Tuesday, May 30, 2017

English 10 Honors--6/1/2017

Jump Off
--Please pick up each of the following from the front table:
  • the "Mini-Presentation Information" halfsheet
  • copies of the "A Paragraph's a Paragraph's a Paragraph!" template (if you think that you would benefit from using them as you finish outlining)
    • After today's class in which we create a counterargument template together, I will create a counterargument template document for your use as well.
--Please SEE ME before leaving class today:
  • Nate C.
  • Alli E.
  • Tanner H.
  • Delaney P.
  • Aidan S.
  • Bethany S.
  • Adrienne W.
  • Zena W.
S. the C.
--oral reading of the "Mini-Presentation Information" halfsheet
  • Q & A
  • presentation schedule created via volunteers/a drawing of cards
--agenda/HW

Writing Workshop #2 (cont.) -- End-of-Course Assignment (Counterargument)
--During this portion of the lesson, we will work together using our brains, an article, and some additional materials to craft a counterargument paragraph about AP classes.  By the end of this block of time, you should be better equipped to counterargue both on the Regents exam and within your End-of-Course Assignment!
--prereading revisited
  • The following is posted online via Green River College, a community college in the state of Washington:
    • "Some magazines publish writers who are considered experts in their fields.  The New Yorker, The Atlantic Monthly, and Harper’s Weekly are good examples of these kinds of magazines.  The articles they publish may also be long, research-based essays and can be very useful secondary sources.  However, if a peer review process is not involved and bibliographic information is not printed with the article, it should not be considered scholarly.  This does not, however, mean that the content of these articles can be easily dismissed.  If the authors were just making stuff up, these magazines would very quickly lose their credibility and readership."
--purposeful oral reading finished
  • What is John Tierney's claim?
  • What are some of the counterclaims that can be made in response to Tierney's claim?
    • Consider both our purposeful reading of the article and our t-chart from last class block.
--discuss the article via volunteers (and, if necessary, a drawing of cards)
--visit the link below--engage in purposeful reading in order to create a counterargument paragraph template for use in the final step of this portion of the lesson--consider jotting down notes!

Counterargument Paragraph
  • What should the topic sentence(s) include?
  • What details should/might exist?
  • What questions might explanatory tiebacks aim to answer? 
https://writingcenter.fas.harvard.edu/pages/counter-argument

--after voting upon a claim that our "essay" aims to support, form groups of three via a drawing of cards
--"anchor in" to the "Compact for Group Work"
--spend 10 minutes brainstorming and fleshing out a counterargument paragraph that refutes Tierney's claim made in "AP Classes Are a Scam" (which, of course, does not "mesh with" our claim)
  • Feel free to conduct research to find evidence for our paragraph (but consider source reliability!). 
--share out via volunteers (and, if necessary, a drawing of cards) so as to write a class counterargument paragraph in GoogleDocs
  • I will share our finished product via email so that you have it as a reference!
Closure -- Ball Toss (time permitting) 

  • "Over the course of the last class block and a half, I learned/realized/concluded that..."
Transition
--Pick up a copy of the "Models of Argument" document from the front table.  If you are looking to stray away from the Classical Approach to argumentation in your End-of-Course Assignment, you might find that this document helps!

Writing Workshop #3 -- End-of-Course Assignment (Outlining/Drafting)
*DURING THIS TIME, I WILL RETURN YOUR SCORED AND COMMENTED UPON MONOMYTH WRITING ASSIGNMENTS.  PLEASE REFLECT UPON YOUR PERFORMANCE, NOTING "PROS" AND "GROWS" AS WE HAVE DONE IN THE PAST.*

HW (Class Preparation)
--Complete 45 minutes of Membean training as directed before 11:59 PM tonight (Thursday, 6/1).  If you fail to appropriately train between now and the administration of Vocabulary Quiz #7, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
--Complete a "UB Discussion Card" while/after reading up to the end of An Ordinary Man.  The expectation is that your card consists of at least two potential contributions for discussion.  Our discussion of An Ordinary Man will be driven by all of you via a drawing of name cards.  This assignment is to be completed by the beginning of next class (Monday, 6/5).
--Following each section of reading of An Ordinary ManI reserve the right to administer a "Did You Read?" assessment similar to those we have taken in the past.  If you have completed a successful reading, said assessment should not be challenging at all! :)

HW (Class Preparation)/Writing
--Continue outlining/drafting your End-of-Course Assignment, which is due on our last day of class (Friday, 6/9).
*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING WITH THIS ASSIGNMENT--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*
--End-of-Course Assignment mini-presentations will take place in class on both Wednesday, 6/7 and Friday, 6/9.  Prepare accordingly.  
Miscellaneous
--Don't forget about your free reading book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.

