Monday, March 31, 2014

English 10 Honors--Lord of the Flies Chapter One Discussion Notes




English 9--4/7/2014

Jump Off -- SQ3R(ish) Re-visited
--If you have not already done so, submit your "Dragonsong Unit--Chapter 4 Close Reading Paragraph Writing Assignment" typed in proper MLA Format by placing the piece in the black basket on the front table.
--Pick up a copy of the reading from the front table (an encyclopedia entry titled "A History of Sound Recording"). Write your name at the top. Then, begin surveying the text by making a prediction based on the title of the entry. Write your prediction next to the title. Next, using the title of the entry and the four bolded section titles, craft three or more questions to answer in order to engage in purposeful reading of the text.  Write your questions next to the titles from which the derive.  Finally, purposefully read "A History of Sound Recording," answering each of your questions in writing next underneath where you have written the questions themselves.
*PLEASE RAISE YOUR HAND IF YOU WOULD LIKE MR. MARTIN TO CLARIFY THESE DIRECTIONS*

S. the C.
--agenda/HW
--go over the Jump Off (review of nonfiction comprehension/annotation skills)
--take care of business--you should know the drill by now, but if not, check out the information below/pay attention to Mr. Martin's model:

  • right on the reading itself, do your best to define each of the bolded words using prior knowledge and context clues, annotating the text accordingly via underlining, drawing arrows, writing notes, etc.
Skill-Building/Instruction -- Vocabulary Unit #8
--students engage in purposeful reading as per directions
--Mr. Martin elicits a potential definition from a student for the words "assurance" through "liability" and writes the potential meanings on the front board--how did you arrive at your definition?--STUDENTS REASON/ENGAGE WITH THE TEXT AT THE SMARTBOARD
--go over the Unit #8 word list (pages 100-102)--read word aloud, have students repeat the word, and then read the part(s) of speech/definition(s)/sample sentence(s)--repeat this process for the entire list
In order to actively engage, students should be:
a.) writing the words on the line for each sentence
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).

--For HW, complete the "Completing the Sentence" exercise as directed and continue preparing for the Unit #8 vocabulary quiz, which will take place this Friday, 4/11.

Review Activity/Discussion/Notetaking -- Majority Rules! (Dragonsong Chapters 1-7) 
--directions/modeling (true/false question posed, select answer, "reveal", majority rules!--one point)
--for each false response, in order from 1-3, teams have the opportunity to explain why the statement is false and how the segment of the novel is significant to the novel as a whole (so what?!)--one point
--during the playing of the game, take notes--much will come out of today's review/discussion that will come in handy when coming up with an idea for and writing your final essay at the close of the unit

Transition -- pick up an index card and write your name at the top of it

Closure -- During today's review activity/discussion, I drew the following conclusion about Anne McCaffrey's purpose: 
--respond in detail to this prompt on your index card--when finished, submit

HW Time

Dragonsong Reading Breakdown
  • You must finish reading the novel by our first class day back from April break, which is Tuesday, 4/22.  83 pages remain, which is 10 pages less than we have read up to this point.
  • Including today, if you read 5 1/2 pages a day, you will finish the novel on time.
  • Reading requirements will be assigned this week (as in tonight's assignment of actively reading Chapter 8) in order to help you stay on track.  Completing your reading homework this week will leave you with 56 pages to read over break (approximately 6 pages a day).
  • If you would prefer to finish the novel by the end of the day this Friday so that you do not have any reading obligations over April Break (this is the plan Mr. Martin will be following--he would prefer to read something else over break!), if you read 17 pages a day including today, you will have the novel finished after reading 17 final pages on Friday.
  • Hooked on Books is this week, and you are free to read Dragonsong during your reading blocks.  However, the true purpose of Hooked on Books is to read something that you have chosen!
HW
--Complete the "Completing the Sentence" vocabulary exercise (pages 105 & 106). Underline the context clues that help you determine which word you select for each sentence (skill-building). BRING YOUR VOCABULARY BOOK AGAIN NEXT CLASS.
--Continue preparing for the Unit #8 vocabulary quiz, which will take place this Friday, 4/11. 
--Actively read Chapter 8 of Dragonsong via the Post-it Note Strategy.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
 --Bring something good that you want to read to class the rest of the week for Hooked on Books (unless you prefer to read Dragonsong).

English 10 Honors--4/4/2014

Jump Off
--Engage in some last-minute studying quietly and independently.  As you do so, Mr. Martin will return your Unit #7 quiz so that you can take a quick look and reflect.  Then, he'll be around with the recycling bin.

