Thursday, October 29, 2015

English 10 Honors--11/2/2015

Jump Off (3-5 mins.)
--Turn in Article of the Week #3 by placing your best work in the black basket on the front table.
--Open your vocabulary book to page 34. Look through the list of words and put a mark next to all of the words that you are pretty confident about knowing already.  Also, make sure that you familiarize yourself with the "Whimsical Words."
*AS YOU WORK, I WILL RETURN YOUR UNIT #2 VOCABULARY QUIZ WITH THE ROUGH GOAL YOU SET STAPLED TO IT.  ALSO, I WILL GIVE YOU ANOTHER HALF-INDEX CARD SO THAT YOU CAN SET ANOTHER ROUGH GOAL.*

S. the C. (8-10 mins.)
--reading assessment?!
--agenda/HW
--list of students needing to revise for the Cumulative Writing Portfolio shared:
  • Would anyone like to schedule a meeting for a time slot during today's class (during sharing of short stories time) or my office hours (posted on the front board)?
--pronounce each of the Unit #3 vocabulary words (pages 34-36) and the five "Whimsical Words"
--reflect upon your performance on the Unit #2 vocabulary quiz one last time and set a rough goal for the Unit #3 quiz on your half-index card

Transition (2 mins.)
--When you finish the last task described above, turn in your half-index card and your Unit #2 vocabulary quiz to me at the front of the classroom.
--Get back into your groups from last class in order to finish purposefully reading/listening to short stories.

Writing Workshop (cont.) -- Short Story Writing Assignment (15-20 mins.)
--purposeful oral reading/purposeful listening:
  • Purpose while reading:
    • read clearly and deliberately so that your peers can follow along--if and when you hear an error, stop and make a note on your story
  • Purposes while listening:
    • work to answer these questions:
      • What themes emerge from the short story?
      • By the end of the story, what do you learn/understand about each of the emergent themes?  In other words, what viable theme statements can you develop?
    • offer any helpful suggestions that come to your mind as each of your peers is sharing
--If your group finishes and others are still collaborating, return to your desk and engage in free reading until you receive further instructions.

Transition (2-3 mins.)
--Pick up a copy of the "Unifying Theme Statement Practice--'Social Class'" document from the front table, which is part of tonight's homework.
--Pick up an index card for today's closure piece.  Write your name at the top of the index card.
--Form an alphabetical-by-middle-name circle out of the desks.

Story #2 -- “The Necklace” (flex time)
--spend a few minutes "gearing up" for discussion by planning some potential contributions (after directions below are shared)
--engage in discussion via a modified version of the protocol (one contribution minimum/three contributions maximum today--third contributions cannot be shared until all have contributed once :))--contributions assessed via the "Discussion Contribution Rating Scale"):
  • notes written on the "Short Story Analysis Sheet"/the text itself (especially thoughts/questions formulated during purposeful reading of the story)
  • miscellaneous (Essential Questions/Standards/"Short Story Writing Assignment" Revisions):
    • What is a short story?
      • Maupassant's command over the short story as a genre
    • How does purposefully reading a short story enhance our understanding of the human experience?
      • What are some themes that emerge in "The Necklace"?
      • When and how do these themes emerge?
      • What literary techniques does Maupassant use to develop some of the emergent themes, and how does he use these techniques effectively?
      • What does Maupassant want readers to think about these themes/what insights into the human experience is he presenting (theme statement vs. mere theme)?
      • How often do we really stop to think about the ideas about the human experience conveyed to us in literature, from story-to-story, etc.? 
Closure -- "During today's discussion of "The Necklace," I realized/concluded/learned that..." (5 mins.)

HW Time/DEAR (time permitting)


HW (Class Preparation)
--Begin preparing for the Unit #3 vocabulary quiz, which will take on Friday, 11/6, bearing in mind your rough goal set during today's class.  Make sure to familiarize yourself with the “Whimsical Words.”  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!
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.
HW (Class Preparation/Take-Home Assessment)
--Complete the "Unifying Theme Statement Practice--'Social Class'" sheet (explicate poem, craft unifying theme statement, cite strong textual evidence supporting theme statement, and tie back via explanation) by the beginning of next class (Wednesday, 11/4).
HW (Writing)
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is Friday, 11/13 (just over 1.5 weeks from today)--YOU MUST schedule a meeting with me 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 improving your short story based on the collaboration that occurred either last class or today and type your argumentative paragraphs as directed.  A perfected version of each writing piece is due at the beginning of class next time (Wednesday, 11/4).

