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!
*I WILL BE AROUND TO RETURN AOW #5 WORK (AND THE POSSESSIVE APOSTROPHE QUIZ IN BLOCK 3).*

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!  
--agenda/HW


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)

Transition
--Pick up the  document from the front table. 

Transition
--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

Transition 
--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!
Miscellaneous
--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)

English 10 Honors--2/1/2016

Jump Off
--Pick up a copy of the "The Grammar Hammer--Parallelism" document from the front table.
--After a ceremonial dropping of the grammar hammer by Alberto T. (Block 2)/Lauren T. (Block 4), we will purposefully read through the first page of the grammar hammer document together.

S. the C.
--agenda/HW

Instruction -- The Grammar Hammer--Parallelism
--purposeful reading
--mindful completion of the PRACTICE
--go over the PRACTICE
*AS YOU WORK, I WILL BE AROUND TO RETURN YOUR LAST FEW GRAMMAR HAMMER ASSESSMENTS.  IF YOU DID NOT PERFORM EFFECTIVELY ON EITHER OF THE TWO OR BOTH, YOU MIGHT WANT TO CONSIDER SEEING ME.*
--For HW, prepare for a quiz about parallelism, which will take place next class.  You might want to consider accessing the following link:


http://grammar.ccc.commnet.edu/grammar/quizzes/niu/niu10.htm

Transition
--Pick up a copy of the reading titled "Interlude: One Story" (a section from Thomas C. Foster's How to Read Literature Like a Professor [2003]) and an index card from the front table.

Mini-Lesson/Notetaking/Novella Introduction -- Intertextuality
--purposeful oral reading of Foster's section:
  • How does Foster define intertextuality?
  • What is something Foster discusses in his piece that deepens your understanding of intertextuality?
  • What section of Foster's piece stands out to you the most?  Why?
--continue responding to the questions above in your notebook (2/1/2016--Intertextuality)

Closure -- Parallelism and Intertextuality--Encapsulating Sentence
--First, process back through your notes about intertextuality.  Then, write an encapsulating sentence that includes a parallel list of three items.  This sentence will be shared with the class.  Good luck!
--share out and jot down additional notes
--discuss the implications of "intertextuality" with regard to The Old Man and the Sea: The Alchemist IS The Old Man and the Sea!

Transition
--Pick up a copy of Ernest Hemingway's The Old Man and the Sea (TOMatS). Write your first and last name and "Mr. Martin" on the inside cover of the novella. Then, write your first and last name and book number on the sheet on the front table.
--While up at the front table, pick up approximately 6-8 Post-its.
--Take a look through TOMatS in order to get a feel for it.

HW Time
--take a look at the Post-it directions included within your copies of the novella--Q & A
--reading (oral? independent?)/discussion of first few pages?

HW (Class Preparation)
--Prepare for the grammar quiz about parallelism, which will take place next class (Wednesday, 2/3)
--Don't forget about your free reading book.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.
HW (Class Preparation/Take-Home Assessment)
--Read pages 9-25 of TOMatS.  Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur next class (Wednesday, 2/3)
  • collection of your Post-its for assessment purposes
  • a reading assessment--how well are you analyzing the text while reading?
  • a discussion geared around your Post-its 
On the backburner:
  • ACT nonfiction passages and multiple choice questions

Thursday, January 21, 2016

English 9--1/22/2016

Jump Off
--Pick up an index card from the front table.  Write your name at the top of the lined side, and then number 1-6, skipping a line after each number.

S. the C.
--Reminder: If you received a score lower than 70% on the possessive apostrophe quiz, you must take a requiz before the end of the day TODAY (1/22).  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!  
--agenda/HW
--review for the forthcoming grammar assessment via SMART Notebook ("REVIEW--Identifying Subjects and Verbs")

Transition
--Pick up the quiz from the front table ("QUIZ--Identifying Subjects and Verbs").  Complete the quiz quietly and independently back at your desk.  Good luck!
--When you finish with the assessment, place your work in the black basket on the front table.  Then, spend some time looking over your copy of the Prologue as final preparation for the next part of today's class block.

Public Speaking Activity -- Prologue Recitations
--volunteers first, then cards draw

Transition
--Pick up the "Soft Skills Self-Assessment" from the front table and begin working on completion of the document back at your desk quietly and independently.  (You should "know the drill" by now as this is the third time you've used this document!)

