Thursday, March 30, 2017

English 9--4/3/2017 & 4/4/2017

Jump Off (5 mins.)
--Please pick up a copy of the "Jump Off--4/3/2017 & 4/4/2017" document from the front table (a piece of poetry about students and cell phone use).  After carefully reading the directions, complete the task at hand quietly and independently.  Be prepared to share your thoughts via a drawing of cards later in class.
--Please SEE ME before leaving class today:
  • Trevor F.
  • Bea T.
S. the C. (5-8 mins.)
--agenda/HW

Literacy Activity #1 (Old Business) -- Article of the Week #5 (10-15 mins.)
--Main area for growth in general:

  • meeting deadlines
--Main areas for growth in active/purposeful readings:

  • following directions
  • stamina

--Main areas for growth in written responses:

  • following directions (using different methods of quotation integration)
  • properly executing quotation integration methods
  • properly paraphrasing so as to avoid plagiarism
  • expanding upon personal connection

--breaking down the halfsheet--how were written responses scored?
--A quality paragraph response:



     Although teen behavior is often seen as stupid or reckless, there may be a more scientific reason behind teens' impulsiveness.  Impulsiveness is the act of doing something without carefully thinking about the consequences, and although it does happen in adults, it is most common in teens.  This can be attributed to higher releases of dopamine.  In the article, Siegel states, "During adolescence, there is an increase in the activity of neural circuits using dopamine, a neurotransmitter central in creating our drive for reward."  These releases of dopamine can also result in another common teen behavior known as hyperrationality, which is when teens only concentrate on what is happening in the now, and they don't recognize the bigger picture.  This relates to my life because I am a teen, and often, I do things without considering the consequences.  I commit the act anyway, though, because it looks fun.  However, on the last page of the article, Siegel comments that understanding why teens act the way that they do is very important.  He emphasizes that "[i]t matters because if we see the adolescent period as just a time to wade through, a time to endure, we'll miss out on taking very important steps to optimize the essence of adolescence."  I believe that what Siegel is trying to say is that ultimately, it is important for people of all ages to understand that the teenage years are a time for people to learn about mistakes and consequences so they are prepared for their lives as adults.

--assignments returned for self-reflection

Transition (1 min.)
--PICK BACK UP HERE IN 2 ACE: Please pick up an index card from the front table.


Literacy Activity #2 (New Business) -- Article of the Week #6 (25-30 mins.)
--discuss the Jump Off via a drawing of cards
--view the video clips below so as to respond to the following questions on your index card:

  • What are the video clips suggesting about human behavior?
  • To what extent can you relate?  For what reasons?
  • What "stories" can you tell related to these videos?
https://www.youtube.com/watch?v=40R9I9E_q1I
https://www.youtube.com/watch?v=kGZvNbfrNag

--discuss the video clips via a drawing of cards so as to "set the table" for the next Article of the Week
--Reminder: The three key reasons why we do Article of the Week:

  • building background knowledge
  • purposeful and active reading practice
  • writing skills learning/practice
--Transition (2 mins.)
  • Please pick up the "Article of the Week #6 (4/3 - 4/7)--2016-2017 School Year" document from the front table.  I would like to simultaneously purposefully read the directions and model the expectations for the assignment before giving you some time to complete your best work.
--Rationale:
  • Deliberate instruction is necessary based on my observations while reading your Article of the Week #5 written responses and your responses to #11-13 on the "Romeo and Juliet Unit--Mini-Test--March 2017".
  • Ultimately, Article of the Week #6 serves as practice and preparation for the End-of-Unit Writing Assignment in which you will likely directly quote and paraphrase Shakespeare's text!
--directions/modeling
--Q & A
--begin working on Article of the Week #6 quietly and independently

Active/Purposeful Reading Activity -- The Tragedy of Romeo and Juliet Act IV (time permitting)
--Reminder: Active/purposeful reading tasks (SEE LIST ON FRONT BOARD)
--re-form the alphabetical-by-middle-name circle out of the desks and open to pages 58 and 59 of the Parsons text
--active/purposeful reading of Act IV--complete Post-its as per the list we created
--Closure
  • engage in discussion as per Post-its and page 63 of the Parsons text

HW (Take-Home Assessment)
--Finish your work with Article of the Week #6, which is due at the beginning of class on your first class day back after April Break.  This task will include purposefully reading the directions in the box at the top of the first page and completing your best work with regard to the directions.  Good luck!
Miscellaneous
--As always, whatever we do not finish in class today, you can expect to finish next class!

--Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and keep in mind that Hooked on Books takes place the rest of this week!

English 10 Honors--4/3/2017

Jump Off
--Find your name card and sit in your new assigned seat.  Then, clear your desks of all but a writing utensil.

S. the C.
--complete reading for details assessment
  • After turning in your assessment, either free read OR prepare for discussion OR read The Alchemist until everyone is finished.
--agenda/HW
--After a ceremonial dropping of the grammar hammer by Aidan, we will purposefully read through the top two thirds of the first page of the grammar hammer document together.

Instruction -- Missing Comma(s) with a Nonrestrictive Element
--purposeful reading
--mindful completion of the PRACTICE--go over the PRACTICE
--For HW, if you feel it is necessary, read through the packet of additional information pertaining to this error and complete PRACTICE #4 (located in a manila folder in the "Grammar Hammer Extras" area of the classroom). These instructional materials and practices are meant to help you master the standards listed below. A quiz about this error will take place next class.

English 10 Honors students...

  • demonstrate command of the conventions of standard English grammar, usage, and punctuation.
  • apply knowledge of language to make effective choices for meaning or style.
  • strengthen writing as needed by editing or trying a new approach.
  • use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

Transition

--Pick up a copy of the "Exploring Allusions" document from the front table.


Discussion Preparation -- Exploring Allusions
--slide titled "Assessing Online Sources" shared
--groups assigned via a drawing of cards--must have at least one electronic device per group
--group work time as per directions

Transition
--Form a circle out of the desks.  Sit next to the classmates with whom you just worked.
--If you did not do so last class, label a page in your notebook as follows: "Paulo Coelho--Author Background".

Notetaking/Discussion Preparation -- Paulo Coelho--Author Background
--As I read information aloud about author Paulo Coelho, jot down purposeful notes.
--Draw a line underneath the notes you just took.  Label the next section of your notes "The Alchemist Discussion up to Page 104".

Discussion/Closure -- The Alchemist up to Page 104
--engage in discussion:
  • The following individuals must contribute before any others can "jump in":
    • Jackson B.
    • Morgan B.
    • Abi D.
    • Tanner H.
    • Delaney P.
    • Bethany S.
    • Emily W.
    • Zena W.
  • First, we will share information gathered/conclusions drawn regarding allusions.
  • For the remainder of the discussion, consider the following items:
    • active/purposeful reading notes--I will read aloud a "Have You..." list for the reading up to page 104.
    • Paulo Coelho "writing what he knows"--applying author background to The Alchemist
  • Today's contributions will be assessed via the "Discussion Contribution Rating Scale".
HW Time (time permitting)
--reading (oral? independent?)


HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 4/6.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
Writing
--Your properly formatted, fully revised short story or poem is due today (Monday, 4/3).  See your "Preparing for the GVEP Literary Contest" document for additional information.
HW (Class Preparation)
--If you feel it is necessary, read through the packet of additional information pertaining to today's common grammar error and complete PRACTICE #4 (located in a manila folder in the "Grammar Hammer Extras" area of the classroom).  A quiz about this error will take place on Friday, 4/7.

--Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and keep in mind that Hooked on Books takes place the rest of this week!
--Work on the End-of-Course Assignment--you do not want to wait too long to get started on this!
HW (Class Preparation/Take-Home Assessment)
--Finish The Alchemist by the beginning of  class on Friday, 4/7.  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 on that day:
  • collection of your Post-its for assessment purposes
  • a "60/40" reading assessment
  • a discussion geared around your Post-its 
On the backburner:
  • "Madness" done in class upon submission of revisions
  • LotF Exams returned

Tuesday, March 28, 2017

English 9--3/30/2017 & 3/31/2017

Jump Off
--Please pick up a "Part-Length Preference Sheet" from the front table.  Read and fill in the sheet ASAP!  Then, clear your desk of all but a writing utensil, turn in the halfsheet, and pick up a copy of today's assessment.  Good luck! :)
--Please SEE ME before leaving class today:
  • Trevor F.
  • Bea T.
S. the C.
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play):


ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?