English 9--5/31/2017 & 6/1/2017

Jump Off
--Please pick up a copy of the Unit #7 vocabulary quiz from the front table.  Complete the quiz quietly and independently.  Good luck!

--When you finish taking the vocabulary quiz, place it on the floor next to your desk.  Then, begin reading the next section of Divergent or engage in free reading.
--Please SEE ME before leaving class today:
  • Adam B.--SAW ME--COMING DURING BLOCK 4 ON 5/31
  • Devin B.
  • Owen F.--SAW ME
  • Mike H.--SAW ME--COMING DURING BLOCK 2 ON 6/1
  • Jasmine M.--DID NOT SEE ME
  • Carter P.--SAW ME--INVITED TO TAKE INITIATIVE TO COME AFTER SCHOOL
S. the C.
--trade and grade vocabulary quizzes--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected
--FYI: I am still working through both English 9 and English 10 Honors writing pieces.  Please continue being patient! :)
--agenda/HW

Transition
--Pick up a copy of the "Divergent Unit--Literary Analysis: Arguing About Courage" document from the front table so that we can carefully read the directions and prompt together. 

Writing Workshop/Looking Ahead -- Divergent Unit--Literary Analysis: Arguing About Courage
--In this assignment, you are truly being asked to argue.  How does argument writing differ from writing in which a writer merely supports a claim?
--purposeful oral reading of directions and prompt
  • Q & A
--Transition--groups of three formed via a drawing of cards
--"anchor in" to the "Compact for Group Work"
  • Teamwork must be a priority for this experience to be both fair and beneficial.
--in groups, complete the writing assignment as practice for a component of the English 9 Final Examination
  • all students must first write the names of all group members on the name line before writing the paragraph itself
  • at the end of the writing block, I will draw name cards and collect work accordingly
  • when assessing the quality of writing pieces, I will assess each collected writing piece as if it was written individually by each group member
--If you finish with time to spare, return to your desks and continue the reading that you began earlier in the class block.

Transition
--Consider/respond to the following questions:
  • As per Al's definition of courage, who is the most courageous person that you know?  Why?
  • How courageous are you?
--Form an alphabetical-by-first-name-of-courageous-individuals standing circle

Closure -- Divergent Unit--Literary Analysis: Arguing About Courage
--check alphabetization/share courageous individuals
--share "for the good of the order"/Q & A for the English 9 Final Examination

Ticket-Out-the-Door -- Submission of Writing Pieces

--draw cards to determine what writing pieces get collected
--writing pieces collected

HW (Class Preparation)

--Purposefully read up to page 454 of Divergent by following the directions on the halfsheet titled "Divergent Unit--Purposeful Reading Tasks".  These reading tasks are aligned with the writing sections of the English 9 Final Examination!  You should also consider jotting down any notes that...

  • help you get the "gist"
  • build upon anything that has come up in discussion.

--Following each section of reading of DivergentI still reserve the right to administer "Did You Read?" assessments similar to those that you have been taking.  If you have completed a successful reading of each section, said assessments should not be too terribly challenging! :)
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--The English 9 Final Examination will take place on Tuesday, 6/20 during the 11:10 AM - 2:10 PM time slot.  Begin preparing for a successful performance via the review sheet, materials in your binder, etc.

Friday, May 26, 2017

English 10 Honors--5/30/2017

Jump Off
--Please pick up each of the following items from the front table: 
  • a lined 3 X 5 card
  • the halfsheet about the Regents exam
--Open your notebook to a clean page and put the date (5/30/2017) in the margin.  Then, jot down responses to the following question:
  • Having now almost finished an AP course and taken an AP exam (or observed peers/friends go through the experience), I'm sure you have all sorts of opinions.  What are the pros and cons of AP classes?
*AS YOU WORK, I WILL RETURN ANNOTATED BIBLIOGRAPHIES FROM LAST CLASS BLOCK THAT I SCORED AND COMMENTED UPON.*
--Please SEE ME before leaving class today:
  • Zena W.
S. the C.
--FYI: I have a few monomyths left to read.  I will finish up and return your writing pieces next class.  Thanks for your patience (and the breaks from English 9 essays)! :)
--agenda/HW

Instruction -- The Regents Examination in English Language Arts (Common Core): A "Game Plan"