Wednesday, October 28, 2015

English 9--10/30/2015

Jump Off (15-20 mins.)
--Pick up the Unit #3 vocabulary quiz from the front table.  Make sure to carefully read all of the directions as some additional directions exist in one of the sections.  Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, place your work in the black basket on the front table and see me so that I can give you the document that you will need for the remainder of the class block.  Then, engage in free reading until you receive further instructions.

S. the C. (5-8 mins.)
--agenda/HW
--The following students need to see me before leaving class today:
  • Miranda M.
  • Ryan W.
  • Kiara S.
  • Cameron V.
  • Christina B.
  • Trevor C.
"Setting the Table" -- Academic/Purposeful Re-reading of "St. Lucy's..." (15-20 mins.)
--beginning with the end in mind--our ultimate purpose for re-reading the short story:

End-of-Mini-Unit Assessment Writing Prompt:
Write a well-developed paragraph in which you support a meaningful and complex theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

--more specific purposeful reading tasks shared and MODELED one-by-one for the epigraph and first paragraph of Stage 1:
  • Task A--RL.2 (Theme)
  • Task B--RL.3 (Character)
  • Task C--RL.4 (Diction)
  • Task D--RL.5 (Structure)
*BY THE END OF STAGE 4, YOU WILL HAVE COMPLETED EACH OF THESE TASKS.  COMPLETION OF THESE TASKS AND SHARE-OUTS/DISCUSSIONS STEMMING FROM YOUR WORK ARE INTENDED BOTH TO HELP US WORK TOWARD MASTERING CERTAIN STANDARDS AND "UNWRAP" THE STORY IN PREPARATION FOR THE WRITING ASSESSMENT.*

Purposeful Oral Reading (Share-Out/Discussion Preparation) -- "St. Lucy's..."--Stage 1 (10-15 mins.)
--purposeful oral reading of Stage 1 of the short story--complete your assigned purposeful reading task to the best of your ability
--continue completing your assigned purposeful reading task

Transition (3-5 mins.)
--go back through your purposeful annotations and tool (where applicable) and come up with at least one potential contribution for today's forthcoming share-out/discussion

Share-Out/Discussion -- "St. Lucy's..."--Stage 1 (until 8-10 mins. remain [time permitting])
--as you and your peers share and I mark up the text on the SmartBoard, do the same on your personal copy of "St. Lucy's..." (volunteers first, then cards drawn)
Closure -- Take a Stand (remainder of class [time permitting])
--reminder of the protocol for Take a Stand (with a twist!):
  • Momentarily, I will make a claim about Stage 1 of "St. Lucy's...":
    • If you agree with the claim, STAND ON your desk chair.
    • If you neither fully agree nor disagree with the claim and instead have a more precise claim of your own, STAY SEATED in your desk chair. 
    • If you disagree with the claim, SIT ON THE FLOOR next to your desk.

--The claim: The Stage 1 epigraph of Karen Russell's short story "St. Lucy's Home for Girls Raised by Wolves" accurately depicts the girls' actual experiences during the first section of the story.
--show your position
--cold-calling--students randomly selected to briefly explain their thoughts (no more than three sentences)

HW (Class Preparation)
--Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.
--Enjoy the weekend--you only get so many of 'em!

English 10 Honors--10/29/2015

Jump Off (2 mins.)
--Get back with your partner/group from last class in order to finish writing your literary analysis paragraph.  Make sure that your duo/group is "anchored in" to the "Compact for Group Work" again before you get rolling.


S. the C. (3-5 mins.)
--list of students needing to revise for the Cumulative Writing Portfolio shared
--agenda/HW

Group Work/Writing Workshop (cont.) -- Culminating Assignment: "The Masque of the Red Death" Literary Analysis Paragraph (15-20 mins.)
--work in your duos/groups (as defined by the "Compact for Group Work") to finish writing a paragraph as directed by the task to which you have been assigned

Transition -- form a circle out of the desks and take out your "Short Story Analysis Sheet" for "The Masque of the Red Death" (2 mins.)

