English 10 Honors--9/21/2015

Jump Off (15-20 mins.)
--Turn in your class preparation and take-home assessment homework assignments by placing both in the black basket on the front table.

• "Diagnostic Test"
• two markedly different hooks--make sure that your name is located somewhere on your writing

--Pick up a Level E vocabulary book and a marker from the front table.  Write your name on the inside cover and on the bottom of the pages of your vocabulary book.  Then, return the marker.
--Pick up the "English 10 Honors--Literature and Nonfiction Terms/Concepts 2015-2016--Assessment--Terms/Concepts #21-40" document from the front table.  Complete the quiz quietly and independently back at your assigned seat.  Good luck!  When you finish taking the quiz, place your work in the black basket on the front table and grab a laptop from the cart up front and get yourself logged in.
*I WILL TAKE A LOOK AT AS MANY HOOKS AS I CAN DURING THIS BLOCK OF TIME SO THAT I CAN GIVE YOU SOME COMMENTARY MEANT TO HELP YOU MAKE AN INFORMED DECISION ABOUT WHICH HOOK TO USE (THOUGH THE CHOICE IS ULTIMATELY YOURS!)*

S. the C. (3-5 mins.)
*SET YOUR COMPUTER ASIDE ONCE YOU'RE LOGGED IN--FEEL FREE TO BROWSE THROUGH MY BOOKS WITH THE FREE READING COMPONENT OF THE COURSE IN MIND OR READ IF YOU HAVE A BOOK WITH YOU!*
--agenda/HW

"Setting the Table"/Instruction -- Vocabulary Unit #1 (10-12 mins.)
--share the correct responses to the Diagnostic Test--students mark correct responses and count up total number correct
--analyze Diagnostic Test class data via "heads down/hands up"
--vocabulary work: rationale and our typical routine
--go over Unit #1 word list (page 14)--read word aloud and have students repeat the word--repeat this process for the entire list (when time permits, we will also sometimes look at the part of speech, definition, and sample sentence[s] for a word)

"Work smarter" suggestion:

• Put a star next to "foreign" words (those that will definitely need to be studied).

--pronounce the five "Whimsical Words" (from http://www.dailywritingtips.com/100-whimsical-words/)

Writing Workshop -- Thematic Writing Assignment--Partner Interviews (remainder of class)

--MLA format--a "crash course"
--Transition--pick up a copy of the "MLA Format" document from the front table so that you have it for future reference
--set some goals for today's work block
--set the parameters for today's work block
--outlining/drafting time--How can I help in addition to discussing your hooks with you?

HW (Class Preparation)
--Prepare for the following ASSESSMENT:

• mastery of terms/concepts 41-60 ("Literary fiction"-"Quest") next class (9/23)
• FYI: TERMS/CONCEPTS FROM THE FIRST FORTY ON THE LIST ARE "FAIR GAME," SO MAKE SURE THAT YOU REVIEW THE FIRST SIXTY.

--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 17 and 18).  Expect me to check your work next class.  Also, familiarize yourself with the "Whimsical Words".  The Unit #1 quiz will take place on Friday, 9/25.
Miscellaneous
--The Thematic Essay Writing Assignment--Partner Interviews essay (your best effort) is due at the beginning of class on Tuesday, 9/29 typed in proper MLA format.  If you still need to gather additional information about your partner, do so!
--We will have computer access again during class next time, but that's it.  From the end of the day Wednesday forward, you are on your own for completing the writing assignment.
--Make sure to SEE ME if you have any questions about anything from today's class!

