Senior English--A Note from Mr. Martin: Answers to "Day 1 Review -- You betcha vs. Nah, not so much" and Additional Information

N -- If you are absent, you are to pick up the papers that you missed from the black basket located just inside the door in Rm. 100.  It is okay to come into the classroom if Mr. Groth is teaching or if I am teaching--just do so quietly!  Additionally, you are to access this blog in order to read through the agenda from the day(s) that you missed.  If you still have questions after completing these two steps, then come see me.  If you grab papers, look at the blog, and are still confused, but do not contact me prior to class (e-mail works, but I go to bed fairly early!), I will have little sympathy if you come to class unprepared and tell me that you "didn't understand."

N -- Because I have 120+ students, it is next to impossible for me to remind students to make up work missed when absent.  Additionally, I refuse to remind students as a general practice, as one of my goals is helping my students learn the value of personal responsibility.

Y -- I expect students to come in for homeroom detention for two reasons: 1.) Homeroom detention serves as a deterrent, as most students value this time of the school day; 2.) If you frequently come to class unprepared, a "red flag" emerges.  I can then talk to you about the circumstances hindering your success in an effort to get us back on the same page.

N -- I consider the classroom a professional workplace.  As such, swearing is unacceptable, much like in the "real world," and a referral will be submitted.  I will, however, warn you once.  Once you've been warned, you will not be warned again throughout the remainder of the school year.

N -- I'll be honest--it bothers me when students sleep in class.  I think of it this way: I only have each of my sections for 90 blocks at 82 minutes each (sometimes less!), and each of those minutes is precious.  If something makes me uncomfortable in my own workplace, I will not simply ignore the circumstance.  With that said, I do indeed refer students who appear to be or definitely are sleeping in class.  As with swearing, I will warn you once.  Once you've been warned, you will not be warned again throughout the remainder of the school year.

Y -- Lateness is rarely tolerated in the "real world."  For example, I know of an individual who lost his (or her?--I'm trying to be vague here!) job due to a pattern of lateness, even though it was only a few minutes here and there.  Time is important in school, the workplace, etc.--if time wasn't important, then we wouldn't have specific schedules, would we?!  As per the "Livonia High School Code of Conduct," I will mark students absent each time they arrive to class late.  Sometimes, though, simply following this policy is not enough to emphasize the importance of timeliness, hence the additional policy.

Y --  As noted earlier, I value every minute that we have together.  Therefore, I consider every minute of English class English time.

Y -- I consider myself a fairly understanding individual and do try to work with students in extenuating circumstances.  However, I can only do so when you're proactive--otherwise, I follow the black and white guidelines clearly stated in the "Non-Negotiable Expectations and Procedures" packet.

Y -- These forms are located in a manila folder on the computer desk in Rm. 100.  When you submit one of these forms to me, I will put you on my calendar.

N -- Again, this policy relates to "real world" accountability.  I'm sad to report that I once missed an appointment with the dentist.  I still had to pay for the appointment as if I had attended, and when I called to reschedule, I couldn't get another appointment until almost two months later.

N -- I prefer that you complete quizzes in blue or black ink.  Yet, I have had many students in the past who like using pencil because they can erase in order to craft their best work.  Through the years, then, I have come to understand that for some quizzes and some students, pencil is preferred.  At times, though, using pencil is at odds with my preference (e.g., if you're taking a quick assessment that is graded in class, where the possibility of changing a response exists), so make sure that if you prefer pencil or only have pencil on a quiz day, you ask me if using pencil is okay--I'll usually say, "Yes!"

N -- It is worth noting that I reserve the right to keep you for a few extra moments at the end of class if I am in the middle of giving directions.  Keeping students past the bell is a rare occurrence, though.

Y -- Due to the homeroom policy related to late writing assignments, a lateness of 6 days is highly unlikely.  However, sometimes, this much time passes, and when it does, it's because the student has no intention of ever turning the assignment in (let's be honest!).  Instead of waiting ten days when credit would technically run out, I "quit playing the game" after 6 days.  Once you learn more about the writing portfolio, I think you'll find that turning writing assignments in late is not in your best interest if you plan on being successful (and, quite frankly, passing!) the course.

N -- Writing assignments (due to the time devoted) and quizzes (due to the frequency of administrations) are both worth 30%.

