English 9--12/3/2018 & 12/4/2018

Jump Off (3-5 mins.)

--As soon as class begins, I will return the scored and commented upon copies of the short story summaries you wrote in groups.  While I take attendance during the first few minutes of class, mindfully look at any feedback I provided in an attempt to help you move from good to great as a writer.

• If you were revising this summary, what would you do?

S. the C. (12-15 mins.)

--share in groups

• If revising our summary, we could...

--whole-class share-out

• If revising our summary, we would...
• What exactly do you mean by...?
• items added under the appropriate categories on the front board and MODELING where appropriate

--beginning with the end in mind--our ultimate purpose for re-reading Frank R. Stockton's "The Lady, or the Tiger?":

End-of-Mini-Unit Assessment Writing Prompt:

Write a well-developed paragraph in which you support a meaningful and complex theme statement for Frank R. Stockton's "The Lady, or the Tiger?"  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

--You should leave class today...

• having engaged in reflection and moved forward as a writer
• having continued practicing purposeful rereading of literature and with a second(-ish) reading of Frank R. Stockton's "The Lady, or the Tiger?" under your belt
• with an even deeper understanding of theme in literature
• having gathered evidence for potential use in your "End-of-Mini-Unit Assessment" writing piece (and, perhaps, some preliminary conclusions drawn about the evidence?!)
• with a claim in mind in response to the following question:
• "Which came out of the opened door -- the lady, or the tiger?"
• (maybe?) with a one-pager in your possession.

--agenda/HW

Transition (3-5 mins.)

--2 ACE: Please pick up your copy of the "Theme Comprehension Check" halfsheet from the end of last class block at the front table.  Then, scan through any commentary that I provided in red marker.  Finally, consider this question:

• How, specifically, would you convince me that the theme word you underlined or highlighted (or one of the theme words written on the front board if you struggled at the end of last class block!) does indeed emerge within paragraphs 1-5 of Stockton's short story?

--3 ACE: Please take out your copy of the "Theme Comprehension Check" halfsheet that you got back at the start of last class block.  Then, complete the back, underlining or highlighting the one theme word you could most confidently convince me does indeed emerge within paragraphs 1-5 of Stockton's short story.  Finally, consider this question:

• How, specifically, would you convince me that the theme word you underlined or highlighted (or one of the theme words written on the front board [REVEAL!] if you struggled during the first part of the "Jump Off"!) does indeed emerge early on in the story?

4 BDF--MUST READ PARAGRAPHS 2-5 AND COME UP WITH THEME WORDS BEYOND BARBARISM!!!

Application Activity #2 (cont.) -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes and Theme Tracking (30-35 mins.)

--briefly discuss the "Transition" via volunteers and/or a drawing of cards
--Reminder: I will be jotting notes on our class copy of the text on the SMART Board, and you really ought to capture these notes on your own copy!

--oral reading of "Directions" on top of back of first page

• assign purposeful oral reading task
• Half of Task A folks = first row of chart on back of first page
• Half of Task B folks = second row of chart on back of first page
• Half of Task C folks = third row of chart on back of first page

--oral reading of "Directions" on top of second page

• assign/MODEL purposeful oral reading task 
• Other half of Task A, Task B, and Task C folks
• Should we divvy up theme words?

--oral reading of paragraphs 6-9 of "The Lady..."/constant comprehension check--jot down notes as per your assigned task

• Another Reminder: This story pretty much requires us to...
• "determine the meaning of words and phrases as they are used in a text"
• "use context...as a clue to the meaning of a word or phrase"

--pair/share
--Closure -- Whole-Class Share-Out

• share conclusions drawn, pathways to theme words followed, additional theme words, etc. and add to chart on the whiteboard

Brain Break -- Shoe Game OR One to Ten (5 mins.)
One to Ten

• line up in birth order in the front of the classroom
• complete activity, returning to your desk if you are out
• You can exercise your Right to Pass!

Application Activity #3 -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes and Theme Tracking (flex time)
--continue (finish?) working through a purposeful rereading of the text as per directions

Closure -- Frank R. Stockton's "The Lady, or the Tiger?" Take a Stand Debate/Ball Toss (last 5-ish mins.)

