Wednesday, April 26, 2017

English 10 Honors--5/1/2017 DRAFT

NEXT STYLE TIP

English 9--4/28/2017 & 5/1/2017 DRAFT

Jump Off (__-__ mins.)
--Please pick up a copy of each of the following assessments from the front table: 
  • VOCAB.
  • "Divergent Unit--Novel up to Page 26--Did You Read? Quiz" from the front table.
Back at your assigned seat, complete each of the assessments quietly and independently.  Good luck! :)
--When you finish each assessment, place your document facedown on the floor next to your desk.  Once you have finished both assessments, choose from the following "to-do" list:
  • read the next section of Divergent (Be aware, though, that if time permits, I will begin reading this section aloud at the end of the class block!)
  • engage in free reading
  • continue progressing through the essay-writing process
S. the C. (15-20 mins.)
--trade and grade--scored assessments returned to test-takers for self-reflection purposes (Are you "gist" reading well enough?)--scored assessments collected
--Please stop me today if...
  • you hear me use a Unit #6 vocabulary word in context during today's lesson (but be aware that I might "check on" your understanding immediately thereafter!)
  • your understanding is hampered in any way.
--agenda/HW
--Reminder: The incentive plan (It's in place this week! :))
--Last class, you were expected to use class time to diligently complete as much of Procedures 1-4 as possible in the time permitted.  Then, as class preparation, you were expected to finish the procedures by compiling all of the evidence that you intend to use in your essay in order to formulate a lucid and credible argument.  Based on the work that you completed, what questions do you have that I can answer to help you continue progressing through the essay-writing process?
  • Q & A
Transition (2-3 mins.)
--Please take out your copy of the "End-of-Unit Essay--Procedures List #1" document and any other materials for your End-of-Unit Essay.
--Please pick up a copy of each of the following documents from the front table:
  • "Direct Quotations--Transcribing and Parenthetically Referencing" (halfsheet)
  • "End-of-Unit Essay--Procedures List #2"
Writing Workshop -- The Tragedy of Romeo and Juliet End-of-Unit Essay (25-30 mins.)
--Reminder: THROUGHOUT THE COURSE OF THE WRITING PROCESS, I WILL MODEL WITH THE FOLLOWING ESSAY QUESTION:
  • WHO IS A BETTER FRIEND TO ROMEO, BENVOLIO OR MERCUTIO?  SO WHAT?!*
--modeling the halfsheet with Act 2, Scene 1, Lines 17-21
--purposeful oral reading of Step #5/Q & A
--quiet and independent work time
--brief share-out (properly write a direct quotation on the front board) via a drawing of cards
--process repeated for remaining steps
--Transition (2 mins.)
  • Pick up an index card from the front table and write your name at the top of the lined side of the card.

--Closure (5 mins.)
  • On your index card, write the thesis statement for your essay as it currently stands.  Please do your best work so that I can do my best work in order to aid you!
  • When you finish, place your index card in the black basket on the front table.
HW Time -- Veronica Roth's Divergent CHAPTERS FOUR-SIX: Oral "Gist" Reading (until class ends [time permitting])

HW (Class Preparation)
--Finish preparing for the Unit #6 vocabulary quiz, which will take place next class (Friday, 4/28 [ACE]/next Monday, 5/1 [BDF]).  You might want to consider completing each of the exercises in the vocabulary book if you have not already done so.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--"Gist" read up to the end of CHAPTER SIX of Divergent (pg. 60).  This might include completing one or both of the following tasks: 
  • asking yourself the "Who, What, When, Where, Why, and How" questions every five pages and jotting down related notes on lined paper
  • jotting down notes on Post-its related to important characters, plot events, contrasts and contradictions, etc. and sticking the Post-its to the corresponding pages in the book
--Though you are not required to do anything other than read the next 34 pages of Divergent--taking notes might be superfluous--, a six-question "Did You Read?" assessment similar to today's will occur at the beginning of class next time (Friday, 4/28 [ACE] or Monday, 5/1 [BDF]).  If you have completed a successful "gist" reading, said assessment should not be challenging at all! :)
--Aim to read at least 5-10 pages of your free reading book between now and next class  if time permits you to do so.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Class Preparation/Writing)
--Continue progressing through your essay-writing process in whatever manner you see fit--be tenacious!  (It would be in your best interest to consider how you might organize/break up your body paragraphs and begin roughly outlining.)  The final version of your essay (your absolute best effort) is tentatively due at the beginning of class on Thursday, 5/4 (ACE) or Friday, 5/5 (BDF).