Y

Y -- I coach basketball, and in that capacity, I share with my athletes my philosophy regarding winning and losing.  The philosophy is as follows: Our goal is to put in maximum effort daily, building our skills and learning our game plan (and, perhaps most importantly, having fun).  If we do this (and we have the talent), winning will come as a by-product.  I'm not like a lot of other coaches in that I do not tell my students that we're only in it to win--I've played under these types of coaches, and I've found that in many instances, the fear of losing blocks the ability to execute.  I have come to think of the classroom experience in the same manner.  If all a student cares about is a grade, then he or she will often do anything to "get a good grade".  Yet, if you get a good grade but leave Livonia lacking the skills necessary for achieving and thriving in the "real world," then what have you really accomplished, and how successful will you be in your future endeavors?  These questions are worth your careful consideration.  If you are here for the right reasons (and I hope that you are!), plagiarizing and/or cheating are both pointless and, in fact, counterproductive.

Y

Y

Y -- Livonia teachers have all been trained in the implementation of Tribes, and, as you probably know, Tribes presents "four agreements" that help classroom environments find success.  We will spend some class time discussing these agreements and developing consequences together in the near future.

N

Y -- SEE NOTE ABOVE ABOUT HOMEWORK AND HOMEROOM DETENTION

Y -- In another blog post, I have listed my office hours.  Seek me out!

Y -- Remember:  It's your life, your future, and thus up to YOU.

English 10 Honors--9/10/2012

In the Door
--sit in same desks as last class (alphabetical order)
--attendance

Jump Off 
--concept of the Jump Off explained again (REMINDER)
--turn in your signed sheet/slip by placing it in the black basket on the front table
--if you have a writing portfolio binder (which you should!), place it on the floor underneath the SmartBoard--make sure that your name is somewhere on the binder
--pick up a copy of the “You Betcha vs. Nah, Not So Much” sheet from the front table—complete quietly and independently
--HW policy (REMINDER)
*WHILE STUDENTS WORK, HW CHECKED

S. the C.
--agenda/rationale/HW
--information about blog (REMINDER)

Instruction -- Non-Negotiable Expectations and Procedures
--go over policies in depth via the "You Betcha vs. Nah, Not So Much" sheet

Transition -- interview questions from last class out, directions given, partnerships formed via cards

Teambuilder/Research -- Partner Interviews
--in pairs, conduct interviews/take notes (8-10 mins.)
--Transition -- form two lines (partners facing partners)--shift the line
--in new pairs, conduct interviews/take notes (8-10 mins.)
--REPEAT PREVIOUS THREE STEPS ONE MORE TIME

Transition
--notes away (DO NOT LOSE!)/form a circle out of desks--bring The Contender and your notebook!
--go over discussion protocol/"Discussion Contribution Rating Scale"

Discussion -- The Contender pgs. 1-80
--before we begin, what should be our focus?
--engage in discussion via protocol

Closure -- Creating Commitments/Potential Exam Question (on index card)

HW
--finish reading The Contender--continue doing Post-Its (engagement/forming habit)
--novel EXAM will take place next class!

English 9--9/10/2012

In the Door
--sit in the same desk as last class (alphabetical order)
--attendance

Jump Off
--concept of the Jump Off explained again (REMINDER)
--Turn in your signed sheet/slip by placing it in the black basket on the front table.
--If you have a writing portfolio binder (which you should!), place it on the floor underneath the SmartBoard--make sure that your name is somewhere on the binder.
--Pick up the assignment sheet from the front table.
--HW policy (REMINDER)

S. the C.
--agenda/rationale/HW
--information about blog (REMINDER)
--information about the upcoming assessment related to the expectations and procedures packet (REMINDER)
--read the assignment sheet aloud--respond to clarifying questions

Assessment -- Reading and Writing Skills
--work quietly and independently until you have finished your best work (45 mins. maximum)
*WHILE STUDENTS WORK, MR. MARTIN CHECKS HW

Transition -- when finished, place materials in the black basket on the front table and pick up the sheet entitled "You Betcha vs. Nah, Not So Much"

HW Time
--work on carefully completing "You Betcha vs. Nah, Not So Much"--YOU MAY USE YOUR PACKETS!

Brain Break -- "Mum Ball"
--when and if everybody finishes writing, we will play "mum ball" so that Mr. Martin can continue learning names!

