Friday, December 22, 2017

English 9--1/2/2018 & 1/3/2018

Jump Off (2 mins.)
--Take out your notebook and date the page (1/2/2018 [ACE] or 1/3/2018 [BDF]).  At the start of class today, we will bounce back and forth between me giving you a prompt and you doing some writing (hence the need for lined paper!).

--Please SEE ME before leaving class today:
  • Cameron K.
S. the C. (5-8 mins.)
--agenda/HW

Thinking, Writing, and Speaking Activity -- Time Machines and S.M.A.R.T. Goals
Part 1--Time Machines (15-20 mins.)
--write for 3-5 minutes in response to each of the four related prompts
--Transition--form partnerships
--partner share (30 seconds per partner)
--Transition--return to desks
--whole-class share-out (30 seconds per volunteer)
--
When we finish this part of the activity, draw a line in your notebook underneath your writing.  Then, label the next section of your notes "S.M.A.R.T. Goals".
Part 2--S.M.A.R.T. Goals (20-25 mins.)

--How many of you know someone who set a New Year's resolution over the weekend?  How many of you set one yourself?
--link the concept of New Year's resolutions to both Part 1 of today's activity and setting S.M.A.R.T. Goals
  • S.M.A.R.T. Goal acronym explained/notes written on front board/sample S.M.A.R.T. Goal (mine) crafted
--Transition--pick up a copy of the "Setting S.M.A.R.T. Goals..." document from the front table (1 min.)
--set one S.M.A.R.T. Goal for 2018 that relates to Part 1 of today's activity
  • As you work, I will refine my S.M.A.R.T. Goal (if necessary) and circulate throughout the classroom in the hopes of helping you out!
--Transition--pick up an index card from the front table and form partnerships
--partner share (30 seconds per partner)
Closure (5-8 mins.)

  • Write your first and last name at the top of your index card.  Then, write your S.M.A.R.T. Goal down on your index card.  When you finish, place your index card in the black basket on the front table and pick up a copy of the "The Essential Questions" sheet.  I would like to both read and discuss this sheet so that the directions are clear for how to proceed for the rest of the class block. (1 min.)

Looking Ahead -- Romeo and Juliet Unit--The Essential Questions (remainder of class [time permitting])--DID NOT GET TO--COMPLETE NEXT CLASS
--oral reading of the "The Essential Questions" sheet as well as directions given/modeled for how to use the sheet

Directions
  • Re-read the Essential Questions for the The Tragedy of Romeo and Juliet Unit.  Then, freely write any shareable thoughts/ideas you have about one or more of the questions.  You can write your thoughts/ideas on the back of the sheet.  Be prepared to share, as I will likely draw cards!
--Q & A
--quiet and independent work time as per "Directions" above
--via volunteers and/or a drawing of cards, begin discussing the Essential Questions

HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

  • "Reading gives us someplace to go when we have to stay where we are" (Mason Cooley).
Miscellaneous
--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!

Monday, December 18, 2017

English 9--12/22/2017 (Block 3 BDF)

HOOKED ON BOOKS

--I will checking in with the following students during the first few minutes of Hooked on Books:
  • Brandon B.
  • Lana B.
  • Losha C.
  • Becca L.
Brain Break -- Class Choice (Majority Rules!)

    • continue engaging in free reading OR
    • view the short film version of "St. Lucy's..." OR
    • view "A Charlie Brown Christmas"
      HW (Class Preparation)
      --Read a substantial chunk of your free reading book over Winter Break.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!


      • "Reading not only educates, but it is relaxing and allows you to feed your imagination--creating beautiful pictures from carefully chosen words” (Eric Ripert).

      Miscellaneous
      --Enjoy Winter Break--what a gift!

      English 9--12/22/2017 (Block 2 BDF)

      Jump Off
      --If you have a phone, please place it in the receptacle on the front table.  Then, report to your assigned seat and wait quietly for further instructions. 