Tuesday, April 25, 2017

English 10 Honors--4/27/2017

Jump Off (1 min.)
--You will need lined paper to complete the first task planned for today's class block.

S. the C. (8-10 mins.)
--If you have not already done so, make sure to follow through with grammar hammer reassessment arrangements.  I would like to "close down shop" on these by the end of this week!
--agenda/HW
--"Monomyth Writing Assignment" Q & A

Writing Workshop  -- King of Salem Quick Write and the Hyphenated Modifier (25-30 mins.)
--What exactly is a quick write? (SEE POWERPOINT)
--quick write prompt read and clarified--brief model shared orally (Mr. Sperino!)
--clock set for 8 minutes--Ready.........set......GO! (writing time)
--Transition
  • Please pick up a copy of the "Monomyth Writing Assignment--Style Tip #1" document from the front table.

--after a purposeful oral reading of the document, complete the "Your Task" section quietly and independently
--share out via a drawing of cards (You may exercise your right to pass!)

Transition (2-3 mins.)
--Take out your copy of the "Preparation for Final Discussion" document from two classes ago.
--We are going to form today's circle alphabetically by the first names of our Kings of Salem.
--Form a circle out of the desks.

Circle Discussion (Novella Closure) -- The Alchemist up to the End (up until 5 mins. remaining)
Definite items for discussion:
  • First, we will apply the monomyth template to The Alchemist and address the "so what?!" question, potentially connecting the novella to our own lives (a continuation of three classes ago).

Potential items for the remainder of discussion:
  • Active/purposeful reading notes
  • Paulo Coelho "writing what he knows"--applying author background to The Alchemist
  • What is magical realism?  What are magical realist authors "up to"?
    • How does Coelho's The Alchemist "fit the magical realism bill", so to speak?
  • Application of new terms/concepts (e.g., dilemma, fable, foil) to the novella
    • For example, you might attempt to answer this question: What characters in the novella serve as foils to each other? How so? What is Coelho's potential purpose?
  • What is Paulo Coelho's "thesis" about human nature as per the story he tells?
    • If Coelho were to sit down and have a conversation with William Golding, how would it "play out"?  Who would argue what?  How would each counter?
    • If Coelho were to sit down and have a conversation with George Orwell, how would it "play out"?  Who would argue what?  How would each counter?

--engage in discussion as per the protocol--contributions will be assessed via the "Discussion Contribution Rating Scale"

Transition (1-2 mins.)
--Re-column the desks and pick up an index card from the front table.

Closure -- "Today, I learned/realized/concluded that..." (remainder of class)


      • You must include a properly punctuated nonrestrictive element within your writing.  Good luck!


      HW (Practice/Take-Home Assessment)

      --Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 5/4.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
      HW (Class Preparation)
      --Remember that I reserve the right to conduct a reading assessment at any time. It would be in your best interest to continuously review your reading notes for The Alchemist and any related materials. Remember, too, that you are expected to both understand and apply your understandings of certain terms/concepts to your reading of the novella (in addition to the typical terms/concepts such as setting, symbolism, theme, etc.): allegory, allusion, aphorism, Christ(ological) figure, Coelho's "Four Obstacles" Philosophy, dilemma, everyman, fable, foil, genre, geography, interior monologue, leitmotif, literary blindness, literary communion, literary vampire, magical realism, marked for greatness, monomyth (hero's journey), motif, myth, paradox, and quest. A sample assessment question/prompt, then, might look like the following:
      • How is Paulo Coelho's novella The Alchemist a blending of several literary modes/genres? Consider using any or all of the following terms in your response: genre, allegory, fable, and magical realism. What is one likely purpose Coelho was looking to fulfill when he decided to tell such a story?
      --Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
      --Your "Monomyth Writing Assignment" is tentatively due on Wednesday, 5/3.  Please plan accordingly, especially bearing in mind today's Q & A and Writing Workshop block.
      --Work on the End-of-Course Assignment--you do not want to wait too long to get started on this!

