Monday, March 6, 2017

English 9--3/7/2017 & 3/8/2017

Jump Off (3-5 mins.)
--Pick up both of the following from the front table: 

  • an index card
  • a copy of the "Free Reading--Course Component Fulfillment Options for Marking Periods 3 and 4" document
On the index card, write the three sentences below.  Finally, label the subject and verb of each of the sentences.
  • I go walking in my sleep.
  • You are another day older.
  • Wisdom often comes with age.



*AS YOU WORK, I WILL RETURN YOUR LAST GRAMMAR HAMMER ASSESSMENT FOR SELF-REFLECTION PURPOSES.*
--Please SEE ME before leaving class today:
  • Austin H.
  • Hunter L.
S. the C. (10-12 mins.)
--agenda/HW
  • oral reading of "Free Reading..." document, sample voicemail shared, Q & A
--ceremonial dropping of the hammer via a drawing of cards

Instruction -- The Grammar Hammer--“Missing comma after an introductory element” (15-20 mins.)
--go over the Jump Off by labeling the S/V for each of the provided sentences
--Transition -- pick up the "Missing comma after an introductory element" document from the front table--read instructions, add commas to the sample sentences, model rule/tips with sample sentences above

--complete PRACTICE
--go over PRACTICE, reiterating rule/tips
--For HW, prepare for the "Missing comma after an introductory element" component of the mini-test taking place next class--you must really “know your way around” this error and fixing it in order to be successful.


Transition (1-3 mins.)
--Block 3, Block 4, and Block 1:  Take out your copy of the Act I Reading Guide with which we began working last class so that we can continue engaging in a "materials assessment" together.  What are we "looking for" while viewing Act I?
--Block 2:  Pick up a copy of the Act I Reading Guide document from the front table so that we can engage in a "materials assessment" together.  What are we "looking for" while viewing Act I?
  • Each time that I read a question/prompt that we are already equipped to answer/respond to, shout out "STOP!" and share your thoughts.
Film/First-Draft "Reading" (cont.) -- Act I of Franco Zeffirelli's Romeo and Juliet  (30-35 mins.)
--purposefully view the film until 39:24, focusing mostly on the questions/prompts that we are as yet unable to answer/respond to--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide questions/prompts
*BLOCK 3: WHILE YOU VIEW THE FILM, I WILL COME AROUND WITH THE SMART GOALS THAT YOU SET ON INDEX CARDS.  HOW DID YOU DO?!  WHAT CAN YOU DO NEXT?!*

Transition (THINK) (2-3 mins.)
--Pick up a copy of the Richard Parson's version of The Tragedy of Romeo and Juliet from the front table.  Write your first and last name and "Mr. Martin" on the first page of the text (the page with a man in sunglasses reading a book with "CGP" on the cover).  Then, write your first and last name and book number on the sheet on the front table.
--quietly and independently use the text to answer/respond to at least one of the questions/prompts on your reading guide for which you currently have a blank


Closure (PAIR) -- Act I of The Tragedy of Romeo and Juliet (remainder of class)
--form partnerships
--compare/share responses with each other until the bell rings

HW (Class Preparation)
--Next class (Thursday, 3/9 [BDF] or Friday, 3/10 [ACE]), a mini-test will occur.  In order to prepare, ...
  • review your work with "The Cask of Amontillado" with the knowledge that as part of this mini-test, you will be asked to read a new short story and respond to related questions.  Remember that the focus of our work with "The Cask of Amontillado" was as follows:

    • working toward mastery of the Reading Literature standards (e.g., RL.4 [Diction])
    • reviewing and applying irony
    • reviewing and applying theme
    • discussing the revenge-related Essential Questions
    • beginning to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)

  • review your "The Shakespearean Sonnet" document
  • consider reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
  • review the character map on the inside cover of your Parsons text
  • strongly consider rereading Act I of the play and visiting the following web address in order to improve your Act I Reading Guide responses
  • review your Act I Reading Guide responses
  • review your "Missing comma after an introductory element" document--you must really "know your way around" this error and fixing it in order to be successful on this component of the mini-test
Miscellaneous
--Work toward fulfillment of the Free Reading Course Component for Marking Periods 3 and 4 as per the parameters set forth in the document you received today.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!