      S. the C.
      --agenda/HW
      • Today's teambuilding activity is an exercise in following instructions, cooperating, using your resources, and using your brains.  The purpose is to earn tallies by completing as many as possible of the numbered items on the "Holiday Challenge List".  The group with the most tallies at the end of the game will be the winner!
      Transition
      --pre-formed groups assigned/"Holiday Challenge" sheets and one "Holiday Challenge List--Answer Sheet" delivered to each group

      Teambuilding Activity -- Holiday Challenge
      --timer set so that when finished, 22 minutes remain in the class block
      --on your mark...get set......GO!!!--good luck! :)

      Transition
      --re-column desks and return to assigned seats
      --winner announced--spoils of victory handed out

      Brain Break -- Class Choice (Majority Rules!)
      • engage in free reading OR
      • play Apples to Apples OR
      • play Loaded Questions OR
      • view "A Charlie Brown Christmas"
      HW (Class Preparation)
      --Read a substantial chunk of your free reading book over Winter Break.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

      • "Reading not only educates, but it is relaxing and allows you to feed your imagination--creating beautiful pictures from carefully chosen words” (Eric Ripert).
      Miscellaneous
      --Enjoy Winter Break--what a gift!

      English 10 Honors--12/21/2017 & 12/22/2017

      HOOKED ON BOOKS

      --Please turn in your argumentative writing pieces as per your 2-day extension:
      • Lauren C.
      • Cara M.
      • Nina M.
      • Oliver O.
      • Kimmy S.

      Brain Break -- Class Choice (Majority Rules!)
      • continue free reading OR
      • play Apples to Apples OR
      • play Loaded Questions OR
      • view "A Charlie Brown Christmas"
      HW (Class Preparation)
      --Read a substantial chunk of your free reading book over Winter Break.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

      • "Reading not only educates, but it is relaxing and allows you to feed your imagination--creating beautiful pictures from carefully chosen words” (Eric Ripert).
      Miscellaneous
      --Enjoy Winter Break--what a gift!

      English 9--12/21/2017 (Block 2 ACE)

      HOOKED ON BOOKS

      Brain Break -- Class Choice (Majority Rules!)
      • continue free reading OR
      • play Apples to Apples OR
      • play Loaded Questions OR
      • view "A Charlie Brown Christmas"
      HW (Class Preparation)
      --Read a substantial chunk of your free reading book over Winter Break.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

      • "Reading not only educates, but it is relaxing and allows you to feed your imagination--creating beautiful pictures from carefully chosen words” (Eric Ripert).
      Miscellaneous
      --Enjoy Winter Break--what a gift!

      English 9--12/20/2017 (Block 3 BDF)

      Jump Off (3-5 mins.)
      --Seat yourselves alphabetically by looking at the name lists taped to the first desk in each column.
      --Pick up a copy of the "End-of-Mini-Unit Assessment" document from the front table and purposefully read the directions on the top two-thirds of the first page quietly and independently.  It is also in your best interest to familiarize yourself with the rubric, which is included as the last page of the document.  What questions (if any) do you have for me?

      S. the C. (8-10 mins.)
      --You should leave class today...

      • with the End-of-Mini-Unit Writing Assessment completed
      • further along in your free reading book than you currently are (time permitting).
      --agenda/HW
      • invite students to pick up the following sheets from the front table, which might aid them in producing their best work:
        • "Exemplary Theme Statement Paragraph"
        • "Introducing Quoted Material"
      • information on the whiteboard pointed out/briefly explained: 
        • grammar rules for introducing quoted material (which corresponds with the "Introducing Quoted Material" sheet)
        • correctly using parenthetical references
        • putting quotation marks around a short story title
        • presenting evidence via a variety of methods
        • quoting a quote
      --Q & A

      Assessment -- End-of-Mini-Unit Assessment (remainder of class)
      --complete the assessment as directed to the best of your ability
      --When you finish, turn in your paragraph by placing it in the black basket on the front table and engage in free reading until the end of the class block.


