Friday, April 4, 2014
Wednesday, April 2, 2014
Monday, March 31, 2014
English 9--4/7/2014
Jump Off -- SQ3R(ish) Re-visited
--If you have not already done so, submit your "Dragonsong Unit--Chapter 4 Close Reading Paragraph Writing Assignment" typed in proper MLA Format by placing the piece in the black basket on the front table.
--Pick up a copy of the reading from the front table (an encyclopedia entry titled "A History of Sound Recording"). Write your name at the top. Then, begin surveying the text by making a prediction based on the title of the entry. Write your prediction next to the title. Next, using the title of the entry and the four bolded section titles, craft three or more questions to answer in order to engage in purposeful reading of the text. Write your questions next to the titles from which the derive. Finally, purposefully read "A History of Sound Recording," answering each of your questions in writing next underneath where you have written the questions themselves.
*PLEASE RAISE YOUR HAND IF YOU WOULD LIKE MR. MARTIN TO CLARIFY THESE DIRECTIONS*
S. the C.
--agenda/HW
--go over the Jump Off (review of nonfiction comprehension/annotation skills)
--take care of business--you should know the drill by now, but if not, check out the information below/pay attention to Mr. Martin's model:
--If you have not already done so, submit your "Dragonsong Unit--Chapter 4 Close Reading Paragraph Writing Assignment" typed in proper MLA Format by placing the piece in the black basket on the front table.
--Pick up a copy of the reading from the front table (an encyclopedia entry titled "A History of Sound Recording"). Write your name at the top. Then, begin surveying the text by making a prediction based on the title of the entry. Write your prediction next to the title. Next, using the title of the entry and the four bolded section titles, craft three or more questions to answer in order to engage in purposeful reading of the text. Write your questions next to the titles from which the derive. Finally, purposefully read "A History of Sound Recording," answering each of your questions in writing next underneath where you have written the questions themselves.
*PLEASE RAISE YOUR HAND IF YOU WOULD LIKE MR. MARTIN TO CLARIFY THESE DIRECTIONS*
S. the C.
--agenda/HW
--go over the Jump Off (review of nonfiction comprehension/annotation skills)
--take care of business--you should know the drill by now, but if not, check out the information below/pay attention to Mr. Martin's model:
- right on the reading itself, do your best to define each of the bolded words using prior knowledge and context clues, annotating the text accordingly via underlining, drawing arrows, writing notes, etc.
Skill-Building/Instruction -- Vocabulary Unit #8
--students engage in purposeful reading as per directions
--Mr. Martin elicits a potential definition from a student for the words "assurance" through "liability" and writes the potential meanings on the front board--how did you arrive at your definition?--STUDENTS REASON/ENGAGE WITH THE TEXT AT THE SMARTBOARD
--go over the Unit #8 word list (pages 100-102)--read word aloud, have students repeat the word, and then read the part(s) of speech/definition(s)/sample sentence(s)--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 prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).
--For HW, complete the "Completing the Sentence" exercise as directed and continue preparing for the Unit #8 vocabulary quiz, which will take place this Friday, 4/11.
Review Activity/Discussion/Notetaking -- Majority Rules! (Dragonsong Chapters 1-7)
--directions/modeling (true/false question posed, select answer, "reveal", majority rules!--one point)
--for each false response, in order from 1-3, teams have the opportunity to explain why the statement is false and how the segment of the novel is significant to the novel as a whole (so what?!)--one point
--during the playing of the game, take notes--much will come out of today's review/discussion that will come in handy when coming up with an idea for and writing your final essay at the close of the unit
Transition -- pick up an index card and write your name at the top of it
Closure -- During today's review activity/discussion, I drew the following conclusion about Anne McCaffrey's purpose:
--respond in detail to this prompt on your index card--when finished, submit
HW Time
Dragonsong Reading Breakdown
a.) writing the words on the line for each sentence
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).
--For HW, complete the "Completing the Sentence" exercise as directed and continue preparing for the Unit #8 vocabulary quiz, which will take place this Friday, 4/11.
