Tuesday, November 25, 2014

English 10 Honors--12/2/2014

Jump Off
--Pick up an index card from the front table. On the index card, write the three sentences below. Finally, label the subject and verb of each of the sentences.
  • I go walking in my sleep.
  • You are another day older.
  • They'll tell you I'm insane.

--Please take out your homework (Article of the Week #8 purposeful reading and multiple choice questions).  Then, on the front board, put a tally mark next to the letter that corresponds with your answer for each of the questions.  (For example, if I circled B for the first question, I would put a tally mark next to the B next to the number 1.)

S. the C.
--FYI: Our main focus today during the "Grammar Hammer" portion of the agenda is on the following standard:
English 10 Honors students:
  • develop and strengthen writing as needed by planning, revising, 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 all grammar hammer rules.

--Reminder: Keep the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document in mind, as this is where we are headed as we continue working through our first major literature unit of the school year. Do you have any potential ideas in mind already? (Frankly, you should!)
--ceremonial dropping of the hammer

Instruction -- The Grammar Hammer--“Missing comma after an introductory element”
--go over the Jump Off by labeling the S/V for each of the provided sentences
--Transition--pick up the "Missing comma after an introductory element" packet from the front table--read the instructions, add commas to the sample sentences, and model rule/tips with sample sentences above
--complete PRACTICE
--go over PRACTICE, reiterating rule/tips
--For HW, prepare for the "Missing comma after an introductory element" assessment--you must really “know your way around” this error and fixing it in order to be successful on said assessment.

--Pick up your Article of the Week #7 written responses, which were scored based on Organization and Control of Conventions, from the front table.

Application Activity -- The Grammar Hammer/Article of the Week #7
--Reminder: Topic sentences/claims in purpose-driven paragraphs must fully preview the contents of the forthcoming writing.  Here is an example of quality work:
  • In the article "What Richard Branson Can Learn from the Virgin Galactic Tragedy", the author, Jeffrey Kluger, claims that the SpaceShipTwo failure could have been avoided.  Ultimately, I do not agree with Kluger's statement.
--re-read your writing piece, paying particularly close attention to the check marks in the lefthand margin
--for each of the check marks in the lefthand margin, see if you can find and fix the errors pertaining to Control of Conventions
  • I will model RE-READING vs. re-reading on the SmartBoard before you begin.

Old Business -- Article of the Week #8
--go over the correct responses to some (most? none?) of the multiple choice questions via our class tally and a drawing of cards for sharing text that leads to correct answers
--Fist to Five: How helpful for you was the test-taking strategy that the Article of the Week required?

--Pick up a copy of each of the following items from the front table:
  • "Article of the Week #9 (12/1-12/5)--2014-2015 School Year"
  • "Interlude: One Story" (a section from Thomas C. Foster's How to Read Literature Like a Professor [2003]) 
Back at your desk, purposefully read the first page of the Article of the Week document.  What questions do you have for me, if any?
--Q & A

Mini-Lesson/Notetaking/Novella Introduction -- Intertextuality
--oral reading of Foster's section for the gist
--share out and jot down notes (12/2/2014--Intertextuality)
--discuss the implications of "intertextuality" with regard to The Old Man and the Sea: The Alchemist IS The Old Man and the Sea!

--Clean out all of your notes from The Alchemist. Organize and save your notes! Then, return your copy of The Alchemist and pick up a copy of Ernest Hemingway's The Old Man and the Sea (TOMatS). Write your first and last name and "Mr. Martin" on the inside cover of the novella. Then, write your first and last name and book number on the sheet on the front table.
--While up at the front table, pick up approximately 6-8 Post-its, the quarter-slip titled "What to put on Post-its," and a piece of Scotch tape. Stick the quarter-slip to the inside cover of your copy of TOMatS.
--Take a look through TOMatS in order to get a feel for it.

HW Time
--independent reading

--Prepare for the "Missing comma after an introductory element" assessment, which will take place next class.
--Begin your work with Article of the Week #9, which is due at the beginning of class on Monday, December 8th.
--Purposefully read pgs. 9-25 of TOMatS. Demonstrate your best skill level in reading purposefully via the Post-it Note strategy (or?), and expect both to discuss your ideas and for me to collect your work next class. As with our reading of The Alchemist, I reserve the right to conduct a reading assessment at any time. Consider the list below when dealing with TOMatS:
  • the basics (characters, setting, conflict, etc.)
  • Christological figure
  • Hero as a literary term
  • Hemingway's writing style (for which he is famous!)
  • Intertextuality with The Alchemist
--Don't forget about your free reading book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.