      DEAR -- Free Reading Books (remainder of class/time permitting)
      --all students should have a book to read, but any who do not will...
      • have their names written down so that accurate information about responsibility is reported at the end of Marking Period 3
      • read a copy of Upfront newsmagazine, which is located in a stack on the front table.
      HW (Class Preparation)--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
      • "In a sense, one can never read the book that the author originally wrote, and one can never read the same book twice" (Edmund Wilson, The Triple Thinkers).


      English 9--12/20/2017 (Block 2 BDF)

      HOOKED ON BOOKS

      Film -- "St. Lucy's Home for Girls Raised by Wolves"
      --view the film:

      https://vimeo.com/56223373

      HW (Class Preparation)
      --Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

      • "In a sense, one can never read the book that the author originally wrote, and one can never read the same book twice" (Edmund Wilson, The Triple Thinkers).

      English 10 Honors--12/19/2017 & 12/20/2017

      Jump Off
      --Turn in your typed-in-MLA-format-two-paragraph argument by placing it in the black basket on the front table.
      --If you have a phone, please place it in the receptacle on the front table.  Then, get back in your groups from last class block.  I am setting the timer for 30 minutes, a time period during which you are expected to wrap up your literary analysis writing pieces.
      --The following students still have an INCOMPLETE for Marking Period 2 and need to stay after class today:
      • Person from Whom I Never Received a Nickname
      • Wubazz
      Assessment (cont.) -- Animal Farm: End-of-Unit Writing Assessment (Regents Part 3)
      --"anchored in" to the "Compact for Group Work", finish writing your group response in the time permitted
      --When you finish, ...
      • see me for selection of a writing piece representative of your group
      • engage in free reading.
      S. the C.
      --agenda/rationale/HW

      Transition
      --Please re-column the desks (if you have not already done so) and pick up the following items from the front table:
      • your poster that has been hung on the greenboard for the past few months
      • a good-smelling marker or two
      • a sheet of computer paper
      Closure Preparation/Looking Ahead
      --Open up your notebook to a clean sheet of paper.  Date the page (12/19/2017 [ACE] or 12/20/2017 [BDF]) and label this section of your notes "My Current Answer to the Essential 'Question'".  Then, thoughtfully respond to the following questions:
      • What is your current answer to the Essential "Question" that overarches our course?  (Here are the related questions: Why do people say what they say, do what they do, etc.?  What are human beings really like?)  After some thought--I encourage you to look through any notes you have taken over the course of the past few weeks during our work with Animal Farm--, write your updated claim about human nature in your notebook.  Re-read and revise your claim as necessary; then, write your claim neatly in marker(s) on your sheet of computer paper.  (Please note that at the end of the class block, you will be asked to share your claim with me and your classmates! :) )
      Closure -- Ball Toss
      • What is your claim?
      • What do you find yourself thinking about, picturing, etc. as your claim continues coming together in your mind?
      • How might you support your claim?
      • What would naysayers say?
      HW (Practice/Take-Home Assessment/Class Preparation)
      --Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 12/21.  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).
      HW (Class Preparation)
      --Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
      • "In a sense, one can never read the book that the author originally wrote, and one can never read the same book twice" (Edmund Wilson, The Triple Thinkers).

      English 9--12/19/2017 (Block 2 ACE)

      Jump Off
      --If you have a phone, please place it in the receptacle on the front table.  Then, report to your assigned seat and wait quietly for further instructions. 