--quick "Take a Stand" about the ending using the following claim:

• The lady came out of the door on the fateful day recounted in Frank R. Stockton’s short story “The Lady, or the Tiger?”.

--"Today, I realized/concluded/learned that..."

• As students pass the ball around, specifically completing this sentence-starter and responding to follow-up questions, I will capture notes on the whiteboard.

On the Way Out...

--Feel free to pick a one-pager from the options in the front of the classroom!

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Aim to read at least 10 pages of your free reading book between now and next class.  The "Course Component Fulfillment" assignment is due Wednesday, 12/5 or Thursday, 12/6 (TIME IS JUST ABOUT UP!!!) depending upon which option you select.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• returning assignments
• standards assessment
• grading scale explained
• self-reflection
• assessments returned
• SEE LAST SCHOOL YEAR!!!
• THEME LESSON SEQUENCE (CONT.)

English 10--11/30/2018

Jump Off

--Sarah B.

• Please pick someone else to drop the grammar hammer!

--Please pick up the grammar hammer document from the front table.  Complete the chart at the top of the page.  If you need to access the internet in order to do so, feel free!

S. the C.
--FANBOYS chart completed via a volunteer
--agenda/HW

Grammar Hammer Review -- FANBOYS
--complete the RE-READING/editing task quietly and independently--good luck!
--go over the task on the SMART Board via a drawing of cards

Brain Break -- ?????

Transition

--Obtain your Chromebook from the cart in the back of the classroom and log in.
--Please take out the following:

• your copy of Animal Farm
• any notes you took while reading the novella
• your "Allegory Assessment"
• your copies of the "Writing Paragraphs" document with which we have been working

Writing Workshop (Phase 5) -- Proofreading for FANBOYS Errors and Elevating Diction
--Complete the following steps:

• Reread the task:
• Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from Animal Farm: What is George Orwell's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Orwell's characterization of at least one important character helps develop the theme statement that you crafted.  Use strong and thorough textual evidence spanning the entire text, and make sure that you reason through your evidence by tying back to your claim(s) often.  Good luck!
• Get back into groups.
• "Anchored in" to our "Compact for Group Work", ...
• RE-READ for FANBOYS errors.  Fix any errors that you find.
• discuss Membean words (e.g., those for which you created posters earlier in the school year) and deftly incorporate at least one word in your summary.  Don't overdo it, though!

Closure -- Ticket-Out-the-Door and Soft-Skills Self-Assessment

• share Google Doc with me
• MODEL
• return Chromebooks
• pick up, complete, and submit the "Soft-Skills Self-Assessment" sheet

HW Time

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Aim to read at least 10 pages of your free reading book between now and next class.  The "Course Component Fulfillment" assignment is due Wednesday, 12/5 or Thursday, 12/6 depending upon which option you select.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

Refresh each other's memories: What character or characters did you pick to write about again?
Write claim for second body paragraph

• Sample claim for "The Masque..." share first via template with which I have been working

Divide/conquer evidence (like two classes ago, but not necessarily big chunks of the book)

Select evidence--write AND write tiebacks

Swap--revise

Share in groups

Group document--typed

In groups, read aloud and revise

Submit before class ends

English 10 Honors--11/30/2018

Jump Off (1-2 mins.)
--Please pick up a copy of the stapled document located on the front table (invitation and NYS ELA Regents incentive plan information).

--Please take out the following:

• your annotated copy of "The Masque of the Red Death
• your two copies of the "Writing Paragraphs" document with which we began working last class block

S. the C. (10-12 mins.)
--check the Membean report

--list of students needing to revise for the Cumulative Writing Portfolio shared:

• Would anyone like to schedule a meeting for a time slot during my office hours (posted on the front board)?

--Reminder: The NYS ELA Regents celebration will take place after school on 12/12 right here in Room 203!

• RSVP?

--FYI: The UPDATED End-of-"Unit" Writing Assignment Prompt:

Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from "The Masque of the Red Death": What seems to be Edgar Allan Poe's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Poe's use of symbolism of at least one important character, setting, object, etc. helps develop the theme statement that you crafted.  Use strong and thorough textual evidence spanning the entire text, and make sure that you reason through your evidence by tying back to your claim(s) often.  Good luck!

