Monday, October 31, 2011

Senior English -- 11/2/2011 & 11/3/2011

Jump Off -- pick up and set up BINGO board with 20 words--"helper" word in each box

S. the C. -- agenda/rationale/HW, old business (go over grammar hammer quiz from last class), BINGO directions

Review -- Vocabulary Unit #2
--play three-five games (+1 bonus point for a win)
--for HW, review for the quiz (next class)

Transition -- sheet up

Self-Reflection -- An Analysis of My Life
--share a model response
--work independently


Closure -- Before and After Pictures (Carpe Diem Unit)


Looking Ahead -- Helmet O' Destiny
--begin preparing for the Public Speaking Unit:
  • brainstorm topics for the helmet
  • share protocol/60-Second Club entrance requirements
HW
--review for Unit #2 vocabulary quiz--next class
--finish responding to An Analysis of My Life questions/prompts--we will have the computers next class

English 10 Honors--11/1/2011

Jump Off -- hammer dropped--pick up sheet from the front table--read directions and mindfully complete practice

S. the C. -- agenda/rationale/HW, go over Jump Off
GOALS:
--review/learn comma rule for compound sentences and be able to use tips to apply this rule to a piece of writing
--demonstrate current understanding of comma rule (missing comma in a compound sentence)--deepen understanding through modeling/practice
--continue applying the Regents Part 4 recipe/"plan of attack" independently while reviewing The Contender and The Old Man and the Sea--drop the "grammar hammer" on personal writing

Transition -- materials up

Assessment -- Compound Sentence Commas TILES
--review tip for finding error
--model directions
--complete assessment via PowerPoint


Transition -- materials in/pick up Regents Part 4

On-Demand Writing -- Regents Part 4
--finish writing essay--what should we do?
--collect at the end of class

HW
--prepare for the grammar quiz next class--the quiz pertains to BOTH comma errors that we have done this year

Thursday, October 27, 2011

Senior English -- 10/31/2011 & 11/1/2011

Jump Off -- take out vocabulary books and open to pg. 28--look through the world list and star any words that you think you know already

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

Instruction -- Vocabulary Unit #2
--go over Unit #2 word list--pronunciation, definitions, tricks for remembering, etc.
--complete Synonyms/Antonyms--work on additional exercises if waiting for peers
--go over Syn./Ant.
--remind students about the way in which tests are set up (matching, fill-in-the-blank, parts of speech)
--for HW, begin reviewing the words for the quiz two classes away--"chunk" the words up

Transition -- pick up quiz/read directions
--make sure directions are clear--model with first error

Assessment -- Comma Usage--Introductory Elements/Transitional Phrases and Compound Sentences
--complete quiz--submit when finished
--pick up one of three poems--engage in independent explication

Application Activity -- Poetry Explication
--what is "explication"?
--select a poem for explication purposes (Hamlet's "To be..." soliloquy, Eberhart's "The Groundhog", Dave Matthews Band's "Pig", or whatever!)
--engage in independent explication--be prepared to share at least one thought
--share out--modeling explication process/considering Carpe Diem-type ideas

Closure -- So What?
--respond to this question--use at least one of the Unit #2 vocabulary words

HW
--review for Unit #2 vocabulary quiz--the class after next

English 10 Honors -- 10/28/2011

Jump Off -- pick up vocabulary quiz--complete quietly and independently
--when finished, take out any notes that will help you craft a literary analysis essay about The Contender and The Old Man and the Sea

S. the C. -- agenda/rationale/HW, trade and grade #1-22 (write a numerator over 22 at top of graded exam)--quizzes collected, share a Regents Part 4 exemplar
GOALS:
--demonstrate current understanding of Unit #3 vocabulary words
--apply the Regents Part 4 recipe/"plan of attack" independently while reviewing The Contender and The Old Man and the Sea

Transition -- prompt up--DO NOT FLIP OVER!
On-Demand Writing -- Regents Part 4
--flip over prompt and plan/write essay (timed)
--collect at the end of class

HW
--enjoy the weekend!