      On the backburner:
      • Paraphrasing Mini-Lesson as preparation for culminating assignment (based on observations while assessing the "Reading Nonfiction Document"s)
      • ACT nonfiction passages and multiple choice questions
      • "Madness" done in class upon submission of revisions

      English 9--4/26/2017 & 4/27/2017

      Jump Off (20-25 mins.)
      --Please pick up a copy of the "Divergent Unit--Novel up to Page 26--Did You Read? Quiz" from the front table.  Back at your assigned seat, complete the assessment quietly and independently based on your "gist" reading of the text.
      --When you finish, place your quiz facedown on the floor next to your desk.  Then, pick up a copy of the "Self-Assessment" document from the front table.  Complete the self-assessment quietly and independently before placing it in the black basket on the front table.  Once your self-assessment is turned in, choose from the following "to-do" list:
      • read the next section of Divergent (Be aware, though, that if time permits, I will begin reading this section aloud at the end of the class block!)
      • engage in free reading
      • continue progressing through the essay-writing process
      S. the C. (15-20 mins.)
      --trade and grade--scored assessments returned to test-takers for self-reflection purposes (Are you "gist" reading well enough?)--scored assessments collected
      --Please stop me today if...
      • you hear me use a Unit #6 vocabulary word in context during today's lesson (but be aware that I might "check on" your understanding immediately thereafter!)
      • your understanding is hampered in any way.
      --agenda/HW
      --Reminder: The incentive plan (It's in place this week! :))
      --Last class, you were expected to use class time to diligently complete as much of Procedures 1-4 as possible in the time permitted.  Then, as class preparation, you were expected to finish the procedures by compiling all of the evidence that you intend to use in your essay in order to formulate a lucid and credible argument.  Based on the work that you completed, what questions do you have that I can answer to help you continue progressing through the essay-writing process?
      • Q & A
      Transition (2-3 mins.)
      --Please take out your copy of the "End-of-Unit Essay--Procedures List #1" document and any other materials for your End-of-Unit Essay.
      --Please pick up a copy of each of the following documents from the front table:
      • "Direct Quotations--Transcribing and Parenthetically Referencing" (halfsheet)
      • "End-of-Unit Essay--Procedures List #2"
      Writing Workshop -- The Tragedy of Romeo and Juliet End-of-Unit Essay (25-30 mins.)
      --Reminder: THROUGHOUT THE COURSE OF THE WRITING PROCESS, I WILL MODEL WITH THE FOLLOWING ESSAY QUESTION:
      • WHO IS A BETTER FRIEND TO ROMEO, BENVOLIO OR MERCUTIO?  SO WHAT?!*
      --modeling the halfsheet with Act 2, Scene 1, Lines 17-21
      --purposeful oral reading of Step #5/Q & A
      --quiet and independent work time
      --brief share-out (properly write a direct quotation on the front board) via a drawing of cards
      --process repeated for remaining steps
      --Transition (2 mins.)
      • Pick up an index card from the front table and write your name at the top of the lined side of the card.

      --Closure (5 mins.)
      • On your index card, write the thesis statement for your essay as it currently stands.  Please do your best work so that I can do my best work in order to aid you!
      • When you finish, place your index card in the black basket on the front table.
      HW Time -- Veronica Roth's Divergent CHAPTERS FOUR-SIX: Oral "Gist" Reading (until class ends [time permitting])

