Monday, March 24, 2014

English 10 Honors--3/25/2014

Jump Off
--Pick up a copy of each of the following documents from the front table: 
  • Thomas C. Foster's "Is That a Symbol?" chapter from How to Read Literature Like a Professor
  • "Lord of the Flies Unit--Novel Pre-reading--Purposeful Non-fiction Reading/'Gearing Up' Discussion"

You will need both of these documents for tonight's homework assignment.
--While you're up there, also pick up the "Argumentative Literary Analysis Paragraph--Feedback Analysis" page.  Read the directions quietly and independently back at your desk while Mr. Martin returns your scored writing.

S. the C.
--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 (posted up on the front board)?
--The due date for submission is Friday, April 4th (ten days from today).

Writing Workshop -- Short Story Unit--Argumentative Literary Analysis Paragraph--Feedback Analysis
--independent work time (feedback analysis/handwritten revisions)--during this time, students with specific questions can meet with Mr. Martin as per the order established on the front board
--whole-group share-out ("I the _____ category..."/"I")--Mr. Martin adds items under the appropriate categories on the front board and models where appropriate--TAKE NOTES EITHER IN YOUR NOTEBOOK OR ON THE FRONT/BACK OF YOUR FEEDBACK ANALYSIS SHEET

--When finished, resubmit your writing assignment (if you are not required/do not intend to make revisions [85% or higher]) and clip your feedback analysis sheet into (the Writing Section of?) your binder. The hole puncher is located on the front table.
--Take out your "Reading Nonfiction Document" for Kim Brooks' "Death to high school English."

Discussion -- Kim Brooks' "Death to high school English"
--when discussing today (in rows in order to save time), bear in mind the following Reading Informational Text standards, several of which will be assessed in the last twenty minutes of class today as part of the "Reading Nonfiction Assessment #1":
English 10 students:
  • RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    • Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
  • RI.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • RI.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
  • RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
  • RI.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • RI.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
--engage in discussion via a modified version of the protocol (one contribution minimum/two contributions maximum today--second contributions cannot be shared until all have contributed once :))--contributions assessed via the "Discussion Contribution Rating Scale"):
  • #1-5 of the "Reading Nonfiction Document"
  • any other thoughts/questions formulated during active/purposeful reading of the article
Transition -- pick up the "Reading Nonfiction Assessment #1" from the front table

Assessment -- Reading Nonfiction (20 mins.)

Suggested approach:
  • conduct a gist reading of the nonfiction piece first
  • purposefully annotate the multiple choice prompts/questions themselves (but not the choices!)--then, go back through the nonfiction piece and purposefully reread accordingly in order to respond to/answer each of the prompts/questions
  • When finished, submit your assessment by placing it in the black basket on the front table.  Then, begin the homework assignment.
--The due date for submitting a revised Argumentative Literary Analysis Paragraph for the Cumulative Writing Portfolio is Friday, April 4th (ten days 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.
--Purposefully read Thomas C. Foster's "Is That a Symbol?" chapter in order to respond to the six questions on the "Lord of the Flies Unit--Novel Pre-reading--Purposeful Non-fiction Reading/'Gearing Up' Discussion" document as directed.  Expect an assessment and/or a discussion about the material next class.