--agenda/HW

Writing Workshop (Phase 1 cont.) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (8-10 mins.)

*I WILL COME AROUND AND RETURN YOUR ASSESSMENTS FOR "THE MASQUE..." AGAIN, WHICH SHOULD COME IN HANDY WHEN CONTINUING THE WRITING ASSIGNMENT TODAY!*

--Complete the following steps:

• Get back in groups (SEE THE WHITEBOARD FOR GROUPINGS).
• "Anchored in" to our "Compact for Group Work", ...
• finish any of the tasks from the end of last class block that you have yet to finish:
• Share your theme statements with each other.
• Draw consensus in order to either pick a theme statement about which to write or craft a new, "ultimate" theme statement about which to write.
• Pick a character, setting, object, etc. (or any combination thereof) about which to write.  Consider, of course, your responses on the "'The Masque of the Red Death' Assessment"!
• Write the topic sentences for each of your paragraphs using the templates.  Review the notes included within the document as necessary.  (SEE THE FRONT BOARD FOR IDEAS ABOUT ORGANIZATION!)
• Reminder: All group members must complete the act of writing topic sentences on the templates.  As closure of this phase of writing workshop, I will ask for submission of template copies at random from one group member.

Closure/Transition (3-5 mins.--I'll go as fast as I can! :) )

--templates collected/one PRO and one GROW conveyed

Writing Workshop (Phase 2) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (25-30 mins.)
--Complete the following steps:

• Celebrate the PRO and attend to the GROW for your paragraph claims.
• MODEL today's "Phase 2" steps with a sample writing piece in response to a similar prompt about George Orwell's Animal Farm.
• Reread the topic sentence(s) for your first body paragraph.
• Reminder: All group members must complete the template.  As closure of this phase of writing workshop, I will ask for submission of a copy at random from one group member.
• "Divide and conquer" the evidence-gathering process for the first body paragraph by assigning each other a page range and template section upon which to write.
• Quietly and independently back at your own desk, search for the strongest piece of textual evidence in your page range in support of your group's theme statement.  Carefully copy the direct quotation on the lines in your assigned template section.  DO NOT WRITE A TIEBACK FOR YOUR PIECE OF EVIDENCE!  

Brain Break -- One to Ten (5 mins.)

--line up in birth order in the front of the classroom

--complete activity, returning to your desk if you are out
--You can exercise your Right to Pass!

Writing Workshop (Phase 3) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (flex time)
--Complete the following steps:

• MODEL today's "Phase 3" steps with a sample writing piece in response to a similar prompt about George Orwell's Animal Farm.
• Get back into groups.
• "Rotate" templates (e.g., Erin to Aidan, Aidan to Emma, and Emma to Erin)
• Reminder: All group members must complete the template.  As closure of this phase of writing workshop, I will ask for submission of a copy at random from one group member.
• Quietly and independently back at your own desk, write a multi-sentence tieback for your group member's direct quotation.  Strongly consider the following questions:
• Based on the paragraph's purpose (as established in the claim), why did your group member select this direct quotation?
• This quotation suggests that... because...
• This idea relates back to the claim that... because...
• How does this direct quotation relate back to the paragraph's purpose (as established in the claim)?
• Yet again, get back into groups.
• "Anchored in" to our "Compact for Group Work", ...
• share evidence and tiebacks in order so as to complete the template for your group's first body paragraph.
• Does anything need to be changed?  Added?  Etc.  (If so, "take care of business" accordingly!)
• agree upon and write an all-encompassing concluding sentence.

Tickets-Out-the-Door (last 2-3 mins.)

• Return your "'The Masque of the Red Death' Assessment" by placing it in the black basket on the front table.
• Re-column the desks.
• Templates collected via a drawing of cards.

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).
Writing

--Continue reviewing your notes for "The Masque…" in preparation for continuing the in-class writing assignment next class block.
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is Wednesday, 12/12 (about 1.5 weeks from today)--YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  When time permits, meetings can/will occur during class time.
HW (Class Preparation)
--Aim to read at least 10 pages of your free reading book between now and next class.  The "Course Component Fulfillment" assignment is due Wednesday, 12/5 or Thursday, 12/6 depending upon which option you select.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• tablet
• first Grammar Hammer

English 9--11/29/2018 & 11/30/2018

Jump Off (5-8 mins.)