--oral reading of halfsheet
  • Q & A
--rough "game plan" shared--consider jotting down notes!
  • Q & A
--Closure
  • How can you prepare for the Regents exam?
  • What more do you want from me moving forward?
Writing Workshop #1 -- End-of-Course Assignment (Outlining)
--Outlining Tip: Use the Classical Approach to organize your ideas into a cohesive argument! 
--MODELING of outlining tip via a "think-aloud"--consider jotting down notes!
  • What is my rough claim?
  • What do I "have" in support of my claim?
  • How can I logically group what I "have" into paragraphs?
  • What is the purpose of each of my paragraphs?
    • STRONGLY CONSIDER USING THE "A PARAGRAPH'S A PARAGRAPH'S A PARAGRAPH" TEMPLATE!
  • What is/are the main counterclaim(s) those who disagree with me would make?
  • What do I "have" to show the counterclaim(s) exist?
  • What do I "have" to "poke holes" in the counterclaim(s)?
Writing Workshop #2 -- End-of-Course Assignment (Counterargument)
--During this portion of the lesson, we will work together using our brains, an article, and some additional materials to craft a counterargument paragraph about AP classes.  By the end of this block of time, you should be better equipped to counterargue both on the Regents exam and within your End-of-Course Assignment!
--create a t-chart on the front board in response to the question from the "Jump Off"
--Transition--pick up a copy of the article titled "AP Classes Are a Scam" from the front table
--prereading
  • What should we do before we even start reading this article?
    • "take care of business" as per our brainstorming
--purposeful oral reading
  • What is John Tierney's claim?
  • What are some of the counterclaims that can be made in response to Tierney's claim?
    • Consider both our purposeful reading of the article and our t-chart from earlier in the block.
--discuss the article via volunteers (and, if necessary, a drawing of cards)
--visit the link below--engage in purposeful reading in order to create a counterargument paragraph template for use in the final step of this portion of the lesson--consider jotting down notes!

Counterargument Paragraph
  • What should the topic sentence(s) include?
  • What details should/might exist?
  • What questions might explanatory tiebacks aim to answer? 
https://writingcenter.fas.harvard.edu/pages/counter-argument

--after voting upon a claim that our "essay" aims to support, form groups of three via a drawing of cards
--"anchor in" to the "Compact for Group Work"
--spend 10 minutes brainstorming and fleshing out a counterargument paragraph that refutes Tierney's claim made in "AP Classes Are a Scam" (which, of course, does not "mesh with" our claim)
  • Feel free to conduct research to find evidence for our paragraph (but consider source reliability!). 
--share out via volunteers (and, if necessary, a drawing of cards) so as to write a class counterargument paragraph in GoogleDocs
  • I will share our finished product via email so that you have it as a reference!
Closure -- Ball Toss (time permitting) 
  • "Today, I learned/realized/concluded that..."
HW (Class Preparation)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 6/1.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #7, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
--Complete a "UB Discussion Card" while/after reading up to the end of An Ordinary Man.  The expectation is that your card consists of at least two potential contributions for discussion.  Our discussion of An Ordinary Man will be driven by all of you via a drawing of name cards.  This assignment is to be completed by our first class next week (Monday, 6/5).
--Following each section of reading of An Ordinary ManI reserve the right to administer a "Did You Read?" assessment similar to those we have taken in the past.  If you have completed a successful reading, said assessment should not be challenging at all! :)


HW (Class Preparation)/Writing
--Continue moving forward with regard to the End-of-Course Assignment, which is due on our last day of class (Friday, 6/9):
  • Reflect upon your performance on the Annotated Bibliography Checkpoint assignment and move forward accordingly (e.g., find additional sources).
  • Finish gathering, interpreting, and synthesizing your evidence (if necessary)
    • Don't forget that paraphrasing and summarizing is expected!
  • Finish outlining.
    • Strongly consider working on your counterargument as per today's lesson.
  • Begin drafting.
*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING WITH THIS ASSIGNMENT--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*
--End-of-Course Assignment mini-presentations will take place in class on both Wednesday, 6/7 and Friday, 6/9.  You will receive more information about this component of the assignment next class block.
Miscellaneous
--Don't forget about your free reading book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.

Tuesday, May 23, 2017

English 9--5/30/2017

Jump Off
--If you have not yet turned in your Parsons text and have it with you today, please turn it in by placing it on the front table.
--Pick up the "Vocabulary Units--Exercise Check" slip from the front table. Write your name on the line and open your vocabulary book to page 93.