Group Work Closure/Discussion -- Wrapping up "The Masque of the Red Death" (20-25 mins.)
--oral reading of literary analysis paragraphs/Q & A
--final discussion as per the "After reading" section of the "Short Story Analysis Sheet"


Transition (2-3 mins.)
--directions given for the next activity
--form groups of three or four


Writing Workshop -- Short Story Writing Assignment (flex time)
--purposeful oral reading/purposeful listening:

  • Purpose while reading:
    • read clearly and deliberately so that your peers can follow along--if and when you hear an error, stop and make a note on your story
  • Purposes while listening:
    • work to answer these questions:
      • What themes emerge from the short story?
      • By the end of the story, what do you learn/understand about each of the emergent themes?  In other words, what viable theme statements can you develop?
    • offer any helpful suggestions that come to your mind as each of your peers is sharing
--If your group finishes and others are still collaborating, return to your desk and engage in free reading until you receive further instructions.

Transition (1 min.)
--Turn to the section of your notebook that contains your Short Story Unit notes.  Date the page (10/29/2015) and label this section of your notes "Realism as a Literary Movement".

Note-taking -- Realism as a Literary Movement (3-5 mins.)

--bear in mind that Guy de Maupassant's "The Necklace," our next unit work, was written during this movement

Transition -- pick up a copy of the "Short Story Analysis Sheet," a story map (if desired), and a copy of "The Necklace" from the front table (2 mins.)

HW Time -- “The Necklace” Purposeful Reading (time permitting)
--purposefully read “The Necklace” (use “Short Story Analysis Sheet”)


 
HW (Take-Home Assessment)
--Finish Article of the Week #3 to turn in at the beginning of class next time (Monday, 11/2).  This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.  Feel free to take the initiative to submit your work early!
HW (Class Preparation)
--Begin/finish purposefully reading “The Necklace” prior to the beginning of next class (Monday, 11/2) via the "Short Story Analysis Sheet".  Be prepared for an assessment and/or a discussion about the reading next class.
--Bring your vocabulary book to class next time (Monday, 11/2)--please do not forget!
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.
HW (Writing)
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is Friday, 11/13 (just over two weeks from today)--YOU MUST schedule a meeting with me 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 improving your short story based on today's collaboration and type your argumentative paragraphs as directed.  A perfected version of each writing piece is due at the beginning of class on Wednesday, 11/4.

Friday, October 23, 2015

English 9--10/28/2015

Jump Off (1 min.)
--Pick up the "Drawing Study Strategy" sheet from the front table.

S. the C. (8-10 mins.)
--agenda/HW
--rough goals from last class read aloud

Study Strategy Practice/Review -- Vocabulary Unit #3 (15-20 mins.)
--information shared about the "incentive plan"
--"Drawing Study Strategy" MODELED on the front board (word, part of speech, easy-to-remember synonym, and easy-to-visualize drawing)
--independent work time--implement the "Drawing Study Strategy" for at least five of the Unit #3 words
--share out--five more words added to the front board (ideally via volunteers, but cards will be drawn if necessary)


Transition (2 mins.)
--Pick up the "Feedback Analysis: Standards Assessments (RI.2, RI.3, RI.4, RL.2, W.2, and W.4)" document from the front table (Block 2 and Block 3).  After spending some time familiarizing ourselves with the document, its purpose, and how to use it, you will receive your last two standards assessments.

Self-Reflection/Skills and Writing Workshop (cont.) -- Standards Assessments--Feedback Analysis and Improvements (RI.2, RI.3, RI.4, RL.2, W.2, and W.4) (35-40 mins.)
--REMINDER: With assessments such as these, I aim to...