S. the C.
--agenda/HW

Assessment -- Vocabulary Unit #8
--When Mr. Martin directs you to do so, pick up the Unit #8 vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, pick up the "Lord of the Flies Unit--On-Demand Writing" halfsheet from the front table.

On-Demand Writing -- "Marked for Greatness" in Lord of the Flies
--purposefully read the directions on the halfsheet
--consult and internalize the information written on the front board about Meaning and Development as the categories pertain to this particular written response
--complete the task at hand on a clean sheet of lined paper
--consider planning first, but be mindful of the time--YOUR WRITING RESPONSE IS DUE AT THE END OF THE BLOCK

HW Time

HW
--Purposefully/actively read Chapter Four of Lord of the Flies as preparation for analysis/discussion next class.
--Next week is Hooked on Books--bring something good!

Friday, March 28, 2014

English 9--4/3/2014

Jump Off
--Pick up the quiz titled "Assessment: Commas with Introductory Elements" from the front table.  Purposefully read the directions and carefully complete the task at hand.  Good luck!

Assessment -- Commas with Introductory Elements
--When you finish with the assessment, complete the following checklist:
  • Place your completed work in the black basket on the front table 
  • Pick up a laptop from the cart
  • Log yourself in
  • Open up a Microsoft Word document 
  • Take out your Chapter 4 Dragonsong paragraph (or obtain the paragraph from Mr. Martin)
  • Complete a survey for your peer's leadership project
S. the C.
--agenda/HW
--During today's Writing Workshop, we will work on the following standards:
Grade 9 students:
  • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    • Introduce precise claim(s) and create an organization that establishes clear relationships among claim(s), reasons, and evidence.
    • Develop claim(s) fairly, supplying evidence for each in a manner that anticipates the audience’s knowledge level and concerns.
    • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons and between reasons and evidence.
    • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    • Provide a concluding statement or section that follows from and supports the argument presented.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
  • 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 the Language standards below.)
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
    • Use a colon to introduce a list or quotation.
    • Spell correctly.
  • Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
  • Use accurately general academic and domain-specific words and phrases, sufficient for writing at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to expression.
Writing Workshop --  Dragonsong Unit--Chapter 4 Close Reading Paragraph Writing Assignment
--Mr. Martin quickly models MLA Format while a student takes careful notes on the front board (which will be posted on the blog after today's classes)--follow along and properly set up your paper
--set the parameters for work block 


Closure

  • Return your laptop--make sure that the computer shuts down fully and that you place it in the proper slot within the cart
  • Submit the finalized version of your Chapter 4 paragraph
HW Time

HW
--If you did not finish today in class, bring a print out of your finalized Chapter 4 paragraph in MLA Format next class.  Strive for mastery!
 
--Actively read Chapter 7 of Dragonsong via the Post-it Note Strategy. This brings us past the halfway point of the novel (a logical place to stop for a reading check...hint, hint!). It would be in your best interest to spend some time reading back through your Post-its/notes for Chapters 1-7 in order to review everything that you have read and your "conversation with the text" up to this point. Don't forget, too, that some of our notes from class discussion have been posted on the blog.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.

English 10 Honors--4/2/2014

Jump Off (THINK)
--Pick up a copy of "Marked for Greatness," a chapter from Thomas C. Foster's How to Read Literature Like a Professor.  You will need this reading in order to complete one of the homework assignments.
--Pick up a copy of the "Lord of the Flies Unit: Chapter One--Discussion (continued) Preparation" sheet from the front table.  After reading the directions, complete the task at hand quietly and independently.  If you finish early, look through your purposeful/active reading notes for Chapter Two and plan some contributions for today's discussion, bearing in mind the following:
In our circle discussions, you need to:
  • ask questions that probe reasoning and evidence from your teacher and peers
  • offer contributions that are strong and well-supported by the text (e.g., On page 42, the text states, "Jack turned fiercely" toward Piggy.  This suggests that...)
  • provide detailed anecdotes/references if making connections between the text and real life/other works.
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 (two days from today)
--agenda/HW
--go over the homework ("Completing the Sentence" exercise on pages 105 & 106)  three-in-a-row style
--complete survey for student leadership project

Transition -- pairs formed via a drawing of cards
 
Discussion Preparation (PAIR) -- LotF Chapter One and Chapter Two
--share your work from the Jump Off with each other for the next five minutes--when time is up, we will form a circle

Transition -- form a circle

Discussion (SHARE) -- LotF Chapter One and Chapter Two
--all must contribute once before any second contributions--contributions assessed via the "Discussion Contribution Rating Scale"
--boy oh boy, do we have a lot to talk about (including, but certainly not limited to, the following topics: allusions, an interconnectedness of everything, conflicts, dark/light imagery, good or bad island?, human nature, leadership as an emergent theme, names as significant, symbols, etc.)!