Tuesday, October 25, 2011

Senior English--10/27/2011 & 10/28/2011

(Block 1 ACE) Jump Off -- take out your notes from the last few classes and your homework--craft a definition of Carpe Diem--in your definition, use a properly punctuated compound sentence--MR. MARTIN MUST CHECK YOUR QUESTIONS FROM LAST CLASS IF HE HASN'T ALREADY

(Block 1 ACE) S. the C. -- agenda/rationale/HW, go over Jump Off/HW

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

(Block 3 ACE, Block 1 BDF, Block 2 BDF) Jump Off -- pick up your explicated "To the Virgins..." poem from Mr. Martin (in Block 2, take out explication and continue for a few more minutes)--flip the sheet over and begin responding to questions on the back independently (5 mins.)

(Block 3 ACE, Block 1 BDF, Block 2 BDF) S. the C. -- agenda/rationale/HW, conduct whole-group explication, finish questions on the back (turn in when finished)


Transition -- materials up

Assessment -- Compound Sentence Commas TILES
--review (share) tip for finding error
--model directions
--complete assessment via PowerPoint
--Block 3 ACE, Block 1 BDF, and Block 2 BDF--pick up instructions sheet--complete PRACTICE as reinforcement for HW

Transition -- materials in

Application Activity -- Poetry Explication
--what is "explication"?
--revisit "To the Virgins..." one final time--push for "poemy" items as part of explication
--share author information--consider author purpose
--select a poem for explication purposes (Hamlet's "To be..." soliloquy, Eberhart's "The Groundhog", Dave Matthews Band's "Pig", or whatever!)
--engage in independent explication--be prepared to share at least one thought
--share out--modeling explication process/considering Carpe Diem-type ideas

Closure --So What?
--respond to this question--demonstrate understanding of both comma rules

HW
--Block 3 ACE, Block 1 BDF, and Block 2 BDF--complete PRACTICE sheet
--prepare for the grammar quiz next class--the quiz pertains to BOTH comma errors that we have reviewed
--bring your vocabulary book next class

English 10 Honors--10/26/2011

Jump Off -- take out recipe book--look through your notes as per paragraph you are writing in class today

S. the C. -- agenda/rationale/HW, go over what good group dynamics look like:
--listening to, helping, and encouraging each other
--all members contributing ideas and information
--all members participating in making decisions
--expressing appreciation of others' ideas
--reflecting on learning
GOALS:
--hone ability to positively contribute to a group
--continue developing a "plan of attack" for the Regents Part 4 literary analysis essay--apply this "plan of attack" while reviewing The Contender and Million Dollar Baby--leave class feeling confident applying this "plan of attack" independently



Transition -- get into groups as assigned last class

Writing Workshop -- Regents Part 4
--craft body paragraphs--make sure to...
--scan in--whole-group critique--Mr. Martin picks best!
--put it all together--craft a class conclusion

Closure (T-O-D) -- "I was absent!  How do I do this essay?!"
--answer this question--you must use three vocabulary words in your response!





Filler -- Unit #3 Vocabulary Review
--ideas???

HW
--prepare for the vocabulary quiz next class--same format plus revisiting Units #1 and #2
--come to class next time ready to attack a Part 4--review The Old Man and the Sea (hint, hint)!

Monday, October 24, 2011

Senior English--10/25/2011 & 10/26/2011

Jump Off -- take out your symposium contribution--prepare your commentary

S. the C. -- agenda/rationale/HW
GOALS:
--recognize that Carpe Diem-related ideas are everywhere and be able to provide several examples 
--deepen understanding of Carpe Diem--what is Carpe Diem?
--consider our work so far this year under the umbrella of Carpe Diem
--understand the definition of "explication" and be able to independently explicate a piece of poetry
--demonstrate understanding of Robert Herrick's "To the Virgins, to Make Much of Time" based on explication


Transition -- form a circle

Symposium -- Carpe Diem
--share contributions (draw cards)--take notes
--how does what we have done so far this year "fit" (or not fit)? 