  • assess your skills and arrive at a fair score to report
  • provide feedback that helps you move forward
  • , ultimately, take what I hope is your best work and then do my best work in order to make your best work better.
--using the feedback analysis document and making improvements MODELED for the first few items on the first assessment
--Transition

  • Pick up both a colored pencil (all blocks) and your assessments (Block 2 and Block 3) from the front table.  When you arrive back at your desk, do the same "thing" that I just modeled with your own work. 
--share out: What did you conclude/do? (three students share--cards drawn if necessary)
--process repeated for the rest of the first assessment
--familiarize ourselves (again!) with the four writing categories that will frame our writing work this school year (Content and Analysis; Command of Evidence; Coherence, Organization, and Style; and Control of Conventions) via PowerPoint slide
--exemplar shared for the second assessment
--more MODELING
--continue making a list of "pros" and "grows" as you process through feedback that I provided--attend to at least one comment in colored pencil
*I WILL CIRCULATE THROUGH TO ASSIST AND LOOK FOR EVIDENCE OF GROWTH*
--share out: What did you conclude/do? (three different students share--cards drawn if necessary)


"Setting the Table" -- Academic/Purposeful Re-reading of "St. Lucy's Home for Girls Raised by Wolves" (flex time)
--beginning with the end in mind--our ultimate purpose for re-reading the short story:

End-of-Mini-Unit Assessment Writing Prompt:
Write a well-developed paragraph in which you support a meaningful and complex theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

--more specific purposeful reading tasks shared and MODELED one-by-one for the epigraph and first paragraph of Stage 1:
  • Task A--RL.2 (Theme)
  • Task B--RL.3 (Character)
  • Task C--RL.4 (Diction)
  • Task D--RL.5 (Structure)
*BY THE END OF STAGE 4, YOU WILL HAVE COMPLETED EACH OF THESE TASKS*
--purposeful reading tasks assigned for Stage 1 (see class rosters)

Closure -- Ball Toss (remainder of class--time permitting)
--If the ball is thrown to you, complete one of the following sentence-starters:
  • One English skill that I am going to work on getting better at is...
  • Something I noticed in Stage 1 of "St. Lucy's..." that I hadn't noticed the first time is...
  • Next time we meet, my job will be to...
HW (Class Preparation)
--Finish preparing for the Unit #3 vocabulary quiz, which will take place at the beginning of next class (Friday, 10/30), bearing in mind your rough goal set during last class.  I invite you to finish your "Drawing Study Strategy" sheet from today's class and use the sheet as part of your preparation process.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!  Don't forget about the incentive plan!
--Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.
--Come to class next time prepared to begin grappling with "St. Lucy's..."  I'm looking forward to it!

Thursday, October 22, 2015

English 10 Honors--10/27/2015

Jump Off (15-20 mins.)
--Pick up the "QUIZ--Commas with introductory elements" document from the front table.  Complete the assessment quietly and independently back at your desk.  Good luck!

--When you finish with the assessment, place your work in the black basket on the front table and pick up the "Article of the Week #3 (10/26 - 10/30)--2015-2016 School Year" document.  Then, either begin your work with the article or engage in free reading until you receive further instructions.
*AS YOU WORK, I WILL RETURN YOUR AOW #2 DOCUMENTS.  PLEASE TAKE A LOOK AT HOW YOU DID IN THE CONTROL OF CONVENTIONS CATEGORY.  CAN YOU FIND AND FIX ANY ERRORS PERTAINING TO THE GRAMMAR ERROR WITH WHICH WE ARE CURRENTLY WORKING?*

S. the C. (5-8 mins.)
--list of students needing to revise for the Cumulative Writing Portfolio shared
--agenda/HW
--What is a controlling idea?--transition into next agenda item

Application Activity -- Controlling Idea Practice: "The Masque..." and "Appointment" (10-15 mins.)
--Feel free to sit on the floor closer to me so that you can see better!
--purposeful oral reading of "Appointment," an adaptation of W. Somerset Maugham's short story in picture book form
  • Your Purpose: Come up with a controlling idea sentence or sentences for our two most recent works.  Write your sentence/sentences in your notebook and be ready to share.
--share out--theme statements compiled on the front board (These might come in handy a little later!)

Transition (3-5 mins.)
--Block 4: Pick up the "What is 'point of view'?" page from the front of the classroom.  After giving the document a quick scan, place it in your binder near your terms/concepts packet from the beginning of the school year.
--review the "Compact for Group Work" posted in the front of the classroom
  • What does this document essentially say?
  • Can we live with it?
--groups assigned for the culminating assignment via a drawing of cards

Group Work/Writing Workshop -- Culminating Assignment: "The Masque of the Red Death" Literary Analysis Paragraph (25-30 mins.)
--work as a group (as defined by the "Compact for Group Work") to write a paragraph as directed by the task to which you have been assigned--consider our conclusions about theme from earlier in class, brainstorm, reread, annotate, discuss, outline, draft, write, bear in mind "The Four Cs of Quality Academic Writing," etc.
--Consider this a sort of training session--you will be asked to independently complete a similar task in the future with a different short story!