HW
--Block 2--finish writing piece--spend no more than 30 more minutes on it!
--finish "You Betcha vs. Nah, Not So Much" for the beginning of next class

Senior English--9/7/2012

BLOCK 1

In the Door
--sit in the same desk as last class (alphabetical order)

--attendance

Jump Off
--concept of the Jump Off explained again (REMINDER)
--place signed sheets/slips and completed WANTED posters in the black basket on the front table
--pick up each of the following items from the front table:

• a copy of the "You Betcha vs. Nah, Not So Much" sheet
• a copy of Paulo Coelho’s The Alchemist—jot down your first and last name and book number on the sheet
• a Post-it Note
• anything you think you might need in order to read purposefully (Post-it Notes?  Index cards?  Lined paper?)

--write your first and last name and “Mr. Martin” on the inside cover of The Alchemist

--take a look through The Alchemist—get a “feel for it”
--REMINDER: HW policy

*WHILE STUDENTS GET SITUATED/COMPLETE THE JUMP OFF, HW CHECKED

Setting the Context
--agenda (not so ideal due to Opening Ceremony!)/HW
--information about blog (REMINDER)

--Mr. Martin hands back WANTED posters randomly as preparation for the next portion of the agenda

Teambuilder/Public Speaking – “I'd Like to Introduce...”

--look at WANTED posters in order to plan partner introduction (our first public speaking engagement!):

"I'd like to introduce _________________________.  He/she plans to _________________________.  He/she would like to ________________________.  One of his/her interests is _____________________."

--if necessary, talk amongst yourselves to solidify introductions
--deliver partner introductions (Mr. Martin draws card, student approaches podium, smiles, and delivers speech [student being introduced stands])
--next speaker is previously introduced student until all students have been introduced

Transition -- posters turned back in/students jot down "success ideas" on Post-It--COLLECT AND USE FOR STUDENT COMMITMENTS

HW Time -- The Alchemist pgs. 1-33
--introduce the novel--connect to personal experiences via Coelho's four obstacles
--begin reading purposefully (oral reading?)

HW
--carefully complete the “You Betcha vs. Nah, Not So Much” sheet—this will give you one more opportunity to process our classroom expectations and procedures

--read up to pg. 33 of The Alchemist—demonstrate your best skill level in reading purposefully, and expect Mr. Martin to collect your work next class—reading QUIZ next class?

BLOCK 4

In the Door
--sit in the same desk as last class (alphabetical order)
--attendance

Jump Off
--concept of the Jump Off explained again (REMINDER)
--place signed sheets/slips and completed WANTED posters in the black basket on the front table
--pick up a copy of the "You Betcha vs. Nah, Not So Much" sheet from the front table--complete quietly and independently

--REMINDER: HW policy

*WHILE STUDENTS WORK, HW CHECKED

Setting the Context
--agenda/HW
--information about blog (REMINDER)

Instruction -- Non-Negotiable Expectations and Procedures
--go over policies in depth via the "You Betcha vs. Nah, Not So Much" sheet

Transition
--come up to front table row by row to pick up a peer WANTED poster
--look at WANTED posters in order to plan partner introduction (our first public speaking engagement!):

"I'd like to introduce _________________________.  He/she plans to _________________________.  He/she would like to ________________________.  One of his/her interests is _____________________."

--if necessary, talk amongst yourselves to solidify introductions

Teambuilder/Public Speaking – “I'd Like to Introduce...”
--deliver partner introductions (Mr. Martin draws card, student approaches podium, smiles, and delivers speech [student being introduced stands])
--next speaker is previously introduced student until all students have been introduced

Transition

--posters turned back in/the following materials up:

• a copy of Paulo Coelho’s The Alchemist—jot down your first and last name and book number on the sheet
• a Post-it Note
• anything you think you might need in order to read purposefully (Post-it Notes?  Index cards?  Lined paper?)

--write your first and last name and “Mr. Martin” on the inside cover of The Alchemist

--take a look through The Alchemist—get a “feel for it”

--students jot down "success ideas" on Post-It--COLLECT AND USE FOR STUDENT COMMITMENTS

HW Time -- The Alchemist pgs. 1-33
--introduce the novel--connect to personal experiences via Coelho's four obstacles
--begin reading purposefully (oral reading?)

