Ambition
Happiness
Vengeance
Thursday, March 8, 2012
Wednesday, March 7, 2012
Senior English--3/8/2012 & 3/9/2012
Jump Off -- Please pick up an index card, the tips sheet, and the "Explication/Discussion Activity #1" sheet from the front table. Take a look through the tips sheet, and then explicate Hamlet's soliloquy. Good luck! Discussion will ensue.
S. the C. -- clarify J.O. directions (share out useful tips, show an explicated "To the Virgins...", talk about collection of index cards), collect index cards (key note/understanding from explication), agenda/rationale/HW
Explication/Discussion Activity -- Hamlet's Soliloquy--Act I, Scene ii
--whole-group explication of poem on front board/discussion (remind students of "Discussion Contribution Rating Scale")
Transition -- materials away, brainstorm list of what to look for while viewing Act I of Kenneth Branagh's Hamlet
Film -- Act I of Kenneth Branagh's Hamlet
--mindfully view the film until five minutes remaining in class--gather information for future discussion/assessment preparation
*Mr. Martin has some potentially useful materials if you are interested!
Closure -- Wrap-up Discussion
HW
--master Act I of Shakespeare's The Tragedy of Hamlet
*What does this mean?!
*How?!
--be prepared at any time for discussion and/or an assessment of your knowledge and understanding
--BRING YOUR VOCABULARY BOOK NEXT CLASS
S. the C. -- clarify J.O. directions (share out useful tips, show an explicated "To the Virgins...", talk about collection of index cards), collect index cards (key note/understanding from explication), agenda/rationale/HW
Explication/Discussion Activity -- Hamlet's Soliloquy--Act I, Scene ii
--whole-group explication of poem on front board/discussion (remind students of "Discussion Contribution Rating Scale")
Transition -- materials away, brainstorm list of what to look for while viewing Act I of Kenneth Branagh's Hamlet
Film -- Act I of Kenneth Branagh's Hamlet
--mindfully view the film until five minutes remaining in class--gather information for future discussion/assessment preparation
*Mr. Martin has some potentially useful materials if you are interested!
Closure -- Wrap-up Discussion
HW
--master Act I of Shakespeare's The Tragedy of Hamlet
*What does this mean?!
*How?!
--be prepared at any time for discussion and/or an assessment of your knowledge and understanding
--BRING YOUR VOCABULARY BOOK NEXT CLASS
Tuesday, March 6, 2012
English 10 Honors--3/8/2012
Jump Off -- Please take out your grammar homework--do you have any questions for Mr. Martin?
S. the C. -- go over HW, agenda/rationale/HW
Assessment -- Non-restrictive/Restrictive Elements
--carefully complete the assessment
--when finished, turn in the assessment and copy down the Key Facts (see front board)
Transition -- finish copying down the Key Facts, quickly look at "Discussion Contribution Rating Scale" again, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-93
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-93
--Post-Its (or...), especially important passages
--theme statements (a list will be compiled on the front board) and support
Transition -- re-row desks
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 93-123, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages)
--respond to the following question using specific details (direct quotes?!) from the text: How has one of your characters (or any character in the text if you have yet to "meet" yours) developed one of the themes that we discussed in class today?
--BRING YOUR VOCABULARY BOOK NEXT CLASS
S. the C. -- go over HW, agenda/rationale/HW
Assessment -- Non-restrictive/Restrictive Elements
--carefully complete the assessment
--when finished, turn in the assessment and copy down the Key Facts (see front board)
Transition -- finish copying down the Key Facts, quickly look at "Discussion Contribution Rating Scale" again, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-93
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-93
--Post-Its (or...), especially important passages
--theme statements (a list will be compiled on the front board) and support
Transition -- re-row desks
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 93-123, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages)
--respond to the following question using specific details (direct quotes?!) from the text: How has one of your characters (or any character in the text if you have yet to "meet" yours) developed one of the themes that we discussed in class today?
--BRING YOUR VOCABULARY BOOK NEXT CLASS
Monday, March 5, 2012
English 10 Honors--3/6/2012
Jump Off -- Tessa Artruc: Please drop the Grammar Hammer and hand out the packet from the front table. For the first five or so minutes of class, you all are to read the directions and complete the practice of this packet. When you finish, take out your discussion materials and make sure that you are prepared (e.g., plan a few comments).
S. the C. -- agenda/rationale/HW, go over J.O., copy down the next Key Fact
Transition -- show students "Discussion Contribution Rating Scale" and discuss its purpose, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-63
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-63
--Post-Its (or...), especially important passages
--theme statements
Transition -- re-row desks, pick up HW packet
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--complete the packet about restrictive and non-restrictive elements and prepare any questions for Mr. Martin to help enrich your understanding prior to the QUIZ (first half of next class)
--while reading pgs. 63-93, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages)
--pick another direct quotation that relates to your theme statement from the last section of the reading--craft a "tieback" that demonstrates how your quotation develops/proves your theme
S. the C. -- agenda/rationale/HW, go over J.O., copy down the next Key Fact
Transition -- show students "Discussion Contribution Rating Scale" and discuss its purpose, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-63
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-63
--Post-Its (or...), especially important passages
--theme statements
Transition -- re-row desks, pick up HW packet
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--complete the packet about restrictive and non-restrictive elements and prepare any questions for Mr. Martin to help enrich your understanding prior to the QUIZ (first half of next class)
--while reading pgs. 63-93, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages)
--pick another direct quotation that relates to your theme statement from the last section of the reading--craft a "tieback" that demonstrates how your quotation develops/proves your theme
Senior English--3/6/2012 & 3/7/2012
Jump Off -- Please pick up the half-sheet from the front table. Read both the directions and the questions.