Transition (2 mins.)
--Pick up the "Collaboration and Leadership Reflection--Literary Analysis Paragraph" document from the front table.

Closure (remainder of class) 
--After carefully reading the directions, complete the task at hand and submit your best work based on the time permitted prior to leaving class.

HW (Take-Home Assessment)
--Complete Article of the Week #3 to turn in at the beginning of class on Monday, 11/2.  This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.
HW (Class Preparation)
--Bring your vocabulary book to class on Monday, 11/2--please do not forget!
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
HW (Writing)
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is Friday, 11/13 (approximately 2.5 weeks from today)--YOU MUST schedule a meeting with me 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.

--Continue writing your short story and argumentative paragraphs. The final draft of the short story aspect of the assignment is due on Thursday, 10/29, which is NEXT CLASS!

English 9--10/26/2015

Jump Off (3-5 mins.)
--Open your vocabulary book to page 34. Look through the list of words and put a mark next to all of the words that you are pretty confident about knowing already.
*AS YOU WORK, I WILL RETURN YOUR UNIT #2 VOCABULARY QUIZ WITH THE ROUGH GOAL YOU SET STAPLED TO IT.  ALSO, I WILL GIVE YOU ANOTHER HALF-INDEX CARD SO THAT YOU CAN SET ANOTHER ROUGH GOAL.*

S. the C. (8-10 mins.)
--agenda/HW
--pronounce each of the Unit #3 vocabulary words (pages 34-36)
--reflect upon your performance on the Unit #2 vocabulary quiz one last time and set a rough goal for the Unit #3 quiz on your half-index card

Transition (2 mins.)
--When you finish the last task described above, turn in your half-index card and your Unit #2 vocabulary quiz to me at the front of the classroom.

Application Activity #2 (continuation of last class block) -- P.D. Eastman's "The Best Nest": Theme Statements and Strong and Thorough Textual Evidence (30-35 mins.)
--directions on back of page read/clarified (if necessary) (Block 2 and Block 3)
--review our official Compact for Group Work (all blocks)
--mindfully complete the back of the theme notes page (gather strong and thorough textual evidence from and develop a rough theme statement for "The Best Nest") independently or in groups of no more than three people (Block 1 [reconvene and finish up], Block 2, and Block 3)
  • If necessary, you can access the video on my computer or consult the hard copy of the story while gathering evidence.

*AS YOU MEET, I WILL COME AROUND AND RETURN YOUR TICKETS-OUT-THE-DOOR FROM THE END OF LAST CLASS BLOCK*
--take a look at the "Theme Statements--The Do Nots and Dos PowerPoint--after each item is shared, check/discuss your group's work and revise/improve as necessary (all blocks)
--share out--you are strongly advised to copy the theme statements shared on the front board into your notebook! (all blocks)
--Activity Closure (3-5 mins.)
  • After carefully rereading the directions, complete the task at hand and submit your best work based on the time permitted.
Transition (2 mins.)
--Pick up the "Feedback Analysis: Standards Assessments (RI.2, RI.3, RI.4, RL.2, W.2, and W.4)" document from the front table.  After spending some time familiarizing ourselves with the document, its purpose, and how to use it, you will receive your last two standards assessments.