      S. the C.
      --agenda/HW
      • Today's teambuilding activity is an exercise in following instructions, cooperating, using your resources, and using your brains.  The purpose is to earn tallies by completing as many as possible of the numbered items on the "Holiday Challenge List".  The group with the most tallies at the end of the game will be the winner!
      Transition
      --pre-formed groups assigned/"Holiday Challenge" sheets and one "Holiday Challenge List--Answer Sheet" delivered to each group

      Teambuilding Activity -- Holiday Challenge
      --timer set so that when finished, 22 minutes remain in the class block
      --on your mark...get set......GO!!!--good luck! :)

      Transition
      --re-column desks and return to assigned seats
      --winner announced--spoils of victory handed out

      Film -- "St. Lucy's Home for Girls Raised by Wolves"
      --view the film:

      https://vimeo.com/56223373

      HW (Class Preparation)
      --Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

      • "In a sense, one can never read the book that the author originally wrote, and one can never read the same book twice" (Edmund Wilson, The Triple Thinkers).

      Thursday, December 14, 2017

      English 9--12/18/2017 (Block 3 BDF)

      Jump Off

      --Please pick up each of the following sheets from the front table and wait quietly for further directions:
      • "A Paragraph's a Paragraph's a Paragraph!" notes page
      • "A Paragraph's a Paragraph's a Paragraph!--Template..." example page


      --Please SEE ME before leaving class today:
      • Abigail F.
      • Rebecca L.
      • Dakota S.
      S. the C.
      --You should leave class today...
      • able to define the following:
        • topic sentence(s)
        • detail(s), piece(s) of evidence, example(s), direct quotation(s)
        • tieback(s)
        • all-encompassing concluding sentence(s)
      • knowing how to convert a rough outline to a formal outline and having practiced doing so and, as such, with strategies for...
        • writing (a) topic sentence(s)
        • introducing detail(s), etc. with appropriate grammar
        • writing tieback(s)
        • writing all-encompassing concluding sentence(s)
      • having reviewed how to parenthetically reference direct quotations
      • with tips written down in your notes intended to help you avoid some of the common mistakes made in the past on this particular writing assignment
      • with your formal outline ("A Paragraph's a Paragraph's a Paragraph!--Template...") entirely completed/improved.
      --You might leave class today...
      • further along in your free reading book than you currently are.

      Instructional Activity -- Crafting a Purpose-Driven, Tightly-Written Paragraph/Converting a Rough Outline to a Formal Outline
      --purposeful oral reading of "A Paragraph's a Paragraph's a Paragraph!" notes page
      --"think-aloud" conducted for example page (application of notes page)
      • call attention to tips written on the front board
      --in pairs working quietly, continue the conversion work that I have started for 8 minutes
      --share-out via a drawing of cards
      • example paragraph shared and added to
      Transition
      --Take out your homework (formal outline for the "End-of-Mini-Unit Assessment" writing piece using the "A Paragraph's a Paragraph's a Paragraph--Template..." sheet).

      Application Activity/Flex Block -- Converting Your Rough Outline to a Formal Outline/Improving Your Formal Outline/Free Reading
      --work quietly and independently finishing/improving your formal outline for 10-15 minutes, keeping track of issues you are encountering, questions that you have, etc.
      --When you finish, engage in free reading.

      Closure -- Q & A
      --address issues, questions, etc. via a drawing of cards until class ends
      • additional tips, etc. written on the front board
      HW Time (time permitting)

      HW (Class Preparation)
      --The "End-of-Mini-Unit Assessment" for "St. Lucy's..." will take place in class NEXT time (Wednesday, 12/20), and you are free to use your formal outline and any additional planning that you bring with you to the test site.
      --Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
      • "The more that you read, the more things you will know. The more that you learn, the more places you'll go" (Dr. Seuss, "I Can Read with My Eyes Shut!").   

      Wednesday, December 13, 2017

      English 10 Honors--12/15/2017 & 12/18/2017

      Jump Off
      --If you have a phone, please place it in the receptacle on the front table.  Then, spend a few minutes getting yourself situated for writing (take out notes, outlines, etc.).  Finally, pick up a copy of the "End-of-Unit Writing Assessment (Regents Part 3)" document from the front table.  After purposefully reading the information on the top half of the first page and the rubric, wait patiently and quietly for further directions.

