English 9--1/22/2015 & 1/23/2015

Jump Off
--Pick up the Unit #5 vocabulary quiz from the front table.  Complete the quiz quietly and independently.  Good luck!
--When you finish, place your quiz on the floor next to your desk.  Then, work quietly and independently on anything that you need to finish from last class (End-of-Mini-Unit Assessment and/or one-pager).
--Of the options below, which would you most like to watch during the second half of the class block?

• Shrek (1990s cartoon)
• The Karate Kid (1980s movie)
• Planet Earth (2000s documentary)

--trade and grade

Brain Break

*I will be meeting with as many of you as possible to go over revisions during class today.*

HW

--Enjoy the weekend--you only get so many of 'em!
--If you are taking any midterms next week, I wish you the best of luck!

English 10 Honors--1/22/2015

Jump Off
--Turn in the final version of your essay (the near-perfect version that I will actually score) by placing it in the black basket on the front table.
--Turn in any books that belong to me by placing the texts on the front table.
--Pick up a copy of the "i-Ready Progress Monitoring" slip of paper from the front table. When you hear your name called for attendance, come see me over at my computer where I will give you a strip of paper with your log-in information.
--SEE ME: Franz L. and Michelle T.

S. the C.
--agenda/HW
--set the parameters for today's work

• a note about headphones
• This is an assessment, so...

Transition
--grab a laptop, log in to the laptop, then log in to i-Ready

Assessment -- i-Ready Progress Monitoring
--If you are not entirely finished before the end of the class block, click the X in order to save your progress.
--When you finish, pick up a "data-match" survey.  Complete the survey and place it in the black basket.

HW
--Enjoy the weekend--you only get so many of 'em!
--If you are taking any midterms next week, I wish you the best of luck!

English 9--1/20/2015 & 1/21/2015

Jump Off
--Pick up a copy of the "End-of-Mini-Unit Assessment" document from the front table.  After purposefully reading the first page of the document, begin working quietly and independently.  What questions (if any) do you have for me?
--The following students need to see me ASAP in order to touch base about missing work. I hate to enter zeroes into the gradebook!:

• Jeremy J.
• Teagan L.
• Dakota D.
• Peter D.
• Tavian H.
• Hannah O.
• Evan R.
• Brittney W.
• Katie K.
• Breonna P.
• Dakota R.
• Sierra G.
• James H.
• Wyatt V.
• Lexi W.

S. the C.
--Reminder: the "incentive plan"
--You should leave class today with:

• the End-of-Mini-Unit Assessment
• the Quarter 2 Free Reading Course Component completed

--two sample one-pagers shared--which of the two is more effective and why?
--quick overview of the one-pager options
--pick up a one-pager from the table if you have yet to complete one
--agenda/HW

Assessment -- End-of-Mini-Unit Assessment

"Assessment"/DEAR -- Free Reading Books
--students without books who have already completed one-pagers will read Upfront Magazine

*I will be meeting with as many of you as possible to go over revisions during class today.*

HW
--The Unit #5 vocabulary quiz will take place next class (Thursday, 1/22 [ACE] or Friday, 1/23 [BDF]). REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!  Don't forget about the incentive plan!

English 10 Honors--1/20/2015

Jump Off
--Turn in the final version of your essay by placing it in the black basket on the front table.
--Pick up a rubric from the front table.
--If you do not have your own pencil, take a pencil from the cup on the front table.

S. the C.

--You should leave class today with:

• a plan of attack for bettering your writing piece
• the Quarter 1/Quarter 2 Free Reading Course Component completed

--agenda/HW

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--use rubric to score peer’s MLA Format (modeling with scanned-in essay)--write lightly!
--score peer’s parenthetical references (modeling with scanned-in essay)--write lightly!
--score peer’s Works Cited page (modeling with scanned-in essay)--write lightly!
--score peer’s content (modeling with scanned-in essay)--write lightly!
--determine peer’s overall score (modeling with scanned-in essay)--write lightly!
--return essay to peer
--engage in self-reflection--what revisions (if any) should you make to your essay before submitting your work to me?

Transition (as quickly as possible!)
--two sample one-pagers shared--which of the two is more effective and why?
--quick overview of the one-pager options
--essay submission?!
--pick up a one-pager from the front table if you have yet to complete one

"Assessment"/DEAR -- Free Reading Books
--students without books who have already completed one-pagers will read Upfront Magazine
--one-pagers submitted when finished

HW
--Revise your essay as per today's Writing Workshop block. The final version of your essay (the near-perfect version that I will actually score) is due at the beginning of class next time (Thursday, 1/22).