Self-Reflection/Skills and Writing Workshop -- Standards Assessments--Feedback Analysis and Improvements (RI.2, RI.3, RI.4, RL.2, W.2, and W.4) (remainder of class)
--rationale ("GROWTH Mindset" and "Continuous Improvement Cycle" slides shared/summarized/discussed)
--With assessments such as these, I aim to...
  • assess your skills and arrive at a fair score to report
  • provide feedback that helps you move forward
  • , ultimately, take what I hope is your best work and then do my best realistic work in order to make your best work better.
--using the feedback analysis document and making improvements MODELED for the first few items on the first assessment
--Transition
  • Pick up both a colored pencil and your assessments from the front table.  When you arrive back at your desk, do the same "thing" that I just modeled with your own work. 
--share out: What did you conclude/do? (three students share--cards drawn if necessary)
--process repeated for the rest of the first assessment
--familiarize ourselves (again!) with the four writing categories that will frame our writing work this school year (Content and Analysis; Command of Evidence; Coherence, Organization, and Style; and Control of Conventions) via PowerPoint slide
--exemplar shared for the second assessment
--more MODELING
--continue making a list of "pros" and "grows" as you process through feedback that I provided--attend to at least one comment in colored pencil
*I WILL CIRCULATE THROUGH TO ASSIST AND LOOK FOR EVIDENCE OF GROWTH*

HW (Class Preparation)
--Begin preparing for the Unit #3 vocabulary quiz, which will take place this Friday, 10/30, bearing in mind your rough goal set during today's class.  It might be a good idea to read "A Polar Controversy" on pages 32 and 33 as a starting point in the manner that we read prior to last unit in order to continue working on using context clues to determine meaning.  Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you will be in good shape!  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--If you struggled on either the Unit #1 or the Unit #2 quiz, take the initiative to meet with me during homeroom or after school so that we can put together a plan of action!
--Bring your vocabulary book again next class--please do not forget!
--Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.

Tuesday, October 20, 2015

English 10 Honors--10/23/2015

Jump Off (3 mins.)
--Below, you will find three simple sentences (the first of which is as simple as a complete sentence can possibly get!).  After reading the sentences to yourself, do your best to answer the italicized question that follows.  Good luck!

  • Jonah waited.
  • Jonah waited for the bus.
  • The bus was late.
In order for a string of words to be a complete sentence/independent clause, then, what does the string of words need?
*AS YOU THINK, I WILL COME AROUND AND RETURN YOUR "PARTS OF SPEECH--POSTTEST".  IF YOU DID NOT EARN A SCORE INDICATIVE OF MASTERY, CONSIDER TAKING THE INITIATIVE TO DISCUSS YOUR PERFORMANCE WITH ME SO THAT WE CAN COME UP WITH A PLAN FOR REACHING MASTERY*


S. the C. (8-10 mins.)
--list of students needing to revise for the Cumulative Writing Portfolio shared
--prior to continuing or focus on literary analysis, our focus today is on the following standard and goals:

English 10 Honors students can...
  • 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.

You should leave class today...

  • knowing the elements of a complete sentence/independent clause and having mastered the ability to pick the elements out in a piece of writing
  • knowing the comma rule for introductory elements and transitional phrases and having mastered the ability to use tips to apply this rule to a piece of writing
  • with a plan of action for how to master the two bullets above in order to demonstrate mastery on the assessment occurring next class, which will ask you to
    • proofread in order to add commas as necessary to set off introductory/transitional phrases in error-ridden sentences
    • label subjects and verbs of main independent clauses
    • circle prepositions used in prepositional phrases serving as transitions
    • craft your own properly punctuated sentences using both common introductory elements and prepositional phrases serving as transitions 
--agenda/HW
--ceremonial dropping of the hammer

Instruction -- The Grammar Hammer--Missing Comma After an Introductory Element (20-25 mins.)
--answer the italicized question from the "Jump Off"

--label the necessary components (S/V) for each of the provided sentences, linking to parts of speech work from earlier in the course
--Transition--pick up the "Common Error: Missing comma after an introductory element" document from the front shelf--read instructions, add commas to the sample sentences, model rule/tips with sample sentences above (which are written on the whiteboard)

--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.  Also, as you work on improving your most recent essay for the Cumulative Writing Portfolio, RE-READ based on your understanding of today's lesson and see if you can make any improvements in the Control of Conventions category!


