Thursday, October 6, 2016

English 10 Honors--10/13/2016

Jump Off (2-3 mins.)
--Pick up the following items from the front of the classroom:
  • your "Parts of Speech--Pretest"
  • a tile
  • an Expo marker--be kind to my markers!
  • a scrap for erasing
S. the C. (5-8 mins.)
--Q & A--"Short Story Writing Assignment #1"
--agenda/HW--prepare slides for next activity--drop the hammer--share routine/rationale with students and link to writing that we've done so far this year
--directions given for first activity

Review Activity/Instruction -- The Grammar Hammer--Parts of Speech TILES (15-20 mins.)
--indicate pretest responses as directed by the SMART Notebook slides/take any necessary notes

Transition #1 (8-10 mins.)
--Grab a halfsheet from me at the front table.  Flip the sheet over and read the two questions on the back.  If you are unsure of how to proceed, make sure to ask me for clarification!  We will share out as per your work on these halfsheets in a little bit in order to focus in on further analysis of Poe's "The Masque of the Red Death."  (I WILL MODEL WITH RL.1.)
--When finished, begin preparing for today's initial "The Masque of the Red Death" share out by looking through your "Short Story Analysis Sheet" and purposeful reading notes with this question in mind: When reading "The Masque of the Red Death" for the first time, what resonated?  I have written my example on the front board--if you have time, write an item on the board yourself and put your initials next to your contribution (which will save us time later!).

Brain Break (5 mins.)
--three Artifact Bags shared

Literary Analysis Activity -- “The Masque of the Red Death” (flex time)
--share out as per work conducted during "Transition #1"--create a bulleted list on the front board of items that resonated when conducting a first reading
--distinguish between an initial purposeful reading and a true close reading via the following link:
--When close reading a piece of literature, bear in mind the following Reading Literature standards, the bolded of which closely link to the "Short Story Writing Assignment #1"--what should you know and be able to do for each?--share out:
English 10 Honors students:
        • RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
        • RL.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text,   including how they interact and build on one another to produce a complex account; provide an objective summary of the text
        • RL.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
        • RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
        • RL.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
        • Recognize specific literary techniques (e.g., figurative language, irony, symbolism, etc.) used by authors, and, via strong and thorough textual evidence, can show how authors use these techniques to develop their texts.
        --set our purpose for our second reading of "The Masque of the Red Death" via an exemplar (think-aloud)
        --sections of the story assigned to each student for close reading/annotating--independent and/or small-group work time (depending on how you choose to operate)--close reading/annotating of assigned section of the story
        --FYI: Smart phones are allowed, and dictionaries are available on the back shelf!
        --Transition #2--form a circle
        --oral re-reading of story paragraph-by-paragraph--students share annotations from close reading--I encourage a "deeper dig" via prompting, follow-up questions, etc.

        Transition #3 (time permitting)
        --Re-column the desks and pick up a "Final Countdown" document from the front table.

        Closure -- The Final Countdown (time permitting)
        --In the time permitted, complete the document to the best of your ability so that I can get a snapshot of how we did today and where we should head next.

        HW (Practice/Take-Home Assessment)
        --Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 10/13.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #2, you will not be permitted to take the quiz (see the "Membean Routine" document).
        HW (Class Preparation)
        --Vocabulary Quiz #2 will take place at the beginning of class on Friday, 10/21.
        --Prepare for the "Parts of Speech--Post-test," which will take place at the beginning of class on Monday, 10/17.  It might be in your best interest to review via the following website:
        --Continue thinking about your short story.  The final draft of the assignment will be due before you know it!
        --Finish truly close reading/annotating your assigned section of “The Masque…”  Be prepared for an assessment and/or a discussion about the reading next class.
        --Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
        --Enjoy the weekend--you only get so many of 'em!