
--If your group finishes planning your lesson with class time remaining, complete one of the following tasks quietly and independently until the class block ends:

  • Membean training on a phone
  • Revising your short story or poem as per feedback from me and your peers
  • Free reading of either your free reading book or Upfront newsmagazine (located in a
HW (Practice/Take-Home Assessment)
--Block 2 ACE: Complete 45 minutes of Membean training as directed before 11:59 PM TONIGHT (Thursday, 2/15).  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/1.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
Writing
--Consider doing the following if you have not already done so:
  • Reread your short story with "fresh eyes", taking note of any annotations that I have included on your draft.
  • Access the electronic version of your short story and begin revising it.
HW (Class Preparation)
--Review your notes from today's class bearing in mind that we will engage in yet another "What to Look for in Lord of the Flies"  discussion prior to moving forward further in the novel!  You are not yet expected to read any further in Lord of the Flies (unless you want to!).
--Elementary school students and teachers have challenged themselves to read 10 (or more!) steps of free reading over February Break.  A step equals 15 minutes, so 10 steps equals 150 minutes/2.5 hours.  I challenge you to do the same!  Remember that your free reading book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
  • "Reading...a vacation for the mind..." (Dave Barry).
Miscellaneous
--Enjoy your vacation--you truly only get so many of 'em! :)



On the Backburner
  • group writing assignment back
  • where we're headed
  • begin literary conventions work


English 9--2/15/2018 & 2/16/2018

Jump Off
--Block 2 ACE: Please take out your copy of the "Purposeful Viewing of Gnomeo & Juliet" document from the end of last class block.
--Block 2 BDF/Block 3 BDF: Pick up a copy of the "Purposeful Viewing of Gnomeo & Juliet" document from the front table.  After reading and discussing both the "Rationale" section and the "Directions" section together, we will view Gnomeo & Juliet until a few minutes remain in class.  (FYI: We will continue our work with this film when we return from February Break!)

S. the C.
--oral reading of S.M.A.R.T. Goal index cards
  • Though you are free to exercise your "Right to Pass", I encourage you to share anecdotes about your progress, hurdles you have encountered, successes, etc.!
--agenda/HW
  • Our focal points with Gnomeo & Juliet:
    • opening up a window into Shakespeare's The Tragedy of Romeo and Juliet
    • working toward mastery of a Reading Literature standard that we have not yet addressed
    • continuing to "stay fresh" with regard to some of the work that we have been completing recently (e.g., reviewing and applying irony, reviewing and applying theme, etc.)
Pre-reading/Film Analysis Activity -- Purposeful Viewing of Gnomeo & Juliet
--jot down notes on your "Purposeful Viewing of Gnomeo & Juliet" document for discussion upon our return from February Break

Closure
--In the last few minutes of class, we will briefly discuss the film via a "Ball Toss".

HW (Class Preparation)
--You are strongly advised to review your work with "The Cask of Amontillado" over the course of the next 1.5 weeks as preparation for an assessment that mirrors your work with this short story.  This assessment will occur upon our return from February Break.
--Elementary school students and teachers have challenged themselves to read 10 (or more!) steps of free reading over February Break.  A step equals 15 minutes, so 10 steps equals 150 minutes/2.5 hours.  I challenge you to do the same!  Remember that your free reading book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
  • "Reading...a vacation for the mind..." (Dave Barry).
Miscellaneous
--Enjoy your vacation--you truly only get so many of 'em! :)

    NEXT FEW WEEKS:
    • Writing returned/revised in waves
      • Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"
      • Wave 3--grammar hammer as per common errors
    • Continuing to master Reading Literature standards, irony, and theme
    • Gnomeo & Juliet
      • continuing to master Reading Literature standards, irony, and theme
      • opening a window into The Tragedy of Romeo and Juliet
    • Short works--The Tragedy of Romeo and Juliet Unit
      • Saki's "The Interlopers"

    Monday, February 12, 2018

    English 10 Honors--2/13/2018 & 2/14/2018

    Jump Off
    --Pick up a copy of the halfsheet titled "Poetry Protocol--'Poetry Writing Assignment #1'" from the front table.  Quickly read the document and mentally respond to the following question:
    • Will you work with your poem today or a peer's poem?
    --After poems are handed out, complete the task at hand quietly and independently until the timer sounds.  Then, place the poem that you annotated back in the black basket on the front table.