Transition -- re-row the desks

Closure -- Final Countdown (time permitting)

HW Time

HW
--The due date for submitting a revised Argumentative Literary Analysis Paragraph for the Cumulative Writing Portfolio is Friday, April 4th (two 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.

--Finish preparing for the Unit #8 vocabulary quiz, which will take place at the beginning of next class. Make sure to familiarize yourself with the "Whimsical Words."
--Purposefully/actively read Thomas C. Foster’s "Marked for Greatness" chapter from How to Read Literature Like a Professor.  This chapter is a piece of nonfiction and should be read accordingly.  Annotating the reading and studying your annotations is highly encouraged!  Next class, expect to apply the material presented within the chapter to Chapters One-Three of Lord of the Flies.
--Purposefully/actively read Chapter Three of Lord of the Flies as preparation for analysis/discussion next class.

Thursday, March 27, 2014

English 9--4/1/2014

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.
  • Wisdom often comes with age.

S. the C.
--If you were absent last class, you must complete the On-Demand Writing task (SEE 3/28/2014 AGENDA) ASAP. Make arrangements with Mr. Martin.
--our main focus today is on the following standard:
English 9 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 English 9 grammar hammer rules.
--agenda/rationale/HW
--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 instructions, add commas to the sample sentences, 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.


Transition -- column by column, pick up your writing piece from last class and your last grammar hammer assessment from Mr. Martin

Writing Workshop/Application Activity
--Mr. Martin explains rationale behind "the one comment"
--re-read your writing piece and attend to Mr. Martin's comment:
  • if you need the quotation integration document, see Mr. Martin

--reflect upon your performance on the last grammar hammer assessment--what areas still have room for growth?:
  • revisit materials related to your areas for growth--revise your writing piece (e.g., box FANBOYS words)
--revise your writing piece based upon today's grammar learning (e.g., look for both common introductory elements and prepositional phrases)

Transition -- re-submit your writing piece

HW Time

Closure -- Final Countdown (time permitting)

HW
--Prepare for the "Missing comma after an introductory element" assessment, which will take place next class.
--Actively read Chapter 5 (if you have not already done so) and Chapter 6 of Dragonsong via the Post-it Note Strategy.  We're almost at the halfway point of the novel already!  Expect Mr. Martin to collect some of your Post-its soon.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.

English 10 Honors--3/31/2014

Jump Off
--Pick up a copy of the reading from the front table (an interview with an expert titled "Anita Stockton Talks about Risk and Reward on the Stock Market").  Write your name at the top.  Then, survey the text by making a prediction based on the title.  Write your prediction next to the title.  Next, complete a purposeful reading of the text, your purpose being locating what you believe to be the writing piece's statement of main idea and/or purpose (underline it!) and determining the author's tone (write your conclusion about tone underneath the last sentence of the reading).  Finally, consider this question: Does a logical connection exist between the title and the main idea/purpose and/or the author's tone?
*AS YOU WORK, MR. MARTIN WILL BE AROUND TO GET YOUR LOTF BOOK NUMBERS*

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 (four days from today)
--agenda/HW
--briefly go over the Jump Off (quick review of nonfiction analysis skills)
--take care of business--you should know the drill by now, but if not, check out the information below/pay attention to Mr. Martin's model:

  • right on the reading itself, do your best to define each of the bolded words using prior knowledge and context clues, annotating the text accordingly via underlining, drawing arrows, writing notes, etc.
Skill-Building/Instruction -- Vocabulary Unit #8
--students engage in purposeful reading as per directions
--Mr. Martin elicits a potential definition from a student for the words "multifarious" through "omnivorous" and writes the potential meanings on the front board--how did you arrive at your definition?--STUDENTS REASON/ENGAGE WITH THE TEXT AT THE SMARTBOARD
--go over the Unit #8 word list (pages 100-102)--read word aloud, have students repeat the word, and then read the part(s) of speech/definition(s)/sample sentence(s)--repeat this process for the entire list
In order to actively engage, students should be:
a.) writing the words on the line for each sentence
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).
--pronounce the "Whimsical Words"
--For HW, complete the "Completing the Sentence" exercise as directed and continue preparing for the Unit #8 vocabulary quiz, which will take place this Friday, April 4th.  Make sure to familiarize yourself with the "Whimsical Words."
 