Review Activity/Discussion/Notetaking -- Majority Rules! (Dragonsong Chapters 1-7)
--directions/modeling (true/false question posed, select answer, "reveal", majority rules!--one point)
--for each false response, in order from 1-3, teams have the opportunity to explain why the statement is false and how the segment of the novel is significant to the novel as a whole (so what?!)--one point
--during the playing of the game, take notes--much will come out of today's review/discussion that will come in handy when coming up with an idea for and writing your final essay at the close of the unit
Transition -- pick up an index card and write your name at the top of it
Closure -- During today's review activity/discussion, I drew the following conclusion about Anne McCaffrey's purpose:
--respond in detail to this prompt on your index card--when finished, submit
HW Time
Dragonsong Reading Breakdown
- You must finish reading the novel by our first class day back from April break, which is Tuesday, 4/22. 83 pages remain, which is 10 pages less than we have read up to this point.
- Including today, if you read 5 1/2 pages a day, you will finish the novel on time.
- Reading requirements will be assigned this week (as in tonight's assignment of actively reading Chapter 8) in order to help you stay on track. Completing your reading homework this week will leave you with 56 pages to read over break (approximately 6 pages a day).
- If you would prefer to finish the novel by the end of the day this Friday so that you do not have any reading obligations over April Break (this is the plan Mr. Martin will be following--he would prefer to read something else over break!), if you read 17 pages a day including today, you will have the novel finished after reading 17 final pages on Friday.
- Hooked on Books is this week, and you are free to read Dragonsong during your reading blocks. However, the true purpose of Hooked on Books is to read something that you have chosen!
--Complete the "Completing the Sentence" vocabulary exercise (pages 105 & 106). Underline the context clues that help you determine which word you select for each sentence (skill-building). BRING YOUR VOCABULARY BOOK AGAIN NEXT CLASS.
--Continue preparing for the Unit #8 vocabulary quiz, which will take place this Friday, 4/11.
--Actively read Chapter 8 of Dragonsong via the Post-it Note Strategy.
--Actively read Chapter 8 of Dragonsong via the Post-it Note Strategy.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--Bring something good that you want to read to class the rest of the week for Hooked on Books (unless you prefer to read Dragonsong).
--Bring something good that you want to read to class the rest of the week for Hooked on Books (unless you prefer to read Dragonsong).
English 10 Honors--4/4/2014
Jump Off
--Engage in some last-minute studying quietly and independently. As you do so, Mr. Martin will return your Unit #7 quiz so that you can take a quick look and reflect. Then, he'll be around with the recycling bin.
S. the C.
--agenda/HW
Assessment -- Vocabulary Unit #8
--When Mr. Martin directs you to do so, pick up the Unit #8 vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, pick up the "Lord of the Flies Unit--On-Demand Writing" halfsheet from the front table.
On-Demand Writing -- "Marked for Greatness" in Lord of the Flies
--purposefully read the directions on the halfsheet
--consult and internalize the information written on the front board about Meaning and Development as the categories pertain to this particular written response
--complete the task at hand on a clean sheet of lined paper
--consider planning first, but be mindful of the time--YOUR WRITING RESPONSE IS DUE AT THE END OF THE BLOCK
HW Time
HW
--Engage in some last-minute studying quietly and independently. As you do so, Mr. Martin will return your Unit #7 quiz so that you can take a quick look and reflect. Then, he'll be around with the recycling bin.
S. the C.
--agenda/HW
Assessment -- Vocabulary Unit #8
--When Mr. Martin directs you to do so, pick up the Unit #8 vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, pick up the "Lord of the Flies Unit--On-Demand Writing" halfsheet from the front table.