    Transition

    --Pick up a copy of the "Learning Conventions of Literature via Thomas C. Foster's How to Read Literature Like a Professor" sheet from the front table.  Purposefully read the document so that you know what is coming up for the remainder of today's class block, and take note of any questions that you have so that I can clarify your task.

    S. the C.
    --agenda/rationale behind our current endeavors/HW
    • When working with your peers today, keep this overarching question in mind:
      • What should we be looking for and discussing when analyzing William Golding's Lord of the Flies?
    "Gearing Up" for Lord of the Flies (Phase 4) Activity -- Learning Conventions of Literature via Thomas C. Foster's How to Read Literature Like a Professor
    --Q & A about the activity directions
    --Transition--pick up the necessary materials from the front of the classroom:
    • a copy of Thomas C. Foster's How to Read Literature Like a Professor
    • "Convention of Literature Notes" document
    • "Convention of Literature T-chart" that corresponds with your assigned convention
    --sample notes page pointed out (see copy posted on lefthand whiteboard) and sample t-chart handed out and shared
    --groups randomly selected via a drawing of cards/group spokesperson draws a convention from the "Helmet O' Destiny"
    --quiet and independent work time for approximately 10 minutes to "get the party started"
    --"anchor in" to the "Compact for Group Work"
    --finish purposefully reading
    --determine "plan of attack" for preparing lesson
    --prepare lesson
    --begin teaching lessons/notetaking?

    DEAR -- Free Reading Books

    HW (Practice/Take-Home Assessment)
    --Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 2/15.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
    --Complete "Article of the Week" #3 as directed for submission at the start of NEXT CLASS (Thursday, 2/15 [ACE] or Friday, 2/16 [BDF])FYI: You will be asked to staple Article of the Week #2 to the back of your "Article of the Week" #3.
    Writing
    --Consider doing the following if you have not already done so:
    • Reread your short story with "fresh eyes", taking note of any annotations that I have included on your draft.
    • Access the electronic version of your short story and begin revising it.
    HW (Class Preparation)
    --Review your notes from today's class bearing in mind that we will engage in yet another "What to Look for in Lord of the Flies"  discussion prior to moving forward further in the novel!  You are not yet expected to read any further in Lord of the Flies (unless you want to!).
    --Read at least 10 pages of your free reading book between now and next class.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
    • "You don't have to burn books to destroy a culture.  Just get people to stop reading them" (Ray Bradbury, author of Fahrenheit 451).
    Miscellaneous
    --Consider working toward achievement of your S.M.A.R.T. Goal.  Your deadline is likely approaching!

    On the Backburner
    • group writing assignment back
    • where we're headed
    • begin literary conventions work

    English 9--2/13/2018 & 2/14/2018

    Jump Off
    --Please take out the following:
    • your copy of "'The Cask of Amontillado'--Application/Discussion Questions" document
    • your copy of Edgar Allan Poe's short story "The Cask of Amontillado"
    • your notebook--date the page (2/13/2018 [ACE] or 2/14/2018 [BDF]) and label this section of your notes "Edgar Allan Poe's 'The Cask of Amontillado' (cont.)"
    S. the C.
    --agenda/HW

    Literature Analysis Activity/Writing Practice -- Edgar Allan Poe's "The Cask of Amontillado"
    --Today's focus with "The Cask of Amontillado":
    • working toward mastery of the Reading Literature standards (e.g., RL.4 [purposeful diction])
    • reviewing and applying irony
    • reviewing and applying theme
    • beginning to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)
    • discussing the revenge-related Essential Questions
    • writing in a manner that aligns with our Writing standards, bearing in mind "The Four Cs of Quality Academic Writing"
      • Content and Analysis
      • Command of Evidence
      • Coherence, Organization, and Style
      • Control of Conventions
    --finish initial closure discussion (via a drawing of cards)
    • Picking back up where we left off last time, share answers/responses in order to...
      • work toward mastery of the Reading Literature standards
      • review and apply irony
      • review and apply theme
      • begin to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)
      • discuss the revenge-related Essential Questions.
    --directions given/exemplars shared for the forthcoming "Closure"
    • Groups of three formed via a drawing of cards
    • "Anchor in" to the "Compact for Group Work"
    • Pick one of the following with which to work:
      • Verbal irony (definition, example, and explanation)
      • Dramatic irony (definition, example, and explanation)
      • Partially completed theme paragraph on the righthand whiteboard
    • In your notebooks, work together to...
      • craft a purpose-driven, tightly-written paragraph response for the type of irony that you selected OR
      • finish the purpose-driven, tightly-written theme paragraph by adding a second strong direction quotation, quality explanation/tieback, and all-encompassing concluding sentence.
    --Q & A
    --group work time
    • AS YOU WORK, I WILL BE AROUND TO DETERMINE WHO IS WORKING ON WHAT.
    --Closure
    • A whole-class share-out of your writing pieces will occur after February Break serving as review prior to your assessment that mirrors your work with Poe's short story.
    Transition
    --Pick up a copy of the "Purposeful Viewing of Gnomeo & Juliet" document from the front table.  After reading and discussing both the "Rationale" section and the "Directions" section together, we will view Gnomeo & Juliet until a few minutes remain in class.  (FYI: We will continue our work with this film next class block!)

