Friday, March 24, 2017

English 9--3/28/2017 & 3/29/2017 DRAFT

Clips

https://www.youtube.com/watch?v=40R9I9E_q1I
https://www.youtube.com/watch?v=kGZvNbfrNag

Jump Off
--
Pick up a copy of the "Acceptable and Unacceptable Paraphrasing" document from the front table.  After purposefully reading the document, engage in free reading until everyone is finished and ready to move forward.

S. the C.
--agenda/HW

Transition

--Re-column the desks and pick up the "Article of the Week #6 (1/18 - 1/22)--2015-2016 School Year" document from the front table.  Purposefully read the directions in the box at the top of the page of the Article of the Week. What questions do you have?

--Q & A


Mini-Lesson/HW Time -- Paraphrasing and Article of the Week #6

--rationale shared:

  • Deliberate instruction is necessary based on my observations while reading your Article of the Week #5 written responses and your responses to #11-13 on the "Romeo and Juliet Unit--Mini-Test--March 2017".
  • Ultimately, what we are about to do is practice for Article of the Week #6, which itself is ultimately practice and preparation for the End-of-Unit Writing Assignment in which you will likely directly quote and paraphrase Shakespeare's text!

--as per the "Acceptable and Unacceptable Paraphrasing" document, create a list together on the front board of steps to follow when paraphrasing
--do the following with the directly quoted passage projected on the SMART Board:

  • Carefully read the passage, especially zeroing in on the sentences in bold, three times without a writing utensil in hand.
  • After the passage has been hidden, using your own words, create a bulleted list of the ideas in the sentences in bold.
  • Looking only at the bulleted list you created, write a paraphrase of the sentences in bold, synthesizing the ideas that you think are essential.
  • After the passage has been revealed again, check to make sure that your paraphrase:
    • Accurately reflects the meaning of the original passage.
    • Uses your own words.
    • Includes quotation marks around any words/phrases unique to the original passage.
    • Uses your own structure.
--two paraphrases written on the front board for the sake of comparison/contrast (volunteers? cards drawn?)
--compare paraphrased passages to the suggested paraphrase provided--
how did you do?
--begin working on Article of the Week #6 quietly and independently

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, aphorism, dilemma, everyman, fable, foil, genre, interior monologue, leitmotif, magical realism, 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?

--Try to find some time to read your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Take-Home Assessment)
--Complete Article of the Week #6 to turn in at the beginning of class next time (Thursday, 1/21).  This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.

English 10 Honors--3/28/2017 DRAFT

Wednesday, March 22, 2017

English 9--3/24/2017 & 3/27/2017

Jump Off

--Please do the following in the first 5-ish minutes of class: 


      • take out your copy of the “Drama Terms Notes/Poetry Terms Notes” document from last class
      • take out or pick up from the black basket on the front table your poster from last class if you have yet to deliver your mini-presentation
      • practice your mini-presentation on last time if you have yet to deliver it
      • engage in free reading if you have nothing else to do related to the three bullets above

      --Reminder: When practicing your mini-presentation, keep this information about content and these seven public speaking tips in mind:

      Content
        • Your presentation must include all four of the items included in the bulleted list above, but you should not just read from your notes page and your poster!
        Delivery (Public Speaking Tips)
        • Pause/smile in front and gain the attention of your audience before speaking.
        • Speak loudly enough to be heard by all.
        • Speak at an appropriate speed (NOT TOO FAST).
        • Speak with enthusiasm.
        • Make clear attempts at eye contact to ALL parts of the classroom.
        • Limit vocal fillers ("umm", "ahh", long silences, etc.)--NO MORE THAN 3-5 PER MINUTE.
        • Limit distracting body movements (podium tapping, hair smoothing, etc.). 
        --The following students need to SEE ME after class today in order to discuss an INCOMPLETE recorded for Marking Period 4.  If you fail to see me, I will have to refer you to the main office for central detention so that we can "take care of business" after school:
          • Trevor F.
          • Austin H.
          • Hunter L.
          • Jasmine M.
          • Donovan M.