(Block 1 ACE) Transition -- "To the Virgins..." sheet up--DO NOT FLIP OVER

Old Business -- "To the Virgins..."
--read "To the Virgins..." aloud twice--how is this poet using the Carpe Diem philosophy?
--read poem aloud a third time--project text on front board--explicate for a few minutes (What is explication?)
(Block 1 ACE) --"think-aloud"--explication modeling with title and first few lines
(Block 1 ACE) --independently explicate "To the Virgins..."
(Block 1 ACE) --continue whole-group explication of poem


Closure -- Complete poem questions (T-O-D)

HW time -- THE GRAMMAR HAMMER--Missing comma in a compound sentence

HW
--missing comma in a compound sentence assessment next class--advocate for your understanding!
--be prepared to independently explicate a poem next class

Friday, October 21, 2011

English 10 Honors--10/24/2011

Jump Off -- pick up vocabulary quiz--complete quietly and independently
*When finished, take out your "recipe book".  Add to your outline with this phrase in mind:  "For example,..."  Then, take out your vocabulary book and open to page 35--look through the word list and star any words that you already know.  Can you deftly use any of our Units 1-3 vocabulary words in your literary analysis essay?

S. the C. -- agenda/rationale/HW, trade and grade #1-22 (write a numerator over 22 at top of graded exam)--quizzes collected
GOALS:
--demonstrate current understanding of Unit #2 vocabulary words
--familiarize with Unit #3 vocabulary words--leave class knowing approximately half?
--continue developing a "plan of attack" for the Regents Part 4 literary analysis essay--apply this "plan of attack" while reviewing The Contender and Million Dollar Baby--leave class feeling confident applying this "plan of attack" independently

Instruction -- Vocabulary Unit #3
--go over Unit #3 word list and five supplemental words
--complete Synonyms/Antonyms--work on additional exercises if waiting for peers--go over Syn./Ant.
--for HW, familiarize yourself with the supplemental words and begin preparing for the quiz--don't forget your study options!
Writing Workshop -- Regents Part 4
--quick-write--introduction--take a look at the vocabulary words "splashed" up on the front board--USE!!!
--share out and craft a class introduction
--Transition -- form groups (four of three and two of four)
--craft body paragraphs--make sure to...
--scan in--whole-group critique--Mr. Martin picks best!
--put it all together--craft a class conclusion

Closure (T-O-D) -- "I was absent!  How do I do this essay?!"
--answer this question--you must use three vocabulary words in your response!

HW
--prepare for the vocabulary quiz on Friday--same format plus revisiting Units #1 and #2
--come to class next time ready to attack a Part 4--review The Old Man and the Sea (hint, hint)!

Wednesday, October 19, 2011

Senior English--10/21/2011 & 10/24/2011

Jump Off -- turn in symposium contribution, pick up and quietly complete vocabulary quiz

Assessment -- Vocabulary Unit #1
--when finished, put quiz on floor next to desk--look through notes for symposium (Mr. Martin has given back)

S. the C. -- trade and grade--reflect, agenda/rationale/HW, old business
--Block 1 ACE:  finish test exemplars
--Block 3 ACE:  add to Carpe Diem definition as per instructor's notes, look at test exemplars
--Block 1 BDF:  build definition via prior knowledge (have shared notes, but quickly), watch DPS clip, put official Carpe Diem definition in notes, look at test exemplars
--Block 2 BDF:  entire mini-lesson (NO SYMPOSIUM)--connect back to "virgin", look at test exemplars
GOALS:
--demonstrate current understanding of Unit #1 vocabulary words
--Block 2 BDF:  understand the definitions of "Carpe Diem" and "explication" and be able to explicate a piece of poetry
--recognize that Carpe Diem-related ideas are everywhere and be able to provide several examples --consider our work so far this year under the umbrella of Carpe Diem 
--review introductory element comma rule--demonstrate enduring understanding 

Transition -- scored quizzes in, form a circle

Symposium -- Carpe Diem
--model via "Pig"
--share contributions (draw cards)
--how does what we have done so far this year "fit" (or not fit)? 

