Wednesday, October 18, 2017

English 10 Honors--10/20/2017 & 10/23/2017

Jump Off (2-3 mins.)
--Let's venture on down to the Computer Lab!
--I will be touching base with the following students today:
  • Casey L.
  • Ash M.
  • Storme S.
Assessment -- Vocabulary Quiz #2 (Fri, Oct 20, 2017) (10-15 mins?)
--Unless you are not permitted to do so due to lack of training, log in to Membean and complete the assessment as directed.  Good luck!
--If you finish before your peers, "sneak in" a little free reading while you wait! :)


Transition (2-3 mins.)
--Let's venture on back to the classroom!
--Back at the ranch: Pick up an index card from the front table.  On the lined side, respond to the following question back at your assigned seat:
  • When working in groups in class to complete challenging, meaningful tasks, what must occur in order for groups to find success?  (SEE THE FRONT BOARD FOR AN EXAMPLE.)
Be prepared to share your ideas soon.

S. the C.
--agenda/HW
--"Leader-to-Detractor Scale" reviewed
  • We should take this into consideration when creating our compact!
--share out as per the "Transition" in order to create a rough "Compact for Group Work" (Phase 2 of our current mini-lesson)

Transition
--Take out the following items:
  • your commented-upon “Thematic Writing Assignment--Partner Interviews” essay
  • the “Feedback Analysis: Thematic Writing Assignment--Partner Interviews” sheet
Writing Workshop (cont.) -- Thematic Writing Assignment--Partner Interviews
--continue/finish processing feedback and handwrite initial revisions for your thematic essay
--"anchor in" to our rough "Compact for Group Work"
--groups of three/four formed via a drawing of cards
  • During this time, students are to work together in order to interpret feedback, help each other based on individual strengths, etc.
--Closure 
  • whole-group share-out (“I wrote…in the _____ category…” or “What exactly do you mean by…?”--items added under the appropriate categories on the front board and modeling where appropriate--CONSIDER JOTTING DOWN ANY HELPFUL NOTES ON YOUR “FEEDBACK ANALYSIS” SHEET OR ON YOUR ESSAY ITSELF
--list of students needing to revise for the Cumulative Writing Portfolio shared:
  • Would anyone like to schedule a meeting for a time slot during my office hours (posted on the front board)?
Transition
--Form a numerical-by-number-of-siblings circle out of the desks.

Discussion -- Edgar Allan Poe's “The Masque of the Red Death”
--close reading of literature =
  • "going after" items noticed during initial purposeful reading
  • reading, rereading, and annotating as per the targets defined on the "'Reading Literature Like a Champ!' Framework" document

--students share annotations from close reading--I encourage a "deeper dig" via prompting, follow-up questions, etc.

Transition
--Re-column the desks and pick up a "Final Countdown" document from the front table.

Closure -- The Final Countdown
--In the time permitted, complete the document to the best of your ability so that I can get a snapshot of how we did today and where we should head next.

HW (Practice/Take-Home Assessment)
--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 10/26.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #3, you will not be permitted to take the quiz (see the "Membean Routine" document).

HW (Class Preparation)
--Review your notes for “The Masque…”.  Be prepared for an assessment and/or a more discussion about the reading NEXT class.
Writing
--Continue thinking about your short story.  The final draft of the assignment is tentatively due on Tuesday, 11/7 (ACE)/Wednesday, 11/8 (BDF), which will be here before you know it!  Do you want me to give you access to me and my classroom after school next week and/or conduct after-school workshops?
--The due date for submitting a revised Thematic Writing Assignment—Partner Interviews essay for the Cumulative Writing Portfolio is Thursday, 11/16 [ACE]/Friday, 11/17 [BDF] (just under one month from today)YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  When time permits, meetings can/will occur during class time.
Miscellaneous
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until early-December to finish your book.
--Enjoy the weekend--you only get so many of 'em! :)

English 9--10/20/2017 & 10/23/2017

Jump Off (5 mins.)
--Pick up an index card from the front table.  On the lined side, respond to the following question back at your assigned seat:
  • When working in groups in class to complete challenging, meaningful assignments, what must occur in order for groups to find success?  (SEE THE FRONT BOARD FOR AN EXAMPLE.)
Be prepared to share your ideas soon.