      HW (Class Preparation)
      --Finish preparing for the Unit #6 vocabulary quiz, which will take place next class (Friday, 4/28 [ACE]/next Monday, 5/1 [BDF]).  You might want to consider completing each of the exercises in the vocabulary book if you have not already done so.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
      --"Gist" read up to the end of CHAPTER SIX of Divergent (pg. 60).  This might include completing one or both of the following tasks: 
      • asking yourself the "Who, What, When, Where, Why, and How" questions every five pages and jotting down related notes on lined paper
      • jotting down notes on Post-its related to important characters, plot events, contrasts and contradictions, etc. and sticking the Post-its to the corresponding pages in the book
      --Though you are not required to do anything other than read the next 34 pages of Divergent--taking notes might be superfluous--, a six-question "Did You Read?" assessment similar to today's will occur at the beginning of class next time (Friday, 4/28 [ACE] or Monday, 5/1 [BDF]).  If you have completed a successful "gist" reading, said assessment should not be challenging at all! :)
      --Aim to read at least 5-10 pages of your free reading book between now and next class  if time permits you to do so.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
      HW (Class Preparation/Writing)
      --Continue progressing through your essay-writing process in whatever manner you see fit--be tenacious!  (It would be in your best interest to consider how you might organize/break up your body paragraphs and begin roughly outlining.)  The final version of your essay (your absolute best effort) is tentatively due at the beginning of class on Thursday, 5/4 (ACE) or Friday, 5/5 (BDF).

      Thursday, April 20, 2017

      English 10 Honors--4/25/2017

      Jump Off
      --Please pick up a copy of the "Monomyth Writing Assignment" document from the front table.

      S. the C.

      --If you have not already done so, make sure to follow through with grammar hammer reassessment arrangements.
      --agenda/HW
      --oral reading of assignment sheet/Q & A

      Transition
      --venture down to the Computer Lab

      Flex Time -- Membean Training and/or Monomyth


      HW (Practice/Take-Home Assessment)
      --Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 4/27.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
      HW (Class Preparation)
      --Remember that I reserve the right to conduct a reading assessment at any time. It would be in your best interest to continuously review your reading notes for The Alchemist and any related materials. Remember, too, that you are expected to both understand and apply your understandings of certain terms/concepts to your reading of the novella (in addition to the typical terms/concepts such as setting, symbolism, theme, etc.): allegory, allusion, aphorism, Christ(ological) figure, Coelho's "Four Obstacles" Philosophy, dilemma, everyman, fable, foil, genre, geography, interior monologue, leitmotif, literary blindness, literary communion, literary vampire, magical realism, marked for greatness, monomyth (hero's journey), motif, myth, paradox, and quest. A sample assessment question/prompt, then, might look like the following:
      • How is Paulo Coelho's novella The Alchemist a blending of several literary modes/genres? Consider using any or all of the following terms in your response: genre, allegory, fable, and magical realism. What is one likely purpose Coelho was looking to fulfill when he decided to tell such a story?
      --Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
      --Your "Monomyth Writing Assignment" is tentatively due on Wednesday, 5/3.  Please plan accordingly!
      --Work on the End-of-Course Assignment--you do not want to wait too long to get started on this!

      On the backburner:
      • Paraphrasing Mini-Lesson as preparation for culminating assignment (based on observations while assessing the "Reading Nonfiction Document"s)
      • ACT nonfiction passages and multiple choice questions
      • "Madness" done in class upon submission of revisions

      English 9--4/24/2017 & 4/25/2017

      Jump Off (15-25 mins.)
      --Pick up your copy of Veronica Roth's Divergent.  The books are in stacks by class block in the front of the classroom.  Find the book with your name Post-ited to the front cover.
      --Pick up a copy of the persuasive essay titled "Modernize the School Calendar" from the front table.  Back at your desk, read the text quietly and independently.  Annotate by completing the following purposeful reading tasks (which are aligned with a portion of your English 9 Final Examination!):

      • Underline the writer's main claim.  In other words, find the sentence or sentences in the text that state(s) what the author of the essay is ultimately trying to argue.
      • Highlight or circle one specific detail that the author uses in support of his/her argument.
      Next, read the text a second time.  Annotate by completing the following purposeful reading task (which also aligns with a portion of your English 9 Final Examination!):
      • Box all of the bolded words.
      • Pick five of the words--"guess" the meaning of each of the words via context clues, writing an appropriate synonym or definition right on your copy of the text near the word itself.
      • WE HAVE DONE THIS BEFORE! :)
      *AS YOU WORK, YOUR LAST TWO THE TRAGEDY OF ROMEO AND JULIET UNIT ASSESSMENTS WILL BE RETURNED.  WHEN YOU FINISH THE SKILLS WORK RELATED TO "MODERNIZE THE SCHOOL CALENDAR", SPEND SOME TIME LOOKING THROUGH YOUR ASSESSMENTS IN ORDER TO DEEPEN YOUR UNDERSTANDING OF THE PLAY.  (FOR EXAMPLE, IF YOU WERE UNABLE TO ACCURATELY IDENTIFY THE LINES INCLUDED AS #19 ON THE SECOND ASSESSMENT, USE YOUR PARSONS TEXT.  DOING SO WILL ALLOW YOU TO SEE THAT ROMEO SPEAKS THESE LINES, HIGHLIGHTING THE EXTENT TO WHICH HE ALREADY BELIEVES HIS LIFE REVOLVES AROUND JULIET.)  REMEMBER THAT IN ORDER TO SUCCESSFULLY WRITE YOUR END-OF-UNIT ESSAY, YOU MUST FULLY UNDERSTAND THE PLAY.  USING YOUR ASSESSMENTS AS LEARNING TOOLS OUGHT TO HELP!*