Self-Assessment/Looking Ahead -- Marking Period 3 Soft Skills and Setting a Marking Period 4 S.M.A.R.T. Goal 
--finish completing the "Soft Skills Self-Assessment" document quietly and independently as directed

  • rough averages/my soft skills "red-flags" (if any) shared
--When you finish, place your self-assessment in the black basket on the front table and pick up the "Setting S.M.A.R.T. Goals: A Better Way to Track Your Progress" document.  If you carefully read the first page, skim the chart on the next two pages, and bear in mind the work we did a few weeks ago with S.M.A.R.T. Goals, the task at hand should be self-explanatory.  If you're at all confused, though, you can call me over for help!
--S.M.A.R.T. Goal modeling (if necessary)
--finish setting a S.M.A.R.T. Goal for Marking Period 4 quietly and independently 
--When you finish, place your S.M.A.R.T. Goal document in the black basket on the front table and engage in free reading for the remainder of class.

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront newsmagazine

HW (Class Preparation)
--If you do not fully finish setting a S.M.A.R.T. Goal prior to the end of today's class, please do so between now and our next meeting.
--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!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em!
--Work toward achievement of your S.M.A.R.T. Goals?!

--Good luck on midterms!  You can expect to begin William Shakespeare's The Tragedy of Romeo and Juliet when we meet again.

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

Wednesday, January 20, 2016

English 10 Honors--1/21/2016

Jump Off
--Turn in Article of the Week #6 by placing your best work in the black basket on the front table.  While you're up there, pick up the "Soft Skills Self-Assessment" and begin working on completion of the document back at your desk quietly and independently.  (You should "know the drill" by now as this is the third time you've used this document!)

S. the C.
--agenda/HW
--Reminder: Keep the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document in mind as this is where we are headed as we continue working through our current literature unit. Do you have any potential ideas in mind already? (Frankly, you should!)

Self-Assessment/Looking Ahead -- Marking Period 3 Soft Skills and Setting a Marking Period 4 S.M.A.R.T. Goal 
--finish completing the "Soft Skills Self-Assessment" document quietly and independently as directed

  • rough averages/my soft skills "red-flags" (if any) shared
--When you finish, place your self-assessment in the black basket on the front table and pick up the "Setting S.M.A.R.T. Goals: A Better Way to Track Your Progress" document.  If you carefully read the first page, skim the chart on the next two pages, and bear in mind the work we did a few weeks ago with S.M.A.R.T. Goals, the task at hand should be self-explanatory.  If you're at all confused, though, you can call me over for help!
--finish setting a S.M.A.R.T. Goal for Marking Period 4 quietly and independently 
--When you finish, place your S.M.A.R.T. Goal document in the black basket on the front table and engage in free reading until everyone is finished.

Transition
--Please pick up a copy of the chapter titled "Yes, She's a Christ Figure, Too" from Thomas C. Foster's How to Read Literature Like a Professor from the front table.
--Take out your notebook and date the page (1/21/2016).  Label this section of your notebook "Christ/Christological Figures".
--Form a circle out of the desks from least to most by number of letters in your entire name (first, middle, and last).  Oh...and you can't talk at all while doing it.  Good luck!  (My desk will be where it always is, and I have 15 letters!).


Purposeful Reading Activity/Discussion Preparation -- "Yes, She's a Christ Figure, Too"
--purposeful oral reading--jot down notes accordingly:

  • What is a Christ/Christological figure?
  • What qualities should a reader look for if attempting to argue that a character is a Christ/Christological figure?  How many of the qualities ought to exist in order to make a convincing argument?
  • What are authors potentially "up to" purpose-wise when they create a Christ/Christological figure?
Closure Discussion
  • the questions above
  • this question: To what extent is Santiago from The Alchemist a Christ/Christological figure?  What might Coelho be "up to"?
DEAR -- Free Reading Books (time permitting)

HW (Class Preparation)
--Finish whatever we do not finish in class today prior to our next meeting.
--Try to find some time to read your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous--Enjoy the weekend--you only get so many of 'em!
--Work toward achievement of your S.M.A.R.T. Goals?!

--Good luck on midterms!  You can expect to begin Ernest Hemingway's The Old Man and the Sea when we meet again.

On the backburner:
  • ACT nonfiction passages and multiple choice questions

Monday, January 18, 2016

English 9--1/20/2016

Jump Off
--Spend the first few minutes of class looking over your copy of the Prologue as final preparation for the first part of today's class block. 