English 9--1/15/2015 & 1/16/2015

Jump Off
--Open your vocabulary book to page 62.Look through the list of words and put a check mark next to all of the words that you are pretty confident about knowing already.
AS YOU WORK, I WILL BE AROUND TO RETURN THE FOLLOWING ITEMS:

• UNIT #4 VOCABULARY QUIZ (WHICH I WILL COLLECT AGAIN SHORTLY THEREAFTER)
• GRAMMAR HAMMER QUIZ
• MID-MINI-UNIT STANDARDS ASSESSMENT

--Pick up a copy of the document with the title "End-of-Mini-Unit Assessment Prompt" at the top from the desk located at the front of the classroom.
--Any of the following students who have yet to do so need to see me ASAP in order to touch base about missing work. I hate to enter zeroes into the gradebook!:

• Seth W.
• Zach D.
• Hannah O.
• Cameron V.
• Vivian W.
• Breonna P.
• Dakota R.
• Sydney S.
• Kelsey W.
• Ellen O.
• Lexi W.

S. the C.

--pronounce each of the Unit #5 vocabulary words (pages 62-64)

--information shared again about the "incentive plan"

--agenda/HW
--list of students that need to meet with me to go over revisions for the Cumulative Writing Portfolio shared--in-class meeting order filled out via a drawing of cardsWould anyone like to schedule a meeting for a time slot during my office hours?

Writing Workshop -- End-of-Mini-Unit Assessment
--prompt read aloud AGAIN
--sample controlling idea analysis via PowerPoint
--"The Four Cs of Quality Writing" shared/explained via PowerPoint
--color-coded exemplary unifying central idea/theme statement paragraph shared/explained via PowerPoint
--purposeful reading, planning, and drafting shared/explained via PowerPoint

Work/Meeting Block
"Menu" Items:

• completing the vocabulary homework (Choosing the Right Word exercise)
• completing additional vocabulary exercises (e.g, Completing the Sentence)
• making flashcards for vocabulary review
• making split-page notes for vocabulary review
• reviewing the eight parts of speech via one or both of the following documents:
• "The Eight Parts of Speech"
• "SS: 1C"
• reviewing comma rules (e.g., commas with introductory elements) via the "Part B: Commas with Introductory Phrases, Transitional Expressions, and Parentheticals" document
• purposeful rereading of "Letter One" and "Marigolds" and outlining for the End-of-Mini-Unit Assessment

End-of-Mini-Unit Assessment Prompt:
Write a well-developed paragraph in which you use ideas from both Rainer Maria Rilke’s “Letter One” (a nonfictional letter) and Eugenia Collier’s “Marigolds” (a fictional short story) to establish a controlling idea. (A controlling idea is a unifying central idea/theme statement for a theme word that emerges from both works.) Develop your controlling idea using strong and thorough textual evidence from both Rilke’s letter and Collier’s short story.

• engaging in free reading
• completing a one-pager
• working on work for other classes

*I will be meeting with as many of you as possible to go over revisions during this time.*

HW

--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 65 and 66). 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. The Unit #5 vocabulary quiz will take place on Thursday, 1/22 (ACE) or Friday, 1/23 (BDF). REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!  Don't forget about the incentive plan!
--Organize/outline your thoughts and evidence in preparation for writing your End-of-Mini-Unit Assessment. In-class writing will occur next class (Tuesday, 1/20 [ACE] or Wednesday, 1/21 [BDF]).

--One-pagers are due at the end of next class (Tuesday, 1/20 [ACE] or Wednesday, 1/21 [BDF]) for those students who have yet to complete one. We will use some class time on Tuesday/Wednesday to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 10 Honors--1/15/2015

Jump Off
--Pick up the "Writing Skills--A Handbook" sheet from the front table.  As you look through the sheet, fill in as much as you can based on prior knowledge.  This will save us time going through the sheet together!

S. the C.

--During today's Writing Workshop, we will continue working on the following standards:
English 10 Honors students can:

• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence and also explore and inquire into areas of interest to formulate an argument.
  • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both 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, between reasons and evidence, and between claim(s) and counterclaims.
  • 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 parallel structure.*
• 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.
• Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

--agenda/HW

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--discuss first page of "A Handbook"--create a document in MLA format
--discuss second page of "A Handbook"--create a sample Works Cited page

--discuss back page of "A Handbook"--look at the following sample essay: http://www.fountainheadpress.com/signs/supportmaterials/AE_Martian%20Essay.pdf

--independent work time--revise/add to essay draft based on today's instruction

HW

--The final version of your essay (your absolute best effort) is due at the beginning of class next time (Tuesday, 1/20).  Strive for mastery!

--One-pagers are due at the end of next class (Tuesday, 1/20) for those students who have yet to complete one.  We will use some class time on Tuesday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 9--1/13/2015 & 1/14/2015

Jump Off
--Take out your annotated Article of the Week #7 ("Should the U.S. & Canada Merge?" or "The Sixth Extinction?").  I will be around to return the multiple choice assessments that you completed meant to assess the effectiveness of your active reading notes and review of said notes.  How did your active reading "hold up"?  How might you annotate/what might you look for in the future when given a similar task?
--The following students, absent last class due to a field trip, must submit Article of the Week #8 TODAY:

• Karli B.
• Liz D.
• James D.
• Hannah F.
• Teagan L.
• Alex L.
• Owen S.
• Alberto T.
• Seth W.

