English 10 Honors--10/16/2014

Jump Off
--Come up with a random nickname for yourself that I can use to convey information to the class in a non-threatening manner (e.g., Jonah Martin--"Max Tivoli"). Write both your first and last name and the nickname on a scrap piece of paper. I will be around to collect nicknames momentarily.

S. the C.

--agenda/HW
--information provided (again!) about the Cumulative Writing Portfolio:

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, he or she must submit 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.)

--list of students needing to revise for the Cumulative Writing Portfolio shared

Transition

--Take out your notebook, open to a new page (skipping several pages after the terms notes that we began last class), and put the date in the lefthand margin (10/16). Then, label the page "Thematic Writing Assignment--Partner Interviews Notes/Mini-lessons".

Writing Workshop -- Thematic Writing Assignment--Partner Interviews Notes/Mini-lessons

--familiarize ourselves with the four writing categories that will frame our writing work this school year (Content and Analysis; Command of Evidence; Coherence, Organization, and Style; and Control of Conventions) via PowerPoint slide
--take notes/complete mini-lessons as per PowerPoint slides--this information will prove helpful when revising your writing pieces!
--Transition--pick up the halfsheet titled "Feedback Analysis: Thematic Writing Assignment--Partner Interviews"
--scored writing pieces returned--on your halfsheet, make a list of "pros" and "grows" as you process through feedback that I provided-- I will model if necessary

--feedback processing/revision time--make appointments with me for Cumulative Writing Portfolio-related work ASAP (why not make an appointment list for right now, in fact?!)
--What questions do you still have? I want to make sure that you are set up for success!

Transition

--Take out your personal copy of Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages".  

Closure Discussion
--exemplary new and improved claim about Foster's craft shared:

Foster's analogy in the form of an extended metaphor is used at the beginning of his piece to describe books/novels via personification.  His purpose is helping readers have a more clear idea of what authors are trying to accomplish within the first few pages of their works.

--How would you go about using evidence and tying back in order to bolster one of these claims?
--independent thinking/writing time
--share out via a drawing of cards
--continue/finish engaging in discussion about Foster's chapter via the "Reading Nonfiction Document" questions/prompts

Teambuilding Activity -- Thematic Writing Assignment--Partner Interviews (time permitting)

--I hand an introduction and first body paragraph of an essay with the name of the student being written about whited out to a random student--he/she then reads the essay segment aloud, substituting the word "blank" for each whited out area
--guess who?!
--student being written about repeats first and last name, reveals the author of the writing piece, and shares one additional "tidbit" about him or herself (perhaps something else that came up during the interviewing sessions?)
--REPEAT THE PROCESS...

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront Magazine

HW

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 17th (approximately one month from today)--YOU MUST schedule a meeting with me 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.
--Bring your vocabulary book next time--please do not forget.
--Read your free reading book for at least 15 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

--Expect to begin our work with Paulo Coelho's The Alchemist next class..SERIOUSLY!

English 9--10/14/2014 & 10/15/2014

Jump Off (15-20 mins.)
--Turn in your actively read Article of the Week #4 along with your written-in-pen or typed "They Say" paragraph response stapled on top of the article by placing your work in the black basket on the front table.
--Pick up the vocabulary assessment from the front table. Complete the quiz quietly and independently. Good luck!
--Please sit in your new assigned seat (must assign in Block 4 BDF).

S. the C. (8-10 mins.)
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily
--agenda/HW

Transition (5 mins.)
--Pick up the "Diction-Focused Phase of Close Reading (Stage 1)--TDQs (RL.4)" document from the front table.
--Take out your personal copy of “St. Lucy’s Home for Girls Raised by Wolves.”

Review/Discussion Preparation -- “St. Lucy’s…” Diction-Focused Phase of Close Reading (Stage 1) (8-10 mins.)
--directions given for completing text-dependent questions:

• one box per column
• work together or independently to respond to questions specifically, simultaneously adding annotations to your personal copy of the text--all must be ready to respond in detail to questions within assigned section in the forthcoming discussion

--group/independent work time

Transition -- return to desks (1 min.)