--Please pick up your copy of the "Theme Comprehension Check" halfsheet from the end of last class block at the front table.  Then, ... 

• 2 ACE: scan through any commentary that I provided in magenta marker
• check your responses against the notes projected on the SMART Board. 

S. the C. (10-12 mins.)

--take a look at review notes projected on the SMART Board/Q & A

--beginning with the end in mind--our ultimate purpose for re-reading Frank R. Stockton's "The Lady, or the Tiger?":

End-of-Mini-Unit Assessment Writing Prompt:

Write a well-developed paragraph in which you support a meaningful and complex theme statement for Frank R. Stockton's "The Lady, or the Tiger?"  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

--You should leave class today...

• having practiced purposeful rereading of literature and with a second(-ish) reading of Frank R. Stockton's "The Lady, or the Tiger?" under your belt
• with a deeper understanding of theme in literature as evidenced by your ability to respond to the focus question/prompt below:
• Name two appropriate theme words for Frank R. Stockton's "The Lady, or the Tiger?".
• having gathered evidence for potential use in your "End-of-Mini-Unit Assessment" writing piece (and, perhaps, some preliminary conclusions drawn about the evidence?!).

--agenda/HW

Application Activity #1 -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes (25-30 mins.)
*FYI: I WILL BE JOTTING NOTES ON OUR CLASS COPY OF THE TEXT ON THE SMART BOARD TODAY, AND YOU MUST CAPTURE THESE NOTES ON YOUR OWN COPY!*

--oral reading of "Directions" on top of first page

• Q & A

--assign purposeful oral reading tasks (Reminder: You already completed these tasks last class block! :))

• Task A folks = first row of chart
• Task B folks = second row of chart
• Task C folks = third row of chart

--Reminder: The "gist" of "The Lady..." shared via a group summary written before break
--oral reading of paragraphs 1-5 of "The Lady..."/constant comprehension check--jot down notes as per your assigned task

• Another FYI: This story pretty much requires us to...
• "determine the meaning of words and phrases as they are used in a text"
• "use context...as a clue to the meaning of a word or phrase"
• Brain Break -- Pop Song Professor
• Key Points:
• Unification of interpretation is important!!!
• Literary analysis requires a lot of initial "guess work"!!!

--pair/share
--Closure #1 -- Theme Comprehension Check

• Please flip over your "Theme Comprehension Check" halfsheet.  Respond to the prompt on the back of the page.  I will be around to collect your halfsheets momentarily so that I can check your comprehension and jot down some theme words on the chart on the whiteboard.

--Closure #2 -- Whole-Class Share-Out

• share conclusions drawn, pathways to theme words followed, additional theme words, etc. and add to chart on the whiteboard

Brain Break -- One to Ten (5 mins.)

--line up in birth order in the front of the classroom

--complete activity, returning to your desk if you are out
--You can exercise your Right to Pass!

Application Activity #2 -- Frank R. Stockton's "The Lady, or the Tiger?": Determining Emergent Themes and Theme Tracking (flex time)
--continue working through a purposeful rereading of the text as per directions

Transition (with 4 mins. remaining)
--Please pick up an index card from the front table.  Write your name at the top of the lined side.

Closure -- I Would Write About...
--On your index card, write ONE theme word in response to this question:

• If we have 15 more minutes left in today's class, and I asked you to write me a paragraph convincing me that a theme emerged from Stockton's text, what theme would you write about with confidence? 

HW (Practice/Take-Home Assessment/Class Preparation)

--ACE classes: Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 11/29) (see the "English Department Membean Routine" sheet).
--Both classes: Complete 45 minutes of Membean training in three difference days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Aim to read at least 10 pages of your free reading book between now and next class.  The "Course Component Fulfillment" assignment is due Wednesday, 12/5 or Thursday, 12/6 (right around a week from today!!!) depending upon which option you select.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• returning assignments
• standards assessment
• grading scale explained
• self-reflection
• assessments returned
• SEE LAST SCHOOL YEAR!!!
• THEME LESSON SEQUENCE (CONT.)
• GROUP SUMMARIES RETURNED/ANALYZED?!?! (DO PRIOR TO NEXT WRITING PIECE)