          S. the C.
          --agenda/HW

          Mini-Presentations/Notetaking -- Drama Terms Notes/Poetry Terms Notes
          --mini-presentations delivered/notetaking

          Transition
          --Take out your copy of the Act II Reading Guide.  What do you remember about what we viewed last class?

          Film/First-Draft "Reading" -- Act II of Franco Zeffirelli's Romeo and Juliet
          --finish "materials assessment" for remaining scenes by reading prompts/questions.  What are we "looking for" while viewing Act II?
          --finish purposefully viewing Act II of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions

          Transition
          --Pick up a copy of the Act III Reading Guide from the front table so that we can engage in a "materials assessment" together after diving up viewing purposes.  What are we "looking for" while viewing Act III?

          Film/First-Draft "Reading" -- Act III of Franco Zeffirelli's Romeo and Juliet
          --purposefully view Act III of the film--gather information for discussion/assessment preparation by jotting down notes and responding to the reading guide prompts/questions assigned to you


          Closure -- Ball Toss (time permitting)
          --Tell us something that you now know/understand that you did not know/understand/understand fully before class today.

          HW (Class Preparation)
          --Begin preparing for the next Romeo and Juliet Unit mini-test, which will occur after we have finished studying Act III together.  In order to start preparing, ...
          • consider reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
          • review the character map on the inside cover of your Parsons text
          • review your "Drama Terms Notes/Poetry Terms Notes" document
          • strongly consider rereading Act II of the play and visiting the following web address in order to improve your Act II Reading Guide responses
          • review your Act II Reading Guide responses
          • strongly consider rereading Act III of the play for as far as we have gotten and visiting the following web address in order to improve your Act III Reading Guide responses
          • review your Act III Reading Guide responses for as far as we have gotten
          Miscellaneous
          --Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FINAL FREE READING BOOK OF THE SCHOOL YEAR TO CLASS!
          --As always, whatever we do not completely finish in class today, you can expect to finish next class!
          --Enjoy the weekend--you only get so many of 'em!

          On the backburner:
          • Return Romeo and Juliet Mini-Test 






            Tuesday, March 21, 2017

            English 10 Honors--3/24/2017

            Jump Off
            --If you have yet to do so, please remove all notes from your copy of Lord of the Flies.  Then, place your book on the front table.
            --If you have yet to receive a copy of The Alchemist, pick up a copy of the book from the front table.  Then, write your name and book number on the sheet of paper near the books.
            --On the inside cover of your copy of The Alchemist, write the following:
            • your first and last name
            • Mr. Martin
            • 2016-2017
            Transition #1
            --venture down to the Computer Lab

            Assessment -- Vocabulary Quiz #5 (Fri, Mar 23, 2017) (20-ish mins.?)
            --Unless I inform you that you are not permitted to do so due to lack of training, log in to Membean and complete the assessment as directed.  Good luck!

            *AS YOU WORK, I WILL RETURN YOUR TWO CREATIVE WRITING ASSIGNMENTS COMPLETED EARLIER IN THE COURSE--MORE ON THIS LATER!*
            --If you finish before your peers, "sneak in" a little free reading while you wait! :)


            Transition #2

            --venture back to the classroom
            --Pick up a copy of the "Preparing for the GVEP Literary Contest" document from the front table on your way back in.