--The following students need to see me AT THE END OF CLASS TODAY in order to touch base about missing work:

• Seth W.
• Zach D.
• Hannah O.
• Cameron V.
• Vivian W.
• Breonna P.
• Dakota R.
• Sydney S.
• Kelsey W.
• Ellen O.
• Lexi W.

S. the C.
--information provided about future Article of the Week experiences
--agenda/HW

--list of students needing to complete i-Ready shared
--list of students needing to revise for the Cumulative Writing Portfolio shared--Would anyone like to schedule a meeting for a time slot during my office hours?

• The due date for submission is Thursday, 1/15 (ACE) or Friday, 1/16 (BDF)--a few days from today!
• Reminder: Any writing piece that has already received a score of 80% or higher can be given back to me for submission today if the writer of the piece chooses not to revise.

--During today's block, we will be focusing on the final assessment of Quarter 2:

End-of-Mini-Unit Assessment Prompt:
Write a well-developed paragraph in which you use ideas from both Rainer Maria Rilke’s “Letter One” (a nonfictional letter) and Eugenia Collier’s “Marigolds” (a fictional short story) to establish a controlling idea. (A controlling idea is a unifying central idea/theme statement for a theme word that emerges from both works.) Develop your controlling idea using strong and thorough textual evidence from both Rilke’s letter and Collier’s short story.

Transition

--Take out your copy of Eugenia Collier's "Marigolds".
--Read/scan back through the text up until the point at which we left off two classes ago, bearing in mind that we should leave today's class with both the gist of the story and some potential themes that are linkable to Rilke's letter.  What have you gotten out of the story so far?

Oral Reading (cont.) -- Eugenia Collier's "Marigolds"
--briefly share out as per the "Transition" 
--Reminder (blog post from late-September): the nature of a typical “first-draft” reading of a difficult text:

• A gist reading--“survival mode” in order to understand/comprehend the text on a literal level
• Ask the “curious questions”
• Basic comprehension is essential if any deeper understanding is to occur.
• Easier with some sort of defined purpose (therefore, often a purposeful reading)
• Most effective when it is still somewhat active reading (annotate: jot down curious questions, jot down notes related to your defined purpose, etc.)
• SEE THE FRONT BOARD FOR A REMINDER OF THE PURPOSE WE DEFINED FOR READING TWO CLASSES AGO (BRIEFLY DISCUSS).

End-of-Mini-Unit Assessment Prompt:

Write a well-developed paragraph in which you use ideas from both Rainer Maria Rilke’s “Letter One” (a nonfictional letter) and Eugenia Collier’s “Marigolds” (a fictional short story) to establish a controlling idea. (A controlling idea is a unifying central idea/theme statement for a theme word that emerges from both works.) Develop your controlling idea using strong and thorough textual evidence from both Rilke’s letter and Collier’s short story.

--oral first-draft/purposeful/active reading of "Letter One" finished
Transition
--discussion protocol/"Discussion Contribution Rating Scale" reminder
--3 vs. 4 modeling
--Form an alphabetical-by-first-name circle out of the desks. Have and be ready to discuss your annotated short story.

Discussion/End-of-Mini-Unit Assessment Preparation -- Eugenia Collier's "Marigolds"
--share out as per first-draft/purposeful/active reading annotations--as I jot down notes on the front board, do the same in your notebook/annotate your personal copy of the text

Closure -- Tentative Controlling Idea
--On a scrap of paper including your first and last name, respond to the following question:

• Based on your analysis of Rilke's letter and our discussion of Collier's short story, what is your tentative unifying central idea/theme statement?

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront Magazine
*Time permitting, I will continue meeting with students about revisions.*

HW
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Writing Assignment" for the Cumulative Writing Portfolio is Thursday, 1/15 (ACE) or Friday, 1/16 (BDF)--a few days from today! Remember that 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. (Time will permit for BDF students next time we meet!)
--One-pagers are due at the end of class next Tuesday, 1/20 (ACE) or next Wednesday, 1/21 (BDF) for those students who have yet to complete one.  We will use some class time on Tuesday/Wednesday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Bring your vocabulary book to class next time. PLEASE DO NOT FORGET!

English 10 Honors--1/13/2015

Jump Off
--Turn in the printout of your essay draft in its current form.  I will do my best today to quickly look through as many drafts as I can, the goal being to provide one potentially helpful piece of feedback to you.

S. the C.
--agenda/HW

Transition -- head over to the library

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--library instruction
--as you work today, it would be in your best interest to check out the following link: http://www.fountainheadpress.com/signs/supportmaterials/AE_Martian%20Essay.pdf
--Other key considerations for today's work block following instruction:

• Find stronger sources in support of some of the claims that you have attempted to bolster via outside research
• Begin crafting your Works Cited page via NoodleTools

HW
--Continue progressing through writing your essay.  The final version of your essay (your absolute best effort) is due at the beginning of class on Tuesday, 1/20. Strive for mastery!
--One-pagers are due at the end of class next Tuesday, 1/20 for those students who have yet to complete one. We will use some class time on that Tuesday to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.