S. the C.
--The following individuals did not meet the deadline for revisions for the Cumulative Writing Portfolio.  As such, these students have been and will continue to be referred to the main office for central detention until appropriate arrangements have been made with me:
  • White Paper
  • Cage
  • Jimmy Slimbo
  • Bob the Builder
  • Calvin
  • Mud Trucker
  • LJ
--The following individuals have not submitted the "'The Cask of Amontillado'--Purposeful/Close Reading Assessment Questions", the only Unit Exam score reported during Marking Period 3.  As such, these students have been and will continue to be referred to the main office for central detention and will not receive a GPA for Marking Period 3 until their best work is submitted:
  • Pink
  • Snoop Dogg
  • Skittles
  • Jimmy Slimbo
  • T.A.C.
  • Calvin
  • Smiling Spaghetti
  • Torn ACL
  • LM7
  • Mud Trucker
  • The Man
--The following individuals have not submitted Article of the Week #5, the only Writing score reported during Marking Period 3.  As such, these students have been and will continue to be referred to the main office for central detention and will not receive a GPA for Marking Period 3 until their best work is submitted:
  • GRD
  • Patch
  • White Paper
  • Cage
  • John Cena
  • Skittles
  • Jimmy Slimbo
  • T.A.C.
  • Calvin
  • Torn ACL
  • Undefeated
  • Mac Miller
  • LJ
--Each of the following individuals must make an appointment to make up the Unit #5 Vocabulary Exercise Check ASAP:
  • Patch
  • KB4
  • Shortie McMuffins
--Each of the following individuals must make an appointment to make up the Unit #5 Vocabulary Quiz ASAP:
  • KB4
  • Shortie McMuffins
  • Swifty
--agenda/HW
--prologue recitation in pairs

Public Speaking Activity #1 -- Prologue Recitations (First Ten Lines [or More!])
--volunteers first, then cards drawn

 
Group Work/Mini-Presentation Preparation Activity (cont.) -- The Tragedy of Romeo and Juliet--Background Information
*SEE FRONT BOARD FOR WHERE TO PICK BACK UP IN EACH CLASS*
--"anchor in" to the "Compact for Group Work" via the poster located in the front of the classroom
--Transition--get back in groups from last class
--prepare a brief presentation to share with the rest of the class
--When preparing/practicing your mini-presentation, keep this information about content and these seven public speaking tips in mind:
Content

  • Your presentation must have a planned opening and closing and share essential information based on answers to questions/information in charts, but you should not just read from the sheets!
  • The information shared should be evenly split amongst group members (all must speak), and smooth transitions from speaker to speaker are expected.
Delivery (Public Speaking Tips)
  • Pause/smile in front and gain the attention of your audience before speaking.
  • Speak loudly enough to be heard by all.
  • Speak at an appropriate speed (NOT TOO FAST).
  • Speak with enthusiasm.
  • Make clear attempts at eye contact to ALL parts of the classroom.
  • Limit vocal fillers ("umm", "ahh", long silences, etc.)--NO MORE THAN 3-5 PER MINUTE.
  • Limit distracting body movements (podium tapping, hair smoothing, etc.). 
Transition
--Pick up a copy of the sheet entitled "Background Information Mini-Presentation Notes" and read the directions at the top of the page.

Introductory Activity/Mini-Presentations/Public Speaking Activity #2 -- The Tragedy of Romeo and Juliet--Background Information
--presentations as per guidelines above/notetaking

Transition
--Pick up the "The Simple Sentence" document and an index card from the front table.  The following individuals need to drop the hammer!:
  • Ruthi H.
  • Kiara S.
  • Sam C.
**During this time, I will return your last two grammar quizzes.  If you received a score lower than 70% on the possessive apostrophe quiz, you must take a requiz before the end of the day this Friday (1/22).  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!**
--oral reading of directions/completion and discussion of "evens" within each PRACTICE
--Next class, you will take a quiz in which you are asked to identify the subjects and verbs within the sentences provided.  Prepare accordingly!

Closure -- Ticket-Out-the-Door
  • On your index card,...
    • write your name
    • write a sentence in which you state a fact that you learned during today's presentations
    • label the SUBJECT and VERB of your sentence.
HW Time -- Memorizing the Prologue (time permitting)
--quiet and independent work time (paraphrasing, repetition of lines, writing lines in own handwriting, etc.)

HW (Take-Home Assessment/Class Preparation)
--Memorize the entire Prologue by the beginning of class next time (Friday, 1/22), and be ready to demonstrate your memorization in class when I draw cards for oral recitations.  Believe in yourselves--everyone is capable of pulling this off!
HW (Class Preparation)
--Review your "Background Information Mini-Presentation Notes" page prior to next class, as an upcoming assessment is quite possible!
--Prepare for the grammar hammer quiz which will occur next class (Friday, 1/22).  You will be asked to identify the subject and verbs within the sentences provided.
--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!

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

English 10 Honors--1/19/2016

Jump Off
--Pick up the Unit #5 vocabulary quiz from the front table.  Make sure to carefully read all of the directions.  Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, place your work underneath your desk and pick up the "Acceptable and Unacceptable Paraphrasing" document from the front table.  After purposefully reading the document, engage in free reading until everyone is finished and ready to move forward.