S. the C. (15-20 mins.)
--"Leader-to-Detractor Scale" reviewed
  • We should take this into consideration when creating our compact!
--share out as per the "Jump Off" in order to create a rough "Compact for Group Work" (Phase 2 of our current mini-lesson)
--agenda/HW
  • objectives for the mini-lesson in which we are currently engaged:
    • comprehend the basic plot (the "gist") of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"
    • work cooperatively with others (listening, respecting, etc.) in a variety of groupings
      • create and follow a "Compact for Group Work"
    • craft a successful plot summary that hits our targets/aligns with the "Summary Notes"
Mini-Lesson (Phase 3) -- Short Story in an "Hour" (30-40 mins.)
--objectives for this phase of the mini-lesson:
  • comprehend the basic plot (the "gist") of your Stage of Karen Russell's "St. Lucy's..."
  • work cooperatively with others (listening, respecting, etc.) in a variety of groupings
  • craft a successful plot summary that hits our targets/aligns with the "Summary Notes"
--next set of steps for our current mini-lesson:

  • "Anchored in" to our rough "Compact for Group Work",...
    • ...share "gist" notes with each other:
      • What's "the deal" with your Stage of "St. Lucy's..."?  What's it about?
      • What resonates/"stands out"?
      • What events seem important?
    • ...use your collective "gist" notes and skim back through the story itself in order to determine what information/points is/are essential enough to include in a summary of the Stage
    • ...craft a Stage summary that hits our targets/aligns with the "Summary Notes".
      • All group members must write the summary down.  I will collect a copy at random at the end of the activity.
      • One group member will share your summary with the whole class.
  • Transition
    • get (back) into groups based on like Stage
  • collaboratively craft successful summaries
Transition
--When your group finishes writing a successful summary, return to your desks and engage in free reading until all groups are ready to share out.

Mini-Lesson (Phase 4) -- Short Story in an "Hour" (8-10 mins.)
--objectives for this phase of the mini-lesson:
  • work cooperatively with others (listening, respecting, etc.) in a variety of groupings
  • comprehend the basic plot (the "gist") of Stage 1 through Stage 4 of "St. Lucy's..."
--next set of steps for our current mini-lesson:
  • One group member shares the first summary and so on and so forth in chronological order so that all class members have a sense of the basic plot (the "gist") of almost the entire story.
    • During this time, students are expected to take notes for use when crafting a summary of Stage 1 through Stage 4 of the story.
Transition (time permitting)
--Pick up a copy of the "Ticket-Out-the-Door--Summary Writing and Reflections on Collaboration and Personal Conduct" sheet from the front table.

Closure -- "Ticket-Out-the-Door--Summary Writing and Reflections on Collaboration and Personal Conduct" (time permitting)
--oral reading of sheet/Q & A
--Using your notes from the previous portion of the class block, complete the first prompt.  (Consider writing one sentence per two Stages.)  Then, complete the remaining prompts in as much detail as time permits.
  • pair/share

--If you finish quality work with time to spare, engage in free reading until everyone is finished.

HW (Class Preparation)
--Reminder: Next "Grammar Hammer" week, in addition to learning about a common error (both how to spot and fix the error), I will also formally check on your knowledge and understanding of the eight parts of speech.  It might be in your best interest to pick up a copy of the document inside the "Parts of Speech" folder in the "Grammar Hammer Extras" area of the classroom and continue reviewing (especially if you struggled on the comprehension check last class block and have not already taken initiative to move forward!).
Miscellaneous
--Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until early-December to finish your book.
--Enjoy the weekend--you only get so many of 'em! :)

Monday, October 16, 2017

English 10 Honors--10/18/2017 & 10/19/2017

Jump Off
--Pick up a highlighter and the "Parts of Speech--Post-test" from the front table.  Complete the assessment back at your new assigned seat quietly and independently.  Good luck!
--When you finish, ...

