Tuesday, January 10, 2017

English 9--1/13/2017 & 1/17/2017

Jump Off
--Spend some time looking over your copy of the Prologue as final preparation for the first part of today's class block.  If you have already recited the first ten lines, engage in free reading during this time.

Public Speaking Activity Preparation/DEAR--Part 1 -- Prologue Recitations (First Ten Lines [or More!])/Free Reading
--prologue recitation in pairs

Public Speaking Activity/DEAR--Part 2 -- Prologue Recitations (First Ten Lines [or More!])/Free Reading
--volunteers first, then cards drawn
--following recitations, (potentially) engage in free reading in order to keep all four classes "on the same page"

S. the C.

Transition #1
--Pick up a copy of the Unit #4 vocabulary quiz from the front table.

Assessment -- Unit #4 Vocabulary Quiz
--After carefully reading all of the directions, complete the vocabulary quiz quietly and independently. Good luck!
--When you finish with the quiz, place your work on the floor next to your desk.  Then, engage in free reading until you receive further instructions.
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily

Transition #2
--Take out your notebook or binder and open back up the section of notes labeled "Irony Rough Notes."

Mini-Lesson (cont.) -- The Three Types of Irony
By the end of the mini-lesson, you should...
  • be able to define both irony in general and the three main types of irony
  • be able to recognize each of the types of irony in action
  • understand some of the reasons why authors implement irony
  • have a solid page of notes to study in order to master irony--your mastery and the notes page itself should aid you in future endeavors.

--purposefully view three video clips, each of which corresponds with one of the three types of irony--your purpose:
  • Knowing that each video exemplifies a type of irony, add to each of the definitions in your notebook
  • Consider the way that you feel/the impact that the irony is having on you as a viewer--write your thoughts in your notebook
 Video Clips:

Pick back up here in Block 4 BDF after looking at objectives/tap in to prior knowledge about Verbal Irony and Dramatic Irony, share objectives, then pick back up here in Block 2 ACE:
Clip from M. Night Shyamalan's 2002 film Signs (I'll provide a brief plot summary first):

Pick back up here in Block 3 BDF/Block 1 ACE: Will Ferrell's "Dissing Your Dog" skit from Saturday Night Live (I'll give a heads up about language first):

https://www.youtube.com/watch?v=1u2SYb2pgB4 (poor video quality--sorry!)

Pick back up here in Block 3 BDF/Block 4 BDF on 1/18:Clips from DreamWorks' 2001 film Shrek (a student provides a brief plot summary first):

--following each video clip, add to our rough notes up on the front board/your rough notes in your notebook
--Transition--pick up the "Irony Notes" page from the front table

--independently or in pairs (assigned by me), purposefully read the notes page (How did we do?!), write an example for each type of irony (from the video clips, other movies or television shows you have seen, works you have read in school in the past, and/or real life), and jot down in list form authorial purpose(s)/intended effect(s) (e.g., humor)

--whole-class share-out--add to official notes page

  • connect back to our work with "St. Lucy's Home for Girls Raised by Wolves" (contrast and contradictions and theme development)


  • For each of the following examples, if you think that the example is situational irony, hold up ONE finger.  If you think that the example is verbal irony, hold up TWO fingers.  If an example best fits dramatic irony, hold up THREE fingers.  Finally, if an example is in no way ironic at all, hold up a FIST.
  • Put your head down on your desk, listen to each example, and throw your hand up in the air!

1. I failed the test because I did not study.
2. Dave’s blood pressure medication gave him a heart attack.
3. Juliet took a sleeping potion, but Romeo, who has no idea, thinks that she is dead and hastily takes his own life.
4. The box of airdropped humanitarian aid landed on the refugee and crushed him to death.

5. I missed the job interview because I overslept.

6. “Thank you for this ticket, Officer. You just made my day.”

--Where should you put this notes page?

HW Time/DEAR -- Memorizing the Prologue/Free Reading (time permitting)
--quiet and independent work time (paraphrasing, repetition of lines, writing lines in own handwriting, etc.)
--engage in quiet and independent reading of your free reading book or Upfront newsmagazine

HW (Class Preparation/Class Participation)
--Memorize the entire Prologue by the beginning of class next time (Wednesday, 1/18 [BDF] or Thursday, 1/19 [ACE]), 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!
  • A potentially-helpful link:
    • https://www.o2learn.co.uk/o2_video.php?vid=1530
  • A suggestion: Record yourself carefully reading the Prologue.  Then, whenever you have a chance to do so, listen to your recording.  Gradually, the text should enter your long-term memory.  Near the end of this process, you should speak the Prologue along with your recording.
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Work toward achievement of your S.M.A.R.T. Goal?!
--BDF students: Enjoy the weekend--you only get so many of 'em!

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