Jump Off
--Turn in your signed permission slip for the Barnes & Noble field trip.
--Pick up an index card, the next tip sheet, and the "Explication/Discussion Activity #3" sheet from the front table.
--Take a look through the tip sheet, and then begin explicating Hamlet's third soliloquy. If you already took a look at this soliloquy during the Carpe Diem Unit, pull out your explication and see how you did!
--In a few minutes, Mr. Martin will stop so that he can model explication via a "think-aloud" for you.
S. the C.
--agenda/rationale/HW
--Mr. Martin modeling explication
*I need to see Hanna and Alex in Block 3 ACE
Close Reading Activity -- Hamlet's Soliloquy--Act III, Scene i
--divide up the lines (5 per row)
--continue independently explicating the assigned lines of Hamlet's third (and most famous!) soliloquy
--collect index cards (key note/understanding from explication--a direct quotation as support--a tieback)
--share out in small groups--combine/refine ideas
--share out in order to create a whole-class explication (engage in "seat exchange" during share out)
--compare our work to "No Fear Shakespeare"
Transition -- notes page up, back to original desks, what can you fill in based on prior knowledge?
*Mr. Martin will provide pencils for the "perfectionists" in the room!
Notetaking -- Shakespeare's Meter
--complete notes together by tapping into prior knowledge
--These notes should prove helpful when completing your writing assignment!
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--go back through task analysis questions and discuss ("wrapping our minds around" the assignment)
--Mr. Martin models on double-spaced soliloquy after selecting a topic (Coaching? Basement? Etc.)--revisit explication with what is Hamlet doing in each line question in mind
--check a couple of lines against blank verse chart
--set parameters for work block
--independent work time
Closure -- What is your plan of action for completing the writing assignment?
HW
--work on writing assignment (due at the beginning of the class after next)
Tuesday, March 20, 2012
Sunday, March 11, 2012
Senior English--3/16/2012 & 3/20/2012
Jump Off -- please pick up the Unit #6 vocabulary quiz from the front table and complete it--good luck!
*When finished with the quiz, pick up the Act II soliloquy notes from the front table. Compare the notes with those of the Act I soliloquy--How do Hamlet's recent thoughts compare to and/or contrast with his earlier thoughts?
S. the C. -- agenda/rationale/HW, trade and grade, continue working on soliloquy compare/contrast
Transition -- get materials together for discussion (many of you are craving discussion!), go back over "Discussion Contribution Rating Scale", form a circle
Discussion -- The Tragedy of Hamlet Act II
--the progression of Hamlet's thoughts
--Hamlet's second soliloquy
--Act II as per notes, study guides, etc.
Transition -- re-row desks, pick up the two sheets from the front table
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--rationale behind assignment analysis sheet
--complete assignment analysis sheet
--discuss assignment
--brainstorm topic ideas
Closure -- What was made clear to you today?
HW
--bring in your signed permission slip for the Barnes & Noble field trip ASAP
--be prepared to engage in both explication and discussion next class
--come to class next time with a topic for your poem, as you will be given a little bit of time to work on the assignment
*When finished with the quiz, pick up the Act II soliloquy notes from the front table. Compare the notes with those of the Act I soliloquy--How do Hamlet's recent thoughts compare to and/or contrast with his earlier thoughts?
S. the C. -- agenda/rationale/HW, trade and grade, continue working on soliloquy compare/contrast
Transition -- get materials together for discussion (many of you are craving discussion!), go back over "Discussion Contribution Rating Scale", form a circle
Discussion -- The Tragedy of Hamlet Act II
--the progression of Hamlet's thoughts
--Hamlet's second soliloquy
--Act II as per notes, study guides, etc.
Transition -- re-row desks, pick up the two sheets from the front table
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--rationale behind assignment analysis sheet
--complete assignment analysis sheet
--discuss assignment
--brainstorm topic ideas
Closure -- What was made clear to you today?