      --The following students have earned an INCOMPLETE for Marking Period 2 and need to stay after class today:
      • Person from Whom I Never Received a Nickname
      • Wubazz
      S. the C.
      --agenda/rationale/HW
      --FYI:
      • The following resources are available for you on the front table:
        • "Theme Statements--The Do Nots/The Dos"
        • "A Paragraph's a Paragraph's a Paragraph--Template..."
        • "Introducing Quoted Material"
      • The whiteboard includes information for my English 9 classes that will likely help you today, too!
      • I am wondering if you have any other needs that I have not anticipated?
      Transition
      --pre-formed groups assigned

      Assessment -- Animal Farm: End-of-Unit Writing Assessment (Regents Part 3)
      --"anchored in" to the "Compact for Group Work", write your group response in the time permitted
      --When you finish, see Mr. Martin for selection of a writing piece representative of your group.

      HW Time (remainder of class)
      --complete one of the following tasks quietly and independently until the class block ends:
      • Membean training on a phone
      • Free reading
      • Article of the Week #1 rewritten argumentative writing piece
      HW (Practice/Take-Home Assessment/Class Preparation)
      --Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 12/21.  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).
      HW (Class Preparation)
      --Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  
      • "The more that you read, the more things you will know. The more that you learn, the more places you'll go" (Dr. Seuss, "I Can Read with My Eyes Shut!").
      Writing
      --Using your Article of the Week #1 argumentative writing piece as a starting point and bearing in mind our recent "Writing an Academic Argument" work, type in MLA format a two-paragraph argument of no more than 750 words in response to the following question: Should we (Mr. and Mrs. Martin) or should we not buy our oldest son, six-year-old Caleb, a tablet for Christmas this year?  When scoring and/or providing growth-oriented feedback upon your written work, I will have the following framework in mind:

      Page 3 of this link: http://www.nysedregents.org/hsela/115/hsela12015-rgb.pdf

      This writing assignment is due at the beginning of class on Tuesday, 12/19 [ACE]/Wednesday, 12/20 [BDF]).

      English 9--12/15/2017 & 12/18/2017 (Block 2 ACE/Block 2 BDF)

      Block 2 ACE/Block 2 BDF

      Jump Off (3-5 mins.)
      --Seat yourselves alphabetically by looking at the name lists taped to the first desk in each column.
      --Pick up a copy of the "End-of-Mini-Unit Assessment" document from the front table and purposefully read the directions on the top two-thirds of the first page quietly and independently.  It is also in your best interest to familiarize yourself with the rubric, which is included as the last page of the document.  What questions (if any) do you have for me?

      S. the C. (8-10 mins.)
      --You should leave class today...

      • with the End-of-Mini-Unit Writing Assessment completed
      • further along in your free reading book than you currently are (time permitting)
      --agenda/HW
      • invite students to pick up the following sheets from the front table, which might aid them in producing their best work:
        • "Exemplary Theme Statement Paragraph"
        • "Introducing Quoted Material"
      • information on the whiteboard pointed out/briefly explained: 
        • grammar rules for introducing quoted material (which corresponds with the "Introducing Quoted Material" sheet)
        • correctly using parenthetical references
        • putting quotation marks around a short story title
        • presenting evidence via a variety of methods
        • quoting a quote


      --Q & A
        Assessment -- End-of-Mini-Unit Assessment (remainder of class)
        --complete the assessment as directed to the best of your ability
        --When you finish, turn in your paragraph by placing it in the black basket on the front table and engage in free reading until the end of the class block.


        DEAR -- Free Reading Books (remainder of class/time permitting)
        --all students should have a book to read, but any who do not will...
        • have their names written down so that accurate information about responsibility is reported at the end of Marking Period 3
        • read a copy of Upfront newsmagazine, which is located in a stack on the front table.



        HW (Class Preparation)
        --Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

        • "The more that you read, the more things you will know. The more that you learn, the more places you'll go" (Dr. Seuss, "I Can Read with My Eyes Shut!"). 
        Miscellaneous
        --Block 2 ACEEnjoy the weekend--you only get so many of 'em!

