Opening with an Attention-Grabber/Hook (English 10 Honors)

The following is a list of suggestions for opening an essay with something catchy.  Note that these are merely suggestions, not explanations--you may want to browse the internet for additional information:

• an intriguing example
• a provocative quotation (though this, at times, can be cliche!)
• a puzzling scenario
• a vivid and perhaps unexpected anecdote
• a thought-provoking question

English 10 Honors--9/17/2013

Jump Off
--Turn in your typed-in-MLA format Thematic Writing Assignment--Partner Interviews essay by placing it in the black basket on the front table.  Mr. Martin is looking forward to reading these essays (but please be patient--it will take a while)!
--Pick up approximately 10 Post-its from the front table.
--If you have your English 9 binder, pick it up from the front of the room.

S. the C.
--agenda/rationale (establishing "givens" for English 10 Honors and routines for purposeful reading)/HW

Review/Discussion -- English 9
--directions given
--"process through" English 9 binder independently or in groups of two--on Post-its, write down all important definitions, ideas, concepts, understandings, learnings, etc.--MR. MARTIN MODELS
--Transition--stick all Post-its on the front board, "lumping" Post-its together categorically--MR. MARTIN MODELS
--go through all Post-its, "clumping" items by creating headings--"crash course" instruction and discussion will occur here--TAKING NOTES IS HIGHLY ENCOURAGED!

Transition
--pick up a copy of Perrine's Story and Structure from the front of the classroom--write your book number on the sheet on the front table
--pick up approximately 3-5 more Post-its if you ran out during the last activity

Instruction/Practice -- The Post-it Note Strategy with Gabriel Garcia Marquez' "A Very Old Man with Enormous Wings" (pg. 281)
--rationale behind strategy (possibilities!)/how the strategy will be used in English 10 Honors
--list of potentially "Post-itable" items shared (listed on front board)--any other ideas?
--oral reading--MR. MARTIN MODELS--independent strategy practice

Closure -- Share Out
--elicit contributions from class members--what did we learn?

HW
--Finish purposefully reading "A Very Old Man with Enormous Wings," completing Post-its as you do so.  Expect to engage in scholarly discussion about the reading next class.

English 9--9/16/2013

Jump Off (Pre-library)
--Sit in your assigned desk and wait quietly for directions.

S. the C.
--agenda/HW/expectations for our time in the library

LIBRARY ORIENTATION

Jump Off (Post-library)
--Pick up a copy of the reading from the front table (a compare and contrast essay titled "I'll Wait for the Movie").  Back at your assigned desk, purposefully read the essay.  Your purpose: On either an index card (also on the front table) or right on the reading itself, do your best to define each of the bolded words using context clues.  Good luck (and get used to this routine)!
*MR. MARTIN MODELS FIRST*

Transition

--Pick up a Level D vocabulary book and a marker from under the whiteboard.  Write your name on the inside cover and on the bottom of the pages of your vocabulary book.  Then, return the marker to the front table and open your vocabulary book to page 14.

Instruction -- Vocabulary Unit #1
--Mr. Martin elicits a potential definition from a student for each of the words and writes the potential meanings on the front board
--go over Unit #1 word list (page 14)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence--repeat this process for the entire list
In order to actively engage, students should be:
a.) writing the words on the line for each sentence
b.) comparing actual definitions to "guesses" made using context clues--how did you do?!

--share with students the rationale behind vocabulary work and our routine

Closure and/or HW Time

--Complete the Choosing the Right Word (“50/50”) exercise (pages 17 & 18) quietly and independently--work on additional exercises if waiting for peers to finish up.

--For HW, finish the Choosing the Right Word exercise if we do not finish in class (expect Mr. Martin to check your work next class)--vocabulary review will take place next class--the Unit #1 quiz will take place the class after next. 

HW

--Finish the Choosing the Right Word exercise if we do not finish in class (expect Mr. Martin to check your work next class)--vocabulary review will take place next class--the Unit #1 quiz will take place the class after next.

The Cumulative Writing Portfolio (English 10 Honors)

The purposes of creating a Cumulative Writing Portfolio are many. First, a Cumulative Writing Portfolio emphasizes that writing is a process. Instead of viewing writing assignments as mere “assignment completion,” students are meant to see that good writing takes time. Additionally, with the implementation of a portfolio, teachers are able to reach each student individually via conferencing. Finally, with the implementation of the Common Core State Standards, it is clear that the skills gained through writing must be secure for each student prior to graduating from high school. The following criteria have been implemented this year within Mr. Martin’s English 10 Honors classroom:

• Only certain writing pieces from the school year will be included within the Cumulative Writing Portfolio. The first of these assignments is the "Thematic Writing Assignment--Partner Interviews" essay. Mr. Martin will typically let students know which pieces are “Cumulative Writing Portfolio writing pieces” prior to beginning the writing process.
• In order to be accepted for inclusion within the Cumulative Writing Portfolio, a writing piece must receive a score of 85% or higher, a score indicative of mastery. When a student receives a score of 85%, the student can simply submit the writing piece to the portfolio--he or she has already demonstrated mastery throughout the writing process for that particular assignment.
• Any Cumulative Writing Portfolio writing piece that does not meet the mastery score must be revised and resubmitted. Prior to resubmission, a student must highlight all changes that have been made, then print out (if completed via word processor) and resubmit both the original piece and the updated version.
• When resubmitting revised work, a student must make an appointment with Mr. Martin so that he or she can process the revisions with Mr. Martin. In fact, it is strongly suggested that a student schedules an appointment prior to revising his or her work so that both student and Mr. Martin can process the original writing piece together as well.
• Once a portfolio assignment is resubmitted in this manner, Mr. Martin will re-score the assignment to determine an updated score for the writing piece. This score will be used to calculate the overall score for the portfolio. Please be aware that the original score for the assignment "is what it is" within the writing score of the quarter average.
• Throughout the year, English 10 Honors classes will work on finishing their Cumulative Writing Portfolios. Yet, as soon as a portfolio assignment is handed back, a student can and should begin the revision process. Upon receipt of the evaluated writing piece, the student will have one month to revise in order to achieve mastery.
• A student who fails to meet the final due date for mastery will be assigned central detention in order to create a time period in which he or she can obtain that mastery. Central detentions will continually be assigned, if necessary.
• The Cumulative Writing Portfolio will be scored at the end of the school year and will account for half of a student’s Final Exam grade. (For example, if a student has four assignments within the Cumulative Writing Portfolio with scores of 86%, 98%, 90%, and 85%, this substantial writing grade would be an 89.75%.  This score is then averaged with a student's final assignment score in order to determine an overall Final Exam grade.)

English 10 Honors--9/13/2013

BLOCK 2
Opening Ceremony--will conclude at???

Jump Off
--Turn in your typed-in-MLA format introduction by placing it in the black basket on the front table. 
--Grab a laptop from the cart up front and get yourself logged in.

S. the C.
--agenda/HW
--discuss shortened Block 2 today
--hand out "Mr. Martin's Office Hours--Rm. 203" quarterslip

https://docs.google.com/file/d/0B4CfjhtyANtZcUliaFd5OXBkVjg/edit?usp=sharing

--Mr. Martin randomly shares a few introductions--discuss as a group via "Pros and Grows" framework--how can you further improve your introduction while working today?
--Cumulative Writing Portfolio blog post gone over in detail--clarifying questions asked/answered

Writing Workshop -- Thematic Essay Writing Assignment--Partner Interviews
--MLA format--a "crash course" (if not completed last class)
--information about deft integration of direct quotations handed out--SEE MR. MARTIN FOR A COPY IF YOU DO NOT HAVE ONE
--outlining/drafting time--how can Mr. Martin help?

HW
--The Thematic Essay Writing Assignment--Partner Interviews essay (your best effort) is due at the beginning of next class typed in MLA format.  We will not use class time for peer/self-editing on Tuesday--what you submit is your final piece for Mr. Martin's eyes!

English 9--9/12/2013

In the Door
--find your name card and sit in the corresponding desk
--attendance

Jump Off
--concept of the Jump Off explained again (REMINDER)
--pick up the assignment sheet from the front table

S. the C.
--agenda/rationale/HW
--information about blog (REMINDER)
--hand out "Mr. Martin's Office Hours--Rm. 203" quarterslip

https://docs.google.com/file/d/0B4CfjhtyANtZcUliaFd5OXBkVjg/edit?usp=sharing

--read the assignment sheet aloud--Mr. Martin responds to clarifying questions

Assessment -- Reading and Writing Skills
--work quietly and independently until you have finished your best work (45 minutes minimum--you may not work beyond the end of the block)

Transition -- when finished, place materials in the black basket on the front table and complete work for other classes ("Study Hall" until all students are finished working)

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

HW
--Enjoy the weekend!

English 10 Honors--9/11/2013

BLOCK 2
Class Meeting--will conclude at???

Jump Off

--Pick up both the "Questions to Ask Yourself When You Are Assigned a Writing Task" sheet and the "Thematic Writing Assignment--Partner Interviews" sheet from the front table.  Also, you might want to grab a highlighter!  First, purposefully read the "Questions..." sheet.  Then, purposefully read the assignment sheet and respond to the "Questions..." accordingly.  Your goal here is to fully "wrap your mind around" our first writing assignment of the school year.

https://docs.google.com/file/d/0B4CfjhtyANtZUklqY2RubG5Na3c/edit?usp=sharing
https://docs.google.com/file/d/0B4CfjhtyANtZNmZTU2xsdm01RWs/edit?usp=sharing

S. the C.

--agenda/HW
--discuss shortened Block 2 both today and Friday
--process through the J.O. together
--information about Cumulative Writing Portfolio blog post--THIS FIRST ASSIGNMENT WILL BE INCLUDED WITHIN THE PORTFOLIO

Teambuilder/Research/Writing Workshop -- Thematic Essay Writing Assignment--Partner Interviews
--gather (yet AGAIN--now with a better understanding of the assignment!) additional information about your first partner from a few classes ago--DON'T FORGET TO GET A DIRECT QUOTE!

--Transition -- return to desks and take out a clean sheet of lined paper--label the page "My First Major English 10 Honors Writing Assignment--Here Goes!"
--Mr. Martin shares two-three introductions from sample essays from the past--what does it take to craft a quality introduction?
--quick-write your introduction (12 minutes)--do we need to review how quick writes work?
--review the purpose, structure, etc. of a thesis statement--do you have a quality thesis statement?

HW Time (time permitting) -- MLA Format Review/Instruction

HW

--Prior to next class, reread your introduction "rough draft" from today’s Writing Workshop block.  Make any necessary changes in order to improve your writing piece.  Then, type your introduction in proper MLA format for submission at the beginning of next class block.  Your final essay will be due next week on Tuesday, 9/17, so plan accordingly!  We will have computer access on Friday, so you might want to bring a flashdrive with your saved work as well.
--The following website should help you create a document in MLA format: http://owl.english.purdue.edu/owl/resource/747/01/