English 9--9/18/2015

Jump Off (8-10 mins.)
--Turn in your "Diagnostic Test" by placing it in the black basket on the front table.
--If you have a free reading book picked out already, write your first and last name and the title of the book on a Post-It Note.  Stick the Post-It to the front table.
--Pick up a Level D vocabulary book and a marker from the front table. Write your name on the inside cover and on the bottom of the pages of your vocabulary book. Then, return the marker.
*I WILL CHECK HOMEWORK FOR COMPLETION AND RETURN DIAGNOSTIC TESTS AS YOU WORK ON THE JUMP OFF AND SETTING UP BINDER TABS*

S. the C. (5 mins.)
--point out the "Binder Tabs--Suggested Setup for English 9" list on the front board (also a blog post)
--agenda/HW

"Setting the Table"/Instruction -- Vocabulary Unit #1 (10-12 mins.)
--share the correct responses to the Diagnostic Test--students mark correct responses and count up total number correct
--analyze Diagnostic Test class data via "heads down/hands up"
--vocabulary work: rationale and our typical routine
--go over Unit #1 word list (page 14)--read word aloud and have students repeat the word--repeat this process for the entire list (when time permits, we will also sometimes look at the part of speech, definition, and sample sentence[s] for a word)

"Work smarter" suggestion:

• Put a star next to "foreign" words (those that will definitely need to be studied).

Transition (1 min.)
--Take out your Article of the Week.

Literacy Activity (cont.) -- Article of the Week #1 (10-15 mins.)
--Block 3 only: Take a look at the check system defined on PowerPoint as I return work from last class.
--another key reason why we do Article of the Week shared: purposeful and active reading practice!
--What was our purpose when we read the beginning of this article?--EXEMPLARY WORK SHARED VIA POWERPOINT
--What is our purpose when we re-read the beginning of this article along with reading the rest of it?
--discuss the second of the italicized questions above/model via the SmartBoard (time permitting)
--independent active re-reading

Teambuilding Activity -- Artifact Bags (until 17 minutes remain)
--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 further describes, explains, and shares an anecdote as a form of introduction to teacher/peers
--REPEAT THE PROCESS...

LIBRARY--BOOK SELECTION AND/OR DEAR

HW (Class Preparation)

--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 17 and 18). Expect me to check your work next class. The Unit #1 quiz will take place on Thursday, 9/24.

--Select a free reading book (if you have not done so already).  Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

English 10 Honors--9/17/2015

Jump Off (15-20 mins.)
--If one of the "Artifact Bags" on the front table belongs to you, please see me at the front table.
--Submit your Article of the Week #1 work by placing it in the black basket on the front table.
--Pick up a copy of the homework assignment ("Diagnostic Test") from the front table.
--Pick up the "English 10 Honors--Literature and Nonfiction Terms/Concepts 2015-2016--Assessment--Terms/Concepts #1-20" document from the front table.  Complete the quiz quietly and independently back at your assigned seat.  Good luck!  When you finish taking the quiz, place it facedown on the floor underneath your desk and begin working on the "Diagnostic Test."
--Take out your "English 10 Honors--Literature and Nonfiction Terms/Concepts--2015-2016 School Year" packet and place it facedown on the floor underneath your desk.  I will be around to check your work in order to gather information for reporting soft skills at the end of the marking period.

S. the C. (8-10 mins.)
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered terms/concepts on your packet--I will collect quizzes momentarily
--agenda/HW
--Block 2 only: If you agree with the items on the student commitments list and are ready to do your best committing to the items, sign your name below the poster.

Transition (2 mins.)
--take out the notes that you have taken about your partner
--take out a clean sheet of lined paper--label the page "My First Major English 10 Honors Writing Assignment--Here Goes!"

Writing Workshop -- Thematic Writing Assignment--Partner Interviews (30-35 mins.)
--two-three introductions from sample essays from the past shared:

• What does it take to craft a quality introduction?
• List of beginning methods crafted on the front board and copied into notebooks

--quick-write your hook (10 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 yet?  Should you?

Teambuilding Activity -- Artifact Bags (time permitting)
--I hand a paper bag to 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 further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...

HW Time (time permitting)

HW (Class Preparation)

--Prepare for the following ASSESSMENT:

• mastery of terms/concepts 21-40 ("Dialect"-"Literary criticism") next class (9/21)
• FYI: TERMS/CONCEPTS FROM THE FIRST TWENTY ON THE LIST ARE "FAIR GAME," SO MAKE SURE THAT YOU REVIEW THE FIRST FORTY.