        Friday, December 8, 2017

        English 10 Honors--12/13/2017 & 12/14/2017

        Jump Off
        --Please pick up the materials located on the front table.

        S. the C.
        --Beginning with the end in mind:

        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 theme statement (central idea) of Animal FarmWhat is George Orwell's "thesis" about human nature as revealed in the story he tells?  Then, analyze how Orwell's use of symbolism 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.



        --You should leave class today...

        • having moved forward even further with regard to your ability to write an academic argument (what to include, how to organize, etc.)
          • Your ability to write an academic argument will be assessed via the take-home assessment under the "Writing" heading.
        • with a rough plan in place for moving forward as an active/purposeful reader of informational text
          • Your ability to actively/purposefully read informational text will be assessed as part of Article of the Week #2.
        • with a deeper understanding of and appreciation for the importance of source awareness/credibility
        • with a rough meaningful and complex theme statement for George Orwell's Animal Farm
          • The quality of your theme statement will be assessed as a component of the "End-of-Unit Assessment" writing piece completed in class NEXT time.
        • with progress made with regard to the take-home assessment under the "Writing" heading
        --agenda/HW

        --The following students have earned an INCOMPLETE for Marking Period 2 and need to stay after class today:
        • Leba McFlurry
        • Microdave
        • Person from Whom I Never Received a Nickname
        • Sugar Cookies
        • Wubazz
        Instruction/Practice/Looking Ahead -- Writing an Academic Argument and Wrapping Up George Orwell's Animal Farm
        --review different methods of structuring an argument as per the scenario with which we began working last class block (SEE FRONT BOARD)

        --Block 1 BDF: take a look at mostly completed outline/partial paragraph for the structure that the other class agreed upon implementing
        --Block 4 ACE: take a look at outline/partial paragraph for the structure that our class agreed upon implementing

        --Block 1 BDF: take a look at partial outline for the structure that our class agreed upon implementing
        --Block 4 ACE: quietly and independently, continue writing this paragraph of our argument
        --Block 1 BDF: quietly and independently, continue outlining our argument
        --as per a drawing of cards, pick an outline with which to work 

        --Closure -- T-P-S

        • Thematically, what do you think that George Orwell is ultimately suggesting?

        Old Business/Application Activity/HW Time -- Article of the Week #1
        --take a look at sample student work via SMART Notebook:
        • highlighter analysis explained
        • applauding reader for picking up on sensationalism
        --Transition
        • Pick up your copy of Article of the Week #1 from the front table.
        --look back through your active/purposeful reading of Article of the Week #1
        • What are my "GROWS" for AoW #2?
        --re-read your argument writing piece, bearing in mind both last class' and today's "Writing an Academic Argument" work
        • How can I strengthen this argument?
        --quietly and independently work on the take-home assessment due next class
        • Feel free to pick up copies of the "A Paragraph's a Paragraph's a Paragraph!--Template..." sheet from the front table if you think that they will help!
        HW (Practice/Take-Home Assessment/Class Preparation)
        --Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 12/14.  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).
        HW (Class Preparation)
        --Come to class NEXT time (Friday, 12/15 [ACE]/Monday, 12/18 [BDF] prepared to complete the "End-of-Unit Assessment" writing piece.  Strongly consider planning, gathering evidence, outlining, etc. if you have not already done so.  
        --Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  
        • "A reader lives a thousand lives before he dies, said Jojen. The man who never reads lives only one" (George R.R. Martin, A Dance with Dragons).
        Writing
        --Using your Article of the Week #1 argumentative writing piece as a starting point and bearing in mind both last class' and today's "Writing an Academic Argument" work, type in MLA format a two-paragraph argument of no more than 750 words in response to the following question: Should we (Mr. and Mrs. Martin) or should we not buy our oldest son, six-year-old Caleb, a tablet for Christmas this year?  When scoring and/or providing growth-oriented feedback upon your written work, I will have the following framework in mind:

        Page 3 of this link: http://www.nysedregents.org/hsela/115/hsela12015-rgb.pdf

        This writing assignment is due at the beginning of class on Tuesday, 12/19 [ACE]/Wednesday, 12/20 [BDF]).