English 10--11/28/2018

Jump Off
--Please take out the following:

• your copy of Animal Farm
• any notes you took while reading the novella
• your "Allegory Assessment"
• your partially completed copies of the "Writing Paragraphs" document with which we have been working

S. the C.
--agenda/HW

Writing Workshop (cont.) (Phase 3) -- Animal Farm Unit--End-of-Unit Writing Assessment (Regents Part 3)

--Complete the following steps:

• Reread the task:
• Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from Animal Farm: What is George Orwell's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Orwell's characterization of at least one important character helps develop the theme statement that you crafted.  Use strong and thorough textual evidence spanning the entire text, and make sure that you reason through your evidence by tying back to your claim(s) often.  Good luck!
• Reminder: A recommendation for cohesive organization exists on the whiteboard!
• Get back into groups.
• "Anchored in" to our "Compact for Group Work", ...
• finish sharing evidence and tiebacks in order to complete the template for your group's first body paragraph.
• Does anything need to be changed?  Added?  Etc.  (If so, "take care of business" accordingly!)
• agree upon and write an all-encompassing concluding sentence.
• Does anyone need me to create a MODEL of what this "looks like"?
• divvy up typing tasks (e.g., Sarah types sentences 1-3, Jax types sentences 4-6, and Cameron types sentences 7-9).

Transition

--Obtain your Chromebook from the cart in the back of the classroom and log in.

Writing Workshop (Phase 4) -- Animal Farm Unit--End-of-Unit Writing Assessment (Regents Part 3)

--students with stars next to their names on the whiteboard: Create a shared Google Doc

• MODEL

--group-type first body paragraph

• MODEL

Brain Break -- One to Ten

--line up in birth order in the front of the classroom

--complete activity, returning to your desk if you are out

--You can exercise your Right to Pass!

Grammar Hammer Review/Writing Workshop (Phase 5) -- FANBOYS Review, Proofreading for FANBOYS Errors, and Elevating Diction

--oral reading of first body paragraph and formatting

• Any necessary "finishing touches"?

--Transition

• Sarah B.--please drop the grammar hammer!

--quick-review comma usage with FANBOYS via definitions, examples, etc. on the SMART Board

--RE-READ for FANBOYS errors.  Fix any errors that you find.
--discuss Membean words (e.g., those for which you created posters earlier in the school year) and deftly incorporate at least one word in your summary.  Don't overdo it, though!

Closure -- Ticket-Out-the-Door and Soft-Skills Self-Assessment

• share Google Doc with me
• MODEL
• return Chromebooks
• pick up, complete, and submit the "Soft-Skills Self-Assessment" sheet

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 11/29 (see the "English Department Membean Routine" sheet).
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Aim to read at least 10 pages of your free reading book between now and next class.  The "Course Component Fulfillment" assignment is due Wednesday, 12/5 or Thursday, 12/6 depending upon which option you select.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

Refresh each other's memories: What character or characters did you pick to write about again?
Write claim for second body paragraph

• Sample claim for "The Masque..." share first via template with which I have been working

Divide/conquer evidence (like two classes ago, but not necessarily big chunks of the book)

Select evidence--write AND write tiebacks

Swap--revise

Share in groups

Group document--typed

In groups, read aloud and revise

Submit before class ends

English 10 Honors--11/28/2018

Jump Off (2-3 mins.)
--Please take out the following items: 

• your copy of the "Literature Analysis Practice/NYS ELA Regents Preparation" document
• your copy of the corresponding multiple choice questions/prompts.

Spend the first few minutes of class doublechecking/finishing #1-5 ONLY of the multiple choice sheet.

--Please SEE ME before leaving class today:

• Kori C.
• Emelia H.-S.
• Faith R.

S. the C. (10-12 mins.)
--list of students needing to revise for the Cumulative Writing Portfolio shared:

• Would anyone like to schedule a meeting for a time slot during my office hours (posted on the front board)?