--Complete the "Diagnostic Test" for our vocabulary program for use during next class block.  Do not look up any of the words as you complete the assessment--it is a pre-test meant to diagnose your current knowledge and understanding.  The assessment will be reported based on completion, not how you actually perform.  Thank you for your cooperation!
--Finish getting in touch with your partner and engaging in the "research" process (especially now that your purpose should be entirely clear). The more intriguing information you have gathered about your partner when engaging in the writing process, the better!
HW (Take-Home Assessment)
--Prior to next class, reread your hook written during today's Writing Workshop block.  Make any necessary changes in order to improve this hook.  Also, if you are ready to do so, craft both a bridge and thesis statement for your essay.
--On the same page as your hook written during today's Writing Workshop block, write a second hook using an entirely different method.  The quick list from today's class should help you think of an alternative way to begin.  You can also search Google using search terms such as "How to write a quality essay beginning" or something along those lines.  Next class (Monday, 9/21), you will submit both of your hooks for me to read and provide commentary.  (As with your other hook, write your bridge and thesis statement, too, if you are ready to do so.)
Miscellaneous
--The Thematic Essay Writing Assignment--Partner Interviews essay (your best effort) is due at the beginning of class on Tuesday, 9/29 typed in proper MLA format.
--We will have computer access on Monday of next week, so you might want to bring a flashdrive!
--Make sure to SEE ME if you have any questions about anything from today's class!
--Enjoy your weekend--you only get so many of 'em!

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 9--9/16/2015

In the Door (1 min.)
--please sit in your assigned seat
--attendance

Jump Off (2 mins.)
--concept of the Jump Off explained again as a reminder

• If you are any of the following individuals, or if one of the "Artifact Bags" on the front table belongs to you, please see me at the front table:
• Bobby Waterstraat
• If, for some reason, I do not yet have your "Artifact Bag," write your first and last name on a Post-it Note, stick the Post-It to your bag, and place your bag in the appropriately labeled box located at the front of the classroom.
• If, for some reason, I do not yet have your "Letter to Mr. Martin" assignment, place it in the black basket on the front table.
• The due date for completion of your "Diagnostic Test" has been extended to next class!
• Pick up the "Free Reading Course Component--Overview Document" from the front table.  After taking care of some old business, we will take a look at this document together in order to understand one of the ways in which we read as part of English 9.

--HW policy reminder 

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

Transition (3 mins.)
--Pick up the Article of the Week #1 document from the front table.  Purposefully read only the information located in the box at the top of the page and be ready to discuss your understanding of the text.  Also, check out my comments to you!

Literacy Activity (cont.) -- Article of the Week (15-20 mins.)
--take a look at the check system defined on PowerPoint as I return work from two classes ago (Block 1 and Block 2)

• Block 3 students have not yet received or read the Article of the Week.

--distinguishing between different aspects of an author's purpose, such as topic, key points, rhetorical questions, and main claim--which of these student responses from last class is best?

What is LZ Granderson's main claim?  In other words, what is the author of the text ultimately trying to argue?

"American children aren't smart enough."

"LZ Granderson thinks that the U.S. isn't working hard enough for a summer vacation."

"LZ Granderson's main claim is students in the U.S. compared to students in other countries are not as educated.  While the percentages drop for the U.S. students, they still get the summer off."

"LZ Granderson's main claim is why are the students of America taking the summer off if we are ranked 25th in math out of 34 nations?"

"The author wants the readers to believe that the U.S. needs to have school all year."

"LZ Granderson is trying to get readers to believe that if the government enforces year-round schooling, the U.S. would benefit greatly."

"LZ Granderson's main claim is that our country needs year-round schooling to compete against other countries' students and boost our economy."

Looking Ahead -- Free Reading (10 mins.)
--oral reading of the "Free Reading Course Component--Overview Document", stopping along the way for reflection and Q & A time (or a quick overview depending on time)
--If time permits today following Library Orientation, browse for a book, and if you find one, sign it out!

LIBRARY ORIENTATION

HW (Class Preparation)
--The "Diagnostic Test" for our vocabulary program is due at the beginning of next class block.  Do not look up any of the words as you complete the assessment--it is a pre-test meant to diagnose your current knowledge and understanding.  The assessment will be reported based on completion, not how you actually perform.  Thank you for your cooperation!
--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 two-marking period block, whichever comes first).  Otherwise, make time to sign a book out either from our classroom library or the high school library.

