Sunday, January 3, 2016

English 9--1/7/2016

Jump Off (5 mins.)
--Pick up the "MLA Format" document from the front table and snap it into your binder.  I will be modeling the directions provided within this document for you at the start of class today.
--Take out your notebook and date the page (1/7/2016).  Label this section of your notes "Poetry Explication".  Then, read and complete the task below:
  • Throughout the school year, we have been reading a variety of texts in a variety of different manners.  For the sake of example, consider both the Article of the Week and free reading course components.  Within the Article of the Week framework, you have read nonfiction texts both actively and purposefully (e.g., for the purpose of summarizing paragraphs in the margins).  In terms of free reading, you read novel-length works of nonfiction or fiction purely for the sake of enjoyment.  Today, you will engage in what is often referred to as poetry explication, which essentially just means close reading of a poem.  Before we get started, based on your past experiences with poetry, what should we look for/do today when we explicate poetry?  Jot down responses to this question in your notebook and expect me to call on you for a contribution in a few minutes.
S. the C. (20-25 mins.)
  • Cage--saw me on 1/7--made verbal arrangements to stay after on 1/8
  • Mud Trucker--ABSENT
  • Patch--saw me on 1/7--due date for revisions is 2/7
  • Person from Whom I Do Not Have a Nickname--did not see me--referred for central detention on 1/7
  • Pink--made an appointment (on front board) to stay after on 1/11 for CWP revisions--will touch base that day about taking care of INC
  • Skittles--saw me on 1/7 and made an appointment (via form) to stay after on 1/11
  • St2--saw me on 1/7 and made up quiz during homeroom
--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 (posted on the front board)?
  • The due date for submission is Friday, 1/15 (just over one week from today!) 

--MLA format modeling/highlighting modeling (preparation for CWP revisions)
--share out as per the Jump Off so as to prepare for the first activity

Literacy/Looking Ahead Activity -- The Tragedy of Romeo and Juliet Prologue Explication (40-45 mins.)
--Reminder (blog post from earlier this school year): 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.)
--oral first-draft readings of the Prologue (poem read twice)
--share out as per first-draft readings--as I mark up the text on the SMART Board, annotate your personal copy of the text
--brief modeling of true poetry explication for the first few lines as per our notes from the Jump Off share-out--continue annotating your text
--continue engaging in explication quietly and independently
--pair up and share
--whole-class share-out/discussion--continue annotating your text

Transition -- pick up the "Prologue Memorization Timetable" document from the front table (1 min.)

HW Time -- Memorizing the Prologue (time permitting)
--assignment explained/clarified
--purpose of lines on document explained
--quiet and independent work time (paraphrasing [use work from earlier in class!], repetition of lines, writing lines in own words, etc.)

Looking Ahead -- Article of the Week #5 (time permitting)
--consider the following question:
  • What should the United States do in response to ISIS?
--whole-class share-out (30 seconds per volunteer)
--Purposefully read the directions in the box at the top of the page of the Article of the Week (if you have not already done so). What questions do you have?
--Q & A

HW (Take-Home Assessment)
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Assessment/Writing Assignment" for the Cumulative Writing Portfolio is Friday, 1/15 (just over one week from today!).  Your improved writing piece must be typed in proper MLA format and highlighted as per the Cumulative Writing Portfolio protocol.  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 (but don't count on it!).
--Complete Article of the Week #5, which is due at the beginning of class next time (Monday, 1/11).  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 stay after in Room 203 to work on the assignment!
HW (Take-Home Assessment/Class Preparation)
--Memorize the first five lines of the Prologue by the beginning of class on Friday, 1/15, and be ready to demonstrate your memorization in class that day when I draw cards for oral recitations.  Remember that if you are able to recite the entire Prologue on the 15th, an additional 100% quiz score will be factored in to your Marking Period 3 GPA, and your "Initiative" soft skills report will be positively impacted!
HW (Class Preparation)
--Bring your vocabulary book to class next time. PLEASE DO NOT FORGET!
--Try to read your free reading book for at least 10 minutes between now and next class.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--Enjoy the weekend--you only get so many of 'em!

On the backburner:
  • A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
  • Break down model paragraph together (if necessary)