1/2 Day
Jump Off
--View "I'm worried about my grade"--briefly discuss as per where we are in the school year.
--Engage in a process to determine poem-share order.
S. the C. -- agenda/rationale/HW
Teambuilder -- Poem-Share
--read "To Be" poems aloud
Transition -- poems turned in/study guides up (for interested students)
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--bring your Hooked on Books book next week!
Friday, March 23, 2012
Senior English--3/28/2012
Jump Off
--Take out these two sheets: "Questions to Ask Yourself When You Are Assigned a Writing Task" and "Poetry Writing Assignment--Emulating Shakespeare: 'To Be' Poem" and prepare for a discussion meant to serve the purpose of "wrapping our minds around" the assignment.
S. the C.
--agenda/rationale/HW
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--finish Shakespeare's Meter notes (1ACE--bottom half; 3ACE--iamb and down)
--go back through task analysis questions ("Questions to Ask Yourself...") and discuss ("wrapping our minds around" the assignment)
--take a look at #1 on the assignment sheet--Transition--come get notes page (Act III, scene i soliloquy--generated from student index cards)
--read through/briefly discuss notes page
--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
Brain Break -- The Shoe Game
Transition -- pick up Act III study guide (if desired) from the front table
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--your writing assignment is due at the beginning of class next time (Friday, 3/30)--we will read these aloud, so audience consideration is key!
--Take out these two sheets: "Questions to Ask Yourself When You Are Assigned a Writing Task" and "Poetry Writing Assignment--Emulating Shakespeare: 'To Be' Poem" and prepare for a discussion meant to serve the purpose of "wrapping our minds around" the assignment.
S. the C.
--agenda/rationale/HW
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--finish Shakespeare's Meter notes (1ACE--bottom half; 3ACE--iamb and down)
--go back through task analysis questions ("Questions to Ask Yourself...") and discuss ("wrapping our minds around" the assignment)
--take a look at #1 on the assignment sheet--Transition--come get notes page (Act III, scene i soliloquy--generated from student index cards)
--read through/briefly discuss notes page
--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
Brain Break -- The Shoe Game
Transition -- pick up Act III study guide (if desired) from the front table
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--your writing assignment is due at the beginning of class next time (Friday, 3/30)--we will read these aloud, so audience consideration is key!
Thursday, March 22, 2012
Senior English--3/27/2012
Block 1BDF
Jump Off -- Weigh your options for the class block (listed below) and decide what you will do with your time prior to our field trip to Barnes & Noble!:
Apples to Apples
Loaded Questions
Scattergories
Watch a video
Work on your writing assignment (due on Thursday, 3/29)
Miscellaneous (e.g., take quizzes that you will miss while on field trip today)
Activities (game[s], video, work time, etc.)
*Mr. Martin will gladly help any students desiring assistance on the writing assignment!
HW
--your writing assignment is due at the beginning of class next time (Thursday, 3/29)--we will read these aloud, so audience consideration is key!
Block 2BDF
NO CLASS TODAY DUE TO BARNES & NOBLE FIELD TRIP
HW
--your writing assignment is due at the beginning of class next time (Thursday, 3/29)--we will read these aloud, so audience consideration is key!
Jump Off -- Weigh your options for the class block (listed below) and decide what you will do with your time prior to our field trip to Barnes & Noble!:
Apples to Apples
Loaded Questions
Scattergories
Watch a video
Work on your writing assignment (due on Thursday, 3/29)
Miscellaneous (e.g., take quizzes that you will miss while on field trip today)
Activities (game[s], video, work time, etc.)
*Mr. Martin will gladly help any students desiring assistance on the writing assignment!
HW
--your writing assignment is due at the beginning of class next time (Thursday, 3/29)--we will read these aloud, so audience consideration is key!
Block 2BDF
NO CLASS TODAY DUE TO BARNES & NOBLE FIELD TRIP
HW
--your writing assignment is due at the beginning of class next time (Thursday, 3/29)--we will read these aloud, so audience consideration is key!