Discussion -- “St. Lucy’s…” Diction-Focused Phase of Close Reading (Stage 1) (10-15 mins.)
--whole-group share-out/Q & A--continue marking up personal copies of the text as I mark up the text projected on the SmartBoard

Instruction -- The Skill of Annotation (15 mins.)

--take a look at RL.3 and summarize the standard together--it wouldn’t hurt to jot down notes on your “Learning Standards--Unit Items and Progress Self-Assessment” document!

--As our overall understanding of Karen Russell's story deepens, our focus will begin shifting in preparation for our first major writing assignment:

Mid-Mini-Unit Assessment Writing Prompt:

Choose one character from St. Lucy's who adapts to change and one who resists it.  Explain the differences in the actions of the two characters using strong and thorough evidence from the text.  Use the first three stages of Lycanthropic Culture Shock to help you organize your written response.

 

 

--Transition--pick up a copy of the “Annotations Bookmark” from the front table and independently read the bookmark back at your desk

--engage in a Q & A via the following questions:

• What methods of annotation have we used so far in our reading?
• What methods of annotation have we not used?
• What are some purposes for annotating?

--directions on the bookmark used in order to model annotation shorthand (another phase of close reading) for the Stage 1 epigraph and the first paragraph (codes and thinking related to the codes)--as I mark up the text on the SmartBoard, do the same on your personal copy of the text

• Part of my modeling will include identifying sections (words, phrases, and sentences) in the first paragraph of the text that support the description of Stage 1 in the epigraph and drawing an exclamation point next to the pieces of evidence

Closure (remainder of class)
--Pick up the “RL.1 & RL.3 Ticket-Out-the-Door #1” sheet from the front table.  After carefully reading the directions, complete the task at hand and submit your best work prior to leaving class.

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront Magazine

HW
--Read your free reading book for at least 15 minutes between now and next class.  Your book must be finished by early-November. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

Backburner Goals (Mr. Martin's Note-to-Self):

• Revisit methods for finding key details in nonfiction (use notes from last class later in school year)
• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study
• Share "tried and true" vocabulary study method (word and easy-to-remember synonym) in Block 4 BDF

English 10 Honors--10/14/2014

Jump Off (15-20 mins.)

--Turn in your actively read Article of the Week #5 along with your two-paragraph response stapled on top of the article by placing your work in the black basket on the front table.
--Pick up the vocabulary assessment from the front table.  Complete the quiz quietly and independently.  Good luck!
--PLEASE SEE ME AT THE END OF CLASS: Casey P. 

S. the C. (8-10 mins.)
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily
--agenda/HW

After the Quiz/Transition (8-10 mins.)
--Pick up a highlighter and an index card from the front table and take out your personal copy of Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages".  Then, read and respond to the information below:

Below, you will see a basic version of the most common claim made last class in response to the question What is one “deep understanding” of Thomas C. Foster’s text that you now have that you did not have prior to our discussion?:

• Foster compares novels to people.

In making this sort of claim, many of you noted that Foster continues this comparison "throughout the text".  Re-read paragraph one ("Ever watch people...") through paragraph eight ("That first page..."), highlighting all pieces of textual evidence that help support the bolded claim above.  Then, do the same thing for the final two paragraphs on pages 35 and 36 ("Well, 'Aunt Dahlia'..." and Whew!  It's worth...").

Old Business/Notetaking (Refining Our Thinking) -- Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages, Terms, and "Building a Bridge" between the Two (20-30 mins.)
--share out as per the "After the Quiz/Transition" portion of the block

• Is Foster comparing novels to people throughout the text?
• Transition into focusing on precision/complexity of claims...