--Reminder: The NYS ELA Regents celebration will take place after school on 12/12 right here in Room 203!
--FYI: The UPDATED End-of-"Unit" Writing Assignment Prompt:

Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from "The Masque of the Red Death": What seems to be Edgar Allan Poe's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Poe's use of symbolism of at least one important character, setting, object, etc. helps develop the theme statement that you crafted.  Use strong and thorough textual evidence spanning the entire text, and make sure that you reason through your evidence by tying back to your claim(s) often.  Good luck!

--agenda/HW

Instruction/Discussion -- The NYS ELA Regents Examination, Test-taking, and Literature Analysis (15-20 mins.)
--share correct letters for multiple choice questions/prompts #1-5

• When we finish, place your multiple choice sheet facedown on the floor next to your desk.

--brief discussion (cont.)

• share mark ups/notes for purposeful reading questions/prompts #6-9 in order to draw conclusions--continue marking up the text and jotting down notes underneath each prompt
• When we finish, grab your multiple choice sheet again.

--go through the choices together for #6-10 with our conclusions in mind--do any obvious "matches" exist?

• draw logical conclusions together for prompts where our earlier conclusions do not match, too

--Closure

• What did you take away from the experience in which we just engaged that you can apply to the "Reading Comprehension" section of the NYS ELA Regents Examination?

Transition (1-2 mins.)

*I WILL COME AROUND AND RETURN YOUR ASSESSMENTS FOR "THE MASQUE...", WHICH SHOULD COME IN HANDY WHEN STARTING THE WRITING ASSIGNMENT TODAY!*

Self-Reflection/Writing Workshop -- Theme Statement Analysis and "The Masque of the Red Death" Assessment (5-8 mins.)
--scan through your assessment and any feedback provided, making sure to closely re-read your theme statement in preparation for the rest of today's class block

Transition (1-2 mins.)

--Please keep out the following:

• your "'The Masque of the Red Death' Assessment"

--Please take out the following:

• your annotated copy of "The Masque of the Red Death"

--Please pick up the following from the front table:

• two copies of the "Writing Paragraphs" document (notes and template)

Writing Workshop -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (30-35 mins.)

--Complete the following steps:

• Reread the task:
• Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from "The Masque of the Red Death": What seems to be Edgar Allan Poe's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Poe's use of symbolism of at least one important character, setting, object, etc. helps develop the theme statement that you crafted.  Use strong and thorough textual evidence spanning the entire text, and make sure that you reason through your evidence by tying back to your claim(s) often.  Good luck!
• Read a sample response from a past English 10 Honors student (central idea developed in a passage via symbolic setting).
• What is the purpose of the writer's first paragraph?
• What is the purpose of the writer's second paragraph?
• responses to these questions jotted down on the front board
• Get in groups (SEE THE WHITEBOARD FOR GROUPINGS).
• "Anchored in" to our "Compact for Group Work", ...
• share your theme statements with each other.
• draw consensus in order to either pick a theme statement about which to write or craft a new, "ultimate" theme statement about which to write.
• pick a character, setting, object, etc. (or any combination thereof) about which to write.  Consider, of course, your responses on the "'The Masque of the Red Death' Assessment"! 
• write the topic sentences for each of your paragraphs using the templates.  Review the notes included within the document as necessary.  (SEE THE FRONT BOARD FOR IDEAS ABOUT ORGANIZATION!)
• All group members must complete the template.  As a ticket-out-the-door, I will ask for submission of a copy at random from one group member. 

Transition (1-2 mins.)
--Return your "'The Masque of the Red Death' Assessment" by placing it in the black basket on the front table.

--Re-column the desks.

Ticket-Out-the-Door -- Template Collection via a Drawing of Cards

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 11/29 (see the "English Department Membean Routine" sheet).
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/6 (see the "English Department Membean Routine" sheet).
Writing

--Continue reviewing your notes for "The Masque…" in preparation for continuing the in-class writing assignment next class block.
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is Wednesday, 12/12 (two weeks from today)--YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  When time permits, meetings can/will occur during class time.
HW (Class Preparation)
--Aim to read at least 10 pages of your free reading book between now and next class.  The "Course Component Fulfillment" assignment is due Wednesday, 12/5 or Thursday, 12/6 depending upon which option you select.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• INVITATIONS HANDED OUT FOR INCENTIVE PLAN
• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• tablet
• first Grammar Hammer