Senior English--3/26/2012
Block 1ACE
Jump Off -- Weigh your options for the class block (listed below) and decide what you will do with your time prior to our field trip to Barnes & Noble!:
Apples to Apples
Loaded Questions
Scattergories
Watch a video
Work on your writing assignment (due on Friday, 3/30)
Miscellaneous (e.g., take quizzes that you will miss while on field trip today)
Activities (game[s], video, work time, etc.)
*Mr. Martin will gladly help any students desiring assistance on the writing assignment!
HW
--your writing assignment is due at the beginning of class on Friday, 3/30--Mr. Martin will model the writing process and give you some in-class work time on Wednesday, 3/28
Block 3ACE
NO CLASS TODAY DUE TO BARNES & NOBLE FIELD TRIP
HW
--your writing assignment is due at the beginning of class on Friday, 3/30--Mr. Martin will model the writing process and give you some in-class work time on Wednesday, 3/28
Jump Off -- Weigh your options for the class block (listed below) and decide what you will do with your time prior to our field trip to Barnes & Noble!:
Apples to Apples
Loaded Questions
Scattergories
Watch a video
Work on your writing assignment (due on Friday, 3/30)
Miscellaneous (e.g., take quizzes that you will miss while on field trip today)
Activities (game[s], video, work time, etc.)
*Mr. Martin will gladly help any students desiring assistance on the writing assignment!
HW
--your writing assignment is due at the beginning of class on Friday, 3/30--Mr. Martin will model the writing process and give you some in-class work time on Wednesday, 3/28
Block 3ACE
NO CLASS TODAY DUE TO BARNES & NOBLE FIELD TRIP
HW
--your writing assignment is due at the beginning of class on Friday, 3/30--Mr. Martin will model the writing process and give you some in-class work time on Wednesday, 3/28
Senior English--3/23/2012
Jump Off
--Turn in your signed permission slip for the Barnes & Noble field trip.
--Take out these two sheets: "Questions to Ask Yourself When You Are Assigned a Writing Task" and "Poetry Writing Assignment--Emulating Shakespeare: 'To Be' Poem" and prepare for a discussion meant to serve the purpose of "wrapping our minds around" the assignment.
S. the C.
--agenda/rationale/HW, looking ahead...
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--finish Shakespeare's Meter notes (1ACE--bottom half; 3ACE--iamb and down)
--go back through task analysis questions ("Questions to Ask Yourself...") and discuss ("wrapping our minds around" the assignment)
--take a look at #1 on the assignment sheet--Transition--come get notes page (Act III, scene i soliloquy--generated from student index cards)
--read through/briefly discuss notes page
--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
Brain Break -- The Shoe Game
Transition -- pick up Act III study guide (if desired) from the front table
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--you MUST bring your Barnes & Noble field trip permission slip next time--the field trip IS on Tuesday!
--work on writing assignment (due at the beginning of the class after next)--Block 1 BDF: You will have some time on Tuesday to work if you so desire!
--Turn in your signed permission slip for the Barnes & Noble field trip.
--Take out these two sheets: "Questions to Ask Yourself When You Are Assigned a Writing Task" and "Poetry Writing Assignment--Emulating Shakespeare: 'To Be' Poem" and prepare for a discussion meant to serve the purpose of "wrapping our minds around" the assignment.
S. the C.
--agenda/rationale/HW, looking ahead...
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--finish Shakespeare's Meter notes (1ACE--bottom half; 3ACE--iamb and down)
--go back through task analysis questions ("Questions to Ask Yourself...") and discuss ("wrapping our minds around" the assignment)
--take a look at #1 on the assignment sheet--Transition--come get notes page (Act III, scene i soliloquy--generated from student index cards)
--read through/briefly discuss notes page
--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
Brain Break -- The Shoe Game
Transition -- pick up Act III study guide (if desired) from the front table
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--you MUST bring your Barnes & Noble field trip permission slip next time--the field trip IS on Tuesday!