--Take out your notebook and date the page (10/14) in the lefthand margin.  Label this section of your notes "Terms/Concepts/Tips--A Running List".  As I read through/elaborate upon the projected definitions, copy the information into your notebook, advocating for your understanding whenever necessary.
--Closure

• Complete the following task on your index card:
• Based on the evidence from Foster's work that you gathered earlier in class and your understanding of the three terms that you just added to your notes, come up with a new and improved claim about Foster's craft.  In your claim, you must use all three of the terms.  Then, pick two pieces of highlighted evidence that could best be used to support your claim, and be ready to discuss your claim and evidence, focusing on the "how"/"why" questions.
• wrap-up discussion

Teambuilding Activity -- Thematic Writing Assignment--Partner Interviews (time permitting)
--I hand an introduction and first body paragraph of an essay with the name of the student being written about whited out to a random student--he/she then reads the essay segment aloud, substituting the word "blank" for each whited out area
--guess who?!
--student being written about repeats first and last name, reveals the author of the writing piece, and shares one additional "tidbit" about him or herself (perhaps something else that came up during the interviewing sessions?)
--REPEAT THE PROCESS...

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront Magazine

HW
--Go back through your responses to the questions under "Step #3" of the "Reading Nonfiction Document" for "Pickup Lines..." prior to the beginning of next class.  Do you need to revise or add to any of your responses?

--Read your free reading book for at least 15 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Expect to both receive your scored "Thematic Writing Assignment--Partner Interviews" essay and begin our work with Paulo Coelho's The Alchemist next class!

English 9--10/8/2014 & 10/9/2014 (EXCLUDING BLOCK 4 BDF--PEP ASSEMBLY)

Jump Off (5 mins.)

--Please find your name card and sit in your new assigned seat!
--Open your vocabulary book to page 29. Begin completing the "Completing the Sentence" exercise quietly and independently. As you do so, underline the specific context clues within each sentence that help you arrive at your selections for filling in the blanks. (For example, when selecting the word erratic for #1, I underlined the words Though, great sinker ball, and "Wild Pitch Hickock" because these words helped me realize that a contrast exists within the sentence (one good pitch type vs. an overall lack of pitching control), and the word erratic means "inconsistent", so a pitcher with a lack of control the majority of the time is not consistent.) Be ready to share your logic later in the class block (much as I have done here in this parenthetical example).

Teambuilding Activity -- Artifact Bags (remaining bags)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag repeats first and last name and further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers

--REPEAT THE PROCESS...

S. the C. (5 mins.)

--agenda/HW

Review -- Vocabulary Unit #2 (40-45 mins.)

--work time (continued from the work begun during the Jump Off)
--a student comes up to the SmartBoard as per the established order and, for a sentence of his or her choice, writes in the answer for the sentence/underlines the context clues used to arrive at the answer while engaging in a "think-aloud" about his or her logic
--REPEAT THE PROCESS FOR ABOUT A THIRD OF THE LIST...
--concurrently create a list of common types of context clues and strategies for finding/using context clues--THIS INFORMATION IS WORTH WRITING DOWN IN YOUR NOTES!
--go over remaining exercise answers
*I WILL RETURN THE UNIT #1 VOCABULARY QUIZZES (WHICH WILL THEN BE RE-COLLECTED MOMENTARILY)*

--FYI: The two most common "pitfalls" that occur when taking the vocabulary quizzes are as follows: improvement needed in using context clues AND incomplete knowledge of the function and meaning of words (perhaps due to a lack of good strategies for learning/remembering?). To which of these pitfalls (if any) did you succumb on the Unit #1 quiz, and how can you improve in the future?
--Transition--pick up the "Split-Page Notes Study Strategy"sheet from the front table--I will briefly model this study strategy for you and invite you to use the strategy as preparation for the the upcoming vocabulary quiz!

DEAR -- Free Reading Books (remainder of class)
--students without books will read Upfront Magazine

HW

--Finish your work with Article of the Week #4, which is due at the beginning of class next time (Tuesday, 10/14 [ACE] or Wednesday, 10/15 [BDF]). This task will include purposefully reading the directions in the box at the top of the page (which include some additions this week!) and completing your best work with regard to the directions.