      S. the C. (8-10 mins.)
      --go over the author's claim and related evidence in "Modernize the School Calendar"
      --agenda/HW


      Instruction -- Vocabulary Unit #6 (10-15 mins.)
      --go over the Unit #6 word list (pages 72-74)--read word aloud, have students repeat the word, and then read the part(s) of speech/definition(s)/sample sentence(s)--repeat this process for the entire list

      In order to actively engage, students should be:

      a.) writing the words on the lines for each of the sentences

      b.) comparing actual definitions to "guesses" made using prior knowledge/context clues during the "Jump Off"--how did you do?!

      c.) putting a line through words already mastered and a star next to "foreign" words (those that will definitely need to be studied).

      Transition (2 mins.)
      --Return your The Tragedy of Romeo and Juliet Unit assessments by placing them in the black basket on the front table.  While you are up there, pick up a copy of the "End-of-Unit Essay--Procedures List #1" with sample work included upon it.
      --Take out your copies of the following documents:
      • "The Tragedy of Romeo and Juliet End-of-Unit Essay" document (assignment sheet)
      • "End-of-Unit Essay--Procedures List #1" 
      Writing Workshop -- The Tragedy of Romeo and Juliet End-of-Unit Essay (20 mins.)
      --quiet and independent work time--aim to complete as much of Procedures 1-4 as possible in the time permitted
      • If you are unsure of what to do, please look at the document that you just picked up from the front table.  My hope is that looking at this model for the sample essay upon which I am working will help you better understand what I expect/need you to do during this chunk of class time!

      Differentiated Work Block (remainder of the class block)
      --during this time, students have the following options:
      • continuing to work quietly and independently on essay procedures
      • reading pages 1-26 of Veronica Roth's Divergent bearing in mind that next class, a "Did You Read?" assessment will take place
      HW (Class Preparation)

      --Begin preparing for the Unit #6 vocabulary quiz, which will take place this Friday, 4/28 (ACE)/next Monday, 5/1 (BDF).  You might want to consider completing each of the exercises in the vocabulary book.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
      --Bring your vocabulary book to class again next time.  PLEASE DO NOT FORGET!
      --"Gist" read up to the end of CHAPTER THREE of Divergent (pg. 26).  This might include completing one or both of the following tasks: 

      • asking yourself the "Who, What, When, Where, Why, and How" questions every five pages and jotting down related notes on lined paper
      • jotting down notes on Post-its related to important characters, plot events, contrasts and contradictions, etc. and sticking the Post-its to the corresponding pages in the book

      --Though you are not required to do anything other than read the first 26 pages of Divergent--you do not have to take notes--, a "Did You Read?" assessment consisting of six questions will occur at the beginning of class next time (Wednesday, 4/26 [ACE] or Thursday, 4/27 [BDF]).  If you have completed a successful "gist" reading, said assessment should not be challenging at all! :)
      --Aim to read at least 5-10 pages of your free reading book between now and next class  if time permits you to do so.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

      HW (Class Preparation/Writing)
      --Continue progressing through your essay-writing process in whatever manner you see fit.  (If you have not already done so, it would be in your best interest to finish compiling evidence.  If you fail to do so, you will find yourself behind in the writing process.)  The final version of your essay (your absolute best effort) is tentatively due at the beginning of class on Thursday, 5/4 (ACE) or Friday, 5/5 (BDF).