S. the C.
--quickly complete exercise check--when finished, pass up facedown (2-3 mins.)
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It is in your best interest to check the blog and SchoolTool often.  Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise!
--FYI: I am still working through both English 9 and English 10 Honors writing pieces.  Please continue being patient! :)
--agenda/HW

Transition
--Pick up a BINGO board and a highlighter from the front table. Then, begin filling in your BINGO board (Unit #7 + "helper" word in each box).

Review -- Vocabulary Unit #7 BINGO
--quickly go over "Choosing the Right Word" exercise three-in-a-row style
--information given about writing five sentences on the back of your BINGO board (you may NOT just use the sentences from the book)

--finish filling in BINGO boards/writing sentences quietly and independently
--share "how to win" boards
--share information about “board validation” (at podium, share words, basic definitions, and a sample sentence for one of the words)
--play 1-3 games (depending on time)--+1 bonus to winners
--For HW, finish preparing for the Unit #7 vocabulary quiz, which will take place at the beginning of next class.

Transition
--Recycle or FILE AWAY your BINGO board.
  • Member(s) of Dauntless (Block 3)/Amity (Block 4), get ready!
Informal Presentations (cont.) -- The Five Factions
--While presentations occur, be asking yourself these questions:
  • What is Veronica Roth's "thesis" about human nature as per the story she tells?
  • How do Roth's depictions of the factions, both their ideals and what members/ex-members actually think, say, feel, and do, help her convey her "thesis"?
Abnegation
Amity
Candor
Dauntless
Erudite

Closure -- So What!?
--Below, you will see the Pawprint to Success that serves as the touchstone (the manifesto, if you will) for our high school.  Consider the Pawprint (our lives), the controlling quotations shared last class block, and the conclusions we drew in our circles in order to answer the "so what?!" question. 
  • What does this all mean?
  • How does it all connect?
  • How can we use this book to help us "get there" in our understanding of life?
  • SO WHAT?!

HW Time (time permitting)
--purposeful oral reading of Divergent beginning on page 397.

HW (Class Preparation)
--Finish preparing for the Unit #7 vocabulary quiz, which will take place next class (Wednesday, 5/31 [ACE] or Thursday, 6/1 [BDF]).  Strongly consider completing the rest of the exercises and using your BINGO board as a study tool.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!  Don't forget about the incentive plan!
--Purposefully read up to page 425 of Divergent by following the directions on the halfsheet titled "Divergent Unit--Purposeful Reading Tasks".  These reading tasks are aligned with the writing sections of the English 9 Final Examination!  You should also consider jotting down any notes that...
  • help you get the "gist"
  • build upon anything that has come up in discussion.
--Following each section of reading of DivergentI still reserve the right to administer "Did You Read?" assessments similar to those that you have been taking.  If you have completed a successful reading of each section, said assessments should not be too terribly challenging! :)
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--The English 9 Final Examination will take place on Tuesday, 6/20 during the 11:10 AM - 2:10 PM time slot.  Begin preparing for a successful performance via the review sheet, materials in your binder, etc.

English 9--5/26/2017 (SPRING DAY--20-minute Class Block)

Jump Off (1-2 mins.)
--If you have not yet turned in your Parsons text and have it with you today, please turn it in by placing it on the front table.
--Pick up the "Vocabulary Units--Exercise Check" slip from the front table. Write your name on the line and open your vocabulary book to page 93.
--Please SEE ME before leaving class today:
  • Jasmine M.
  • Bryanna R.
S. the C. (5-7 mins.)
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It is in your best interest to check the blog and SchoolTool often.  Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise!
--FYI: I am still working through both English 9 and English 10 Honors writing pieces.  Please continue being patient! :)
--quickly complete exercise check--when finished, pass up facedown (2-3 mins.)
--agenda/HW
  • Members of Dauntless, get ready!
Informal Presentations -- The Five Factions
--While presentations occur, be asking yourself these questions:
  • What is Veronica Roth's "thesis" about human nature as per the story she tells?
  • How do Roth's depictions of the factions, both their ideals and what members/ex-members actually think, say, feel, and do, help her convey her "thesis"?
Abnegation
Amity
Candor
Dauntless
Erudite

Closure -- So What!?
--Below, you will see the Pawprint to Success that serves as the touchstone (the manifesto, if you will) for our high school.  Consider the Pawprint (our lives), the controlling quotations shared last class block, and the conclusions we drew in our circles in order to answer the "so what?!" question. 
  • What does this all mean?
  • How does it all connect?
  • How can we use this book to help us "get there" in our understanding of life?
  • SO WHAT?!