    Pre-reading/Film Analysis Activity -- Purposeful Viewing of Gnomeo & Juliet

    --In the last few minutes of class, we will briefly discuss what we have seen thus far in the film via a "Ball Toss".

    HW (Class Preparation)
    --You are strongly advised to review your work with "The Cask of Amontillado" over the course of the next 1.5 weeks as preparation for an assessment that mirrors your work with this short story.  This assessment will occur upon our return from February Break.
    --Read at least 10 pages of your free reading book between now and next class.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
    • "You don't have to burn books to destroy a culture.  Just get people to stop reading them" (Ray Bradbury, author of Fahrenheit 451).
    Miscellaneous
    --Consider working toward achievement of your S.M.A.R.T. Goal.  Your deadline is likely approaching!

    NEXT FEW WEEKS:
    • Writing returned/revised in waves
      • Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"
      • Wave 3--grammar hammer as per common errors
    • Continuing to master Reading Literature standards, irony, and theme
    • Gnomeo & Juliet
      • continuing to master Reading Literature standards, irony, and theme
      • opening a window into The Tragedy of Romeo and Juliet
    • Short works--The Tragedy of Romeo and Juliet Unit
      • Saki's "The Interlopers"

    English 10 Honors--Lord of the Flies--Initial Discussion of CHAPTER ONE



    Friday, February 9, 2018

    English 10 Honors--2/9/2018 & 2/12/2018

    Jump Off
    --Take out a clean sheet of lined paper.  Write your name at the top.  Then, number 1-12, skipping a line between each number.

    S. the C.
    --agenda/HW
    --?????

    Transition
    --Pick up a copy of the document titled "Learning How to Read the Novel Using CHAPTER ONE".  Let's "divide and conquer" in order to prepare for today's discussion:
    • continuing to build our list as per the following questions:
      • What should we be looking for and discussing when analyzing William Golding's Lord of the Flies?
    • deepening our understanding of Lord of the Flies via collaborative discussion/notetaking
    "Gearing Up" Discussion Preparation (Phase 3) -- What to Look for in Lord of the Flies/Lord of the Flies CHAPTER ONE
    --"divide and conquer" via a "think-pair"


    Transition
    --Take out your notebook and flip to the section titled "What to Look for in LotF".  Add to your notes as per list on the lefthand side of the whiteboard.  Then, date a new page (2/9/2018 [ACE] or 2/12/2018 [BDF]).  Label this new section of your notes "Lord of the Flies--Initial Discussion of CHAPTER ONE".  Be prepared to flip back and forth between this section of your notes and the section titled "What to Look for in LotF". 
    --Form an alphabetized-by-one-item-you-would-bring-to-an-uninhabited-island circle out of the desks.  (Please be thoughtful.)  Bring to the circle the following items:
    • your notebook
    • your partially completed "Learning How to Read the Novel Using CHAPTER ONE" document
    • your copy of Lord of the Flies and any corresponding purposeful reading notes
    "Gearing Up" Discussion (cont.) & Purposeful/Active Oral Reading (HW Time) -- What to Look for in Lord of the Flies/Lord of the Flies CHAPTER ONE and CHAPTER TWO
    --warm-up (time permitting)
    --FYI: You should leave class today with a longer list of what to look for while reading Lord of the Flies in order to focus your purposeful/active reading.  We will continue adding to this list over the course of the next few weeks as we move further forward in the text.
    --Reminder: "Discussion Contribution Rating Scale"
    --engage in discussion about materials listed above in order to... 
    • continue building our list of "what to look for" in Lord of the Flies
    • begin deepening our understanding of what we have read so far in Lord of the Flies
    --Reminder: In order to engage in high-level discussions about Golding's challenging text, our purposeful/active reading tasks so far are as follows:
    • complete Post-its and/or notes in your notebook
      • look for, draw potential conclusions about, and flag the items on our "What to Look for in Lord of the Flies" list
      • read actively as we have done in the past (e.g., if you have a question, jot it down and flag the page; if you connect the text to personal experience, jot down notes about the connection and flag the page; etc.)
    --engage in purposeful/active oral reading of CHAPTER TWO--I'll simultaneously do a "think-aloud" for the first few pages as per our reading tasks as modeling (time permitting)