      Tuesday, April 18, 2017

      English 10 Honors--4/21/2017

      Jump Off
      --Pick up a copy of the "Preparation for Final Discussion" document from the front table.  We will spend the first 15 minutes of class preparing for today's circle discussion via this document.  (For the last 5 or so minutes of this block of time, feel free to work with others [e.g., wrap up your preliminary work about the monomyth from last class in your small group, share a few of your ideas with a partner, etc.])

      S. the C.
      --If you have not already done so, make sure to follow through with grammar hammer reassessment arrangements.
      --agenda/HW
      --preview of next class block

      Transition
      --We are going to form today's circle alphabetically by the names of our pets.  If you only have one pet, great!  What is his or her name?  If you have multiple pets, pick one.  What is his or her name?  If, like me, you do not currently have a pet, consider one of the following options:
      • Have you had pets in the past?  If so, pick one of those names (e.g., My first cat's name was Ric.)
      • If you herded sheep for a living like Santiago initially did, what would you name your favorite sheep?  (Casper? Santiago? Snowball?  Whatever!) 
      --Form a circle out of the desks.

      Circle Discussion (Novella Closure) -- The Alchemist up to the End
      Definite items for discussion:
      • First, we will finish sharing information gathered/conclusions drawn regarding allusions (a continuation of two classes ago).
      • Then, we will apply the monomyth template to The Alchemist and address the "so what?!" question, potentially connecting the novella to our own lives (a continuation of last class).

      Potential items for the remainder of discussion:
      • Active/purposeful reading notes
      • Paulo Coelho "writing what he knows"--applying author background to The Alchemist
      • What is magical realism?  What are magical realist authors "up to"?
        • How does Coelho's The Alchemist "fit the magical realism bill", so to speak?
      • Application of new terms/concepts (e.g., dilemma, fable, foil) to the novella
        • For example, you might attempt to answer this question: What characters in the novella serve as foils to each other? How so? What is Coelho's potential purpose?
      • What is Paulo Coelho's "thesis" about human nature as per the story he tells?
        • If Coelho were to sit down and have a conversation with William Golding, how would it "play out"?  Who would argue what?  How would each counter?
        • If Coelho were to sit down and have a conversation with George Orwell, how would it "play out"?  Who would argue what?  How would each counter?

      --engage in discussion as per the protocol--contributions will be assessed via the "Discussion Contribution Rating Scale"

      Transition
      --Re-column the desks and pick up an index card from the front table.

      Closure -- "Today, I learned/realized/concluded that..."


          • You must include a properly punctuated nonrestrictive element within your writing.  Good luck!

          DEAR (time permitting)



          HW (Practice/Take-Home Assessment)

          --Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 4/27.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
          HW (Class Preparation)
          --Remember that I reserve the right to conduct a reading assessment at any time. It would be in your best interest to continuously review your reading notes for The Alchemist and any related materials. Remember, too, that you are expected to both understand and apply your understandings of certain terms/concepts to your reading of the novella (in addition to the typical terms/concepts such as setting, symbolism, theme, etc.): allegory, allusion, aphorism, Christ(ological) figure, Coelho's "Four Obstacles" Philosophy, dilemma, everyman, fable, foil, genre, geography, interior monologue, leitmotif, literary blindness, literary communion, literary vampire, magical realism, marked for greatness, monomyth (hero's journey), motif, myth, paradox, and quest. A sample assessment question/prompt, then, might look like the following:
          • How is Paulo Coelho's novella The Alchemist a blending of several literary modes/genres? Consider using any or all of the following terms in your response: genre, allegory, fable, and magical realism. What is one likely purpose Coelho was looking to fulfill when he decided to tell such a story?
          --Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
          --Begin thinking about your personal narrative--what story will you tell about your own life that demonstrates the universality of Joseph Campbell's monomyth?
          --Work on the End-of-Course Assignment--you do not want to wait too long to get started on this!

          On the backburner:
          • Paraphrasing Mini-Lesson as preparation for culminating assignment (based on observations while assessing the "Reading Nonfiction Document"s)
          • ACT nonfiction passages and multiple choice questions
          • "Madness" done in class upon submission of revisions