--work on writing assignment (due at the beginning of the class after next)--Block 1 BDF: You will have some time on Tuesday to work if you so desire!
Wednesday, March 21, 2012
English 10 Honors--3/23/2012
Jump Off -- Pick up the packet about writing literary analysis essays from the front table. Begin reading and annotating the packet as preparation for a discussion meant to help us improve our literary analysis writing abilities.
S. the C. -- agenda/rationale/HW
Activity -- "Honing Our Writing Skills/Revisiting Melodrama" (cont.)
--read, annotate, and discuss the packet about writing literary analysis essays--consider implications for improving response about melodrama
--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. 226
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-226
--Post-Its (or...), especially important passages
--themes
--assessment from a few classes ago
Transition -- re-row desks
Closure -- Key Learning with a Non-Restrictive Element
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. 226-274, 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)
--next week is a grammar week--it would be a good idea to look through all of your "grammar hammer" notes, as we will engage in tasks that require you to find and fix a variety of errors
S. the C. -- agenda/rationale/HW
Activity -- "Honing Our Writing Skills/Revisiting Melodrama" (cont.)
--read, annotate, and discuss the packet about writing literary analysis essays--consider implications for improving response about melodrama
--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. 226
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-226
--Post-Its (or...), especially important passages
--themes
--assessment from a few classes ago
Transition -- re-row desks
Closure -- Key Learning with a Non-Restrictive Element
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. 226-274, 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)
--next week is a grammar week--it would be a good idea to look through all of your "grammar hammer" notes, as we will engage in tasks that require you to find and fix a variety of errors
Tuesday, March 20, 2012
English 10 Honors--3/21/2012
Jump Off
If you would thoroughly know anything, teach it to others.--Tryon Edwards
It has been said that teaching someone else about a topic is a great way to show that you have really mastered the topic yourself. Theoretically speaking, based on our work the week before last, you should all be "masters" of the grammar rule related to restrictive and non-restrictive elements. With that said, I would like you to come up with a way to teach 8th graders about comma usage with restrictive and non-restrictive elements. Be creative--good luck!
S. the C. -- agenda/rationale/HW
Review/Comprehension Check -- Restrictive vs. Non-Restrictive Elements
--develop lessons in small groups
--choose a lesson for delivery to the remaining class members
--Transition -- "quiz" up
--complete quiz quietly and independently
--go over quiz (anyone below a 90%--see Mr. Martin after class)
--should we have a quiz next class (let's make an executive decision together!)?
Transition -- pick up the packet about writing literary essays from the front table
Activity -- "Honing Our Writing Skills/Revisiting Melodrama" (cont.)
--read, annotate, and discuss the packet about writing literary essays--consider implications for improving response about melodrama
--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 a few classes ago
Transition -- re-row desks
Closure -- Key Learning with a Non-Restrictive Element
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. 179-226, 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)
If you would thoroughly know anything, teach it to others.--Tryon Edwards
It has been said that teaching someone else about a topic is a great way to show that you have really mastered the topic yourself. Theoretically speaking, based on our work the week before last, you should all be "masters" of the grammar rule related to restrictive and non-restrictive elements. With that said, I would like you to come up with a way to teach 8th graders about comma usage with restrictive and non-restrictive elements. Be creative--good luck!
S. the C. -- agenda/rationale/HW
Review/Comprehension Check -- Restrictive vs. Non-Restrictive Elements
--develop lessons in small groups
--choose a lesson for delivery to the remaining class members
--Transition -- "quiz" up
--complete quiz quietly and independently
--go over quiz (anyone below a 90%--see Mr. Martin after class)
--should we have a quiz next class (let's make an executive decision together!)?
Transition -- pick up the packet about writing literary essays from the front table
Activity -- "Honing Our Writing Skills/Revisiting Melodrama" (cont.)
--read, annotate, and discuss the packet about writing literary essays--consider implications for improving response about melodrama
--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 a few classes ago
Transition -- re-row desks
Closure -- Key Learning with a Non-Restrictive Element
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. 179-226, 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)
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