*AS YOU WORK, I WILL BE AROUND TO RETURN THE FOLLOWING: 
  • YOUR LAST 60/40 QUIZ 
  • YOUR "READING NONFICTION DOCUMENT" FOR "THE DEATH OF THE AUTHOR"*
S. the C.
--trade and grade vocabulary quizzes--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected
--agenda/HW

--Reminder: Keep the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document in mind, as this is where we are headed as we continue working through our current literature unit. Do you have any potential ideas in mind already? (Frankly, you should!)
--Reminder--Speaking and Listening Standards: English 10 Honors students can participate effectively in a collaborative discussion, building on others' ideas and expressing their own clearly and persuasively. This includes:

  • coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
  • propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
  • responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying their own views and understanding and making new connections in light of the evidence and reasoning presented. THIS MULTI-PART STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."
Transition--Form a circle out of the desks from least to most by number of vowels in your entire name (first, middle, and last).  Oh...and you can't talk at all while doing it.  Good luck!  (My desk will be where it always is, and I have 6 vowels!).

--Keep/Take out the following items: your last 60/40 quiz, your monomyth document, your notebook, your copy of the novella, your active/purposeful reading notes, and any additional discussion ideas.

Circle Discussion (Novella Closure) -- The Alchemist up to the End
--a few exemplary 60/40 quiz responses shared
--finish engaging in discussion as per the protocol--contributions will be assessed via the "Discussion Contribution Rating Scale"

Potential items for discussion:
  • Application of the monomyth template to The Alchemist--so what?!
  • What is magical realism? What are magical realist authors "up to"?
  • How does Paulo Coelho's The Alchemist "fit the magical realism bill", so to speak?
  • Connections between Paulo Coelho's life and the novella 
  • Application of new terms/concepts (e.g., dilemma, fable, foil) to the novella
    • For example, you might attempt to answer this question: What characters in the novella serve as foils to each other? How so? What is Coelho's potential purpose?
  •  Active/purposeful reading notes
Transition
--Re-column the desks and pick up the "Article of the Week #6 (1/18 - 1/22)--2015-2016 School Year" document from the front table.  Purposefully read the directions in the box at the top of the page of the Article of the Week. What questions do you have?
--Q & A
 
Mini-Lesson/HW Time -- Paraphrasing and Article of the Week #6
--rationale shared:
  • review necessary based on observations made while looking through "Reading Nonfiction Document"s
  • practice for Article of the Week #6, which is ultimately practice and preparation for the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment"

--as per the "Acceptable and Unacceptable Paraphrasing" document, create a list together on the front board of steps to follow when paraphrasing
--do the following with the directly quoted passage projected on the SMART Board:
  • Carefully read the passage, especially zeroing in on the sentences in bold, three times without a writing utensil in hand.
  • After the passage has been hidden, using your own words, create a bulleted list of the ideas in the sentences in bold.
  • Looking only at the bulleted list you created, write a paraphrase of the sentences in bold, synthesizing the ideas that you think are essential.
  • After the passage has been revealed again, check to make sure that your paraphrase:
    • Accurately reflects the meaning of the original passage.
    • Uses your own words.
    • Includes quotation marks around any words/phrases unique to the original passage.
    • Uses your own structure.
--two paraphrases written on the front board for the sake of comparison/contrast (volunteers? cards drawn?)
--compare paraphrased passages to the suggested paraphrase provided--how did you do?
--begin working on Article of the Week #6 quietly and independently

HW (Class Preparation)
--Remember that I reserve the right to conduct a reading assessment at any time. It would be in your best interest to continuously review your reading notes for The Alchemist and any related materials. Remember, too, that you are expected to both understand and apply your understandings of certain terms/concepts to your reading of the novella (in addition to the typical terms/concepts such as setting, symbolism, theme, etc.): allegory, aphorism, dilemma, everyman, fable, foil, genre, interior monologue, leitmotif, magical realism, monomyth (hero's journey), motif, myth, paradox, and quest. A sample assessment question/prompt, then, might look like the following:

  • How is Paulo Coelho's novella The Alchemist a blending of several literary modes/genres? Consider using any or all of the following terms in your response: genre, allegory, fable, and magical realism. What is one likely purpose Coelho was looking to fulfill when he decided to tell such a story?

--Try to find some time to read your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Take-Home Assessment)
--Complete Article of the Week #6 to turn in at the beginning of class next time (Thursday, 1/21).  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.

On the backburner:
  • ACT nonfiction passages and multiple choice questions