            S. the C.
            --oral reading of the "Preparing for the GVEP Literary Contest" document--Q & A
            --agenda/HW

            Transition #3
            --Spend a few minutes reflecting upon your "life to date," your years from birth to the present:
            • When you were "little", what did you want to be when you "growed up"?
            • What memorable experiences have you had?
              • Is there a past experience that you can completely and totally visualize (a flashbulb memory, if you will) when you close your eyes?
            • What is the most important lesson you have learned?  How did you learn this lesson?
            • What has been the overall climax?
            • What problems have you faced?
              • What has been the most difficult experience so far?
            • What individuals have impacted you, and how?
            Teambuilder/The Alchemist Novella Unit Introduction--Part 1 -- Live Wire
            Objective:
            • to create a visual illustration of your life
            Instructions:
            • Pick up materials from the front table (up to four pipe cleaners).
            • Use materials to construct a visual illustration of your "life to date": the significant trends, patterns, and events of your years thus far (think about your brainstorming from "Transition #3"!).
            • Once your "Live Wire" is finished, "sneak in" a little more free reading until everyone has finished. 
            Transition #4
            --Pick up the "The Alchemist Novella Unit--Paulo Coelho's 'Four Obstacles' Philosophy" document from the front table.  Read the directions and have at it!  (Feel free to work together "anchored in" to the "Compact for Group Work"!)

            Purposeful Reading/Discussion -- Paulo Coelho's "Four Obstacles" Philosophy
            --work time
            --engage in a share-out/discussion by completing the notes template on the front board

            Teambuilder/The Alchemist Novella Unit Introduction--Part 2 -- Live Wire
            Objectives:
            • to encourage attentive listening
            • to promote inclusion
            Instructions:
            • Plan a brief "presentation" of your "Live Wire" in which you do the following for your peers:
              • describe your design
              • explain the rationale behind your design
              • apply any or all of Paulo Coelho's "Four Obstacles" to your visual illustration
            • Form a circle out of the desks.
            • Each students shares his or her "Live Wire" with the rest of the class as per the three bullets above.
            • After each student shares, others may ask questions, express mutual feelings/concerns, etc.
            Transition #5
            --Re-column the desks and pick up the Ticket-Out-the-Door document from the front table. 

            Closure
            --After carefully reading the directions for the Ticket-Out-the-Door, complete the task at hand and submit your best work based on the time permitted prior to leaving class.


            HW (Practice/Take-Home Assessment)
            --Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/30.  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).
            Writing
            --Your properly formatted, partially revised short story or poem is due on Tuesday, 3/28.  See your "Preparing for the GVEP Literary Contest" document for additional information.
            HW (Class Preparation)
            --You can expect to finish today's lesson next class!
            --Take a "chunk" out of your free reading book between now and next class, as you will be given reading assignments for The Alchemist beginning next class, thus limiting your (I assume?) already diminished time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and keep in mind that Hooked on Books precedes April Break!
            --Continue thinking about (and, quite frankly, consider beginning working on) the End-of-Course Assignment--you do not want to wait too long to get started on this!
            Miscellaneous
            --Enjoy the weekend--you only get so many of 'em!

            On the backburner:
            • WILL DO "MADNESS" UPON SUBMISSION OF REVISIONS

            English 9--3/22/2017 & 3/23/2017

            Jump Off
            --Please do the following in the first 5-ish minutes of class: 

            • take out your copy of the “Drama Terms Notes/Poetry Terms Notes” document from last class
            • take out or pick up from the black basket on the front table your poster from last class
            • finish making your poster in the time permitted
            • engage in free reading if you are already finished or when you finish

            --The following students need to SEE ME after class today in order to discuss an INCOMPLETE recorded for Marking Period 4.  If you fail to see me, I will have to refer you to the main office for central detention so that we can "take care of business" after school:
            • Grace B.
            • Lilly D.
            • Trevor F.
            • Austin H.
            • Hunter L.
            • Jasmine M.
            • Donovan M.
            S. the C.
            --Reminder: Beginning with the end in mind--our ultimate purpose when closely re-reading sections of The Tragedy of Romeo and Juliet:

            ROUGH End-of-Unit Assessment Writing Prompt:
            Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