On-Demand Writing -- "Marked for Greatness" in Lord of the Flies
--purposefully read the directions on the halfsheet
--consult and internalize the information written on the front board about Meaning and Development as the categories pertain to this particular written response
--complete the task at hand on a clean sheet of lined paper
--consider planning first, but be mindful of the time--YOUR WRITING RESPONSE IS DUE AT THE END OF THE BLOCK
HW Time
HW
--Purposefully/actively read Chapter Four of Lord of the Flies as preparation for analysis/discussion next class.
--Next week is Hooked on Books--bring something good!
--Next week is Hooked on Books--bring something good!
Friday, March 28, 2014
English 9--4/3/2014
Jump Off
--Pick up the quiz titled "Assessment: Commas with Introductory Elements" from the front table. Purposefully read the directions and carefully complete the task at hand. Good luck!
Assessment -- Commas with Introductory Elements
--When you finish with the assessment, complete the following checklist:
--agenda/HW
--During today's Writing Workshop, we will work on the following standards:
Grade 9 students:
--Mr. Martin quickly models MLA Format while a student takes careful notes on the front board (which will be posted on the blog after today's classes)--follow along and properly set up your paper
--set the parameters for work block
Closure
HW
--If you did not finish today in class, bring a print out of your finalized Chapter 4 paragraph in MLA Format next class. Strive for mastery!
--Actively read Chapter 7 of Dragonsong via the Post-it Note Strategy. This brings us past the halfway point of the novel (a logical place to stop for a reading check...hint, hint!). It would be in your best interest to spend some time reading back through your Post-its/notes for Chapters 1-7 in order to review everything that you have read and your "conversation with the text" up to this point. Don't forget, too, that some of our notes from class discussion have been posted on the blog.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--Pick up the quiz titled "Assessment: Commas with Introductory Elements" from the front table. Purposefully read the directions and carefully complete the task at hand. Good luck!
Assessment -- Commas with Introductory Elements
--When you finish with the assessment, complete the following checklist:
- Place your completed work in the black basket on the front table
- Pick up a laptop from the cart
- Log yourself in
- Open up a Microsoft Word document
- Take out your Chapter 4 Dragonsong paragraph (or obtain the paragraph from Mr. Martin)
- Complete a survey for your peer's leadership project
--agenda/HW
--During today's Writing Workshop, we will work on the following standards:
Grade 9 students:
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Introduce precise claim(s) and create an organization that establishes clear relationships among claim(s), reasons, and evidence.
- Develop claim(s) fairly, supplying evidence for each in a manner that anticipates the audience’s knowledge level and concerns.
- Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons and between reasons and evidence.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from and supports the argument presented.
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the Language standards below.)
- Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
- Use a colon to introduce a list or quotation.
- Spell correctly.
- Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
- Use accurately general academic and domain-specific words and phrases, sufficient for writing at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to expression.
--Mr. Martin quickly models MLA Format while a student takes careful notes on the front board (which will be posted on the blog after today's classes)--follow along and properly set up your paper
--set the parameters for work block
Closure
- Return your laptop--make sure that the computer shuts down fully and that you place it in the proper slot within the cart
- Submit the finalized version of your Chapter 4 paragraph
HW
--If you did not finish today in class, bring a print out of your finalized Chapter 4 paragraph in MLA Format next class. Strive for mastery!
--Actively read Chapter 7 of Dragonsong via the Post-it Note Strategy. This brings us past the halfway point of the novel (a logical place to stop for a reading check...hint, hint!). It would be in your best interest to spend some time reading back through your Post-its/notes for Chapters 1-7 in order to review everything that you have read and your "conversation with the text" up to this point. Don't forget, too, that some of our notes from class discussion have been posted on the blog.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
English 10 Honors--4/2/2014
Jump Off (THINK)
--Pick up a copy of "Marked for Greatness," a chapter from Thomas C. Foster's How to Read Literature Like a Professor. You will need this reading in order to complete one of the homework assignments.
--Pick up a copy of the "Lord of the Flies Unit: Chapter One--Discussion (continued) Preparation" sheet from the front table. After reading the directions, complete the task at hand quietly and independently. If you finish early, look through your purposeful/active reading notes for Chapter Two and plan some contributions for today's discussion, bearing in mind the following:
In our circle discussions, you need to:
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours (posted up on the front board)?
