Monday, November 25, 2013

English 10 Honors--12/2/2013

Jump Off
--Turn in the final version of your essay by placing it in the black basket on the front table.
--Sign out a copy of Perrine's Story and Structure, as you will need the book in order to complete one of the homework assignments.
--Pick up a copy of the reading from the front table (a speech titled "Democracy: From Athens to America").  Write your name at the top.  Then, survey the text by making a prediction based on the title and locating what you believe to be the thesis statement.  Does a logical connection exist between the title and the thesis?  If necessary, raise your hand and advocate for your understanding of these directions!

S. the C.
--Today, we will work on:
  • determining an author's purpose in a text (albeit briefly).
  • determining the meaning of an unfamiliar word based on grades 9-10 reading and content, choosing flexibly from a range of strategies.  More specifically, we will work on using context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word.  THIS STANDARD WILL BE ASSESSED VIA THE "COMPLETING THE SENTENCE" SECTION OF THE UNIT #5 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.
  • editing work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook).
  • strengthening writing as needed by editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the Language standards listed in previous blog posts.)

--briefly go over the Jump Off (quick review of strategies worth implementing on any nonfiction text)

--take care of business--you should know the drill by now, but if not, check out the information below:
  • right on the reading itself, do your best to define each of the bolded words using prior knowledge and context clues, annotating the text accordingly via underlining, drawing arrows, writing notes, etc.
Skill-Building/Instruction -- Vocabulary Unit #5
--students engage in purposeful reading as per directions
--Mr. Martin elicits a potential definition from a student for the words "unfeigned" through "infallible" and writes the potential meanings on the front board--how did you arrive at your definition?--STUDENTS REASON/ENGAGE WITH THE TEXT AT THE SMARTBOARD

--go over the Unit #5 word list (pages 62-64)--read word aloud, have students repeat the word, and then read the part(s) of speech/definition(s)/sample sentence(s)--repeat this process for the entire list
In order to actively engage, students should be:
a.) writing the words on the line for each sentence
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).

--pronounce the "Whimsical Words"
--For HW, complete the "Completing the Sentence" exercise as directed and continue preparing for the Unit #5 vocabulary quiz, which will take place this Friday (12/6/2013).  Make sure to familiarize yourself with the "Whimsical Words."

Transition -- pick up a rubric from the front table

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--Mr. Martin hands out essays for the purpose of peer grading
--use rubric to score peer’s MLA Format (Mr. Martin models with scanned-in essay)
--score peer’s parenthetical references (Mr. Martin models)
--score peer’s Works Cited page (Mr. Martin models)
--score peer’s content (Mr. Martin models)
--determine peer’s overall score (Mr. Martin models)
--return essay to peer
--engage in self-reflection--what revisions should you make to your essay before submitting your work to Mr. Martin?

Transition -- pick up the "Short Story Unit Information Sheet" sheet from the front table

Looking Ahead -- Short Story Unit
--oral reading of information sheet in order to preview our next unit--any questions that Mr. Martin can answer?

Transition -- pick up the "Perrine's Story and Structure--'Reading the Story' (pgs. 3-9)" sheet from the front table

HW Time -- Commercial vs. Literary Fiction
--read through the italicized directions on the sheet
--survey the nonfiction text from Perrine's Story and Structure a la today's Jump Off
--engage in purposeful reading as preparation for follow-up discussion next class (distinguishing between two types of fiction/analyzing our course works thus far through this lens)--complete the top half of the "Perrine's Story and Structure--'Reading the Story' (pgs. 3-9)" sheet

--Complete the "Completing the Sentence" exercise (pages 67 &68).  Underline the context clues that help you determine which word you select for each sentence (skill-building).  BRING YOUR VOCABULARY BOOK AGAIN NEXT CLASS.
--Continue preparing for the Unit #5 vocabulary quiz, which will take place this Friday (12/6/2013).  Make sure to familiarize yourself with the "Whimsical Words."
--Revise your essay as per today's Writing Workshop block.  The final version of your essay (the near-perfect version that Mr. Martin will actually score) is due at the beginning of class next time (Wednesday, 12/4/2013).
--Engage in purposeful reading and complete the top half of the "Perrine's Story and Structure--'Reading the Story' (pgs. 3-9)" sheet.