English 10 Honors--12/18/2015

Block 2

Jump Off
--See me at the front table in order to receive your "Short Story Unit--Final Examination 2015-2016", which I have both scored and provided feedback upon.  We will spend some time today reflecting upon and discussing your performance.

S. the C.
--agenda/HW
--What do we want Tuesday's class to "look like" once we've finished Hooked on Books?

Assessment Reflection/Assessment Preparation -- Short Story Unit--Final Examination 2015-2016 and Intertextuality Unit--Culminating Essay Assignment
--"Short Story Unit--Final Examination 2015-2016" By the Numbers (reflect/discuss):

• Highest Score: 92%
• Average Score: 82.61%
• ACT Passage Questions--Percentage of Students Responding Correctly:
• 10 - 61%
• 11 - 28%
• RL.3: Analyze 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.
• 12 - 72%
• 13 - 83%
• 14 - 89%
• 15 - 44%
• RL.3: Analyze 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.
• RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze 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).
• 16 - 100%
• 17 - 100%
• 18 - 89%
• 19 - 78%

--quiet and independent feedback analysis (consider making a list of "pros and grows" in your notes, especially for the two well-developed paragraph responses that you crafted, bearing in mind that we are now building toward a major essay-writing assignment [more on that in a few!])
--Transition

• Return your exams by placing them in the black basket on the front table.
• Pick up a copy of the "Intertextuality Unit--The Alchemist and The Old Man and the Sea--Culminating Essay Assignment" document from the front table.

--oral reading of the assignment/Q & A (beginning with the end in mind!)

Transition
--Pick up the following items from the front table:

• a copy of Paulo Coelho's The Alchemist--write your first and last name and book number on the sheet on the front table, and write your first and last name and "Mr. Martin" on the inside cover of the novella
• approximately 8-10 Post-its

--Take a look through your copy of The Alchemist--get a feel for it, if you will.

HW Time
--take a look at the Post-it directions included within your copies of the novella--Q & A
--reading (oral? independent?)/discussion of first few pages?

HW (Class Preparation/Take-Home Assessment)
--Read the PROLOGUE and PART ONE of The Alchemist (up to the end of page 47).  Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur during our first class back after break: 

• collection of your Post-its for assessment purposes
• a "60/40" reading assessment
• a discussion geared around your Post-its 

 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, and remember that Hooked on Books continues up until Winter Break!
Miscellaneous (optional, but highly encouraged!)
--Attend the Winter Formal this coming Saturday, 12/19.  High school only lasts so long--soak in opportunities such as this one!
--Enjoy the weekend--you only get so many of 'em!

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Block 4

Jump Off
--Unless you are Logan S., pick up your "Live Wire" from the shelf at the front of the classroom.  Then, make a circle out of the desks.

S. the C.
--agenda/HW
--What do we want Tuesday's class to "look like" once we've finished Hooked on Books?

Teambuilder/Intertextuality Unit Introduction--Part 2 (cont.) -- Live Wire
Objectives:

• to encourage attentive listening
• to promote inclusion

Instructions:

• Each student shares his or her "Live Wire" with the rest of the class as per the three bullets below:
• describe your design
• explain the rationale behind your design
• apply any or all of Paulo Coelho's "Four Obstacles" to your visual illustration
• After each student shares, others may ask questions, express mutual feelings/concerns, etc.

Transition

• Re-column the desks.  As you do so, I will be around to return your "Short Story Unit--Final Examination 2015-2016", which we will then spend some time reflecting upon and discussing.

Assessment Reflection/Assessment Preparation -- Short Story Unit--Final Examination 2015-2016 and Intertextuality Unit--Culminating Essay Assignment
--"Short Story Unit--Final Examination 2015-2016" By the Numbers (reflect/discuss):

• Highest Score: 92%
• Average Score: 82.61%
• ACT Passage Questions--Percentage of Students Responding Correctly:
• 10 - 61%
• 11 - 28%
• RL.3: Analyze 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.
• 12 - 72%
• 13 - 83%
• 14 - 89%
• 15 - 44%
• RL.3: Analyze 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.
• RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze 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).
• 16 - 100%
• 17 - 100%
• 18 - 89%
• 19 - 78%

--quiet and independent feedback analysis (consider making a list of "pros and grows" in your notes, especially for the two well-developed paragraph responses that you crafted, bearing in mind that we are now building toward a major essay-writing assignment [more on that in a few!])
--Transition

• Return your exams by placing them in the black basket on the front table.
• Pick up a copy of the "Intertextuality Unit--The Alchemist and The Old Man and the Sea--Culminating Essay Assignment" document from the front table.

--oral reading of the assignment/Q & A (beginning with the end in mind!)

Transition
--Pick up the following items from the front table:

• a copy of Paulo Coelho's The Alchemist--write your first and last name and book number on the sheet on the front table, and write your first and last name and "Mr. Martin" on the inside cover of the novella
• approximately 8-10 Post-its

--Take a look through your copy of The Alchemist--get a feel for it, if you will.

HW Time
--take a look at the Post-it directions included within your copies of the novella--Q & A
--reading (oral? independent?)/discussion of first few pages?

HW (Class Preparation/Take-Home Assessment)
--Read the PROLOGUE and PART ONE of The Alchemist (up to the end of page 47).  Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur during our first class back after break: 

• collection of your Post-its for assessment purposes
• a "60/40" reading assessment
• a discussion geared around your Post-its 

 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, and remember that Hooked on Books continues up until Winter Break!
Miscellaneous (optional, but highly encouraged!)
--Attend the Winter Formal this coming Saturday, 12/19.  High school only lasts so long--soak in opportunities such as this one!
--Enjoy the weekend--you only get so many of 'em!