Transition -- groups of three formed via a drawing of cards
 
Discussion Preparation -- LotF Chapter Two
--in groups, jot down notes pertaining to assigned prompt/question--dig back into the text and find supporting evidence
*FYI: During today’s circle discussion (about the “what to look for” list, the study guide, Post-its, the work you are about to complete, etc.), a contribution cannot earn a score of 4 unless it contains one of the twenty-five Unit #8 vocabulary words—plan accordingly! J
 
Transition -- form a circle
 
Discussion -- LotF Chapter Two
--all must contribute once before any second contributions--contributions assessed via the "Discussion Contribution Rating Scale"
--boy oh boy, do we have a lot to talk about!
 
HW Time
--begin purposefully/actively reading Chapter Two (bear in mind all of the "what to look for" items [see the blog post] while reading, too!)
 
HW
--The due date for submitting a revised Argumentative Literary Analysis Paragraph for the Cumulative Writing Portfolio is Friday, April 4th (four 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.
--Complete the "Completing the Sentence" exercise (pages 105 & 106).  Underline the context clues that help you determine which word you select for each sentence (skill-building).  BRING YOUR VOCABULARY BOOK AGAIN NEXT CLASS.
--Continue preparing for the Unit #8 vocabulary quiz, which will take place this Friday, April 4th.  Make sure to familiarize yourself with the "Whimsical Words."
--Finish purposeful/active reading of Chapter Two of Lord of the Flies as preparation for analysis/discussion next class.

English 10 Honors--What to Look for in LotF Notes




 

Tuesday, March 25, 2014

English 9--3/28/2014

Jump Off
--Underneath each of the headings on the front board, jot down what you know based on the writing that we have done throughout this school year. You will write a well-developed paragraph in class today--what should you make sure to do?
*See Mr. Martin if you would like your Cumulative Writing Portfolio--materials exist within the portfolio that will help you effectively complete this Jump Off task*

S. the C.
--agenda/HW
--go over J.O.
--model shown

Transition -- pick up the assignment sheet from the front table

On-Demand Writing -- Chapter 4--Close Reading Paragraph
--write a well-developed paragraph as directed (prewriting, writing, revising, and rewriting, bearing in mind MDOLC notes from the Jump Off and the model)

Transition -- paragraph in/circle formed for discussion

Discussion (time permitting) -- Dragonsong Chapter 4
--engage in discussion, making sure to hit as many of the important topics as we can
--Mr. Martin takes notes on the front board under the appropriate topic headings
--don't settle for anything less than your best effort at complete notes for each of the topics

HW Time

HW
--Actively read Chapter 5 of Dragonsong via the Post-it Note Strategy.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--Enjoy the weekend--you only get so many of 'em.

Backburner:
  • Return work and revisit SMART Goals.

English 10 Honors--3/27/2014

Jump Off
--Up on the front board, you will find a mostly-empty timeline. Our goal is to populate the timeline with the titles, authors, and years of publication for all of the works that we have read so far this year along the bottom. Across the top of the timeline, we need the names and spans of the three literary movements that we discussed during the Short Story Unit. Start digging through your notes, and in a few minutes, Mr. Martin will give you some additional directions.

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 (eight days from today).

--class divided into three groups:
  • short works of fiction (short stories, poems, and song lyrics) studied in English 9 and English 10 Honors
  • longer works of fiction (novellas, novels, plays, etc.) and nonfiction texts studied in English 9 and English 10 Honors
  • literary movements and history in general (e.g., revolutions, wars, etc.)
--work on completing the J.O. (rationale/Lord of the Flies predictions [list on the front board])
*AS YOU WORK, MR. MARTIN WILL BE AROUND WITH COPIES OF LORD OF THE FLIES*
--agenda/HW/rationale for today's endeavors

Transition -- grab a sheet from Mr. Martin

Activity -- Novel Pre-reading--Song Lyric Analysis
--What is explication? (review)
--Mr. Martin models explication with first stanza of each song
--engage in independent explication (focus on application of knowledge from Foster reading, imagery, and theme)

Transition -- Pick a parent (mom or dad)--what is his or her first name?  Form a circle alphabetically accordingly.  (My mom's name is Holly...just an FYI.) 