HW
--read up to pg. 33 of The Alchemist—demonstrate your best skill level in reading purposefully, and expect Mr. Martin to collect your work next class—reading QUIZ next class?

English 10 Honors--9/6/2012

In the Door  (3 mins.)--sit at desk with HW pass
--attendance
--purpose of HW pass

Jump Off  (5 mins.)
--concept of the Jump Off explained
--write down five interview questions on index card

Anticipatory Set  (5 mins.)
--welcome
--agenda/HW
--information about blog

Activity #1 -- Teacher Introduction  (15-20 mins.)
--Mr. Martin introduces himself via "Who is Mr. Martin?" PowerPoint

Activity #2 -- Partner Interviews/Research  (35 mins.)
--form pairs by drawing cards
--in partnerships, conduct interviews/take notes (10 mins.)
--Transition -- form two lines (partners facing partners)--shift the line
--in new partnerships, conduct interviews/take notes (10 mins.)
--REPEAT PREVIOUS THREE STEPS ONE MORE TIME

Transition (3 mins.)
--notes away--GIVE EACH STUDENT A STRIP OF TAPE
--book, Post-Its, and paper slip up/book numbers written down

Instruction -- The Post-It Note Strategy  (5 mins.)
--stick paper slip in inside cover of book using strip of tape
--question: anyone familiar with the strategy? (share out)
--model with first page of The Contender
--share expectations for HW

Oral Reading/HW Time -- The Contender pgs. 1-80  (10 mins.)
--read aloud/complete Post-Its until a few minutes remaining in class

Transition/Closure -- HW materials up/directions given

HW
--read the first half of The Contender--complete Post-Its for discussion (novel must be finished by Wednesday of next week--EXAM!)
--Read the policy sheet and bring the necessary materials to next class.  Have your parent(s)/guardian(s) review the letter and the policy sheet, and bring signature slip to next class for a 100% homework grade.
--Be ready for a QUIZ next class about the policies.

English 9--9/6/2012

In the Door
--sit at desk with HW pass/index card
--attendance
--purpose of HW pass

Jump Off
--concept of the Jump Off explained
--write name neatly on index card using marker--jot down band names/song titles on the back
--pick a student to collect

Anticipatory Set
--welcome
--agenda/HW/preview next class
--information about blog

Activity #1 -- Teacher Introduction
--Mr. Martin introduces himself via "Who is Mr. Martin?" PowerPoint
--how's your memory?

Activity #2 -- Community Circle
--make a list of "emergent themes" from "Who is Mr. Martin?"
--directions/expectations for circle discussion
--brainstorming time
--Transition -- form a circle
--share via ball pass--be ready for follow-up questions!

Transition -- re-row desks/HW materials up

HW Time
--set parameters for work time
--work on mindfully reading the policies sheet

HW
--Read the policy sheet and bring the necessary materials to next class.  Have your parent(s)/guardian(s) review the letter and the policy sheet, and bring signature slip to next class for a 100% homework grade.
--Be ready for a QUIZ in the future based on the reading of the policies sheet.
--Bring your A-Game next class!

Senior English--9/5/2012

In the Door
--sit at desk with HW pass
--attendance
--purpose of HW pass

Jump Off
--concept of the Jump Off explained
--respond to question on index card

Anticipatory Set
--welcome
--agenda/HW
--information about blog

Activity #1 -- Teacher Introduction
--Mr. Martin introduces himself via "Who is Mr. Martin?" PowerPoint

Activity #2 -- Why Are You Here?/Course Introduction
--go through question and answer sequence/draw conclusions
--Transition -- pick up curriculum guide
--course introduction--guide/connections

Transition -- HW materials up

HW Time
--model WANTED poster
--set parameters for work time
--work on WANTED posters/reading the policies sheet

Closure -- Circle It Up!
--brainstorm something about family to share
--share in circle via name cards
--Filler:  If there is still time remaining, brainstorm interests and share.

HW
--Read the policy sheet and bring the necessary materials to next class.  Have your parent(s)/guardian(s) review the letter and the policy sheet, and bring signature slip to next class for a 100% homework grade.
--Be ready for a QUIZ next class based on the reading of the policies sheet.
--Finish your WANTED poster.  You must have a picture of yourself attached to it in order to receive credit!