    HW (Practice/Take-Home Assessment)
    --Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 2/15.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
    Take-Home Assessment/Writing

    --If you did not yet submit Article of the Week #2, I will be referring you to the main office after school today as per policy.
    --Complete "Article of the Week" #3 as directed for submission on Thursday, 2/15 (ACE) or Friday, 2/16 (BDF).  I am available after school between now and then for anyone looking for a place to work and/or assistance.
    Writing
    --Consider doing the following if you have not already done so:
    • Reread your short story with "fresh eyes", taking note of any annotations that I have included on your draft.
    • Access the electronic version of your short story and begin revising it.
    HW (Class Preparation)
    --You are not yet expected to read any further in Lord of the Flies (unless you want to!).
    --Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
    • "When I got [my] library card, that was when my life began" (Rita Mae Brown).
    Miscellaneous
    --Consider working toward achievement of your S.M.A.R.T. Goal.  Your deadline is likely approaching!

    On the Backburner
    • poetry protocol on own/peer poem
    • group writing assignment back
    • where we're headed
    • begin literary conventions work



    Thursday, February 8, 2018

    English 9--2/9/2018 & 2/12/2018

    Jump Off
    --Take out both of the following from last class block:
    • your copy of the "'The Cask of Amontillado'--Application/Discussion Questions" document
    • your copy of Edgar Allan Poe's short story "The Cask of Amontillado"
    S. the C.
    --agenda/HW
    • The bulk of today's lesson is a continuation of last class block which, you might recall, relates to the Essential Questions about revenge and authorial purpose.
    Literature Analysis Activity -- Edgar Allan Poe's "The Cask of Amontillado"
    --Today's focus with "The Cask of Amontillado":
    • working toward mastery of the Reading Literature standards (e.g., RL.4 [purposeful diction])
    • reviewing and applying irony
    • reviewing and applying theme
    • beginning to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)
    • discussing the revenge-related Essential Questions
    --Reminder: Purposeful reading questions, prompts, directives summarized
    --finish engaging in purposeful oral reading
    --work to complete the questions, prompts, directives as per directions
    • Make sure to complete your best work for all sections of the document with the awareness that you might be called upon to share your work for any of the questions, prompts, directives.
    --closure discussion (via a drawing of cards)
    • Beginning with #1, share answers/responses in order to...
      • work toward mastery of the Reading Literature standards
      • review and applying irony
      • review and applying theme
      • begin to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)
      • discuss the revenge-related Essential Questions.
    HW Time

    HW (Class Preparation)
    --You are strongly advised to finish (if we do not do so in class today) your "'The Cask of Amontillado'--Application/Discussion Questions" and/or review your work prior to next week (ACE)/later this week (BDF) as preparation for an assessment that mirrors your work with this short story.
    --Read at least 10 pages of your free reading book between now and next class.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
    • "When I got [my] library card, that was when my life began" (Rita Mae Brown).
    Miscellaneous
    --Consider working toward achievement of your S.M.A.R.T. Goal.  Your deadline is likely approaching!
    --ACE: Enjoy the weekend--you only get so many of 'em! :)


    NEXT FEW WEEKS:
    • Writing returned/revised in waves
      • Wave 2--grammar hammer as per common errors
    • Mastering irony
    • Short works--The Tragedy of Romeo and Juliet Unit
      • Edgar Allan Poe's "The Cask of Amontillado"
      • Saki's "The Interlopers"