Monday, October 6, 2014

English 10 Honors--10/14/2014

Jump Off (15-20 mins.)
--Turn in your actively read Article of the Week #5 along with your two-paragraph response stapled on top of the article by placing your work in the black basket on the front table.
--Pick up the vocabulary assessment from the front table.  Complete the quiz quietly and independently.  Good luck!

S. the C. (8-10 mins.)
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily

After the Quiz/Transition (8-10 mins.)
--Pick up a highlighter and an index card from the front table and take out your personal copy of Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages".  Then, read and respond to the information below:

Below, you will see a basic version of the most common claim made last class in response to the question What is one “deep understanding” of Thomas C. Foster’s text that you now have that you did not have prior to our discussion?:
  • Foster compares novels to people.
In making this sort of claim, many of you noted that Foster continues this comparison "throughout the text".  Re-read paragraph one ("Ever watch people...") through paragraph eight ("That first page..."), highlighting all pieces of textual evidence that help support the bolded claim above.  Then, do the same thing for the final two paragraphs on pages 35 and 36 ("Well, 'Aunt Dahlia'..." and Whew!  It's worth...").

Old Business/Notetaking (Refining Our Thinking) -- Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages, Terms, and "Building a Bridge" between the Two (20-30 mins.)
--share out as per the "After the Quiz/Transition" portion of the block
  • Is Foster comparing novels to people throughout the text?
    • Transition into focusing on precision/complexity of claims...
--Take out your notebook and date the page (10/14) in the lefthand margin.  Label this section of your notes "Terms/Concepts/Tips--A Running List".  As I read through/elaborate upon the projected definitions, copy the information into your notebook, advocating for your understanding whenever necessary.
  • Complete the following task on your index card:
    • Based on the evidence from Foster's work that you gathered earlier in class and your understanding of the three terms that you just added to your notes, come up with a new and improved claim about Foster's craft.  In your claim, you must use all three of the terms.  Then, pick two pieces of highlighted evidence that could best be used to support your claim, and be ready to discuss your claim and evidence, focusing on the "how"/"why" questions.
  • wrap-up discussion
Teambuilding Activity -- Thematic Writing Assignment--Partner Interviews (time permitting)
--I hand an introduction and first body paragraph of an essay with the name of the student being written about whited out to a random student--he/she then reads the essay segment aloud, substituting the word "blank" for each whited out area
--guess who?!
--student being written about repeats first and last name, reveals the author of the writing piece, and shares one additional "tidbit" about him or herself (perhaps something else that came up during the interviewing sessions?)

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront Magazine

--Go back through your responses to the questions under "Step #3" of the "Reading Nonfiction Document" for "Pickup Lines..." prior to the beginning of next class.  Do you need to revise or add to any of your responses?
--Read your free reading book for at least 15 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Expect to both receive your scored "Thematic Writing Assignment--Partner Interviews" essay and begin our work with Paulo Coelho's The Alchemist next class!