Discussion -- "Gearing Up" for Lord of the Flies
--engage in discussion about Thomas C. Foster's "Is That a Symbol?"--use "Novel Pre-reading--Purposeful Non-fiction Reading/'Gearing Up' Discussion" sheet
--craft a list on the front board of "what to look for" in Lord of the Flies based upon Foster's chapter and the song lyrics--WRITE THIS LIST DOWN IN YOUR NOTEBOOK (3/27--What to Look for in LotF)

Transition
--Re-row the desks and pick up a copy of the study guide and/or Post-its.
--Give Mr. Martin your book number.

Oral Reading -- Lord of the Flies
--purposeful/active reading (bear in mind all of the "what to look for" items while reading, too!)

Closure (time permitting)
--brief discussion

HW
--The due date for submitting a revised Argumentative Literary Analysis Paragraph for the Cumulative Writing Portfolio is Friday, April 4th (eight 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.
--Finish purposeful/active reading of Chapter 1 of Lord of the Flies as preparation for analysis/discussion next class.
--Enjoy the weekend--you only get so many of 'em.

English 9--3/26/2014

Jump Off
--Take out your "Chapter 3--Notetaking/Discussion Preparation" sheet.  Look through your notes in order to re-wrap your mind around your thoughts and ideas. While doing so, plan some contributions for today's discussion.

S. the C.
--The following students need to see Mr. Martin at the end of class today:
 
  • Jenna B.
  • Jeremiah V.
--The following student still has not submitted the Monomyth Writing Assignment:
  • Pikachu
THIS STUDENT HAS BEEN AND WILL CONTINUE TO BE REFERRED FOR CENTRAL DETENTION AS PER POLICY UNTIL HIS/HER WRITING PIECE AND MINDFULLY COMPLETED "GRADING WORKSHEET" IS SUBMITTED. AS PER USUAL, I AM MORE THAN HAPPY TO HELP!
--agenda/HW

Transition
--group roles brainstormed and modeled:
  • Leader
  • Scribe
  • Runner
-- small groups assigned by Mr. Martin for discussion purposes

Discussion -- Dragonsong Chapter 3
--in small groups, share your thoughts and ideas with each other--remember that our focus is on authorial purpose:
  • For example, I might say the following in my small group: "On page 35 in reference to Harper Elgion, McCaffrey writes, 'Harpers were [carefully] chosen for the Hold they were assigned to.'  Even though Menolly wonders, 'Hadn't anyone warned Elgion about her father's temperament?', Anne McCaffrey likely included this detail about the selection of Harpers to help readers realize that Elgion was probably purposely assigned to Half-Circle for the precise reason that he will attempt to change Yanus' attitudes and behavior."
--every so often, Mr. Martin will blow a whistle--when he does so, if he points to your group, send your Runner up to the front board to write a contribution including information about authorial purpose on the front board under the appropriate topic heading
--during this discussion, it is suggested that you take notes on your Chapter 3 document/in your notebook--these notes will come in handy when crafting your end-of-unit essay!

Transition -- re-row the desks/Scribes: submit your group discussion notes

Closure #1 -- Dragonsong Chapter 3
--Mr. Martin processes through the notes written on the front board
--during this summary session/discussion, it is imperative that you take notes on your Chapter 3 document/in your notebook--these notes will come in handy when crafting your end-of-unit essay!
--any final thoughts, questions, etc.?

Transition -- pick up the "Final Countdown" graphic organizer from the front table

Closure #2 -- Final Countdown

HW Time
--materials analysis--weigh your two options:
  • Option #1: "Chapter 4—Standards-based Text-dependent Questions: Close Reading Practice/On-demand Writing and Discussion Preparation"
  • Option #2: "Chapter 4--Notetaking/On-demand Writing and Discussion Preparation"
--Transition -- pick up your selected homework from the front table/submit your "Final Countdown" by placing the sheet in the black basket
--work on the homework assignment quietly and independently

HW
--Read Chapter 4 of Dragonsong and purposefully complete the "Chapter 4—Standards-based Text-dependent Questions: Close Reading Practice/On-demand Writing and Discussion Preparation" document OR the "Chapter 4--Notetaking/On-demand Writing and Discussion Preparation" document.
--There will be an on-demand writing task in class on Friday about Chapter 4.  This assignment will count as a Quarter 3 Writing grade and be scored via the MDOLC framework.  In terms of preparing, completing Option #1 is in your best interest (especially if you complete all of the questions/prompts in complete sentences!).
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.

Backburner:
  • Return work and revisit SMART Goals.

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).
--agenda/HW

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 wrote...in the _____ category..."/"I improved...by...")--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

Transition
--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.
HW
--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.