--agenda/HW

Assessment -- The Tragedy of Romeo and Juliet--Drama Terms/Poetry Terms, Act II, and Act III
--carefully complete the assessment quietly and independently
--When you finish, place your work in the black basket on the front table.  Then, engage in free reading until everyone is finished.

Transition
--Pick up approximately 8-10 Post-its from the front table.  Then, prepare to respond to the following question:
  • If aiming to read the next section of The Tragedy of Romeo and Juliet actively/purposefully with a pen or pencil in hand, what would you look for/what would you jot down?
Active/Purposeful Reading Activity -- The Tragedy of Romeo and Juliet Act IV
--What should we look for/what should we jot down?
  • create a list of active/purposeful reading tasks on the front board
--assign reading roles (volunteers first, then fill remaining roles via a drawing of cards)
--preparation time (5 mins.--TIMER SET!)
  • Students without a reading role will engage in some more free reading.
--form an alphabetical-by-middle-name circle out of the desks and open to page 53 of the Parsons text
--active/purposeful reading of Act IV--complete Post-its as per the list we created
--Closure (time permitting)
  • engage in discussion as per Post-its and page 63 of the Parsons text
Miscellaneous
--As always, whatever we do not finish in class today, you can expect to finish next class!
--Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FINAL FREE READING BOOK OF THE SCHOOL YEAR TO CLASS!

English 10 Honors--3/30/2017

Jump Off
--If you have yet to share your "Live Wire", please pick it up from the bookshelf.
--Form a circle out of the desks.
--I am plugging away on your Lord of the Flies exams.  Please be patient with me.

S. the C.
--agenda/HW

Teambuilder/The Alchemist Novella Unit Introduction--Part 2 (cont.) -- Live Wire

Objectives:

  • to encourage attentive listening
  • to promote inclusion
Instructions:
  • Students finish sharing with the rest of the class as per the four bullets below:
    • describe your design
    • explain the rationale behind your design
    • be "anecdotal"--share mini-stories, specifics, etc.
    • apply any or all of Paulo Coelho's "Four Obstacles" to your visual illustration
  • After each student shares, others may ask questions, express mutual feelings/concerns, etc.
Transition
--Pick up the Ticket-Out-the-Door document from the front table. 

Closure (5 mins.--TIMER SET!)
--After carefully reading the directions for the Ticket-Out-the-Door, complete the task at hand and submit your best work based on the time permitted during the next transition.


Transition
--Pick up the "The Alchemist up to Page 47--Have You...List" halfsheet from the front table.
--Take out your notebook and date the page (3/30/2017)--label the page "Paulo Coelho--Author Background".
--Use the halsheet and your Post-its to prepare for today's circle discussion.  Feel free to consult those near you as you prepare.

Notetaking/Discussion Preparation -- Paulo Coelho--Author Background
--As I read information aloud about author Paulo Coelho, jot down purposeful notes.
--Draw a line underneath the notes you just took.  Label the next section of your notes "The Alchemist Discussion up to Page 47".

Discussion -- The Alchemist up to Page 47 (remainder of class-ish)
--engage in discussion via the protocol (all must contribute once before any second contributions)--today's contributions will be assessed via the "Discussion Contribution Rating Scale"

Items for discussion:
  • Active/purposeful reading notes, paying particular attention to the items on the halfsheet
  • Paulo Coelho "writing what he knows"--applying author background to The Alchemist
HW Time (time permitting)
--reading (oral? independent?)


HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/30.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
--Complete another 45 minutes of Membean training as directed before 11:59 PM on Thursday, 4/6.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document). 
Writing
--Your properly formatted, fully revised short story or poem is due Monday, 4/3.  See your "Preparing for the GVEP Literary Contest" document for additional information.  Check your email often with the knowledge that I will be interacting with your work frequently.
HW (Class Preparation/Take-Home Assessment)
--Read up to pg. 104 of The Alchemist by the beginning of class on Monday, 4/3.  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 on Monday:
  • collection of your Post-its for assessment purposes
  • a "60/40" reading assessment
  • a discussion geared around your Post-its 
HW (Class Preparation)
--Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and keep in mind that Hooked on Books takes place next week!
--Work on the End-of-Course Assignment--you do not want to wait too long to get started on this!
--Enjoy the weekend--you only get so many of 'em!