S. the C. -- agenda/rationale/HW
Instruction -- Beginning the Play...Unconventionally
--mindfully view Act III, scene iv (the climax!) of Kenneth Branagh's Hamlet
--finish completing the half-sheet questions as preparation for discussion
Transition -- show students "Discussion Contribution Rating Scale" and discuss its purpose, form a circle
Discussion -- The Lion King/Hamlet
--finish discussing The Lion King as per note cards, song lyric packets, and discussion preparation sheets
--discuss the climax of Hamlet as per half-sheet, additional queries, etc.
*Mr. Martin will be assessing discussion as per the "Discussion Contribution Rating Scale"
--preview the unit as a whole and the agenda for next class
Transition -- re-row desks, give directions for "34 Second Hamlet"
Teambuilder -- 34 Second Hamlet
--form "acting troupes"
--practice
--performances
HW
--next class, come in prepared to explicate, discuss, and view/analyze The Tragedy of Hamlet
S. the C. -- agenda/rationale/HW
Instruction -- Beginning the Play...Unconventionally
--mindfully view Act III, scene iv (the climax!) of Kenneth Branagh's Hamlet
--finish completing the half-sheet questions as preparation for discussion
Transition -- show students "Discussion Contribution Rating Scale" and discuss its purpose, form a circle
Discussion -- The Lion King/Hamlet
--finish discussing The Lion King as per note cards, song lyric packets, and discussion preparation sheets
--discuss the climax of Hamlet as per half-sheet, additional queries, etc.
*Mr. Martin will be assessing discussion as per the "Discussion Contribution Rating Scale"
--preview the unit as a whole and the agenda for next class
Transition -- re-row desks, give directions for "34 Second Hamlet"
Teambuilder -- 34 Second Hamlet
--form "acting troupes"
--practice
--performances
HW
--next class, come in prepared to explicate, discuss, and view/analyze The Tragedy of Hamlet
Friday, March 2, 2012
Operation 100 Goals
Since many have inquired...
The No Shave November, Don't Shave December, Just Grow It January, and Facial Hair February beard prior to shaving it off:
As planned, I will be making a donation in the near future. Also, it's March......and that means moustache time. Alrighttttt...
A fairly recent Caleb pic:
The No Shave November, Don't Shave December, Just Grow It January, and Facial Hair February beard prior to shaving it off:
As planned, I will be making a donation in the near future. Also, it's March......and that means moustache time. Alrighttttt...
A fairly recent Caleb pic:
Thursday, March 1, 2012
Senior English--3/2/2012 & 3/5/2012
Jump Off (in ACE classes, HW check/go over Syn./Ant. first)
--please pick up the Unit #5 vocabulary quiz from the front table and complete it--good luck!
*when finished with the quiz, submit self-reflection packets/move on to the discussion preparation sheet
S. the C. -- agenda/rationale/HW, trade and grade, continue working on discussion preparation sheet while Mr. Martin collects quizzes
Film -- The Lion King
--view mindfully by taking notes about the basic plot of the film and marking up song lyrics (take materials back from Mr. Martin in BDF classes)
The Lion King is The Tragedy of Hamlet!
Transition -- set the parameters for discussion, form a circle
Discussion -- The Lion King
--discuss the film as per note cards, song lyric packets, and discussion preparation sheet
Looking Ahead
--rough plan for next class
--go over Hamlet Unit rough plan
Teambuilder (if time) -- Shoe Game?!?!
HW
--Enjoy the weekend/nights off! Starting next class, we'll be "hitting it hard" in our most rigorous unit of the school year. I have the confidence that all of you can succeed!
--please pick up the Unit #5 vocabulary quiz from the front table and complete it--good luck!
*when finished with the quiz, submit self-reflection packets/move on to the discussion preparation sheet
S. the C. -- agenda/rationale/HW, trade and grade, continue working on discussion preparation sheet while Mr. Martin collects quizzes
Film -- The Lion King
--view mindfully by taking notes about the basic plot of the film and marking up song lyrics (take materials back from Mr. Martin in BDF classes)
The Lion King is The Tragedy of Hamlet!
Transition -- set the parameters for discussion, form a circle
Discussion -- The Lion King
--discuss the film as per note cards, song lyric packets, and discussion preparation sheet
Looking Ahead
--rough plan for next class
--go over Hamlet Unit rough plan
Teambuilder (if time) -- Shoe Game?!?!
HW
--Enjoy the weekend/nights off! Starting next class, we'll be "hitting it hard" in our most rigorous unit of the school year. I have the confidence that all of you can succeed!
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