--Finish preparing for the Unit #2 vocabulary quiz, which will take place next class (Tuesday, 10/14 [ACE] or Wednesday, 10/15 [BDF]).  I invite you to use the strategy modeled during today's class as preparation.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--Read your free reading book for at least 15 minutes between now and next class. For those of you still struggling to find the "reading flow", I suggest you actually set a timer and commit! Your book must be finished by early-November. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

--FYI: We will pick back up with "St. Lucy's..." next time!

Backburner Goals (Mr. Martin's Note-to-Self):

• Teambuilding (first and last name prior to participating)
• Revisit methods for finding key details in nonfiction (use notes from last class later in school year)
• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study
• Share "tried and true" vocabulary study method (word and easy-to-remember synonym

English 10 Honors--10/8/2014

Jump Off (15 mins.)
--Open your vocabulary book to page 29. Complete the "Completing the Sentence" exercise quietly and independently. As you do so, underline the specific context clues within each sentence that help you arrive at your selections for filling in the blanks. (For example, when selecting the word grimace for #1, I underlined the words If, like, why, and make and the end punctuation (?) because the general context helps me realize that the speaker is questioning why someone would "make" a particular face when eating something he or she likes.  Also, a grimace is a facial expression, and people "make" faces.)  Be ready to share your logic later in the class block (much as I have done here in this parenthetical example.

S. the C. (5 mins.)
--agenda/HW

Review -- Vocabulary Unit #2 (20-25 mins.)
--a student comes up to the SmartBoard as per the established order and, for a sentence of his or her choice, writes in the answer for the sentence/underlines the context clues used to arrive at the answer while engaging in a "think-aloud" about his or her logic
--REPEAT THE PROCESS FOR ABOUT A THIRD OF THE LIST...
--concurrently create a list of common types of context clues and strategies for finding/using context clues--THIS INFORMATION IS WORTH WRITING DOWN IN YOUR NOTES!
--go over remaining exercise answers
*I WILL RETURN THE UNIT #1 VOCABULARY QUIZZES (WHICH WILL THEN BE RE-COLLECTED MOMENTARILY)*
--FYI: The two most common "pitfalls" that occur when taking the vocabulary quizzes are as follows: improvement needed in using context clues AND incomplete knowledge of the function and meaning of words (perhaps due to a lack of good strategies for learning/remembering?). To which of these pitfalls (if any) did you succumb on the Unit #1 quiz, and how can you improve in the future?
*I WILL RE-COLLECT QUIZZES*

Transition -- form an alphabetical-by-first-name circle out of the desks (1 min.)

Discussion (cont.) -- Thomas C. Foster's "Pickup Lines and Open(ing) Seductions, or Why Novels Have First Pages" from How to Read Novels Like a Professor (2008) (flexible time as per library)
--discussion protocol/"Discussion Contribution Rating Scale" reminder--TODAY, ALL STUDENTS WHO HAVE YET TO PARTICIPATE IN THE DISCUSSION MUST CONTRIBUTE BEFORE ANYONE WHO HAS ALREADY GONE CAN DO SO

--engage in a paragraph-by-paragraph group close read/discussion via the protocol, picking back up with the third paragraph--continue marking up personal copies of the text as I mark up the text projected on the SmartBoard

Transition -- re-column the desks and pick up the "Close Reading of Nonfiction Discussion T-O-D" halfsheet from the front table (2 mins.)

Closure (remainder of class--can finish at the library)

--After carefully reading the directions, complete the task at hand and submit your best work prior to the end of class today.

 

IN-SCHOOL FIELD TRIP--LIBRARY

• engage in DEAR (after selecting a free reading book if you do not already have one)

HW

--Finish your work with Article of the Week #5, which is due at the beginning of class next time (Tuesday, 10/14). This task will include purposefully reading the directions in the box and other information on the first page and completing your best work with regard to the directions. The following videos will likely prove helpful since we did not have a chance to watch the two videos planned for last class:

• https://www.youtube.com/watch?v=ElRoN-uNli4 (please be aware of the date of publication of this video)
• https://www.youtube.com/watch?v=y99vr_a916w

--If you would like assistance getting started on the writing component of AoW #5, stay after school today.  I am more than happy to work more closely with students who show up!--Finish preparing for the Unit #2 vocabulary quiz, which will take place next class (Tuesday, 10/14). Make sure to master the “Whimsical Words.” REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!

