English 10 Honors--9/13/2016

Jump Off (3-5 mins.)
--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.
--Pick up a copy of the "Creating a Membean Account" halfsheet from the front table.
--Grab a laptop from the cart located at the front of the classroom.  Log yourself in and wait for further directions.

S. the C. (5-8 mins.)
--agenda/HW

Instruction -- Membean Vocabulary Program Pilot (15-20 mins.)
--rationale behind the pilot/Evan anecdote
--follow instructions on the halfsheet
--calibrate
--We will return to Membean next week.  Feel free, however, to "mess around" with it in the meantime!

Discussion – Establishing Our Classroom Environment: Commitments & Rule of the Room/Consequences (25-35 mins.)
--share my commitments and student commitments from posters

• 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.  (This list was "legitimized" following input from my four sections of English 9.)

--share Rule of the Room--potential "breaks" discussed (link to student commitments)
--brainstorm consequences--discuss and make decisions via T-chart

Transition (2 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)

--Take out any notes that you have about your partner as we will add to said notes during the next segment of today's class block (time permitting).

Teambuilder/Research/Writing Workshop -- Thematic Writing Assignment--Partner Interviews (remainder of class)
--briefly (and informally) analyze assignment together via "Questions..." document
--another paragraph from a sample essay from the past shared
--information shared about the Cumulative Writing Portfolio (blog post)--THIS FIRST ASSIGNMENT WILL BE INCLUDED WITHIN THE PORTFOLIO
--Transition--get in pairs formed on Day 1 of class
--in partnerships, conduct interviews/take notes:

• FYI: YOU MUST INCLUDE A DIRECT QUOTATION FROM YOUR PARTNER IN YOUR ESSAY!

Transition -- re-column desks (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 (Practice/Class Preparation
--If you get inspired, "mess around" with Membean in order to get a feel for how it works.
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 (9/15) 

--Continue getting in touch with your writing assignment partner and engaging in the "research" process (especially now that your purpose is clearer having analyzed the assignment sheet).  The more intriguing information you have gathered about your partner by the end of this week, the better!  
Writing
--The Thematic Essay Writing Assignment--Partner Interviews essay (your best effort) is due at the beginning of class on Tuesday, 9/27 typed in proper MLA format.
Miscellaneous
--Make sure to SEE ME if you have any questions about anything from the class so far.  (For example, if you are unsure about the accuracy and complexity of one of your term/concept definitions, drop by and run it by me!)

English 9--9/12/2016 & 9/13/2016

FYI: Block 1 and Block 2 ACE will be shortened to about 50 minutes due to an assembly in the auditorium.

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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 yet 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!
• Open your notebook to a clean page. Put today's date (9/12 or 9/13) 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 the following: "Talking while the teacher is talking."  Good luck--raise your hand if you need these directions clarified.

--HW policy reminder/"see me" list shared
*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--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.
--share Rule of the Room--potential "breaks" from the Jump Off discussed (link to student commitments)
--discuss potential consequences and make decisions via chart on PowerPoint ("My thoughts...your thoughts?")

BLOCK 1
--If time still remains in the class block prior to being called down to the auditorium, we will take a "brain break."

BLOCK 2
--We should have just enough time to complete the items listed above upon returning from the auditorium.

BLOCK 3 AND BLOCK 4
Brain Break -- Mum Ball

HW (Class Preparation)

--Enjoy a few nights off from English homework! :)
--Block 3 and Block 4 students: Work on selecting a free reading book (if you did not have success finding one today).  AS SOON AS YOU HAVE A BOOK SELECTED, YOU MUST ALWAYS BRING THE BOOK TO CLASS!

English 10 Honors--9/9/2016 (60-ish-minute class--Opening Ceremony)

In the Door (1 min.)
--sit in the same desk as last class block (alphabetical order)--your name cards are out to help you get situated
--attendance

Jump Off (10-15 mins.)
--concept of the Jump Off explained again as a reminder (if necessary)

• Turn in your signed sheet/slip by placing it in the black basket on the front table.
• Pick up a copy of the "Day 1 Review - You betcha vs. Nah, not so much" sheet from the front table.  Complete the task at hand quietly and independently--this is your assessment.  Good luck!
• When you finish with the assessment, turn the paper over and keep it on your desk.  Then, jot down in pen or pencil band names/song titles for Pandora-purposes on the back of the index card on which is written your name.

