Tuesday, November 12, 2013

English 10 Honors--11/15/2013

Jump Off
--Pick up a BINGO board and a highlighter from the front table. Then, begin filling in your BINGO board (Unit #4 word or Whimsical Word + "helper" word in each box).

S. the C.
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Meetings will occur during class today. Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours? TIME IS REALLY RUNNING OUT.
--directions given for writing five sentences on the back of your BINGO board (you may NOT just use the sentences from the book)--ANYONE REMEMBER WHAT WORDS ON THE BINGO BOARD TO WRITE SENTENCES ABOUT IN ORDER TO BE "COVERED"?
--finish filling in BINGO boards/writing sentences quietly and independently
--What standards are we working toward today?

Review -- Vocabulary Unit #4 BINGO
--quickly go over the HW--deliberately read sentences/discuss context clues for #2-6
--share "how to win" boards
--share information about “board validation” (at podium, share words, basic definitions, and a sample sentence)
--play 3-5 games (depending on time)--+1 bonus to winners
--For HW, finish preparing for the Unit #4 vocabulary assessment, which will take place at the beginning of next class.  Don't forget about the Whimsical Words.  Good luck!

--recycle or FILE AWAY your BINGO board
--take out your HW (outline) and place it in the black basket on the front table

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--view the following video for A.) inspiration?, B.) new ideas about literature to bring to future discussions about literature, and C.) key ideas for today's work:
--key ideas for today's work:
  • The thesis statement (or argument...whatever you'd like to call it) must present a meaningful and complex idea.
  • The evidence gathered via active/critical/purposeful rereading must be both strong and thorough.
  • The explanations about the significance of these pieces of evidence in terms of your thesis/argument must be both clear and convincing.
  • Overall, the essays that you are currently working on, in their finished forms, must communicate complex ideas effectively. No barriers should exist between you and your audience.

--questions/directives for today's peer feedback block:
  • Is the thesis statement both meaningful and complex, or does the thesis statement seem pretty straightforward or as if it's "missing something"?  IF THE THESIS STATEMENT NEEDS IMPROVEMENT, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "Your thesis statement is making me think 'so what?'  If both Santiagos learn important life lessons, who cares?  What does that tell me as a reader about life lessons?  And, what specific life lessons are being conveyed to each?").
  • Are the pieces of evidence selected both strong and thorough?  Can you think of a piece of evidence or two that your peer could/should use in order to improve the quality and/or thoroughness of his/her details?  AGAIN, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "You might want to consider using...").
  • Are the tiebacks written both clear and convincing?  If, as the reader, you are at all confused or skeptical, this becomes a communication breakdown/unnecessary barrier for which the writer is reponsible, but you as the reader can help!  IF YOU ARE CONFUSED BY A TIEBACK, WRITE "I am confused?" ON YOUR PEER'S OUTLINE NEXT TO THE TIEBACK.  AT THE VERY LEAST, THIS WILL RAISE YOUR PEER'S AWARENESS OF WHERE WORK IS NEEDED.  ALSO, WRITE IN ANY ADDITIONAL SPECIFIC FEEDBACK THAT YOUR PEER COULD USE TO MAKE HIS/HER TIEBACKS LESS CONFUSING AND MORE CONVINCING (e.g., "You should probably add one more sentence here--I get that this quote shows that love is important to Santiago, but how so?).
--Mr. Martin delivers peer outlines to students--engage in purposeful reading of your peer's work by attending to the three bullets above--meetings with Mr. Martin will occur during this time (CWP and/or current assignment) as per the order established on the front board
--in partnerships (or threesomes), meet and discuss feedback--help each other be better!
--independent work time--continue outlining essays

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is 11/18/2013 (next Monday, like, the next day you have school, a BDF day...eek!)--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.
--Finish preparing for the Unit #4 vocabulary assessment, which will take place at the beginning of next class.  Don't forget about the Whimsical Words.  Good luck!
--Finish crafting your outline.
  • Make any necessary revisions as per today's peer feedback block.
  • Continuously re-write your thesis statement whenever any revisions are necessary during the outlining process.
  • Write a rough topic sentence for each of your remaining body paragraphs. (If your thesis statement is strong, simply look at it to determine what the rest of your body paragraphs should address!)
  • Roughly outline the contents of your remaining body paragraphs (details, tiebacks, details, tiebacks, etc.)
Though what you are finishing is really a rough outline, the more detailed it is, the better.  Pay it forward!