On the backburner:

  • "Madness" done in class upon submission of revisions
  • LotF Exams returned

Friday, March 24, 2017

English 9--3/28/2017 & 3/29/2017

Jump Off #1 (1-2 mins.)
--Take out your copy of the Act III Reading Guide so that we can finish engaging in a "materials assessment" together.  What are we "looking for" while viewing the rest of Act III?
--The following students should strongly consider checking in with me at the end of class today: 
  • Austin H.
  • Hunter L.
  • Donovan M.
S. the C. (5-8 mins.)
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play):

ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

--agenda/HW


Film/First-Draft "Reading" -- Act III of Franco Zeffirelli's Romeo and Juliet (15-20 mins.)
--finish “materials assessment”--read remaining prompts/questions aloud so that students know what to “look for” while viewing Act III
--purposefully view Act III of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions

Discussion Preparation Stations Activity -- Act II and Act III of The Tragedy of Romeo and Juliet (30-ish mins.)

--rationale behind activity
  • The follow-up circle discussion initially planned has been cancelled, so an extra premium is now placed upon the work about to take place!
--rough overview of each station
  • The directions located at each station should be clear--if a group leader reads the directions and gets you started, I can always come over and help out if you are confused!
--"anchor in" to the "Compact for Group Work"
--groups assigned
--work time--5 minutes per station


HW (Class Preparation)
--Finish preparing for the next Romeo and Juliet Unit mini-test, which will take place next class (Thursday, 3/30 [BDF] or Friday, 3/31 [ACE]).  To prepare, ...
    • consider reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
    • review the character map on the inside cover of your Parsons text
    • review your "Drama Terms Notes/Poetry Terms Notes" document
    • review both "Drama Term Tracking Sheet #1" and "Drama Term Tracking Sheet #2"
    • strongly consider rereading Act II of the play and visiting the following web address in order to further improve your Act II Reading Guide responses
    • review your Act II Reading Guide responses
    • strongly consider rereading Act III of the play and visiting the following web address in order to further improve your Act III Reading Guide responses
    • review your Act III Reading Guide responses
    • review your "Act III--Paraphrasing Practice" document--you will be asked to paraphrase a passage from the play on the assessment!
    Miscellaneous
    --Consider coming to see me to look over your mini-test.  I would have liked to return the assessments prior to the next mini-test, but I have a student who has yet to make up the assessment.
    --Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FINAL FREE READING BOOK OF THE SCHOOL YEAR TO CLASS!












    English 10 Honors--3/28/2017

    Jump Off (1-2 mins.)
    --Please pick up the "The Alchemist Novella Unit--Paulo Coelho's 'Four Obstacles' Philosophy" document from the front table.  Read the directions and have at it!  (Feel free to work together "anchored in" to the "Compact for Group Work"!)

    Purposeful Reading/Discussion -- Paulo Coelho's "Four Obstacles" Philosophy (8-10 mins.)
    --work time
    --engage in a share-out/discussion by completing the notes template on the front board

    S. the C. (5-8 mins.)
    --agenda/HW
    --finish previous agenda item (if necessary)


    Transition #1 (1-2 mins.)
    --Please pick up your "Live Wire" from the bookshelf.  Then, follow the instructions below.

    Teambuilder/The Alchemist Novella Unit Introduction--Part 2 -- Live Wire (30-35 mins.)
    Objectives:
    • to encourage attentive listening
    • to promote inclusion
    Instructions:
    • Plan a brief "presentation" of your "Live Wire" in which you do the following for your peers:
      • describe your design
      • explain the rationale behind your design
      • apply any or all of Paulo Coelho's "Four Obstacles" to your visual illustration
    • Form a circle out of the desks.
    • Each student shares his or her "Live Wire" with the rest of the class as per the three bullets above.
    • After each student shares, others may ask questions, express mutual feelings/concerns, etc.
    Transition #2 (1-2 mins.)
    --Re-column the desks and pick up the Ticket-Out-the-Door document from the front table. 

    Closure #1 (5 mins.--TIMER SET!)
    --After carefully reading the directions for the Ticket-Out-the-Door, complete the task at hand and submit your best work based on the time permitted during the next transition.