--HW policy reminder (if necessary)
*WHILE STUDENTS WORK, HW CHECKED--INITIALS LISTED ON BOARD FOR HR DETENTION (IF NECESSARY)

S. the C. (5 mins.)

--agenda/HW
--information about blog as a reminder

Instruction -- Important Information Document (30-35 mins.)
--go over policies in depth via the "Day 1 Review – You betcha vs. Nah, not so much" sheet
Transition (5 mins.)
--Turn in your name card by placing it in the black basket on the front table.--Pick up each of the following from the front table:

• an index card
• the "Thematic Writing Assignment--Partner Interviews" assignment sheet--though we will not deliberately go over this document today, I want to get you a copy of it sooner rather than later so that you have the opportunity to take initiative!

--Follow the directions on PowerPoint for creating commitments and establishing classroom consequences quietly and independently.
*Submit your index card before leaving the classroom today.*

Transition (time permitting)
--Take out any notes that you have about your partner as we will add to said notes during the next segment of today's class block.

Teambuilder/Research/Writing Workshop -- Thematic Essay Writing Assignment--Partner Interviews/Research  (time permitting)

--brief reminder of writing assignment's purpose given
--antoher paragraph from a sample essay from the past shared 
--Transition--get in pairs formed last class
--in partnerships, conduct interviews/take notes:

• FYI: YOU MUST INCLUDE A DIRECT QUOTATION FROM YOUR PARTNER IN YOUR ESSAY!

HW (Class Preparation)
--Complete the "Artifact Bag" assignment as directed to turn in at the beginning of class next time (Tuesday, 9/13).  I am looking forward to taking "breaks in the action" the next few weeks in order to use these bags for teambuilding!
--Continue getting in touch with your writing assignment partner and engaging in the "research" process.  The more intriguing information you have gathered about your partner by the middle of next week, the better!   Expect to "officially" begin the writing process in class soon!
--Continue working with your "English 10 Honors--Literature and Nonfiction Terms/Concepts" as directed.
--Prepare for the following ASSESSMENTS:

• mastery of terms/concepts ("English 10 Honors--Literature and Nonfiction Terms/Concepts" document) near the end of next week (9/15) 

Miscellaneous
--Make sure to SEE ME if you have any questions about anything from class so far!

English 9--9/8/2016 & 9/9/2016

In the Door (1 min.)
--sit in the same desk as last class block (alphabetical order)
--attendance

Jump Off (10-15 mins.)
--concept of the Jump Off explained again as a reminder

• Turn in your signed sheet/slip by placing it in the black basket on the front table.
• Pick up a copy of the "Day 1 Review - You betcha vs. Nah, not so much" sheet from the front table.  After purposefully reading the directions, complete the task at hand quietly and independently--this is your assessment.  Good luck!

--HW policy reminder
*WHILE STUDENTS WORK, HW CHECKED--INITIALS LISTED ON BOARD FOR HR DETENTION (IF NECESSARY)

S. the C. (5 mins.)
--agenda/HW
--information about blog as a reminder

Instruction -- Important Information Document (35-40 mins.)
--go over policies in depth via the "Day 1 Review – You betcha vs. Nah, not so much" sheet

Transition (2 mins.)
--Pick up two lined index cards from the front table.

Looking Ahead -- Establishing Our Classroom Environment: Commitments & Rule of the Room/Consequences (5 mins.)
--Follow the directions on PowerPoint for creating commitments and establishing classroom consequences quietly and independently.  The brainstorming you do today will be used next class in order to engage in discussion and make some important decisions.

Transition (1 min.)
--When finished, place your index card on the front table and take out your Article of the Week #1 that you picked up at the end of last class.

Literacy Activity -- Article of the Week (remainder of class)
--share rationale behind the Article of the Week (PowerPoint)--dealt with first slide in Block 1; did not get to in Block 2; ...
--purposeful oral reading of the directions in the box at the top of the first page for Article of the Week #1 (same directions regardless of article)

• Purpose: You should know exactly what to do while independently reading both today and in the future with regard to this assignment.
• How can you attend to this purpose before, during, and after the upcoming oral reading block?

--Q & A
--active/purposeful independent reading of Article of the Week #1 as per directions and in order to answer the following closure question:

• What is the author's/authors' main claim?  In other words, what is/are the author(s) of the text ultimately trying to argue?

--Closure--Ticket-Out-the-Door (time permitting)

• Write your name at the top of the lined side of your second index card.  Then, answer the italicized question above in one-two complete sentences.  Good luck!
• As soon as you have completed your best work, submit it to me at the front table.