        English 9--12/13/2017 & 12/14/2017

        Jump Off
        --Please pick up a copy of the "Rough Outline for Writing a Paragraph" example sheet from the front table.  Spend the first few minutes of class reading the front and back of the sheet quietly and independently.  What are some of your observations while reading?
        --Please SEE ME before leaving class today:
        • Abigail F.
        • Rebecca L.
        • Dakota S.
        S. the C.
        --briefly discuss the "Jump Off" via a drawing of cards
        --You should leave class today...
        • understanding the importance of completing a rough outline and knowing how to complete one effectively
        • able to define the following:
          • topic sentence(s)
          • detail(s), piece(s) of evidence, example(s), direct quotation(s)
          • tieback(s)
          • all-encompassing concluding sentence(s)
        • knowing how to convert a rough outline to a formal outline and having practiced doing so and, as such, with strategies for...
          • writing (a) topic sentence(s)
          • introducing detail(s), etc. with appropriate grammar
          • writing tieback(s)
          • writing all-encompassing concluding sentence(s)
        • having reviewed how to parenthetically reference direct quotations
        • with tips written down in your notes intended to help you avoid some of the common mistakes made in the past on this particular writing assignment
        • with your formal outline ("A Paragraph's a Paragraph's a Paragraph!--Template...") (mostly?) completed
        Transition
        --Pick up each of the following sheets from the front table:
        • "A Paragraph's a Paragraph's a Paragraph!" notes page
        • "A Paragraph's a Paragraph's a Paragraph!--Template..." example page
        Instructional Activity -- Crafting a Purpose-Driven, Tightly-Written Paragraph/Converting a Rough Outline to a Formal Outline
        --purposeful oral reading "A Paragraph's a Paragraph's a Paragraph!" notes page
        --"think-aloud" conducted for example page (application of notes page)
        • call attention to tips written on the front board
        --in pairs working quietly, continue the conversion work that I have started for 8 minutes
        --share-out via a drawing of cards
        • example paragraph shared and added to
        Transition
        --Take out your homework (rough outline for the "End-of-Mini-Unit Assessment" writing piece) and pick up a blank "A Paragraph's a Paragraph's a Paragraph"--Template..." sheet from the front table.

        Application Activity -- Converting Your Rough Outline to a Formal Outline
        --work quietly and independently for 10-15 minutes, keeping track of issues you are encountering, questions that you have, etc.

        Closure -- Q & A
        --address issues, questions, etc. via a drawing of cards until class ends
        • additional tips, etc. written on the front board
        HW Time (time permitting)

        HW (Class Preparation)
        --Block 2 ACE/Block 2 BDF: Finish your formal outline for your "End-of-Mini-Unit Assessment" writing piece.
        --Block 3 BDF: Finish your rough outline for your "End-of-Mini-Unit Assessment" writing piece.  Then, convert your rough outline to a formal outline (as modeled today in class) using the "A Paragraph's a Paragraph's a Paragraph"--Template..." sheet.
        --Block 2 ACE/Block 2 BDF: The "End-of-Mini-Unit Assessment" for "St. Lucy's..." will take place in class NEXT time (Friday, 12/15 [ACE]/Monday, 12/18 [BDF]), and you are free to use your formal outline and any additional planning that you bring with you to the test site.
        --Block 3 BDF: The "End-of-Mini-Unit Assessment" for "St. Lucy's..." will take place in class on Wednesday, 12/20, and you are free to use your formal outline and any additional planning that you bring with you to the test site.
        --Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  

        • "A reader lives a thousand lives before he dies, said Jojen. The man who never reads lives only one" (George R.R. Martin, A Dance with Dragons).