HW
--bring in your signed permission slip for the Barnes & Noble field trip ASAP
--be prepared to engage in both explication and discussion next class
--come to class next time with a topic for your poem, as you will be given a little bit of time to work on the assignment
Senior English--3/14/2012 & 3/15/2012
Jump Off -- pick up an index card, the next tip sheet, and the "Explication/Discussion Activity #2" sheet from the front table--take a look through the tip sheet, and then begin explicating Hamlet's second soliloquy
S. the C. -- agenda/rationale/HW, hand out Act I soliloquy notes
S. the C. -- agenda/rationale/HW, hand out Act I soliloquy notes
Close Reading Activity -- Hamlet's Soliloquy--Act II, Scene ii
--share out useful tips
--continue independently explicating Hamlet's second soliloquy
--collect index cards (key note/understanding from explication)
Transition -- materials away, materials out for continuing viewing Act II of Kenneth Branagh's Hamlet
Film -- Act II of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
--if time, begin discussion
Closure -- Today, I learned... (key learning/use a vocab. word [or two or three or...]--on a half index card)
HW
--share out useful tips
--continue independently explicating Hamlet's second soliloquy
--collect index cards (key note/understanding from explication)
Transition -- materials away, materials out for continuing viewing Act II of Kenneth Branagh's Hamlet
Film -- Act II of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
--if time, begin discussion
Closure -- Today, I learned... (key learning/use a vocab. word [or two or three or...]--on a half index card)
HW
--review for the Unit #6 vocabulary quiz (next class)--don't forget about the format of the quiz and the various study options at your disposal
--if you still have an outside reading book, please bring it in next class to turn in
--master Act II of Shakespeare's The Tragedy of Hamlet--be prepared at any time for discussion and/or an assessment of your knowledge and understanding
English 10 Honors--3/16/2012
Jump Off -- please pick up the Unit #6 vocabulary quiz from the front table and complete it--good luck!
*When you finish, copy down the next Key Fact from the front board.
S. the C. -- agenda/rationale/HW, trade and grade
Transition -- quizzes in/"Honing Our Writing Skills/Revisiting Melodrama" sheet up, finish copying down Key Fact, directions
Activity -- "Honing Our Writing Skills/Revisiting Melodrama"
--independent reading of both responses
--whole-class discussion--key differences between the two responses
--independent work time--continuing "Version 2"
--share out
Transition -- look through notes as preparation for discussion, form a circle
Discussion -- The Count of Monte Cristo up to pg. 179
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-179
--Post-Its (or...), especially important passages
--themes
--assessment from last class
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
--Have a lovely weekend!
*When you finish, copy down the next Key Fact from the front board.
S. the C. -- agenda/rationale/HW, trade and grade
Transition -- quizzes in/"Honing Our Writing Skills/Revisiting Melodrama" sheet up, finish copying down Key Fact, directions
Activity -- "Honing Our Writing Skills/Revisiting Melodrama"
--independent reading of both responses
--whole-class discussion--key differences between the two responses
--independent work time--continuing "Version 2"
--share out
Transition -- look through notes as preparation for discussion, form a circle
Discussion -- The Count of Monte Cristo up to pg. 179
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-179
--Post-Its (or...), especially important passages
--themes
--assessment from last class
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
--Have a lovely weekend!
English 10 Honors--3/14/2012
Jump Off -- take out your notebook and copy down the next Key Fact
Instructional/Review Activity – CNN Student News Conversations
Transition -- re-row desks, clear desks of all but a writing utensil
Assessment -- The Count of Monte Cristo Unit Quiz #1
HW time
HW
--prepare for the vocabulary quiz (next class)
--while reading pgs. 150-179, 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 and tracking themes)
S. the C. -- agenda/rationale/HW
Instructional/Review Activity – CNN Student News Conversations
--while viewing CNN Student News, jot down notes so that you can “talk about the issues”
--after viewing the news, look back through your notes and incorporate as many of your new 25 vocabulary words as possible—can you “talk about the issues” intelligently by using a wide-ranging vocabulary?