HW Time (time permitting)
--set parameters for work time
--work on your "Letter to Mr. Martin" assignment

HW (Class Preparation)
--Complete the "Artifact Bag" assignment as directed to turn in at the beginning of class next time (Monday, 9/12 [ACE] or Tuesday, 9/13 [BDF]).  I am looking forward to taking "breaks in the action" the next few weeks in order to use these bags for teambuilding!
--Finish actively/purposefully reading Article of the Week #1 as per directions if you have not already done so.
HW (Take-Home Assessment)
--Complete the "Letter to Mr. Martin" assignment as directed to turn in at the beginning of class next time (Monday, 9/12 [ACE] or Tuesday, 9/13 [BDF]).  Make sure to do your best work!
Miscellaneous
--Make sure to SEE ME if you have any questions about anything from today's class!
--Remember that my classroom is available until 3:30ish each day if you would like to stay after and work on homework!

English 10 Honors--9/7/2016

In the Door  (2 mins.)
--sit at desk with Classroom Coupon and index card
--attendance
--purpose of Classroom Coupon

Jump Off  (8 mins.)
--concept of the Jump Off explained (an in-the-door protocol we'll follow each class day this year)
--write down five interview questions on index card--I will provide a few examples and share the writing prompt toward which today's interviews are building

Anticipatory Set  (8-10 mins.)
--welcome/broad course overview:

• Reading Like a Champ
• Literature
• Nonfiction 
• Writing Like a Champ
• Speaking Like a Champ
• The Human Element

--agenda/HW
--information about blog

Activity #1 -- Teacher Introduction/Teambuilding (15-20 mins.)
--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?!
--I further describe, explain, share anecdotes, etc. as a form of introduction (also referring to the "Who is Mr. Martin?" bulletin board/PowerPoint)
--Transition--pick up a paper bag and the "Artifact Bag" sheet from the front table
--purposeful oral reading of assignment sheet
--Q & A

Activity #2 -- Partner Interviews/Research  (30-35 mins.)
--form pairs by drawing cards
--in partnerships, conduct interviews/take notes (10-15 mins.)
--whole-class share-out--draw cards and share one intriguing piece of information learned (time permitting)

Transition -- notes shared and put away/HW materials up and directions given (3 mins.)

• Letter
• "Important Information" document
• "English 10 Honors--Literature and Nonfiction Terms/Concepts" document

HW Time -- Mr. Martin's "Important Information" Document  (remainder of class time)
--engage in purposeful reading of document in preparation for assessment next class

HW (Class Preparation)
--Complete the "Artifact Bag" assignment as directed to turn in at the beginning of class on Tuesday, 9/13 .  I am looking forward to taking "breaks in the action" the next few weeks in order to use these bags for teambuilding!
--Get in touch with the first partner you worked with during class today and continue engaging in the "research" process.  The more intriguing information you have gathered about your partner by the middle of next week, the better!
--Purposefully read the "Important Information" document and bring the necessary materials to next class.  Have your parent(s)/guardian(s) review the letter and the document. Bring the signature slip to next class to turn in for a 100% homework grade.
--Begin/continue working with your "English 10 Honors--Literature and Nonfiction Terms/Concepts" as directed.
--Prepare for the following ASSESSMENTS:

• mastery of the policies ("Important Information" document) next class (9/9)
• mastery of terms/concepts ("English 10 Honors--Literature and Nonfiction Terms/Concepts" document) at the end of next week (9/15) 

Miscellaneous
--Make sure to SEE ME if you have any questions about anything from today's class!  Though I know it might be a little intimidating or seem "weird," you need to get used to advocating for yourselves and become comfortable working with me and your other teachers ASAP! :)

English 9--9/6/2016 & 9/7/2016

In the Door (3 mins.)
--sit at desk with Classroom Coupon/index card/marker
--attendance
--purpose of Classroom Coupon

Jump Off (3 mins.)
--concept of the Jump Off explained (an in-the-door protocol we'll follow each class day this year)
--write name neatly on index card using marker--jot down group/band names and song titles on the back using pen or pencil
--pick a student to collect

Anticipatory Set (5 mins.)
--welcome
--agenda/HW
--information about blog

Activity #1 -- Teacher Introduction/Teambuilding (15-20 mins.)
--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?!
--I further describe, explain, share anecdotes, etc. as a form of introduction (also referring to the "Who is Mr. Martin?" bulletin board/PowerPoint)
--Transition--pick up a paper bag, the "Artifact Bag" sheet, and the "Letter to Mr. Martin" sheet from the front table
--purposeful oral reading of assignment sheets:

• Purpose: You should know exactly what to do between now and Monday, 9/12 (ACE classes)/Tuesday, 9/13 (BDF classes) (two classes from now) in order to succeed on your first two official assignments of English 9.
• How can you attend to this purpose before, during, and after the upcoming oral reading block?

