Friday, February 10, 2017

English 9--2/10/2017 & 2/13/2017

Jump Off
--Find your name card and sit in the corresponding desk.  Get comfortable--these will be your seats for a little while (unless I have to make some changes due to "things not working"! :)).
--Please SEE ME before leaving class today regarding "St. Lucy's..." revisions--if you fail to do so, I will refer you to the main office for lack of following directions:
  • Adam B.
  • Flynn
  • Hunter L.
  • Carter P.
S. the C.
--You should leave class today...
  • better able to answer the following questions:
    • How do I know a Shakespearean Sonnet when I see one?
    • How do I "attack" a piece of poetry in order to get the most out of it?
  • with a solid understanding of William Shakespeare's "Sonnet 116" ("Let Me Not to the Marriage of True Minds")
    • What is the "gist"?
    • What is the theme?
    • How does Shakespeare deliberately use writing strategies (e.g., diction, figurative language, etc.) to convey the theme?
  • better equipped to appropriately understand and analyze William Shakespeare's The Tragedy of Romeo and Juliet when we begin grappling with the text

Anticipatory Set -- Sequencing Shakespeare's "Sonnet 116"
--after handing the first person in your column the lines of Shakespeare's poem out of order, "anchor in" to our "Compact for Group Work" and organize the lines into what you think is Shakespeare's poem
  • I know this task might seem impossible, so perhaps this will help:
    • Structurally, this poem is organized in the same manner as the Prologue to The Tragedy of Romeo and Juliet!  Shakespeare's form seen both in this poem and the Prologue is actually something that he created which now bears his name!

*DO NOT WRITE ON THE STRIPS OF PAPER!* --share out and build consensus
  • notes jotted down on the whiteboard
--What observations are you making about this poem in terms of its structure? (beginning to define a Shakespearean Sonnet)
  • notes jotted down on the whiteboard
--Pick up a copy of the "The Shakespearean Sonnet" document from the front table.

Mini-Lesson -- The Shakespearean Sonnet
--Based on the work that we have done with the poem up to this point, what seems to be the "gist"?
--directions given for first next two purposeful readings of the poem (William Shakespeare's "Sonnet 116")
--read through skeletal notes at the top of the document in order to clarify purpose
  • Can we complete some of this together already?!
--oral readings of the sonnet
--finish completing skeletal notes together

Brain Break -- Four Corners
--directions given (You've likely played this game in elementary school!)
--game played

--Recover quickly from our break and brainstorm responses to the bolded question below:
  • Throughout the school year, we have been reading a variety of texts in a variety of different manners.  For the sake of example, consider both the Article of the Week and free reading course components.  Within the Article of the Week framework, you have read nonfiction texts both actively and purposefully (e.g., for the purpose of summarizing paragraphs in the margins).  In terms of free reading, you read novel-length works of nonfiction or fiction purely for the sake of enjoyment.  Today, you will engage in what is often referred to as poetry explication, which essentially just means close reading of a poem.  Before we get started, based on your past experiences with poetry, what should we look for/do today when we explicate poetry?  Jot down responses to this question in your notebook and expect me to call on you for a contribution in a few minutes.
Mini-Lesson (cont.) -- The Shakespearean Sonnet
--share out as per the previous transition so as to prepare for the next task
--engage in "explication" of the sonnet quietly and independently
  • Would you like me to MODEL first with the first few lines?
--pair up and share

Transition -- return to desks

--whole-class share-out/discussion (cards drawn)--continue annotating your text

Class Preparation
--You are strongly advised to review your work with "The Cask of Amontillado" prior to the middle of next week as preparation for an assessment that mirrors your work with this short story.
--Bring your vocabulary book to class next time. PLEASE DO NOT FORGET!
Take-Home Assessment/Writing
--Complete Article of the Week #5 as directed to turn in at the beginning of class next time (Tuesday, 2/14 [BDF] or Wednesday, 2/15 [ACE]).  Come and see me during my "Office Hours" if you need assistance!
--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?!