English 10 Honors--4/18/2016

Jump Off

--Open your vocabulary book to page 100. 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, YOUR UNIT #7 EXERCISE CHECKS AND QUIZZES WILL BE RETURNED SO THAT YOU CAN ENGAGE IN SELF-REFLECTION.*

S. the C.
--Reminder: The due date for submitting a revised writing assignment for the Cumulative Writing Portfolio is Thursday, 4/28 (about 1.5 weeks from today).
--agenda/HW
--pronounce each of the Unit #8 vocabulary words (pages 100-103) and the "Whimsical Words"
--reflect upon your performance on the Unit #7 exercise check and vocabulary quiz and consider setting a rough goal for the Unit #8 quiz--remember that goals tend to be more powerful if you actually write them down!

Transition
--When you finish the last task described above, turn your Unit #7 quiz back in by placing it in the black basket on the front table and form a circle out of the desks.  Bring to the circle the following items:

your "AFTER" drawing (located on the front shelf by the conch shell)
your notebook
your purposefully/actively Post-ited copy of Lord of the Flies
your study guide

 Discussion -- LotF CHAPTER ONE-CHAPTER FIVE
--bear in mind the "Discussion Contribution Rating Scale"
--engage in high-level discussion:

• question(s) from "BEFORE and AFTER" drawings that you looked at last class
• your "AFTER" drawing
• your "Marked for Greatness" response from two classes ago
• purposeful reading Post-its as per the "What to Look for in Lord of the Flies" list
• active reading Post-its (e.g., questions, connections to personal experiences, favorite lines or sections, etc.)
• study guide

Transition 
--Re-column the desks and return to your assigned seats.

HW Time/Free Reading

HW (Class Preparation)

--Begin preparing for the Unit #8 vocabulary quiz, which will take place at the beginning of class on Friday, 4/22, bearing in mind the rough goal that you (maybe?) set during today's class.  Make sure to familiarize yourself with the “Whimsical Words.” It might be a good idea to read "Anita Stockton Talks about Risk and Reward on the Stock Market" on pages 98 and 99 as a starting point as we've done with past units.
--Bring your vocabulary book again next class just in case we need it for review--PLEASE DO NOT FORGET!
--Purposefully/actively read CHAPTER SIX AND CHAPTER SEVEN of Lord of the Flies as preparation for analysis/discussion next class.

--Try to find some time to read your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Writing
--The due date for submitting a revised Intertextuality Unit--Culminating Essay Assignment for the Cumulative Writing Portfolio is Thursday, 4/28 (about 1.5 weeks 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.

English 9--4/15/2016

Block 1: Partial Class Block
Block 2: No Class
Block 3: Full Class Block

Jump Off
--If you would like to use today's class time to work on your essay, take out your materials and get ready to roll!

S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It would behoove you to check the blog and SchoolTool often.  Additionally, if you have an "NG" for a Marking Period, following up with me ASAP is in your best interest.
--agenda/HW

Film -- Baz Luhrmann's William Shakespeare's Romeo + Juliet
--"anchor in" to viewing expectations first

HW (Class Preparation)
--Try to find some time to read your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Writing
--Continue progressing through your essay-writing process in whatever manner you see fit.  The final version of your essay (your absolute best effort) is tentatively due at the beginning of class on Thursday, 4/21.  See the list below for ideas of how to move forward:

• Finish outlining all of your body paragraphs if you have not already done so.
• Write multiple potential hooks for your essay if you have not already done so.  Then, decide which hook works best.  Finally, craft a bridge for your essay that logically links the hook you have selected to your thesis statement.
• Begin handwriting or typing your essay.

--A potentially helpful link about hooks:

• http://www.youtube.com/watch?v=Rnq17dyxyu4 (writing hooks)

 Miscellaneous
--We will have computer access in class on Tuesday, 4/19.  You can expect to receive the rubric for the assignment, review MLA format, and type your essay.  Prepare accordingly.  