  • place your assessment facedown on the floor next to your desk
  • return the highlighter that you used
  • pick up a copy of the "'Reading Literature Like a Champ!' Framework" sheet from the front table and give it a "gist" read back at your desk
  • finish preparing for today's "The Masque of the Red Death" discussion by looking through your "reading literature like a champ" notes for your assigned section 
  • engage in free reading (if time permits).
--The following individuals need to SEE ME before leaving class today:


    • Ash M.
    • Storme S.

    S. the C.
    --ceremonial dropping of the "grammar hammer"
    --trade and grade
    --return quizzes to rightful owners--reflect on performance and note still-not-mastered parts of speech (especially VERB, PREPOSITION, and CONJUNCTION)--I will collect quizzes momentarily
    --quick review of the following common error:
    • missing comma with introductory element/transition
    --agenda/HW

    Transition
    --Pick up the following items from the front table:

    • your Cumulative Writing Portfolio, which contains your commented-upon “Thematic Writing Assignment—Partner Interviews” essay
    • the “Feedback Analysis: Thematic Writing Assignment—Partner Interviews” document
    • a half-index card

    --Come up with a random nickname for yourself that I can use to convey information to the class in a non-threatening manner (e.g., Jonah Martin--"AI3"). Write both your first and last name and the nickname on your half-index card.


    Writing Workshop – Thematic Writing Assignment—Partner Interviews
    --introduction to/reminder of "The Four Cs of Quality Academic Writing" via PowerPoint
    --What is the “gist” of the Cumulative Writing Portfolio?
    --read the “Feedback Analysis: Thematic Writing Assignment—Partner Interviews” document directions
    --use of the “Feedback Analysis” document modeled with a student introduction
    --process feedback and handwrite initial revisions for your thematic essay
    • During this time, students are encouraged to eventually work together in order to interpret feedback, help each other based on individual strengths, etc.
    • DURING THIS TIME, I WILL COLLECT YOUR NICKNAMES.
    --Closure
    • whole-group share-out (“I wrote…in the _____ category…” or “What exactly do you mean by…?”--items added under the appropriate categories on the front board and modeling where appropriate--CONSIDER JOTTING DOWN ANY HELPFUL NOTES ON YOUR “FEEDBACK ANALYSIS” SHEET OR ON YOUR ESSAY ITSELF
    --grading rubrics handed out
    --list of students needing to revise for the Cumulative Writing Portfolio shared:
    • Would anyone like to schedule a meeting for a time slot during my office hours (posted on the front board)?

    HW (Practice/Take-Home Assessment)
    --Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 10/19.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #2 NEXT class (Friday, 10/20 [ACE]/Monday, 10/23 [BDF]), you will not be permitted to take the quiz (see the "Membean Routine" document).
    HW (Class Preparation)
    --Review your notes for “The Masque…”.  Be prepared for an assessment and/or a discussion about the reading NEXT class.
    Writing
    --Continue thinking about your short story.  The final draft of the assignment is tentatively due on Tuesday, 11/7 (ACE)/Wednesday, 11/8 (BDF), which will be here before you know it!  Do you want me to give you access to me and my classroom after school next week and/or conduct after-school workshops?
    --The due date for submitting a revised Thematic Writing Assignment—Partner Interviews essay for the Cumulative Writing Portfolio is Thursday, 11/16 [ACE]/Friday, 11/17 [BDF] (approximately one month from today)YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  When time permits, meetings can/will occur during class time.
    Miscellaneous
    --Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until early-December to finish your book.

    English 9--10/18/2017 & 10/19/2017

    Jump Off (2-3 mins.)
    --Please sit in your new assigned seat.
    --Today's class begins with a reading/viewing of a popular children's story by P.D. Eastman called "The Best Nest".  As we read/view the story, simply look to "get the gist":
      • What's "the deal" with this story?  What's it about?
      • What resonates/"stands out"?
      • What events seem important?
        • BE READY TO SHARE OUT ONCE WE'VE VIEWED THE ENTIRE VIDEO.
      --Block 3 BDFIf you completed a self-assessment between last class and today (and I hope you did!), please place your document in the black basket on the front table.