Old Business -- "To the Virgins..."
--continue with explication (if time)--students independently explicate first

Closure -- Encapsulating Sentences
--Write three sentences sharing learnings from today's symposium (or class block in Block 2 BDF)--you must use a properly punctuated common introductory element in one of your sentences

HW
--enjoy the weekend!

Monday, October 17, 2011

English 10 Honors--10/20/2011

Jump Off -- respond to the following question in your notes: What is a literary analysis essay?

S. the C. -- share out as per the Jump Off, agenda/rationale/HW, take out Million Dollar Baby film notes

Writing Workshop -- Regents Part 4
--organize The Contender and Million Dollar Baby information/notes as per understanding of literary analysis essay (independent work/whole-group work)
--Transition -- sheet up from front table
--read aloud together--further organize notes with purpose in mind
--quick-write--introduction--take a look at the vocabulary words "splashed" up on the front board--USE!!!
--share out and craft a class introduction

Brain Break -- Mum Ball/Unique Peer Essays

Transition -- recipe book up

HW time -- organize notes into an outline via packet--come to class next time ready to write!

HW
--prepare for the vocabulary quiz (next class)--same format as last class plus revisiting Unit #1
--complete the recipe book using The Contender and Million Dollar Baby

English 10 Honors--10/18/2011

Jump Off -- take out vocabulary books and open to page 28--look through the word list and star any words that you already know


S. the C. -- agenda/rationale/goals/HW, go over grammar exemplars from last class, go over Unit #2 word list and five supplemental words
GOALS:
--familiarize with Unit #2 vocabulary words
--know at least one piece of new information about several of your peers
--understand the definition of literary analysis essay
--familiarize with Regents Part 4 literary analysis essay prompt and begin developing a "plan of attack"

Instruction -- Vocabulary Unit #2
--complete Synonyms/Antonyms--work on additional exercises if waiting for peers--go over Syn./Ant.
--for HW, familiarize yourself with the supplemental words and begin preparing for the quiz--study options?

Transition -- form a circle

Brain Break/Teambuilder -- Unique Peer Essays
--finish reading essays!

Writing Workshop -- Regents Part 4
--what is a literary analysis essay?
--organize The Contender and Million Dollar Baby information/notes as per understanding of literary analysis essay (independent work/whole-group work)
--Transition -- sheet up from front table
--read aloud together--further organize notes with purpose in mind
--quick-write--introduction

Closure -- Share Out/Craft a Class Introduction

HW
--familiarize yourself with the supplemental words and begin preparing for the vocabulary quiz

Senior English--10/19/2011 & 10/20/2011

Blocks 1 and 3 ACE:

Jump Off -- take out vocabulary books and open to pg. 21

S. the C. -- revisit last class, fill the "priority queue", agenda/rationale/HW

Instruction -- Vocabulary Unit #1
--rationale/routine--connect to discussion from last class
--go over Unit #1 word list--star those you feel that you already know
--go over answers to exercises (check HW)
--talk about the way in which tests are set up (matching, fill-in-the-blank, parts of speech)
--for HW, review for quiz next class--study options?

Blocks 1 and 2 BDF:

Jump Off -- Sadlier-Oxford Level G Diagnostic Test
--quietly and independently complete test (pg. 18)

S. the C.
--revisit last class, fill the "priority queue", agenda/rationale/HW--go over test (three-in-a-row style)--keep track of number incorrect--collect data for "diagnosis" (heads down/hands up--stats on board and in gradebook)

Instruction -- Vocabulary Unit #1
--rationale/routine--connect to discussion from last class
--go over Unit #1 word list--star those you already know
--complete Synonyms/Antonyms--work on additional exercises if waiting for peers
--go over Syn./Ant.
--for HW, review for quiz next class--study options?

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Transition -- take out notebook--what is Carpe Diem?

