English 10 Honors--11/14/2011

Jump Off

–take a number from Mr. Martin

–notebooks out—Naturalism as a Literary Movement

S. the C.

–agenda/rationale/HW

–share exemplar for “The Open Boat” questions

–Part 4 essays in from anyone who hasn’t resubmitted

Discussion – “The Open Boat”

–independent work time—craft responses for assigned questions

–small-group discussions

–Transition – form a circle

–whole-group discussion (notes from HW, questions from earlier in class, commercial vs. literary fiction, Naturalism, Mr. Martin’s notes, etc.)

Transition – re-row desks/poem up

Closure – Controlling Idea Practice (“The Open Boat” and “I Saw in Louisiana a Live-Oak Growing”)

–explicate poem first (model, independent practice, share out)

–craft controlling ideas and share out

HW time – hand out sheet for unit exam review

HW

–begin preparing for the Short Story Unit Exam (Friday)

On the Backburner:

–looking more closely at question #27

–expanding controlling idea sentences into full responses (“The Masque of the Red Death” and “The Necklace” or “The Open Boat” and “I Saw in Louisiana a Live-Oak Growing”)—question #26

–Part 4 Literary Analysis essays

–Quarter 1 self-reflections

Senior English--11/10/2011

Jump Off – The first fifteen minutes of class will be spent engaging in outside reading.  If you do not have a book, look through the options here in the room/talk with Mr. Martin in order to get a good book.  Remember that the whole purpose of this unit is reading a book that you enjoy.

S. the C. – agenda/rationale/HW, discuss transition to long-term substitute

Activity – Speech Critiques

• View each of the two (maybe three?) speeches with the “pros” and “grows” framework in mind—jot down notes for discussion
• Transition – form a circle
• Discuss both speeches (content and delivery)

Closure -- What is your unit goal?

DEAR -- Outside Reading

HW
--Enjoy the long weekend and the Senior Trip (if you're going)!
--You have ample time to finish your outside reading book, but why procrastinate?  Get reading these next few days!

English 10 Honors--11/9/2011

Jump Off --notebooks out--Realism as a Literary Movement

S. the C. -- agenda/rationale/HW, briefly discuss Regents research, essays in from those who took them back

On-Demand Writing -- "The Masque of the Red Death" or "The Necklace"
--writing time
--discuss approach after approximately 5 minutes of writing
--finish writing

Transition -- form a circle

Discussion -- "The Masque of the Red Death" and "The Necklace"
--commercial vs. literary fiction--how do our stories fit?
--stories as products of literary movements ("The Necklace" especially)
--notes/literary analysis

Transition -- re-row desks

Closure -- Controlling Idea
--after reading and discussing both "The Masque of the Red Death" and "The Necklace", create a controlling idea sentence (a theme statement that unites the two works).

HW 
--mindfully read Stephen Crane's "The Open Boat"--be prepared to discuss the story next class

Senior English--11/8/2011

Jump Off -- brainstorm topics for the Helmet O' Destiny

S. the C. -- agenda/rationale/HW, Outside Reading Unit information

Public Speaking Unit Introductory Activity -- Helmet O' Destiny/The 60-Second Club

• share protocol
• share 60-Second Club entrance requirements
• draw cards

Closure -- What is your unit goal?

Looking Ahead -- look at books from the Senior English Library--what looks good to you?--jot down options on an index card--bring a book/get book next class

HW
--more speaking will take place next class (if not finished today)
--if you are bringing in one of your own books for outside reading, BRING THE BOOK NEXT CLASS

English 10 Honors -- 11/7/2011

Jump Off -- pick up the unit page from the front table and take a quick look

S. the C. -- agenda/rationale/HW, briefly discuss Regents research

Mini-Lesson -- "The Masque of the Red Death"
--take a thoughtful look at pictures via slides
--Transition -- notes and literature book up
--mindfully read "The Masque..." (use notes page)--keep our predictions based on pictures in mind
--engage in discussion via notes

Closure
--Notetaking (Short Story as a Literary Form, Allegory as a Literary Term, and Romanticism as a Literary Movement)
--wrap-up discussion

HW
--read pages 3-9 of Perrine's Story and Structure and complete the "Reading the Story" sheet
--mindfully read Guy de Maupassant's "The Necklace"--be prepared to discuss the story next class

Senior English -- 11/4/2011 & 11/7/2011

Jump Off -- pick up and quietly complete the Unit #2 vocabulary quiz
--when finished, place quiz on floor next to desk
--pick up a computer and log in--set up a Microsoft Word document in MLA format

S. the C. -- agenda/rationale/HW, trade and grade

Writing Workshop -- An Analysis of My Life
--What is MLA format? (RESEARCH SKILLS)  What does MLA format look like? (PRIOR KNOWLEDGE)
--Transition --pick up instructions page from the front table
--properly format documents together
--assignment directions (choose two An Analysis of My Life responses, type in paragraph form, have grammar and vocabulary in mind)
--take a look at Purdue webpage about effective paragraphs
--type!
--when finished, print and turn in

Looking Ahead -- Helmet O' Destiny/Outside Reading
--begin preparing for the Public Speaking Unit:

• brainstorm topics for the helmet (directions given)
• share protocol/60-Second Club entrance requirements

--look at books and online reviews--what looks good to you?--jot down options on an index card

HW
--enjoy the weekend--Public Speaking Unit begins next class!

English 10 Honors -- 11/3/2011

Jump Off -- pick up quiz from the front table--DO NOT FLIP OVER

S. the C. -- agenda/rationale/HW, directions for after quiz, model directions for quiz with first error
GOALS:
--demonstrate understanding of first two comma errors
--hone textual evaluation/critiquing skills via practice--use the "pros" and "grows" framework
--build on each others' ideas to come to a common understanding of what a solid literary analysis essay looks like
--familiarize ourselves with Regents scoring standards (where is the bar?)/scale
--hone inferencing skills while "gearing up" for the Short Story Unit

Assessment -- Comma Usage--Introductory Elements/Transitional Phrases and Compound Sentences
--complete quiz--submit when finished
--pick up writing piece from the front table--read the prompt, and then read the sample essay--evaluate/critique the essay as per "pros" and "grows" framework

Transition -- form a circle

Writing Workshop -- Regents Part 4
--re-read the essay together with "pros" and "grows" framework in mind
--discuss the sample essay as per "pros" and "grows" framework--draw cards (though may break protocol)
--what makes a 6 a 6?--answer this question based on our discussion
--what distinguishes a 6 from a 5, 4, 3, etc.?--answer this question via inferencing
--Transition -- rubric up
--compare rubric to our work--flip rubric over and read commentary for sample essay
--for HW, read a Level 5, 4, or 3 essay and take notes (Mr. Martin will assign)--become an expert and be ready to discuss next class
WEBSITE: http://www.nysedregents.org/comprehensiveenglish/ (we are dealing with the June 2011 Scoring Key and Rating Guide)

Transition -- re-row desks

Looking Ahead -- "The Masque of the Red Death" Prereading

HW
--read a Level 5, 4, or 3 essay and take notes (Mr. Martin will assign)--become an expert and be ready to discuss next class
--take your TC/MDB essay home and improve it based on today's work
--FIND AND READ A SHORT STORY...
--enjoy the weekend!