English 10 Honors--9/15/2015

Jump Off (40-45 mins.)
--Pick up the following items from the front table:

• the "Questions to Ask Yourself When You Are Assigned a Writing Task" document
• the "Thematic Writing Assignment--Partner Interviews" assignment sheet (if you do not already have a copy) 
• the "Article of the Week #1 (9/14-9/18)" document

--Then, spend the first half-ish of the class block completing the tasks below quietly and independently:

• Write your first and last name on a Post-it Note.  Then, stick the Post-It to your "Artifact Bag."  Finally, turn in your bag by placing it in the appropriately labeled box located at the front of the classroom.  If you have already turned in your "Artifact Bag," but it is not labeled, label it via a Post-It.
• Purposefully read the "Questions to Ask Yourself When You Are Assigned a Writing Task" sheet. Then, purposefully read the "Thematic Writing Assignment--Partner Interviews" assignment sheet and respond to the "Questions..." questions accordingly. Your goal here is to fully "wrap your mind around" our first writing assignment of the school year.
• Open your notebook to a clean page.  Put today's date (9/15/2015) in the lefthand margin and label the page "Thematic Writing Assignment--Partner Interviews."  Then, based on memory from past English courses and/or the assistance of your "English 10 Honors--Literature and Nonfiction Terms/Concepts--2015-2016 School Year" document, define the literary concept "theme statement" in your own words.  Be prepared to share and discuss your definition later on during today's class block.
• Finally, purposefully read the information located in the box at the top of the page of the Article of the Week #1 document.  Then, continue reading the article as directed.

Transition (3 mins.)
--agenda/HW
--If you agree with the items on the student commitments list and are ready to do your best committing to the items, sign your name below the poster.

Teambuilder/Research/Writing Workshop -- Thematic Writing Assignment--Partner Interviews (20-25 mins.)
--process through the assignment analysis work completed during the "Jump Off"
--information shared about the Cumulative Writing Portfolio (blog post)--THIS FIRST ASSIGNMENT WILL BE INCLUDED WITHIN THE PORTFOLIO
--What is a theme statement?
--gather additional information about your partner (yet AGAIN--now with a better understanding of the assignment!)--DON'T FORGET ABOUT THE DIRECT QUOTATION COMPONENT OF THE ASSIGNMENT!

Literacy Activity -- Article of the Week #1 (15-20 mins.)
--share rationale behind the Article of the Week (PowerPoint)
--What is our purpose when we read this article?
--independent active reading (continued)

Discussion -- Important Information Document (Block 2 only--time-permitting)
--Q & A

Teambuilding Activity -- Artifact Bags (time permitting)
--I hand a paper bag to 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 further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...

HW (Class Preparation)
--Finish working with your "English 10 Honors--Literature and Nonfiction Terms/Concepts" as directed and prepare for the following ASSESSMENT:

• mastery of the first twenty terms/concepts ("English 10 Honors--Literature and Nonfiction Terms/Concepts" document) next class (9/17) 

--Continue getting in touch with your writing assignment partner and engaging in the "research" process (especially now that your purpose is clearer).  The more intriguing information you have gathered about your partner by the end of this week, the better!  
HW (Take-Home Assessment)
--Finish your work with Article of the Week #1, which is due at the beginning of class next time (Thursday, 9/17).  This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.  Good luck!
Miscellaneous
--The Thematic Essay Writing Assignment--Partner Interviews essay (your best effort) is due at the beginning of class on Tuesday, 9/29 typed in proper MLA format.
--Make sure to SEE ME if you have any questions about anything from today's class!