Mini-Lesson -- Carpe Diem
--watch Dead Poets Society clip
--define Carpe Diem based on clip--add via instructor's notes
--how does our work so far this year "fit" (or not fit)?
--read "To the Virgins..." aloud twice--how is this poet using the Carpe Diem philosophy?
--read poem aloud a third time--project text on front board--explicate (what is explication?)

Closure -- Complete poem questions (T-O-D)

Old Business/HW explained -- exam short answer response instruction/set up symposium (sample)

HW
--review for Unit #1 vocabulary quiz (next class)
--bring an explicated contribution to the Carpe Diem Symposium (next class)

Thursday, October 13, 2011

Senior English--10/17/2011 & 10/18/2011

Jump Off
--essays turned in/vocabulary books up
--write a few sentences about your weekend--you must use a properly punctuated introductory element/transitional phrase in one of your sentences
*Essays checked for completion while students write*

S. the C. -- names written on books (pass around markers), agenda/rationale/goals/HW, go over J.O. (reviewing for assessment)
GOALS:
--demonstrate current understanding of comma rule (missing comma after an introductory element/transitional phrase)--deepen understanding through modeling/practice
--refine listening and notetaking skills
--understand what's happening in education in New York and nationwide and the implications for Livonia's seniors
--determine current knowledge with regard to Level G vocabulary words
--familiarize with Level G Unit #1 words--leave class knowing at least 5 of 20

Transition -- materials up

Assessment -- TILES (Missing comma after an introductory element/transitional phrase)
--model directions
--complete assessment via PowerPoint

Transition -- materials in

Listening Activity/Discussion -- "Most New York Students Are Not College-Ready"
--article read aloud--jot down notes for discussion
--engage in discussion

Transition -- form a circle without desks

Brain Break -- 3-Ball Toss

Transition -- re-row desks

Assessment -- Sadlier-Oxford Level G Diagnostic Test
--quietly and independently complete test (pg. 18)
--go over test (three-in-a-row style)--keep track of number incorrect
--collect data for "diagnosis" (heads down/hands up--stats on board and in gradebook)

Instruction -- Vocabulary Unit #1
--rationale/routine--connect to discussion from earlier in class
--go over Unit #1 word list--star those you already know
--complete Synonyms/Antonyms--work on additional exercises if waiting for peers
--go over Syn./Ant.
--for HW, finish all of the Unit #1 exercises--review next class

Closure -- "Today, I learned..."--must properly use at least one vocabulary word

 HW
--finish Unit #1 exercises--review next class/quiz the class after next

Wednesday, October 12, 2011

English 10 Honors--10/14/2011

Jump Off -- Encapsulating Sentence
--jot down one of the following from last class: an area for improvement in your writing or a piece of meaningful information from the film Million Dollar Baby--you must use a properly punctuated introductory element/transitional phrase in your sentence

S. the C. -- agenda/rationale/goals/HW, go over J.O. (reviewing for assessment)
GOALS:
--demonstrate current understanding of comma rule (missing comma after an introductory element/transitional phrase)--deepen understanding through modeling/practice
--know at least one piece of new information about several of your peers

Assessment -- TILES (Missing comma after an introductory element/transitional phrase)
--model directions
--complete assessment via PowerPoint

Transition -- form a circle

Brain Break/Teambuilder -- Unique Peer Essays
--read essays aloud
--know at least one piece of new information about some of your peers

Closure -- Encapsulating Sentences
--Write three sentences sharing learnings about your peers--you must use a properly punctuated common introductory element, a properly punctuated prepositional phrase serving as a transition, and one properly punctuated complex sentence with a subordinating conjunction as the first word of the sentence

HW
--Bring your vocabulary book next class
--Enjoy the weekend!

