Wednesday, December 3, 2014

English 10 Honors--12/8/2014

Jump Off
--Turn in your actively read Article of the Week #9 documents along with your written response stapled on top of the documents by placing your work in the black basket on the front table.
--Pick up a quarter-sheet of lined paper from the front table.  Write your name at the top and wait for further directions.

S. the C.
--"12 Days of Love--Wish Granting" information-gathering for student's project (directions read aloud, wishes written on paper, papers submitted)
--pronounce each of the Unit #4 vocabulary words (pages 52-54) and the five "Whimsical Words"
--during today's discussion, we will continue working on:

  • citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively. This includes:
    • coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
    • propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
    • responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented. THIS MULTI-PART STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."
--during today's discussion, depending on "what comes up" from the text, we will also potentially work on:
  • determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
  • analyzing how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
--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!)

Transition #1/Discussion Preparation
--Pick up a copy of the "The Old Man and the Sea up to page 72--Have You..." document from the front table. Please spend about 3-5 minutes reading through the document pertaining to The Old Man and the Sea and picking an item about which to think/write/talk. Once you've made a selection, flip your document over and get thinking/writing!
--Reminder: Specific references to the text tend to move contributions up into the 3/4 range during discussion!
--You can also use this time to read through all of your reading notes as preparation for discussion.

Transition #2
--Form a circle out of the desks. Have your "Transition #1/Discussion Preparation" items, active/purposeful reading notes, discussion ideas, and notebook handy.

Circle Discussion -- The Old Man and the Sea up to Page 72
--engage in discussion via protocol

Items for discussion:
  • Active/purposeful reading notes, perhaps about
    • 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 (consider your assessment response from last class block)
    • Stoicism
    • Application of new terms/concepts from your reading of The Alchemist (e.g., dilemma, fable, foil, monomyth) to this novella
  • The "Have You..." list
Transition -- re-column the desks and pick up an index card

Closure -- Ticket-Out-the Door
--After writing your name on your index card, respond to the following question:
What is your tentative idea for your end-of-unit essay?

--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 55 and 56).  As you do so, underline the specific context clues within each sentence that help you arrive at your selections.  Expect me to check your work next class.  Also, familiarize yourself with the "Whimsical Words".  The Unit #4 vocabulary quiz will take place on Friday, 12/12.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!
--Bring your vocabulary book to class again next time in case we end up reviewing--please do not forget!
--Purposefully read up to the end of TOMatS by the beginning of class on Friday (12/12)--continue with high-quality Post-its (or another form of notes) for discussion/assessment preparation:
  • 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--they're the same story!
  • Stoicism
  • Irony and paradox (make sure to distinguish between these two terms)

--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.