Friday, October 18, 2013

English 10 Honors--10/23/2013

Jump Off
--Open your vocabulary book to page 39.  Complete the "Completing the Sentence" exercise quietly and independently.  As you do so, underline the specific context clues within each sentence that help you arrive at your selections for filling in the blanks.  (For example, when selecting the word craven for #1, I underlined the words danger, disgrace, and uniform.  I inferred, due to their uniforms, that the subjects of the sentence were in some sort of position of authority and consequently expected to be stalwart in the face of danger; therefore, when dishonoring their uniforms, they were likely not being brave, and brave is an antonym of craven.)
--After you finish the vocabulary exercise, look at both your score and your "Skills Assessment Rubric" for the TOMatS assessment.  Engage in self-reflection by responding in writing to the two italicized questions on the back of the rubric.  For the second italicized question, Mr. Martin would appreciate any specific ideas you have for future instruction!  Mr. Martin will re-collect the assessments once everyone has had a chance to reflect.
--As students work, Mr. Martin:
  • returns the TOMatS assessments from 10/15
  • creates an order for going over the review activity up on the front board
  • reminds/informs students about the incentive plan for the vocabulary assessment.
S. the C.
--during today's vocabulary review, we will work on:
  • determining the meaning of a word by using context (e.g., the overall meaning of a sentence and/or a word’s position or function in a sentence) as a clue to the meaning of the word.  THIS STANDARD WILL BE ASSESSED VIA THE "COMPLETING THE SENTENCE" SECTION OF THE UNIT #3 VOCABULARY QUIZ ON FRIDAY.
  • consulting specialized reference materials (e.g., a vocabulary book) to find the pronunciation of a word or determine or clarify its precise meaning and/or its part of speech. 
--during today's discussion, we will work on:
  • citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 
  • participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively.  This includes: 
    • coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
    • propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions. 
    • responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented.  THIS MULTI-PART STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."
During today's discussion, depending on "what comes up" from the text, we will also potentially work on:
  • determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
  • analyzing how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 
--For HW, finish preparing for the Unit #3 quiz, which will take place next class.  Make sure to familiarize yourself with the "Whimsical Words," and don't forget about the incentive plan in place for this week!
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours?

Review -- Vocabulary Unit #3
--students come up to the SmartBoard as per the established order and write in the answer for the sentence/underline the context clues used to arrive at the answer
--concurrently create a list of common types of context clues and strategies for finding/using context clues--THIS INFORMATION IS WORTH WRITING DOWN IN YOUR NOTES!

--Form an alphabetical circle out of the desks. Have your written response to a "Have You..." blog post item, discussion ideas, and notebook handy.

Discussion -- TOMatS up to the end
--reminder: "Discussion Contribution Rating Scale"--take a look at minor adjustments to the scale
--engage in discussion via protocol:

  • The basics (characters, setting, conflict, etc.)
  • Christological figure
  • Hero as a literary term  
  • Hemingway's writing style (for which he is famous!)
  • Intertextuality with The Alchemist
  • Stoicism
  • Irony and paradox
  • Written responses to "Have You..." blog post

--Finish preparing for the Unit #3 quiz, which will take place next class.  Make sure to familiarize yourself with the “Whimsical Words,” and don't forget about the incentive plan in place for this week!
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 18th (approximately 3.5 weeks from today)--YOU MUST schedule a meeting with Mr. Martin 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.
On the back burner:
--creating a SMART Goal for revisions