HW Time (time permitting)

HW (Class Preparation)
--Finish preparing for the Unit #7 vocabulary quiz, which will take place next class (Wednesday, 5/31 [ACE] or Thursday, 6/1 [BDF]).  Strongly consider completing the rest of the exercises.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!  Don't forget about the incentive plan!
--Purposefully read up to page 425 of Divergent by following the directions on the halfsheet titled "Divergent Unit--Purposeful Reading Tasks".  These reading tasks are aligned with the writing sections of the English 9 Final Examination!  You should also consider jotting down any notes that...
  • help you get the "gist"
  • build upon anything that has come up in discussion.
--Following each section of reading of DivergentI still reserve the right to administer "Did You Read?" assessments similar to those that you have been taking.  If you have completed a successful reading of each section, said assessments should not be too terribly challenging! :)
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--If you have made arrangements to reassess regarding FANBOYS, make sure to follow through.
--The English 9 Final Examination will take place on Tuesday, 6/20 during the 11:10 AM - 2:10 PM time slot.  Begin preparing for a successful performance via the review sheet, materials in your binder, etc.

English 10 Honors--5/25/2017

Jump Off
--Please pick up a lined 3 X 5 card from the front table.
--Is anyone planning on using Animal Farm as a source in the End-of-Course Assignment?  If so, let me know today in the library.  I have your Animal Farm writing assessments from way back when if you think taking a peek would be helpful!

S. the C.
--FYI: I am still working through both English 10 Honors and English 9 writing pieces.  Please continue being patient! :)
--agenda/HW

Transition
--journey on over to the library

LIBRARY


Checklist:

  • take Membean quiz
  • finish finding sources (if necessary)
  • finish creating your Works Cited page (seven sources minimum [as per assignment sheet])
  • type and include your annotations for two nonfiction sources as part of your Works Cited page
  • print two copies of your Works Cited page (one for me and one for Mrs. Donohue)
    • YOUR WORKS CITED PAGE COPIES ARE DUE BY THE END OF THE CLASS BLOCK IN THE BLACK BASKET.
  • gather, interpret, and synthesize your evidence
    • TIP: Put proper parenthetical references next to each of your pieces of evidence.
  • begin outlining
HW (Class Preparation)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 6/1.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #7, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
--Complete a "UB Discussion Card" while/after reading up to the end of page 180 of An Ordinary Man.  The expectation is that your card consists of at least two potential contributions for discussion.  Discussions about An Ordinary Man will be driven by all of you via a drawing of name cards.  This assignment is to be completed by next class (Tuesday, 5/30).
--Following each section of reading of An Ordinary Man, I reserve the right to administer a "Did You Read?" assessment similar to those we have taken in the past.  If you have completed a successful reading, said assessment should not be challenging at all! :)


HW (Class Preparation)/Writing
--Continue moving forward with regard to the End-of-Course Assignment, which is due the week after next:
  • Finish gathering, interpreting, and synthesizing your evidence.
  • Begin outlining.
*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING WITH THIS ASSIGNMENT--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*

Miscellaneous
--Don't forget about your free reading book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.

On the backburner:
  • Paraphrasing AoW as preparation for culminating assignment
  • Counterargument lesson/AoW as preparation for culminating assignment
  • ACT nonfiction passages and multiple choice questions

Sunday, May 21, 2017

English 9--5/24/2017 & 5/25/2017

Jump Off
--If you have not yet turned in your Parsons text and have it with you today, please turn it in by placing it on the front table.
--Open your vocabulary book (if you brought it today!) to page 90. Look through the list of words and put a mark next to all of the words that you are pretty confident about knowing already.
--Please SEE ME before leaving class today:

  • Alex B.
  • Brooklyn K.
  • Jasmine M.
  • Cara M.
  • Bryanna R.