--Read your free reading book for at least 15 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

--Enjoy your long weekend--you only get so many of 'em!

English 9--10/6/2014 & 10/7/2014

Jump Off (3 mins.)

--Turn in your actively read Article of the Week #3 by placing your work in the black basket on the front table.  I look forward to looking through these and hope to witness some growth!
--Pick up the following documents from the front table:

• the document containing sample work (AoW #2 sample writing piece)
• "English 9--Article of the Week #4 (10/6-10/10)--2014-2015 School Year" (Version A or Version B depending on what I give you)

Teambuilding Activity -- Artifact Bags (TWO-FOUR BAGS--5-8 mins.)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag repeats first and last name and further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers

--REPEAT THE PROCESS...

S. the C. (5-8 mins.)

--agenda/HW

Old Business -- Articles of the Week (#2 and #3) (15-20 mins.)

--exemplary AoW #2 written response shared, focusing on execution of the logical moves embedded within the template and command of evidence
--reminder of the protocol for Take a Stand:

• Momentarily, I will make a debatable statement:
• If you agree with the statement, STAND UP next to your desk.
• If you strongly agree with the statement, STAND ON your desk chair.
• If you disagree with the statement, STAY SEATED in your desk chair.
• If you strongly disagree with the statement, SIT ON THE FLOOR next to your desk.

--The claim: The greater majority of Livonia High School students have a fixed mindset toward learning.
--show your position
--cold-calling--students randomly selected to briefly explain their stand (no more than three sentences)
--Closure Question--How can the key understandings gleaned from this article help us in English 9 over the course of the next 35 weeks?

Looking Ahead -- Article of the Week #4 (20-25 mins.)
--view the following video clips from www.upfrontmagazine.com in order to build background related to this week's article:

• "Crisis in Syria"
• "ISIS's Goals for Iraq and Syria"

--view and discuss John Cole's political cartoon from The Scranton Times-Tribune (8/30/2014) via PowerPoint slide
--another Take a Stand--The claim: President Obama's decision to authorize airstrikes in Syria was a wise move, as these airstrikes will swiftly end the turmoil in the Middle East.

Transition (2 mins.)
--Pick up a copy of the reading from the front table (a piece of historical nonfiction titled "Cowgirl Up!"). Back at your desk, conduct a gist reading of the text: What is the gist?

• Write your summary of the gist at the top of the page.

Instruction -- Vocabulary Unit #2 (remainder of class)

--What is the gist?

--rationale (continuation of R.4 skills work begun last class block with literature/introduction to this week's words)
--directions for purposeful reread of the text:

• circle or box all of the bolded words
• pick five of the words--"guess" the meaning of each of the words via context clues, writing an appropriate synonym or definition right on your copy of the text near the word itself. 

--I will draw cards--each selected student will come to the SmartBoard and pick a word, providing a potential definition and explaining his/her reasoning while annotating the text--I will model first with "jeered"
--go over Unit #2 word list (page 24)--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 lines for each of the sentences
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).

HW

--Begin your work with Article of the Week #4, which is due at the beginning of class on Tuesday, 10/14 (ACE) or Wednesday, 10/15 (BDF). This task will include purposefully reading the directions in the box at the top of the page (which include some additions this week!) and completing your best work with regard to the directions.
--Begin preparing for the Unit #2 vocabulary quiz, which will take place on Tuesday, 10/14 (ACE) or Wednesday, 10/15 (BDF).  You might want to consider completing each of the exercises in the vocabulary book.  Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you'll be in good shape!  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--Bring your vocabulary book to class again next time--please do not forget!
--Read your free reading book for at least 15 minutes between now and next class.  For those of you still struggling to find the "reading flow", I suggest you actually set a timer and commit!  Your book must be finished by early-November.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--FYI: We will pick back up with "St. Lucy's..." next time!