  

English 10 Honors--4/14/2016

Jump Off
--Pick up a copy of the document titled "ENGLISH TEST" from the front table. Complete the test quietly and independently after a ceremonial dropping of the grammar hammer.  As you complete the test, make a list (perhaps in the margin?) of what you need to know in order to complete each "question." (For example, for #1, you need to know comma rules and how both the semicolon and long dash function.) Good luck!
*AS YOU WORK, I WILL COME AROUND AND RETURN YOUR "QUIZ--PARALLELISM" DOCUMENTS SO THAT YOU CAN SELF-REFLECT.*

S. the C.
--list of students needing to revise for the Cumulative Writing Portfolio shared--Would anyone like to schedule a meeting for a time slot during my office hours?

• The due date for submission is Thursday, 4/28 (2 weeks from today).

Standards reminders...a breath of fresh air

--Today, prior to our discussion of Lord of the Flies, we will generally work on:

• demonstrating command of the conventions of standard English grammar, usage, and punctuation.
• applying knowledge of language to make effective choices for meaning or style.
• strengthening writing as needed by editing or trying a new approach.
• THESE STANDARDS WILL BE SELF-ASSESSED VIA YOUR PERFORMANCE ON THE "ENGLISH TEST".  DO YOU SEE THE CONNECTIONS BETWEEN TODAY'S WORK AND BOTH OUR WORK WITH PARALLELISM AND YOUR CWP REVISIONS?

--During today's discussion, we will continue working on:

• citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively. This includes:
• coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
• propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
• responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented.
• THIS MULTI-PART STANDARD IS OFTEN ASSESSED VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."

--During today's discussion, depending on "what comes up" from the text, we will also potentially work on:

• determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• analyzing how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

--agenda/HW
--go over the J.O. (portion of an ACT ENGLISH TEST) question-by-question--student at SMART Board shares an answer and rationale/correct answer established for each, list of "need to knows" concurrently created, list of "need to knows" analyzed (what is really/mostly tested?), scores determined and contextualized via the information written up on the front board, etc.

Discussion Preparation -- LotF CHAPTERS ONE-FOUR
--I will come around and hand you either one or two "BEFORE and AFTER" drawings from a few classes ago before giving you directions for what to do with the drawings.
--Directions: Develop at least one question for today's discussion based on the drawing(s) that you "analyze".  If you finish early, look through your purposeful/active reading notes and study guide for CHAPTER FOUR and plan some additional contributions for today's discussion.

Transition
--Form an alphabetical-by-street-name-on-which-you-currently-live circle out of the desks in no more than 2 MINUTES.  (I currently live in an 805 square foot cottage on East Lake Rd., so I'm an "E".)  Bring to the circle the following items:

question(s) from "BEFORE and AFTER" drawings
your "AFTER" drawing
your notebook
your purposefully/actively Post-ited copy of Lord of the Flies
your study guide

Discussion -- LotF CHAPTERS ONE-FOUR (until 3-4 mins. remaining)
--bear in mind the "Discussion Contribution Rating Scale"
--engage in high-level discussion:

• question(s) from "BEFORE and AFTER" drawings
• your "AFTER" drawing
• your "Marked for Greatness" response from last class (more on this in the future!)
• purposeful reading Post-its as per the "What to Look for in Lord of the Flies" list
• active reading Post-its (e.g., questions, connections to personal experiences, favorite lines or sections, etc.)
• study guide

Transition
--Return to your desks/return drawings/pick up an index card from the front table.

Closure -- Sentence Starter Ticket-Out-the-Door
--Write your name at the top of your index card.
--Bearing in mind the discussion that we had today, complete the following sentence starter:

• Golding seems to believe that by nature, people/humans...

HW Time/Free Reading

HW (Class Preparation)

--Purposefully/actively read CHAPTER FIVE of Lord of the Flies as preparation for analysis/discussion next class.

--Try to find some time to read your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

--Bring your vocabulary book to class next time--PLEASE DO NOT FORGET!

Writing--The due date for submitting a revised Intertextuality Unit--Culminating Essay Assignment for the Cumulative Writing Portfolio is Thursday, 4/28 (2 weeks 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. 