*I WILL BE AROUND TO RETURN UNIT #6 VOCABULARY QUIZZES.*

S. the C.
--FYI: I am still working through both English 9 and English 10 Honors writing pieces.  Please continue being patient! :)
--The Divergent items on today's agenda address the following standards (which also align with some of the writing tasks on the English 9 Final Examination!):

English 9 students can...
  • analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide and objective summary of a text.
  • cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
--agenda/HW

Looking Ahead/HW Time -- Vocabulary Unit #7
--pronounce each of the Unit #7 vocabulary words (pages 90-92)
--The incentive plan...
  • pertains to Block 1 for Unit #6 (candy handed out)
  • is in place again this unit! :).
--reflect upon your performance on the Unit #6 vocabulary quiz (which I will then re-collect)
--spend 5 minutes getting started on the class preparation/take-home assessment assignment due next class

Transition
--a few controlling quotations for the remainder of today's class block:


      "'Have you ever read the faction manifestos?' says Will.
      The faction manifestos were written after the factions formed.  We learned about them in school, but I never read them...
      ...Maybe Dauntless was formed with good intentions, with the right ideals and the right goals.  But it has strayed far from them.  And the same is true of Erudite, I realize.  A long time ago, Erudite pursued knowledge and ingenuity for the sake of doing good.  Now they pursue knowledge and ingenuity with greedy hearts.  I wonder if the other factions suffer from the same problem.  I have not thought about it before." (Veronica Roth's Divergent, pg. 206).



      "[Tris says,] 'Teamwork doesn't seem to be a Dauntless priority.'
      Four says, 'It's supposed to be a priority.  It used to be.'" (Veronica Roth's Divergent, pg. 143)


      "Olly: why do you like books so much?...
      Madeline: You can find the meaning of life in a book.
      Olly: life has meaning?
      Madeline: You're not serious.
      Olly: it's possible
      Olly: what book can you find the meaning of life in?
      Madeline: OK, maybe not just a single book, but if you read enough you'll get there." (Nicola Yoon's Everything, Everything, pg. 89)



--If you did not turn in your faction 3 X 5 card before leaving class last time, please do so now.
--"Choosing Ceremony"
  • When your name and faction is called, please head to the corresponding area of the classroom.  Am I missing anyone?
  • By faction, pick up Faction Manifestos from the front table.  If necessary, some factions will be further subdivided for teamwork purposes.

Presentation Preparation -- Purposeful Reading of Faction Manifestos
--purposeful reading directions shared:
  • objectively summarize your faction’s manifesto
  • cross-reference the information in your faction’s manifesto with any Divergent textual evidence related to your faction
    • What similarities exist?
    • What contrasts/contradictions exist revealing a reality about your faction that might not initially “meet the eye”?
  • create a brief informal presentation about your faction, including its ideals and realities, to share with the rest of the class (summary and no less than three direct quotations from your manifesto and/or the Divergent text)
--after "anchoring in" to the "Compact for Group Work", complete the task at hand
--I will "wander through" both to observe your team dynamics and assist.

Transition
--Form a circle out of the desks by faction.
Informal Presentations -- The Five Factions
--While presentations occur, be asking yourself these questions:
  • What is Veronica Roth's "thesis" about human nature as per the story she tells?
  • How do Roth's depictions of the factions, both their ideals and what members/ex-members actually think, say, feel, and do, help her convey her "thesis"?
Abnegation
Amity
Candor
Dauntless
Erudite

Transition
--re-column the desks

Closure -- So What!?
--Below, you will see the Pawprint to Success that serves as the touchstone (the manifesto, if you will) for our high school.  Consider the Pawprint (our lives), the controlling quotations shared earlier in the class block, and the conclusions we just drew in our circle in order to answer the "so what?!" question. 
  • What does this all mean?
  • How does it all connect?
  • How can we use this book to help us "get there" in our understanding of life?
  • SO WHAT?!



HW Time (time permitting)

HW (Class Preparation/Take-Home Assessment)
--Carefully complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 93 and 94).  As you do so, underline the specific context clues within each sentence that help you arrive at your selections.  Expect me to check your work next class (Friday, 5/26 [ACE] or Tuesday, 5/30 [BDF]).
HW (Class Preparation)
--Begin preparing for the Unit #7 vocabulary quiz, which will take place on Wednesday, 5/31 (ACE) or Thursday, 6/1 (BDF).  This is the last vocabulary quiz of the school year!  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!  Don't forget about the incentive plan!

--Bring your vocabulary book to class next time.  PLEASE DO NOT FORGET!
--Purposefully read up to page 396 of Divergent by following the directions on the halfsheet titled "Divergent Unit--Purposeful Reading Tasks".  These reading tasks are aligned with the writing sections of the English 9 Final Examination!  You should also consider jotting down any notes that...
  • help you get the "gist"
  • build upon anything that has come up in discussion.
--Following each section of reading of DivergentI still reserve the right to administer "Did You Read?" assessments similar to those that you have been taking.  If you have completed a successful reading of each section, said assessments should not be too terribly challenging! :)
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--If you have made arrangements to reassess regarding FANBOYS, make sure to follow through.