--in pairs, engage in a scholarly discussion about current events
--as a whole group, share stand-out instances of vocabulary usage
--for HW, prepare for the vocabulary quiz (next class)
--for HW, prepare for the vocabulary quiz (next class)
Transition -- re-row desks, clear desks of all but a writing utensil
Assessment -- The Count of Monte Cristo Unit Quiz #1
*Mr. Martin collects HW and scores as part of assessment
--complete the quiz--when finished, place the quiz on the front table and begin HW
--complete the quiz--when finished, place the quiz on the front table and begin HW
HW time
HW
--prepare for the vocabulary quiz (next class)
--while reading pgs. 150-179, 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 and tracking themes)
English 10 Honors--3/12/2012
Jump Off -- take out vocabulary books and open to pg. 65--look through the word list and star any words that you think you know already
S. the C. -- agenda/rationale/HW
S. the C. -- agenda/rationale/HW
Instruction – Vocabulary Unit #6
–go over word list and whimsical words
–complete Synonyms/Antonyms—when finished, copy down the next Key Fact from the front board
–go over Syn./Ant.
–for HW, familiarize yourself with the whimsical words and begin preparing for the quiz
Transition -- finish copying down the Key Fact, pick up the melodrama notes page from the front table and fill in as many blanks as you can based on your reading of The Count of Monte Cristo, quickly look at "Discussion Contribution Rating Scale" again, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-123
--melodrama definition and application to the novel
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-123
--Post-Its (or...), especially important passages
--theme statements and support
--responses to HW question
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. 123-150, 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)
--mindfully complete the back of the melodrama notes page
--BRING YOUR VOCABULARY BOOK NEXT CLASS
–for HW, familiarize yourself with the whimsical words and begin preparing for the quiz
Transition -- finish copying down the Key Fact, pick up the melodrama notes page from the front table and fill in as many blanks as you can based on your reading of The Count of Monte Cristo, quickly look at "Discussion Contribution Rating Scale" again, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-123
--melodrama definition and application to the novel
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-123
--Post-Its (or...), especially important passages
--theme statements and support
--responses to HW question
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. 123-150, 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)
--mindfully complete the back of the melodrama notes page
--BRING YOUR VOCABULARY BOOK NEXT CLASS
Friday, March 9, 2012
Senior English--3/12/2012 & 3/13/2012
Jump Off -- take out vocabulary books and open to pg. 65--look through the word list and star any words that you think you know already
*Mr. Martin will hand out permission slips for Barnes & Noble field trip
S. the C. -- agenda/rationale/HW, field trip information
Instruction -- Vocabulary Unit #6
--go over Unit #6 word list--pronunciation, definitions, tricks for remembering, etc.
--complete Synonyms/Antonyms--work on additional exercises if waiting for peers
--go over Syn./Ant.
--remind students about the way in which tests are set up (matching, parts of speech, fill-in-the-blank)
--for HW, begin reviewing the words for the quiz two classes away--"chunk" the words up
Transition -- pick up document from the front table and complete independently
Activity -- The Tragedy of Hamlet Act I
--discussion/how did you do?
--also, discuss notes from last class (soliloquy analysis as per collected index cards) and additional Act I items
Film -- Act II 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 -- Today, I learned... (key learning/use a vocab. word--also on index card)
HW
--review for Unit #6 vocabulary quiz (the class after next)--BRING YOUR VOCABULARY BOOK NEXT CLASS
--be prepared to both engage in explication next class and continue dealing with Act II
--be prepared at any time for discussion and/or an assessment of your knowledge and understanding with regard to The Tragedy of Hamlet
*Mr. Martin will hand out permission slips for Barnes & Noble field trip
S. the C. -- agenda/rationale/HW, field trip information
Instruction -- Vocabulary Unit #6
--go over Unit #6 word list--pronunciation, definitions, tricks for remembering, etc.
--complete Synonyms/Antonyms--work on additional exercises if waiting for peers
--go over Syn./Ant.
--remind students about the way in which tests are set up (matching, parts of speech, fill-in-the-blank)
--for HW, begin reviewing the words for the quiz two classes away--"chunk" the words up
Transition -- pick up document from the front table and complete independently
Activity -- The Tragedy of Hamlet Act I
--discussion/how did you do?
--also, discuss notes from last class (soliloquy analysis as per collected index cards) and additional Act I items
Film -- Act II 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 -- Today, I learned... (key learning/use a vocab. word--also on index card)
HW
--review for Unit #6 vocabulary quiz (the class after next)--BRING YOUR VOCABULARY BOOK NEXT CLASS
--be prepared to both engage in explication next class and continue dealing with Act II
--be prepared at any time for discussion and/or an assessment of your knowledge and understanding with regard to The Tragedy of Hamlet
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