English 9--5/17/2019 (BDF) & 5/20/2019 (ACE)

Jump Off
--Please pick up the "Sample Thesis Statement and 'So What?!'" document from the front.
--Please take out your copy of each of the following:

• the "The Tragedy of Romeo and Juliet End-of-Unit Essay" sheet
• the "End-of-Unit Essay--Procedures List #1" document
• the "End-of-Unit Essay--Procedures List #2" sheet
• the "Direct Quotations--Transcribing and Parenthetically Referencing" halfsheet

--Momentarily, we will vote with regard to the following question:

• Would you rather do read-aloud during the first 20-25 minutes of today's class block or the last 20-25 minutes of today's class block?

S. the C.
--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.

--agenda/HW

• You should leave class today...
• further along in our dystopian read-aloud
• maybe having begun to make connections/continued making connections between the various pieces of the Dystopia Unit (and, perhaps, The Tragedy of Romeo and Juliet)?!
• with your evidence fully gathered and formatted (if you have not already completed this step)
• with your essay claim (thesis statement) updated...
• based on the feedback provided to you
• to include a preview of the "so what?!" (if you have not already completed this step)
• with the "so what?!" component of the essay fully understood and your own "so what?!" brainstormed/previewed
• with a rough idea of what to include in each of your body paragraphs.

Writing Workshop -- The Tragedy of Romeo and Juliet End-of-Unit Essay
--rationale behind "Sample Thesis Statement and 'So What?!'" document

--oral reading of "Sample Thesis Statement and 'So What?!'" document
--Q & A/three "so what?!"s shared by student volunteers
--Transition

• Please pick up a copy of the "End-of-Unit Essay--Procedures List #3" document from the front table.

--purposeful oral reading of part one of Step 8

--modeling/Q & A

--quiet and independent work time--thesis statement improvement (part one of Step 8)

--purposeful oral reading of part two of Step 8

--modeling/Q & A

--quiet and independent work time--beginning to outline (part two of Step 8)

Transition (time permitting)
--Pick up an index card from the front table and write your name at the top of the lined side of the card.

Closure (time permitting)
--On your index card, write the thesis statement for your essay as it currently stands.  Please do your best work so that I can do my best work in order to aid you!

• When you finish, place your index card in the black basket on the front table.

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 5/23 (see the "Membean Routine" document).
HW (Class Preparation/Writing)
--Continue progressing through your essay-writing process in whatever manner you see fit.  It would be in your best interest to...

• finish figuring out how your might organize/break up your body paragraphs
• begin roughly outlining
• begin thinking about writing your introduction.  How will you "hook" your reader (e.g., sharing a story of your own impulsiveness)?

The final version of your essay (your absolute best effort) is tentatively due at the beginning of class on Wednesday, 5/29 (BDF) or Thursday, 5/30 (ACE).

HW (Class Preparation)

--Read at least 10 pages of your (dystopian?) free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  This final marking period, I will randomly check for books and include your level of preparation in my reporting via Schooltool.

Miscellaneous

*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--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*
--BDF: Enjoy the weekend--you only get so many of 'em! :)