Saturday, May 3, 2014

English 10 Honors--5/7/2014

Jump Off (5 mins.)
--Spend the first 5ish minutes of class reading through your “Reading Nonfiction Document” for Thomas C. Foster’s “Nice to Eat with You: Acts of Communion” and your annotations written on the reading itself.

Assessment -- Reading Nonfiction--“Nice to Eat with You: Acts of Communion” (10-15 mins.)
--complete the assessment quietly and independently as directed
--When you finish with the assessment, transition as directed.

Transition (5-10 mins.)
--Place your assessment in the black basket on the front table.
--Pick up the “Understanding Argument” sheet from the front table. Carefully read the directions. Then, purposefully read the information included within the charts. Finally, spend some time thinking of answers to the italicized question included within the directions. Jot down your thoughts on the back of the sheet, as we will spend some time discussing this question together.

S. the C. (15-20 mins.)
--briefly discuss the homework assignment--What is literary communion?  What are some typical authorial purposes behind literary communion?
--discuss the “Understanding Argument” sheet--What is argument? What does an argument require?
  • Throughout today’s class, ask questions relating today’s lesson contents to your end-of-course assignment—advocate for your understanding!
Transition (2 mins.)
--Pick up the “Models of Argument" sheet from the front table.
Writing Workshop -- Models of Argument (15-20 mins.)
--engage in purposeful reading
--discuss commonalities, crafting a list of necessities for our research process
--Transition--pick up additional materials from the front table based on approach selections
--purposefully read:
  • Underline and define key terms associated with your selected approach.
  • Create a checklist that could be used for purposeful reading of sources in order to effectively execute your selected approach--If reading websites, articles, books, etc. "like a detective," what would you look for to highlight, underline, etc.?
  • Write a three-sentence summary of your approach.
--add items to list from earlier in class (you should use this information when purposefully reading sources in the future!)

Transition (2 mins.)
--Pick up the “Nonfiction Analysis--Wilbert Rideau’s ‘Why Prisons Don’t Work’” document from the front table.  Read and attend to the information under the “Before Reading” heading.  When you have finished, look up.

HW Time (remainder of class)
--oral purposeful reading as per “During Reading” directions
--pair work--“After Reading

--Finish the "Nonfiction Analysis--Wilbert Rideau's 'Why Prisons Don't Work'" document.  Be prepared for an assessment and/or a discussion next class about your work with the reading.
--We are scheduled for full blocks in the Computer Lab on the following days: Wednesday, 5/28/2014; Friday, 5/30/2014; and Tuesday, 6/3/2014. Plan accordingly!
--The written portion of the End-of-Course Assignment is due at the beginning of class on Thursday, 6/5/2014, which will also be the first day of in-class presentations.