Mini-Lesson/Discussion Preparation -- Title and Point of View Analysis: Edgar Allan Poe's "The Masque of the Red Death" (20-25 mins.)
--a prepositional phrase in a different context (title analysis)
  • How does a prepositional phrase function again?
  • draw conclusions about the prepositional phrase in the title
--view the following video clip:
https://www.youtube.com/watch?v=6b0ftfKFEJg
--
Below, you will find the first sentences of five of Edgar Allan Poe's most famous short stories.  "Can you tell me which [sentence] is not like the others?"  (And, can you tell me why the sentence is different?)
  • "During the whole of a dull, dark, and soundless day in the autumn of the year, when the clouds hung oppressively low in the heavens, I had been passing alone, on horseback, through a singularly dreary tract of country; and at length found myself, as the shades of the evening drew on, within view of the melancholy House of Usher."--"The Fall of the House of Usher" (1839)
  • "The 'Red Death' had long devastated the country."--"The Masque of the Red Death" (1842)
  • "I WAS sick--sick unto death with that long agony; and when they at length unbound me, and I was permitted to sit, I felt that my sense were leaving me."--"The Pit and the Pendulum" (1842)
  • "For the most wild, yet homely narrative which I am about to pen, I neither expect nor solicit belief."--"The Black Cat" (1843)
  • "The thousand injuries of Fortunato I had borne as I best could, but when he ventured upon insult I vowed revenge."--"The Cask of Amontillado" (1846)
--Transition
  • Pick up the "What is 'point of view'?" page from the front of the classroom and attend to my handwritten directions.  You will benefit greatly from taking out your copy of "The Masque of the Red Death" (if you don't have it out already) and rereading sections of the text and your annotations.  Feel free to work productively in pairs!
--discussion preparation time

 
Transition -- form an alphabetical-by-middle-name circle out of the desks

Story #1 -- “The Masque of the Red Death” (10-15 mins.)
--reminder--beginning with the end in mind (culminating assignment):

  • Following today's final discussion, you will be asked to craft a well-developed paragraph in which you argue how Edgar Allan Poe uses a device or technique (e.g., allegory, diction, etc.) to develop an aspect of the story (theme, mood, etc.).
--discuss conclusions drawn during previous portion of the block and potential theme statements

Transition (remainder of class)
--Re-column the desks.  Then, on the back of your index card from last class, thoughtfully respond to the following questions:
  • When working in groups in class to complete challenging, meaningful assignments, what kinds of group members do you appreciate?  What behaviors do "good" group members exhibit?
  • Leave your index card on your desk at the end of the class block.
HW (Class Preparation)
--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.
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
HW (Writing)
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 13th (three weeks from today)--YOU MUST schedule a meeting with me 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.
  • As you work on improving your essay, RE-READ based on your understanding of today's grammar hammer lesson and see if you can make any improvements in the Control of Conventions category!
--Continue writing your short story and argumentative paragraphs. The final draft of the assignment is due on Thursday, 10/29, which is less than a week  from now!  Remember that I am available to discuss your ideas, read sections of your drafts, etc. so long as you take the initiative to work with me.
  • As you work on your argumentative paragraphs, bear in mind that I am scoring the Control of Conventions demonstrated within, so write and RE-READ accordingly.

Sunday, October 18, 2015

English 9--10/22/2015

Jump Off (3-5 mins.)
--Turn in your purposeful reading of Article of the Week #3 by placing your work in the black basket on the front table.
--Read the standard below--the bolded part is the focal point of today's lesson--and consider and be ready to discuss the questions that follow:
  • RL.2:  English 9 students can determine a theme or central idea of a text and analyze in detail 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.
      • What does the RL.2 standard ask students to do
      • On a scale of 1-5+, how would you rate your mastery of the bolded part of the RL.2 standard?
S. the C. (8-10 mins.)
--quick share-out as per the "Jump Off"--today's class is an RL.2-driven lesson with an informal assessment of your knowledge of RL.2 strategies as closure
--today's class also presents an opportunity to apply standard SL.1 by aiming to participate effectively in different types of collaborative discussions
--You should leave class today with:
  • a deeper understanding of theme in literature, as evidenced by your ability to answer the five focus questions below:
    • What is a theme?
    • How can a reader determine what themes exist in a text?
    • What is a theme statement?
    • How does a mere theme differ from a theme statement?
    • How can a reader turn a theme into a theme statement?
--agenda/HW

Transition (5-8 mins.)
--Pick up a copy of the "Theme Skeletal Notes and Theme Statement Practice (RL.2) with 'The Best Nest'" document from the front table.  Then, quietly and independently, read through the front page of the document and fill in as many of the blanks as you can.  (You might want to consider using a pencil!)

