Friday, January 22, 2016

English 9--2/2/2016

Jump Off
--Pick up a copy of the "Article of the Week #5 Sample Paragraphs" document from the front table.
--Find your name card and sit in the corresponding desk--this is your new assigned seat!

S. the C.
--Block 3: If you received a score lower than 70% on the possessive apostrophe quiz, you must take a requiz before the end of the day Friday (2/5).  Please make arrangements with me ASAP.  Additional preparation materials are located on the shelf next to the door above the “Grammar Hammer Extras” sign, and I am more than willing to go over the last quiz with you as well!  

Old Business -- Article of the Week #5
--if you are looking to earn a /+ for your active reading efforts, make sure to...
  • annotate the directions
  • attend to #1. and #2. in the directions box
  • use a variety of the other active reading strategies listed--I'm truly looking for a little of everything when you converse with text!
--scoring of writing pieces explained
--follow the directions on the "Article of the Week #5 Sample Paragraphs" document/engage in discussion in order to better understand scores/determine areas for growth

Looking Ahead -- Article of the Week #6
--reminder of the protocol for Take a Stand:
  • Momentarily, I will make a debatable statement:
    • If you agree with the statement, STAND UP next to your desk.
    • If you strongly agree with the statement, STAND ON your desk chair.
    • If you disagree with the statement, STAY SEATED in your desk chair.
    • If you strongly disagree with the statement, SIT ON THE FLOOR next to your desk.
--The claim: Taking the life of another human being is never justified (okay/reasonable).
--show your position
--cold-calling--students randomly selected to briefly explain their stand (no more than three sentences)

--Pick up the  document from the front table. 

--Pick up the following documents from the front table: 
  • "English 9--Article of the Week #6 (2/1-2/5)--2015-2016 School Year"
  • "Romeo and Juliet Character Connections"
  • "Pre-reading Activity"
  • Act I Reading Guide document
--Purposefully read the directions in the box at the top of the page of the Article of the Week document. What questions do you have?

  • Q & A
    • break down the question/directions
 --Take out one of your copies of the Prologue.

Pre-reading Activity/Discussion -- The Tragedy of Romeo and Juliet
--oral reading of directions
--Q & A
--quiet and independent work time
--partner share
--whole-class discussion

--Pick up a copy of the Act I Reading Guide from the front table and engage in a "materials assessment" together.  What are we "looking for" while viewing Act I? 

Film/First-Draft "Reading" -- Act I of Franco Zeffirelli's Romeo and Juliet 
--brief background information shared about this film version of the play
--purposefully view the film until a few minutes remaining in class--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions
Closure -- Wrap-up Discussion
HW (Take-Home Assessment)
--Complete Article of the Week #6, which is due at the beginning of class on Monday, 2/8.  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)
--Review your "Background Information Mini-Presentation Notes" page prior to our next meeting, as an upcoming assessment is quite possible!
--Try to find some time to read your free reading book between now and our next meeting.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--If we do not finish viewing and discussing Act I in class today, you can expect to do so next class!

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