Senior English--10/13/2011 & 10/14/2011

Jump Off
--essays turned in
--grammar hammer dropped--pick up packet from front table--read and complete PRACTICE quietly and independently
*Essays checked/given back during grammar hammer time*

S. the C. -- old business (information from self-reflections), agenda/rationale/goals/HW, go over J.O.
GOALS:
--know comma rule for introductory elements and transitional phrases and be able to use tips to apply this rule to a piece of writing (e.g., your first essay-writing assignment!)
--recognize that writing is a mindful process
--be able to critically read your essay and revise accordingly--leave class with essay at least  3/4 analyzed

Transition -- two sheets up (interactive rubric/chart)

Writing Workshop -- College Admission/Job Interview/Military Essay
--model process of analysis with past student essay
--set parameters for work block
--work block--essay analysis via interactive rubric/chart

Closure -- What did you accomplish?
--you must use a properly punctuated introductory element/transitional phrase in your sentence

HW
--prepare for grammar hammer assessment, which will take place next class (Missing comma after an introductory element)
--revise your essay as per today's class work--YOUR ABSOLUTE BEST WORK IS DUE AT THE BEGINNING OF NEXT CLASS 

Tuesday, October 11, 2011

English 10 Honors--10/12/2011

Jump Off -- take out "The Simple Sentence" grammar-related packet from two classes ago--look at your responses for the sentences written up on the front board


S. the C. -- agenda/rationale/goals/HW
GOALS:
--know the elements of a simple sentence and be able to pick elements out in a piece of writing
--know comma rule for introductory elements and transitional phrases and be able to use tips to apply this rule to a piece of writing
--know and understand score for Unique Peer Essay and consider areas for improvement
--know at least one piece of new information about some of your peers
--gather more meaningful notes for future writing assignment

Instruction -- The Grammar Hammer/Unique Peer Essays
--go over some sentences from "The Simple Sentence" packet together--link to Parts of Speech work from earlier in the course
--take out "Missing comma after an introductory element" packet from two classes ago--look through responses
--share rule/tips
--go over PRACTICE
--for HW, prepare for "Missing comma after an introductory element" assessment --direct student attention to the front board where information about Unique Peer Essay scores is written--go over information and link to grammar hammer work

Transition
--call students up to front table to hand back essays, take time to self-reflect
--form a circle

Brain Break/Teambuilder -- Unique Peer Essays

--read some more aloud

Transition -- re-row desks/take out Million Dollar Baby notes

Film/Notetaking -- Million Dollar Baby
--review purpose of notes/what to look for
--continue viewing the film until right before class ends

Closure -- Encapsulating Sentence
--jot down one of the following: an area for improvement in writing, a learning about a peer, or a piece of meaningful information from the film--you must use a properly punctuated introductory element/transitional phrase in your sentence

HW
--prepare for "Missing comma after an introductory element" assessment, which will take place next class

Monday, October 10, 2011

Senior English--10/11/2011 & 10/12/2011

Jump Off -- sit in groups/game sheet up/turn in books

S. the C. -- agenda/rationale/goals, HW reminder

Teambuilder -- Loaded Questions
--directions
--play until everyone has guessed at least twice

Transition -- re-row desks

Independent Work -- Self-Reflection
--directions
--work time

Transition -- self-reflections in/highlighter up, lined paper out

Review Activity -- Parts of Speech
--quick-write directions
--writing time
--review part of speech/model, personal application, share out
--repeat for seven of eight parts of speech (skip "interjection")

Closure -- Jot down something you learned about a peer on a scrap of paper--label three parts of speech

HW
--the College Admission/Job Interview/Admission Essay is due at the beginning of next class--carefully complete all steps from the assignment sheet as you finish up--use your resources!

Monday, October 3, 2011

Senior English--10/5/2011 & 10/6/0211

Jump Off -- turn in books/pick up materials from the front table

S. the C. -- point out the back side of the first sheet from Day 1 of the assignment, go over materials, share another sample essay, agenda/HW

Assessment -- The Alchemist Novel Exam
--when finished with exam, log in to a computer and work on essay

Writing Workshop

HW
--enjoy the long weekend!
--the College Admission/Job Interview/Admission Essay is due 10/13 (10/14)--carefully complete all steps from the assignment sheet as you finish up--use your resources!