    Transition (1-2 mins.)
    --Turn in your Ticket-Out-the-Door by placing it in the black basket on the front table.
    --Pick up the following: 
    • approximately 2-4 strips of Scotch tape
    • a quarter slip of paper with Post-it direction
    • approximately 8-10 Post-its from the front table.
    HW Time (remainder of class)
    --take a look at the Post-it directions and swap them in to your copy of the novella--Q & A
    --reading (oral? independent?)/discussion of first few pages?

    HW (Practice/Take-Home Assessment)
    --Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/30.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
    Writing
    --Your properly formatted, partially revised short story or poem is due today (Tuesday, 3/28).  See your "Preparing for the GVEP Literary Contest" document for additional information.
    HW (Class Preparation/Take-Home Assessment)
    --Read the PROLOGUE and PART ONE of The Alchemist (up to the end of page 47).  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 during our next class block: 

    • collection of your Post-its for assessment purposes
    • a "60/40" reading assessment
    • a discussion geared around your Post-its 
     HW (Class Preparation)
    --Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and keep in mind that Hooked on Books precedes April Break!
    --Work on the End-of-Course Assignment--you do not want to wait too long to get started on this!

    On the backburner:

    • "Madness" done in class upon submission of revisions
    • LotF Exams returned

    Wednesday, March 22, 2017

    English 9--3/24/2017 & 3/27/2017

    Jump Off

    --Please do the following in the first 5-ish minutes of class: 


        • take out your copy of the “Drama Terms Notes/Poetry Terms Notes” document from last class
        • take out or pick up from the black basket on the front table your poster from last class if you have yet to deliver your mini-presentation
        • practice your mini-presentation on last time if you have yet to deliver it
        • engage in free reading if you have nothing else to do related to the three bullets above

        --Reminder: When practicing your mini-presentation, keep this information about content and these seven public speaking tips in mind:

        Content
          • Your presentation must include all four of the items included in the bulleted list above, but you should not just read from your notes page and your poster!
          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.). 
          --The following students need to SEE ME after class today in order to discuss an INCOMPLETE recorded for Marking Period 4.  If you fail to see me, I will have to refer you to the main office for central detention so that we can "take care of business" after school:
            • Trevor F.
            • Austin H.
            • Hunter L.
            • Jasmine M.
            • Donovan M.

            S. the C.
            --agenda/HW

            Mini-Presentations/Notetaking -- Drama Terms Notes/Poetry Terms Notes
            --mini-presentations delivered/notetaking

            Transition
            --Take out your copy of the Act II Reading Guide.  What do you remember about what we viewed last class?

            Film/First-Draft "Reading" -- Act II of Franco Zeffirelli's Romeo and Juliet
            --finish "materials assessment" for remaining scenes by reading prompts/questions.  What are we "looking for" while viewing Act II?
            --finish purposefully viewing Act II of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions

            Transition
            --Pick up a copy of the Act III Reading Guide from the front table so that we can engage in a "materials assessment" together after diving up viewing purposes.  What are we "looking for" while viewing Act III?

            Film/First-Draft "Reading" -- Act III of Franco Zeffirelli's Romeo and Juliet
            --purposefully view Act III of the film--gather information for discussion/assessment preparation by jotting down notes and responding to the reading guide prompts/questions assigned to you


            Closure -- Ball Toss (time permitting)
            --Tell us something that you now know/understand that you did not know/understand/understand fully before class today.

            HW (Class Preparation)
            --Begin preparing for the next Romeo and Juliet Unit mini-test, which will occur after we have finished studying Act III together.  In order to start preparing, ...
            • consider reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
            • review the character map on the inside cover of your Parsons text
            • review your "Drama Terms Notes/Poetry Terms Notes" document
            • strongly consider rereading Act II of the play and visiting the following web address in order to improve your Act II Reading Guide responses
            • review your Act II Reading Guide responses
            • strongly consider rereading Act III of the play for as far as we have gotten and visiting the following web address in order to improve your Act III Reading Guide responses
            • review your Act III Reading Guide responses for as far as we have gotten
            Miscellaneous
            --Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FINAL FREE READING BOOK OF THE SCHOOL YEAR TO CLASS!
            --As always, whatever we do not completely finish in class today, you can expect to finish next class!
            --Enjoy the weekend--you only get so many of 'em!

            On the backburner:

            • Return Romeo and Juliet Mini-Test