English 9--4/13/2016

Jump Off
--Take out your copy of the "End-of-Unit Essay--Procedures List #3" document and any related materials.
*TAKE A LOOK AT YOUR LAST TWO ASSESSMENTS FOR THE PLAY THAT I HAVE PLACED ON YOUR DESK.  WHAT CONCLUSIONS CAN YOU DRAW VIA SELF-REFLECTION?  I WILL BE TAKING THESE ASSESSMENTS BACK LATER IN CLASS, SO PLEASE DO NOT SNAP THEM INTO YOUR BINDER.*

S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It would behoove you to check the blog and SchoolTool often.  Additionally, if you have an "NG" for a Marking Period, following up with me ASAP is in your best interest.
--You should leave class today with...

• at least one body paragraph completely outlined
• a sound understanding of what a hook is
• a sound understanding of what a bridge is
• a stronger understanding of what a thesis statement is
• the ability to craft a hook and bridge (and, therefore, an introduction when combined with your thesis statement!) for your essay
• a potential hook written for your essay

--agenda/HW

Writing Workshop #1 -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Preparing to Write)
--IF YOU ARE "AHEAD OF THE GAME" IN THE WRITING PROCESS, SEE ME DURING THIS TIME!
--purposeful oral reading of the eighth step
--modeling/Q & A
--purposeful oral reading of the ninth step
--modeling/Q & A
--Transition--pick up copies of the "A Paragraph's a Paragraph's a Paragraph!" document from the front table
--quiet and independent work time

Brain Break -- The Shoe Game

Transition
--Pick up a copy of the "Writing--Crafting Introductions" document from the front table.  Then, purposefully read the first page of the document and wait for me to give you further directions.

Writing Workshop #2 -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Beginning to Write)
--hook, bridge, thesis statement Q & A
--oral reading of sample introductions
--share-out as per purposeful reading directions
--Transition--take out a clean sheet of lined paper--label the page "My Hook--Here Goes!"
--two-three introductions from sample essays from the past shared:
--quick-write a potential hook for your essay (8 minutes)--Do we need to review how quick writes work?

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

HW (Class Preparation)
--Try to find some time to read your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Writing
--Continue progressing through your essay-writing process in whatever manner you see fit.  The final version of your essay (your absolute best effort) is tentatively due at the beginning of class on Thursday, 4/21.  See the list below for ideas of how to move forward:

• Finish outlining all of your body paragraphs if you have not already done so.
• Reread your hook written at the end of today's class block.  Make any necessary changes in order to improve this hook.  Then, craft a bridge for your essay that logically links this hook to your thesis statement.
• On the same page as your hook written at the end of today's class block, write a second hook using an entirely different method.  Is this one stronger than your first effort?

--A potentially helpful link if you are dissatisfied with your hook(s):

• http://www.youtube.com/watch?v=Rnq17dyxyu4 (writing hooks)

English 10 Honors--4/12/2016

Jump Off
--Pick up a copy of the Part A and Part B mini-test document from the front table.  Carefully read the directions and get started--good luck!

S. the C.
--approximately 10 minutes into the mini-test:

• list of students needing to revise for the Cumulative Writing Portfolio shared--Would anyone like to schedule a meeting for a time slot during my office hours?
• The due date for submission is Thursday, 4/28 (just over 2 weeks from today).
• agenda/HW
• directions given for continuing the mini-test and what to do when finished taking the mini-test

Assessment -- Reading Nonfiction/Lord of the Flies Unit--Mini-Test
--When you finish with Part A and Part B, place your work in the black basket on the front table and pick up a copy of Part C.  Carefully read the directions and complete the task at hand.

• Strongly consider planning first, but be mindful of the time--YOUR WRITING RESPONSE IS DUE AT THE END OF THE BLOCK.

--When you finish with Part C, place your work in the black basket on the front table.  Then, either begin the next reading assignment or engage in free reading.

HW Time/Free Reading

HW (Class Preparation)
--Purposefully/actively read CHAPTER FOUR of Lord of the Flies as preparation for analysis/discussion next class.
--Try to find some time to read your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

Writing

--The due date for submitting a revised Intertextuality Unit--Culminating Essay Assignment for the Cumulative Writing Portfolio is Thursday, 4/28 (just over 2 weeks 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.