Backburner Goals (Mr. Martin's Note-to-Self):

• Teambuilding (first and last name prior to participating)
• Revisit methods for finding key details in nonfiction (use notes from last class later in school year)
• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study
• Share "tried and true" vocabulary study method (word and easy-to-remember synonym

English 10 Honors--10/6/2014

Jump Off (10-12 mins.)
--Pick up the "Free Reading Course Component--Overview Document" from the front table and give the document a gist reading back at your desk.
--Open your vocabulary book to page 24. Look through the list of words and put a mark next to all of the words that you are pretty confident about knowing already. Also, make sure that you familiarize yourself with the "Whimsical Words."
*AS YOU WORK, I WILL RETURN YOUR AOW #3 ACTIVE READING*

S. the C. (15 mins.)
--agenda/HW
--pronounce each of the Unit #2 vocabulary words (pages 24-26) and the "Whimsical Words"
--For HW, begin preparing for the Unit #2 quiz, which will take place this Tuesday, 10/14. Make sure to familiarize yourself with the “Whimsical Words.”

Looking Ahead -- Free Reading (15-20 mins.)
--Q & A time
--two sample "one-pagers" presented
--browsing time--see me with questions about any titles

Transition (5-8 mins.)
--Take out your Article of the Week #4 document.  After looking at your active reading performance for Article of the Week #3, spend five minutes actively re-reading AoW #4, adding any necessary annotations.  When you finish, submit your actively read AoW #4 by placing your work in the black basket on the front table.

Old Business/Looking Ahead -- Articles of the Week (#4 and #5) (25-30 mins.)
--reminder of the protocol for Take a Stand:

• Momentarily, I will make a debatable statement:
• If you agree with the statement, STAND UP next to your desk.
• If you strongly agree with the statement, STAND ON your desk chair.
• If you disagree with the statement, STAY SEATED in your desk chair.
• If you strongly disagree with the statement, SIT ON THE FLOOR next to your desk.

--The claim: The greater majority of Livonia High School students have a fixed mindset toward learning.
--show your position
--cold-calling--students randomly selected to briefly explain their stand (no more than three sentences)
--Closure Question--How can the key understandings gleaned from this article help us in English 9 over the course of the next 35 weeks?
--view the following video clips from www.upfrontmagazine.com in order to build background related to this week's article:

• "Crisis in Syria"
• "ISIS's Goals for Iraq and Syria"

--view and discuss John Cole's political cartoon from The Scranton Times-Tribune (8/30/2014) via PowerPoint slide
--another Take a Stand--The claim: President Obama's decision to authorize airstrikes in Syria was a wise move, as these airstrikes will swiftly end the turmoil in the Middle East.

Transition/HW Time (remainder of class)
--Pick up the "English 10 Honors--Article of the Week #5 (10/6-10/10)--2014-2015 School Year" document from the front table.  Then, purposefully read the first and last page of the document with this question in mind: What do I need to do this week in order to succeed on this assignment?

• Q & A time
• Work time

HW
--Begin preparing for the Unit #2 vocabulary quiz, which will take place this Tuesday, 10/14. Make sure to familiarize yourself with the “Whimsical Words.” It might be a good idea to read "Fashion Victims" on pages 22 and 23 as a starting point, especially since next class, we will work together on using context clues to determine meaning, a skill practiced/built when purposefully reading these provided pieces of nonfiction.
--Bring your vocabulary book again next class.
--If you have a book at home that you are reading or would like to begin reading for our free reading course component, bring the book to class next time (and daily between now and when you finish the book or the end of the quarter, whichever comes first).  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Begin your work with Article of the Week #5, which is due at the beginning of class on Tuesday, 10/14. This task will include purposefully reading the directions in the box and other information on the first page and completing your best work with regard to the directions.  The following videos will likely prove helpful since we did not have a chance to watch the two videos planned for today's class:

• https://www.youtube.com/watch?v=ElRoN-uNli4 (please be aware of the date of publication of this video)
• https://www.youtube.com/watch?v=y99vr_a916w

--FYI: We will pick back up with Foster's chapter next class.