      Anticipatory Set/S. the C. (20-25 mins.)
      --"gist" reading/viewing of P.D. Eastman's "The Best Nest" via the following link:

        --share out--create a bulleted list on the front board of items that resonated when reading/viewing for the "gist"
        • Why did each item resonate?
        --Transition
              • Pick up a copy of the  "Successful Summary of 'The Best Nest'" halfsheet from the front table.
              --purposeful oral reading of plot summary
              • What makes a plot summary "successful"?
                • What do you notice about this plot summary? (e.g., It is in the form of a paragraph.)
                • What does this plot summary have in common with our "gist" list?
                --share out--create a bulleted list of rough targets for writing a successful plot summary
                --agenda/HW
                • objectives for the mini-lesson we are beginning today:
                  • comprehend the basic plot of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"
                  • work cooperatively with others (listening, respecting, etc.) in a variety of groupings
                    • create and follow a "Compact for Group Work"
                  • craft a successful plot summary that aligns with our targets
                Mini-Lesson (Phase 1) -- Short Story in an "Hour" (40-45 mins.)
                --objectives for the first phase of this mini-lesson:
                • comprehend the basic plot of part of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"
                • begin working cooperatively with others (listening, respecting, etc.)
                --steps for this phase of the mini-lesson:
                • View 10:50-12:50 of the following clip so as to potentially pique curiosity:
                  • https://vimeo.com/56223373
                  • The story we are "gearing up" to read, "St. Lucy's Home for Girls Raised by Wolves," is very much about you!
                • Transition
                  • Pick up a copy of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves" and the "Short Story in an 'Hour'--Summary Notes/Stage Summary" sheet from the front table.
                • Engage in a purposeful oral reading of the front side of the "Short Story in an 'Hour'--Summary Notes/Stage Summary" sheet prior to flipping it over.  What ought our purpose be?
                • On the back of the document, write in the number that corresponds with your assigned Stage.
                  • Stages of the story assigned via a drawing of cards.
                  • Block 3 BDF: See groups listed on front board.
                • Quietly and independently "gist"-read your assigned Stage and jot down notes under the "'Gist' Notes/Outline" section.  I WILL MODEL FIRST WITH THE BEGINNING OF THE STORY.
                  • You will be sharing the "gist" of your section with some of your classmates after you finish reading!
                • Block 3 BDF: Oral "gist"-read your assigned Stage and jot down notes under the "'Gist' Notes/Outline" section of the.  (Pick a strong/comfortable reader, and stop and talk amongst yourselves every few paragraphs!)
                --Closure -- Fold-the-Line/Musical Fold-the-Line (time permitting)
                • First, consider your answer to this question: What is the "gist" of the section of the story that I just read?
                • Form a line from youngest to oldest (youngest nearest the door) as quickly as possible.  You, of course, can talk while doing this!
                • Fold the line.
                • The person whose back is facing west will share the "gist" of his/her section first.  Then, the person whose back is facing east will do the same.
                • When the music plays, move as directed (somewhat circular motion).
                • When the music stops, the person whose back is facing west will share the "gist" of his/her section.  Then, the person whose back is facing east will do the same.
                • Repeat this process (time permitting).
                HW (Class Preparation)
                --Reminder: Next "Grammar Hammer" week, in addition to learning about a common error (both how to spot and fix the error), I will also formally check on your knowledge and understanding of the eight parts of speech.  It might be in your best interest to pick up a copy of the document inside the "Parts of Speech" folder in the "Grammar Hammer Extras" area of the classroom and continue reviewing (especially if you struggled on the comprehension check last class block!).
                Miscellaneous
                --Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until early-December to finish your book.




