Thursday, October 31, 2013

English 10 Honors--11/4/2013

Jump Off
--Pick up a copy of the reading titled "Is He Serious?  And Other Ironies." This reading is another section from Thomas C. Foster's How to Read Literature Like a Professor. We will read this chapter together in order to A.) get the gist and B.) determine Foster's purpose.  Later in the block, we will finish discussing TOMatS, and this chapter is meant to further inform our discussion as per this question posed last class: Why would Ernest Hemingway portray Santiago as a Christological figure?
--FYI: As far as vocabulary is concerned, we are taking this week off!

S. the C.
--Today, we will work on:
  • determining an author’s purpose in a nonfiction text.
--During today's discussion, we will work on:
  • analyzing how an author’s ideas or claims are developed and refined by particular sentences or paragraphs of a text.
  • interpreting, analyzing, and evaluating narratives aesthetically and ethically by making connections to: other texts, ideas, and personal events and situations. 
  • citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (both nonfiction and fiction).
  • 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. 
--During today's discussion, depending on "what comes up" from the text(s), 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.
--Today's Ticket-Out-the-Door will assess your ability to:
  • use commas to set off nonrestrictive/parenthetical elements.
--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?

Discussion Preparation/Notetaking--Part 1 -- Big Idea: Irony Trumps Everything

--oral reading of Foster's chapter for the gist/purpose
--share out and jot down notes (11/4/2013--Big Idea: Irony Trumps Everything)

Discussion Preparation/Notetaking--Part 2 -- Hemingway Code/Hemingway Code Hero
--Take out your "Literature Terms Notes/Ernest Hemingway Author Background" sheet.
--Complete the "L.T.N./E.H.A.B." sheet as directed (view the following video for the purpose of gathering background information about Ernest Hemingway:

--Mr. Martin projects the "Discussion Contribution Rating Scale" on the front board--take a quick peek.
--Form an alphabetical circle out of the desks. Have the following handy: Foster's chapter, your "L.T.N./E.H.A.B." sheet, your written response to a "Have You..." blog post item, any discussion ideas, and your notebook.

Discussion -- TOMatS up to the End
--Mr. Martin shares decision made about an end-of-novel/novella assessment and briefly previews the upcoming writing assignment
--finish discussing the novella--Mr. Martin will assess contributions via the "Discussion Contribution Rating Scale"

Transition -- re-column the desks

Closure -- Today, I learned...
--Write your name on a scrap of paper.

--Directions: Reflect back upon today's class.  Then, complete the sentence-starter above by writing a few specific sentences.  Somewhere within what you write, you must properly punctuate/use a nonrestrictive element.  Feel free to consult any helpful materials that you have in your possession.
--When finished, submit your work.

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 18th (exactly 2 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.
--A literary analysis essay wrapping up our work with The Alchemist and TOMatS will be discussed and assigned next class--what will you write about?  Coming to class next time with a few rough essay ideas is highly encouraged!