--Q & A

Activity #2 -- Take a Stand/Article of the Week (35-40 mins.)
--Has anyone been paying attention to the news/current events/pop culture this summer?  If so, what has struck you?

• briefly engage in discussion--I will share/clarify as necessary

--explanation of the protocol for Take a Stand (a quick activity we'll likely use often this school year):

• 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.

--My 1st claim:  Team U.S.A. swimmer Ryan Lochte should be stripped of the medals he won at the recent Rio Olympics due to his inappropriate behavior and the false claims that he made.

• show your position
• cold-calling--students randomly selected to briefly explain their stance (no more than three sentences)

--My 2nd claim:  Pokemon Go should be banned in the United States.

• show your position
• cold-calling--students randomly selected to briefly explain their stance (no more than three sentences)

--My 3rd claim:  The band Twenty One Pilots has "sold out" and is now creating uninspired music simply to get more airplay and sell more albums.

• show your position
• cold-calling--students randomly selected to briefly explain their stance (no more than three sentences)

--Transition

• Pick up one of the following choices for "English 9--Article of the Week #1 (9/5-9/9)--2016-2017 School Year":
• Choice A: "USA Today Sports Investigation Raises Questions About Rio Cops, Lochte Incident"
• Choice B: "Augmented Reality Games Like Pokemon Go Need a Code of Ethics--Now"
• Choice C: "Review: Twenty One Pilots--Blurryface"

--share rationale behind the Article of the Week (PowerPoint)
--purposeful oral reading of the directions in the box at the top of the first page for Article of the Week #1 (same directions regardless of article)

• Purpose: You should know exactly what to do while independently reading both today and in the future with regard to this assignment.
• How can you attend to this purpose before, during, and after the upcoming oral reading block?

--Q & A
--independent reading of Article of the Week #1 (5 mins. maximum)

Transition (1 min.)
--As soon as the independent reading block ends, turn in your Article of the Week #1 document to me at the front table; we will continue working with this document in the future.
--While you are up at the front table, pick up the necessary HW materials:

• Letter
• "Important Information" document

HW Time (remainder of class)
--set parameters for work time
--work on purposefully reading the "Important Information" document

HW (Class Preparation)
--Complete the "Artifact Bag" assignment as directed to turn in at the beginning of class on Monday, 9/12 (ACE classes)/Tuesday, 9/13 (BDF classes).  I am looking forward to taking "breaks in the action" the next few weeks in order to use these bags for teambuilding!
--Purposefully read the "Important Information" document and bring the necessary materials to next class. Have your parent(s)/guardian(s) review the letter and the "Important Information" document.  Bring the signature slip to turn in at the beginning of next class for a 100% Class Preparation grade.
--Be ready for an ASSESSMENT next class about the "Important Information" document.
HW (Take-Home Assessment)
--Complete the "Letter to Mr. Martin" assignment as directed to turn in at the beginning of class on Monday, 9/12 (ACE classes)/Tuesday, 9/13 (BDF classes).  Make sure to do your best work!
Miscellaneous
--Make sure to SEE ME if you have any questions about anything from today's class.  Though I know it might be a little intimidating or seem "weird," you need to get used to advocating for yourself and become comfortable working with me and your other teachers ASAP! :)

Rough Notes--Planning for School Year 2016-2017

--preview the idea of slant and bias and the importance of awareness of from where information is coming--with each Article of the Week, provide a quick blurb about the source
--use a variety of argumentative pieces as choices for first Article of the Week after first making some claims about the end of summer, pop culture, and opinions:

• Pokemon Go--something about how "ridiculous" it is?
• http://www.wired.com/2016/08/ethics-ar-pokemon-go/
• Ryan Lochte--something about how he is a liar, entitled, immature, and giving the United States a bad name?
• http://www.forbes.com/sites/shannonsims/2016/08/18/the-case-for-ryan-lochte/#38e395132634
• Information about Forbes:
• TwentyOnePilots--something about how the band has "sold out"?
• http://underthegunreview.net/2015/05/14/review-twenty-one-pilots-blurryface/

--use Kelly Gallagher's "Nerd Alert: Reading is Good for Your Health" article as an Article of the Week prior to informing students about Free Reading Course Component (add to sheet created by GB and modified by me accordingly)
--check this out: http://argumentcenterededucation.com/