                  Thursday, October 12, 2017

                  English 10 Honors--10/16/2017 & 10/17/2017

                  Jump Off (1-2 mins.)
                  --Pick up a copy of the "Mr. Martin's English--Soft Skills Self-Assessment and Corresponding Comments" document from the front table.
                  --Please find your name card and sit in the corresponding desk.  This is your new assigned seat in Room 203! :)
                  --FYI: Our "Grammar Hammer" assessment has been postponed until next class block.  You will also receive your commented-upon essays that day.
                  --Please SEE ME before leaving class today:

                  • Casey L.
                  • Ash M.
                  • Storme S.
                  • Tatum S.
                  S. the C. (5-8 mins.)
                  --agenda/HW


                  Self-Assessment -- 1st Marking Period Soft Skills (20-25 mins.)
                  --What are soft skills, and why do they matter?
                  • Let's do some Google-searching!
                  --familiarize ourselves with the framework
                  • Defining "consistent"
                  • Defining "inconsistent"
                  • Sample rubric squares shared for further clarification
                  • Sample "students" described
                  --oral reading of "Directions" and MODELING
                  • What should we consider from the school year so far (e.g., free reading, vocabulary, etc.)?
                    • add to list on front board accordingly
                  --complete the "Mr. Martin's English--Soft Skills Self-Assessment and Corresponding Comments" document quietly and independently as directed
                  --When you finish, place your self-assessment in the black basket on the front table and engage in free reading until further directions are given.

                  Literary Analysis Activity (Phase 1 cont.) -- “The Masque of the Red Death” (15-20 mins.)
                  --capture items from the left side of the whiteboard from last class block
                  --finish sharing out as per halfsheet work conducted last class block
                  • jot down additional notes that end up on the front board
                  --draw a line in your notebook under what you just wrote--label the next section of your notes as follows: "'The Masque of the Red Death'--Initial Reading".
                  • as we discuss the bulleted list from last class block, jot down notes
                  Brain Break (10 mins. maximum)
                  --two Artifact Bags shared

                  Literary Analysis Activity (Phase 2) -- “The Masque of the Red Death” (flex time)
                  --distinguish between an initial purposeful reading and a true "reading literature like a champ" reading via the following link:

                  http://writingcenter.fas.harvard.edu/pages/how-do-close-reading

                  --When reading a piece of literature like a champ, bear in mind the list in your notebook that we created together over the course of the past two blocks.
                  --set our purpose for our second reading of "The Masque of the Red Death" via an exemplar (think-aloud)
                  --sections of the story assigned to each student for close reading/annotating--Block 1 ACE: independent and/or small-group work time (depending on how you choose to operate)--close reading/annotating of assigned section of the story
                  --FYI: Smart phones are allowed--don't fall into the trap, though!--, and dictionaries are available on the back shelf!
                  --Transition--form a circle
                  --students share annotations from close reading--I encourage a "deeper dig" via prompting, follow-up questions, etc.

                  Transition (1-2 mins.)
                  --Re-column the desks and pick up a "Final Countdown" document from the front table.

                  Closure -- The Final Countdown (last 5 mins.)
                  --In the time permitted, complete the document to the best of your ability so that I can get a snapshot of how we did today and where we should head next.


                  HW (Practice/Take-Home Assessment)
                  --Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 10/19.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #2  on Friday, 10/20 [ACE]/Monday, 10/23 [BDF], you will not be permitted to take the quiz (see the "Membean Routine" document).
                  HW (Class Preparation)
                  --Prepare for the "Parts of Speech--Post-test," which will take place at the beginning of NEXT class (Wednesday, 10/18 [ACE]/Thursday, 10/19 [BDF]).  Consider taking the following steps, especially if you struggled on today's pretest:
                  ----Finish truly close reading/annotating your assigned section of “The Masque…” and otherwise continue working with the short story with understandings/ideas from today in mind.  Be prepared for an assessment and/or a discussion about the reading NEXT class.
                  Writing
                  --Continue thinking about your short story.  The final draft of the assignment will be due before you know it!
                  Miscellaneous
                  --Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.