Notetaking/Application Activity #1 -- P.D. Eastman's "The Best Nest": Determining Emergent Themes (35-40 mins.)
--pair and compare
--read through the top half of the notes page together via SmartBoard and fill in the blanks
--go over purposeful reading/viewing tasks/questions (located on the front board) and assign tasks/questions by handing out halfsheets
--Q & A for clarification before reading/viewing the story
--What is the gist of this story again?
--read/view "The Best Nest" on YouTube--jot down notes as per your assigned task, which we will then refer back to when we complete the next section of the theme notes

https://www.youtube.com/watch?v=7f6TsHA0kTM

--come up with theme words as a whole group by sharing Tasks A, B, and C--you are strongly advised to copy the t-chart from the front board into your notebook!
--directions on back of page read/clarified (if necessary)

Application Activity #2 -- P.D. Eastman's "The Best Nest": Theme Statements and Strong and Thorough Textual Evidence (10-15 mins.)
--review our rough Compact for Group Work
--mindfully complete the back of the theme notes page (gather strong and thorough textual evidence from and develop a rough theme statement for "The Best Nest") independently or in groups of no more than three people
  • If necessary, you can access the video on my computer or consult the hard copy of the story while gathering evidence.
--share out--you are strongly advised to copy the theme statements shared on the front board into your notebook!

Transition (2 mins.)
--Pick up the "Theme/Theme Statement (RL.2) Ticket-Out-the-Door" halfsheet from the front table.

Closure (remainder of class)
--After carefully reading the directions, complete the task at hand and submit your best work based on the time permitted prior to leaving class.

HW (Class Preparation)
--Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.
--Bring your vocabulary book to class next time.  Please do not forget!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em!

English 10 Honors--10/21/2015

Jump Off (3-5 mins.)
--Pick up an index card from the front shelf.  Write your name at the top of the lined side.  Then, respond thoughtfully and in approximately three complete sentences to the following prompt:
  • I get the most scared when I think about...
--Take out your copy of "The Masque of the Red Death" and your notes from the re-read/discussion that we began last class.
--Once you have accomplished both of the tasks above, form a circle out of the desks.

S. the C. (3-5 mins.)
--list of students needing to revise for the Cumulative Writing Portfolio shared
--agenda/HW

Community Circle/Story #1 -- “The Masque of the Red Death” (40-45ish mins.)
--"warm up" via sharing thoughts from the Jump Off--you have the Right to Pass
--a few questions/conclusions from "The Final Countdown" shared
--reminder--beginning with the end in mind (culminating assignment):
  • Following today's discussion and application activity, you will be asked to craft a well-developed paragraph in which you argue how Edgar Allan Poe uses a device or technique (e.g., allegory, diction, etc.) to develop an aspect of the story (theme, mood, etc.).
--continuation of oral re-reading of story paragraph-by-paragraph, focusing on both comprehension and the culminating assignment--students share annotations from close reading--Mr. Martin encourages a "deeper dig" via prompting, follow-up questions, etc.
--What is a controlling idea?--transition into next agenda item

Application Activity -- Controlling Idea Practice--"The Masque..." and "Appointment" (10-15 mins.)
--Feel free to sit on the floor in the "cookie jar!"
--purposeful oral reading of "Appointment," an adaptation of W. Somerset Maugham's short story in picture book form
  • Your Purpose: Come up with a controlling idea sentence or sentences for our two most recent works.
--share out

Transition (5 mins.)
--Re-column the desks.  Then, on the back of your index card from earlier in class, thoughtfully respond to the following questions:
  • When working in groups in class to complete challenging, meaningful assignments, what kinds of group members do you appreciate?  What behaviors do "good" group members exhibit?
  • Leave your index card on your desk at the end of the class block. 
DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront newsmagazine


HW (Class Preparation)
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
HW (Writing)
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 13th (just under one month from today)--YOU MUST schedule a meeting with me 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.
--Continue writing your short story and argumentative paragraphs. The final draft of the assignment is due on Thursday, 10/29, which is next week already!  Remember that I am available to discuss your ideas, read sections of your drafts, etc. so long as you take the initiative to work with me.