--The due date for submission is Friday, April 4th (two days from today)
--agenda/HW
--go over the homework ("Completing the Sentence" exercise on pages 105 & 106) three-in-a-row style
--complete survey for student leadership project
Transition -- pairs formed via a drawing of cards
Discussion Preparation (PAIR) -- LotF Chapter One and Chapter Two
--Pick up a copy of "Marked for Greatness," a chapter from Thomas C. Foster's How to Read Literature Like a Professor. You will need this reading in order to complete one of the homework assignments.
--Pick up a copy of the "Lord of the Flies Unit: Chapter One--Discussion (continued) Preparation" sheet from the front table. After reading the directions, complete the task at hand quietly and independently. If you finish early, look through your purposeful/active reading notes for Chapter Two and plan some contributions for today's discussion, bearing in mind the following:
In our circle discussions, you need to:
- ask questions that probe reasoning and evidence from your teacher and peers
- offer contributions that are strong and well-supported by the text (e.g., On page 42, the text states, "Jack turned fiercely" toward Piggy. This suggests that...)
- provide detailed anecdotes/references if making connections between the text and real life/other works.
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours (posted up on the front board)?
--The due date for submission is Friday, April 4th (two days from today)
--agenda/HW
--go over the homework ("Completing the Sentence" exercise on pages 105 & 106) three-in-a-row style
--complete survey for student leadership project
Transition -- pairs formed via a drawing of cards
Discussion Preparation (PAIR) -- LotF Chapter One and Chapter Two
--share your work from the Jump Off with each other for the next five minutes--when time is up, we will form a circle
Transition -- form a circle
Discussion (SHARE) -- LotF Chapter One and Chapter Two
Transition -- form a circle
Discussion (SHARE) -- LotF Chapter One and Chapter Two
--all must contribute once before any second contributions--contributions assessed via the "Discussion Contribution Rating Scale"
--boy oh boy, do we have a lot to talk about (including, but certainly not limited to, the following topics: allusions, an interconnectedness of everything, conflicts, dark/light imagery, good or bad island?, human nature, leadership as an emergent theme, names as significant, symbols, etc.)!
Transition -- re-row the desks
Closure -- Final Countdown (time permitting)
HW Time
HW
--The due date for submitting a revised Argumentative Literary Analysis Paragraph for the Cumulative Writing Portfolio is Friday, April 4th (two days from today)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--Finish preparing for the Unit #8 vocabulary quiz, which will take place at the beginning of next class. Make sure to familiarize yourself with the "Whimsical Words."
--Purposefully/actively read Thomas C. Foster’s "Marked for Greatness" chapter from How to Read Literature Like a Professor. This chapter is a piece of nonfiction and should be read accordingly. Annotating the reading and studying your annotations is highly encouraged! Next class, expect to apply the material presented within the chapter to Chapters One-Three of Lord of the Flies.
--Purposefully/actively read Chapter Three of Lord of the Flies as preparation for analysis/discussion next class.
Transition -- re-row the desks
Closure -- Final Countdown (time permitting)
HW Time
HW
--The due date for submitting a revised Argumentative Literary Analysis Paragraph for the Cumulative Writing Portfolio is Friday, April 4th (two days from today)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--Finish preparing for the Unit #8 vocabulary quiz, which will take place at the beginning of next class. Make sure to familiarize yourself with the "Whimsical Words."
--Purposefully/actively read Thomas C. Foster’s "Marked for Greatness" chapter from How to Read Literature Like a Professor. This chapter is a piece of nonfiction and should be read accordingly. Annotating the reading and studying your annotations is highly encouraged! Next class, expect to apply the material presented within the chapter to Chapters One-Three of Lord of the Flies.
--Purposefully/actively read Chapter Three of Lord of the Flies as preparation for analysis/discussion next class.
Subscribe to:
Posts (Atom)