            --agenda/HW

            Activity (cont.) -- Drama Terms Notes/Poetry Terms Notes Posters
            --Reminder:  The directions given for the activity read as follows: 
            • Use resources (smartphones, computer, literature books, dictionaries, etc.) in order to determine what is needed to fill in the blank(s) for your term
            • Paraphrase the definition of your term
            • Create a visually appealing poster for your term to share with the rest of the class, including
              • the term prominently displayed
              • the paraphrased definition of your term
              • an example of your term “in action”
              • corresponding visual
            • Prepare a brief presentation to share with the rest of the class in which you...
              • share your term and paraphrased definition
              • make sure that your classmates are able to fill in the blanks on their notes page for your term
              • share your example and visual in order to clarify the meaning of your term
              • are prepared to respond to any questions from your classmates regarding your term.
            Mini-Presentations/Notetaking -- Drama Terms Notes/Poetry Terms Notes
            --When preparing/practicing your mini-presentation, keep this information about content and these seven public speaking tips in mind:
            Content
              • Your presentation must include all four of the items included in the bulleted list above, but you should not just read from your notes page and your poster!
              Delivery (Public Speaking Tips)
              • Pause/smile in front and gain the attention of your audience before speaking.
              • Speak loudly enough to be heard by all.
              • Speak at an appropriate speed (NOT TOO FAST).
              • Speak with enthusiasm.
              • Make clear attempts at eye contact to ALL parts of the classroom.
              • Limit vocal fillers ("umm", "ahh", long silences, etc.)--NO MORE THAN 3-5 PER MINUTE.
              • Limit distracting body movements (podium tapping, hair smoothing, etc.). 
              --mini-presentations practiced in pairs
              --mini-presentations delivered/notetaking

              Transition
              --Pick up a copy of the Act II Reading Guide from the front table and engage in a "materials assessment" together.  What are we "looking for" while viewing Act II?

              Film/First-Draft "Reading" -- Act II of Franco Zeffirelli's Romeo and Juliet
              --purposefully view the film until a few minutes remaining in class--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions

              Closure -- Ball Toss
              --Tell us something that you now know/understand that you did not know/understand/understand fully before class today.

              Miscellaneous
              --You can expect to finish viewing and/or discussing Act II in class next time!
              --Aim to read at least 5-10 pages of your free reading book between now and next class (especially since no reading for The Tragedy of Romeo and Juliet is being assigned!).  ALWAYS BRING YOUR FINAL FREE READING BOOK OF THE SCHOOL YEAR TO CLASS!

              Monday, March 20, 2017

              English 10 Honors--3/22/2017

              Jump Off
              --Take out a few clean sheets of lined paper.  Write your name at the top of each page.

              S. the C.
              --agenda/HW
              --numbers drawn

              Transition
              --Pick up the sheets for today's assessment ("Lord of the Flies--Novel Assessment 2017").

              Assessment -- Lord of the Flies
              --Carefully read the directions and complete the exam.  Good luck!

              *AS YOU WORK ON THE ASSESSMENT, I WILL COME AROUND AND RETURN YOUR "'MIDTERM' EXAMINATION" SO THAT YOU CAN ENGAGE IN REFLECTION.  I WILL BE RE-COLLECTING THE EXAMS BEFORE YOU LEAVE CLASS TODAY.*

              • What questions do you have about your performance?
              • What suggestions do you have for our group moving forward between now and the June Regents?  (Where are we?  Where do we need to end up??

              --When you finish with today's assessment, ... 

              • reflect/finish reflecting upon your performance on the "'Midterm' Examination"
              • engage in free reading
              Reflection/Free Reading

              HW (Class Preparation)
              --Vocabulary Quiz #5 will take place on Friday, 3/24.  If you have not trained the total number of minutes assigned since Vocabulary Quiz #4, please catch up between now and Friday.  Otherwise, you will not be permitted to take the quiz (see the “Membean Routine” document).
              --Aim to read at least 5-10 pages of your free reading book between now and next class (especially since we are not currently reading a novel together!).  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
              --Continue thinking about (and, quite frankly, consider beginning working on) the End-of-Course Assignment--you do not want to wait too long to get started on this!