English 9--9/14/2015

In the Door (1 min.)
--please find your name card and sit in the corresponding desk (alphabetical order--these are your assigned seats for now) where you will find a Post-it Note
--attendance

Jump Off (8-10 mins.)
--concept of the Jump Off explained again as a reminder

• Write your first and last name on the Post-it Note located on your desk.  Then, stick the Post-It to your "Artifact Bag."  Finally, turn in your bag by placing it in the appropriately labeled box located at the front of the classroom.
• If you have already turned in your "Artifact Bag," but it is not labeled, see me at the front table.
• Turn in your "Letter to Mr. Martin" assignment by placing it in the black basket on the front table.  I am REALLY looking forward to reading these letters and hope you did a good job!
• Pick up a copy of the homework assignment ("Diagnostic Test") from the front table.
• Open your notebook to a clean page. Put today's date (9/14) in the lefthand margin and label the page "Establishing Our Classroom Environment: Rule of the Room."  The overarching rule in Room 203 is "Respect Each Other!."  Based on your understanding of the concept of respect, think about some of your past experiences in classrooms and make a list of behaviors that you have witnessed that could be considered disrespectful (and, therefore, would be breaking our key rule).  For example, in my notes, I might write down "Talking while the teacher is talking."  Good luck--raise your hand if you need these directions clarified.

--Note: If you have a smartphone, bring it to class next time for Library Orientation.
--HW policy reminder
*WHILE STUDENTS WORK, HW CHECKED--NAMES LISTED ON BOARD FOR HR DETENTION (IF NECESSARY)

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

Discussion (cont.) – Establishing Our Classroom Environment: Commitments & Rule of the Room/Consequences (30-40 mins.)
--share commitments poster gleaned from student index cards (completed in most classes) and conversations had during homeroom last week--if you agree with the items on this list and are ready to do your best committing to the items, sign your name below the poster.

•  Block 2 students did not brainstorm commitments but did do homeroom lesson

--share Rule of the Room--potential "breaks" from the Jump Off discussed (link to student commitments)
--discuss potential consequences (completed in most classes) and make decisions via chart on PowerPoint ("My thoughts...your thoughts?")

• Block 2 students did not brainstorm consequences.
• Most Block 3 students brainstormed consequences.

Transition (3 mins.)
--Pick up the Article of the Week #1 document with which we have worked the past couple of classes.  Purposefully read only the information located in the box at the top of the page and be ready to discuss your understanding of the text.  Also, check out my comments to you!

Literacy Activity (cont.) -- Article of the Week (20-25 mins.)
--take a look at the check system defined on PowerPoint as I return work from last class (Block 1 and Block 2)

• Block 3 students have not yet received or read the Article of the Week.

--distinguishing between different aspects of an author's purpose, such as topic, key points, rhetorical questions, and main claim--which of these student responses from last class is best?

What is LZ Granderson's main claim?  In other words, what is the author of the text ultimately trying to argue?

"American children aren't smart enough."

"LZ Granderson thinks that the U.S. isn't working hard enough for a summer vacation."

"LZ Granderson's main claim is students in the U.S. compared to students in other countries are not as educated.  While the percentages drop for the U.S. students, they still get the summer off."

"LZ Granderson's main claim is why are the students of America taking the summer off if we are ranked 25th in math out of 34 nations?"

"The author wants the readers to believe that the U.S. needs to have school all year."

"LZ Granderson is trying to get readers to believe that if the government enforces year-round schooling, the U.S. would benefit greatly."

"LZ Granderson's main claim is that our country needs year-round schooling to compete against other countries' students and boost our economy."

--another key reason why we do Article of the Week shared: purposeful and active reading practice!
--What was our purpose when we read the beginning of this article last class?--EXEMPLARY WORK SHARED VIA POWERPOINT
--What is our purpose when we re-read the beginning of this article along with reading the rest of it?
--discuss the second of the italicized questions above/model via the SmartBoard (time permitting)
--independent active re-reading (time permitting)

Teambuilding Activity -- Artifact Bags (time permitting)
--I hand a paper bag to 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 further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...

HW (Class Preparation)
--Complete the "Diagnostic Test" for our vocabulary program to hand in at the beginning of next class block.  Do not look up any of the words as you complete the assessment--it is a pre-test meant to diagnose your current knowledge and understanding.  The assessment will be reported based on completion, not how you actually perform.  Thank you for your cooperation!