English 10 Honors--12/1/2016

Jump Off (3-5 mins.)

--Pick up a copy of the article titled "Girl Moved to Tears by 'Of Mice and Men' Cliffs Notes" from the front table.  Cliffs Notes, by the way, are "old school" SparkNotes, printed reading guides intended to help readers understand important literary works.
--Take out your "English 10 Honors--Literature and Nonfiction Terms/Concepts" document and turn to the "Additional terms/concepts" section at the end.  Then, mindfully copy down the definition of satire from the front board.  What questions about satire can I answer so as to clarify the definition?

S. the C. (10-15 mins.)
--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)?  (First priority will be given to Alex F. and Jason D. due to cancellations.)

--beginning with the end in mind--in-class assessment taking place on Monday, 12/5:

End-of-Unit Assessment Writing Prompt:

Write a text-based, grammatically sound, tightly-written response of two to three paragraphs.  In your response, respond to the following question so as to reveal a central idea of Animal Farm: What is George Orwell's "thesis" about human nature as revealed in the story he tells?  Then, analyze how Orwell's use of allegory helps develop his "thesis" about human nature.  Use at least three pieces of strong textual evidence spanning the entire text to support your analysis, and be sure to tie back to your claim often.

--Q & A as per the "Jump Off'
--view components of the "Got Satire?" Prezi as necessary
--agenda/HW

Mini-Lesson -- Satire (10-15 mins.)
--oral reading of "Girl Moved to Tears by 'Of Mice and Men' Cliffs Notes" for the purpose of briefly discussing the four questions written on the whiteboard
--brief whole-class discussion
--Closure

• respond to the closure question written on the whiteboard
• pair and share
• three examples shared with the whole class via a drawing of cards

Transition (3-5 mins.)
--Pick up a copy of the "End-of-Novella Discussion (Day 2)" document from the front table.  After purposefully reading the directions and each of the questions, look up at me so that I know you are finished.

Discussion Preparation (Day 2) -- Animal Farm (10-12 mins.)
--select/assign questions

• Question #9 students: Pick up opinion pieces from the front table.

--quietly and independently respond to questions specifically referencing the text

Transition (3-5 mins.)
--group roles defined and modeled:

• Notetakers (all group members)
• Runner

--small groups assigned by question for discussion purposes

Discussion (Day 2) -- Animal Farm (20 mins.? 30 mins.?)
--in small groups, share your thoughts and ideas with each other
--every so often, I will sound an alarm--when I do so, if I point to your group, send your Runner up front to write a contribution on the whiteboard--the more specific and related to authorial purpose the contribution, the better!
--place each contribution under an appropriate topic heading so that we can try to keep all of this "stuff" somewhat organized!
--during this discussion, it is suggested that you take notes--these notes might come in handy when planning/writing your End-of-Unit Writing Assessment!

Transition -- re-row the desks/pick up a copy of the sample writing piece from the front table (2 mins.)

Closure/Looking Ahead -- Animal Farm/End-of-Unit Writing Assessment (remainder of class)
--process through the notes written on the front board
--During this summary session, it is imperative that you take notes--again, these notes might come in handy when planning/writing your End-of-Unit Writing Assessment!
--Any final thoughts, questions, etc.?
--briefly look at sample writing piece--this might help you consider how to organize your End-of-Unit Writing Assessment!:

• PRO: Organization
• How is this writing piece organized?
• How might you organize your writing piece?
• GROW: Style within introduction and conclusion
• What advice would you give the writer in order to improve his/her introduction and conclusion?
• How might you craft your introduction and conclusion (if you decide to organize your writing piece in this manner)?

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM tonight (Thursday, 12/1).  If you fail to appropriately train between now and the administration of Vocabulary Quiz #4, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document). 
--Students who have not yet taken Vocabulary Quiz #3 need to see me after class today in order to make arrangements for making up the quiz.
Writing
--The due date for submitting a revised Thematic Writing Assignment—Partner Interviews essay for the Cumulative Writing Portfolio is Friday, 12/9 (just over one week from today)—YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  Meetings will occur during class next time--plan accordingly!
HW (Class Preparation)

--Finish preparing for the End-of-Unit Writing Assessment, which will take place in class next time (Monday, 12/5).

--Finish reading your free reading book by the beginning of class on Wednesday, 12/7.

• One-pagers are due at the end of class on Wednesday, 12/7 for those of you who have yet to complete one. We will use some class time on that day 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.