English 9--9/12/2017 & 9/13/2017

In the Door (1 min.)
--Please find your name card and sit in the corresponding desk (still 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.

--Please SEE ME at the end of today's class block:

• Brandon B.
• Shawn F.
• Dakota S.

--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 (flex time)
--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.

• Block 2 ACE/Block 2 BDF: Look at your "Commitments/Consequences" document--is anything not represented on the poster that you would like to discuss?

--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?")

Brain Break -- Mum Ball (8-10 mins.)

Transition (1 min.)--BLOCK 2 ACE/BLOCK 2 BDF...PICK UP HERE
--Pick up your/a copy of the first Article of the Week ("Nerd Alert: Reading is Good for Your Health") from the front table.

Literacy Activity -- Take a Stand/Article of the Week (remainder of class)

--Block 2 ACE/Block 3 BDF: 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" claim: Human beings often treat each other terribly, and this reality is due in part to people reading infrequently.

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

--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

• 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/modeling

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

Closure -- ???

Before You Leave
--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.

HW (Class Preparation)
--Next class block, I will share information with you about the Free Reading Course Component.  Then, we will head over to the high school library for Library Orientation.  If you are already reading a book outside of class or have access to a book that you would like to read, bring the book next class.  Otherwise, expect to browse the library next class block!
Miscellaneous
--Make sure to SEE ME if you have any questions about our class up to this point!
--Remember that my classroom is available until 3:05ish each day if you would like to stay after and work on homework, get help, etc.

Reminders for Mr. Martin:

• Do "Artifact Bag" as part of sharing in Block 2 ACE
• Do Mrs. Williamson's "Artifact Bag" as part of sharing in Block 3 BDF

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 Marking Period GPA.
• 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 a portion 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, final exam score, etc. in order to determine an overall Final Exam grade.)--THIS METHOD OF PERFORMANCE REPORTING IS SUBJECT TO CHANGE

English 10 Honors--9/8/2017 & 9/11/2017

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 from the "Important Information" document 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

• join our Google Classroom

Transition (5-8 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 "Questions to Ask Yourself When You Are Assigned a Writing Task" document
• the "Thematic Writing Assignment--Partner Interviews" assignment sheet 

--Follow the directions on PowerPoint for creating commitments and establishing classroom consequences quietly and independently.
*Submit your index card before leaving the classroom today by placing it in the black basket.*
--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
--a 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 partnerships formed last class
--in partnerships, continue conducting interviews/taking notes:

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

Before You Leave 
--re-column the desks

HW (Class Preparation)
--Complete the "Artifact Bag" assignment as directed to turn in at the beginning of NEXT class (Tuesday, 9/12 [ACE class])/Wednesday, 9/13 [BDF class]).  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 and purpose-driven information you have gathered about your partner by Friday, 9/15, 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) beginning on Thursday, 9/14 (ACE class) and Friday, 9/15 (BDF class) 

Miscellaneous

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

English 9--9/8/2017 & 9/11/2017

--BLOCK 2 BDF HAS DONE CURRENT EVENTS DISCUSSION FOR AOW, BUT THAT IS IT

ACE class (another abbreviated agenda due to Opening Ceremony)/Block 2 BDF class

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 from the "Important Information" document by placing it in the black basket on the front table.
• Pick up each of the following from the front table:
• a copy of the "Day 1 Review - You betcha vs. Nah, not so much" sheet
• a copy of the "Commitments/Consequences" sheet
• After purposefully reading the directions on the "Day 1 Review - You betcha vs. Nah, not so much" sheet, 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).*

Setting the Context (5 mins.)
--agenda/HW

• Today's class block is atypical (AGAIN [ACE class]).  Ah, well...it is what it is! :)
• Block 2 BDF: "Artifact Bag" and "Letter to Mr. Martin" Q & A

--information about blog as a reminder

Instruction -- Important Information Document (STREAMLINED--25-30 mins.)
--go over policies fairly in depth via the "Day 1 Review – You betcha vs. Nah, not so much" sheet

• join our Google Classroom

Transition (1 min.)

--Pick up your copy of the first Article of the Week ("Nerd Alert: Reading is Good for Your Health") from the front table.

Literacy Activity -- Take a Stand/Article of the Week (remainder of class)--STILL HAVE NOT STARTED IN ACE CLASS (THOUGH STUDENTS HAVE PUT NAMES ON ARTICLE (LOCATED ON FRONT TABLE)

--Block 2 ACE: 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" claim: Human beings often treat each other terribly, and this reality is due in part to people reading infrequently.

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

--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

• 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/modeling

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

Before You Leave
--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.

HW (Class Preparation)
--Complete the "Commitments/Consequences" document as directed to turn in at the beginning of NEXT class (Tuesday, 9/12 [ACE class]/Wednesday, 9/13 [BDF class]).  This task should not take you more than 5 minutes!
--Complete the "Artifact Bag" assignment as directed to turn in at the beginning of NEXT class (Tuesday, 9/12 [ACE class]/Wednesday, 9/13 [BDF class]).  I am looking forward to taking "breaks in the action" the next few weeks in order to use these bags for teambuilding!
HW (Take-Home Assessment)
--Complete the "Letter to Mr. Martin" assignment as directed to turn in at the beginning of NEXT class (Tuesday, 9/12 [ACE class]/Wednesday, 9/13 [BDF class]).  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 3:05ish each day if you would like to stay after and work on homework!

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++


--BLOCK 3 BDF HAS NOT YET DONE ANYTHING FOR AOW

Block 3 BDF class

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 from the "Important Information" document 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)

Setting the Context (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

• join our Google Classroom

Transition (1-2 mins.)
--Pick up a lined index card from the front table.

Looking Ahead #1 -- 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 (1-2 mins.)
--When finished, place your index card on the front table and take out your copy of the "Artifact Bag" sheet and your copy of the "Letter to Mr. Martin" sheet.  (If you are missing either of these documents, head up to the front table.)

Looking Ahead #2 -- Upcoming Assignments
--"Artifact Bag" Q & A

• Do you know exactly what to do between now and next class in order to succeed on this assignment?

--purposeful oral reading of "Letter to Mr. Martin" sheet:

• Purpose: You should know exactly what to do between now and next class in order to succeed on this assignment.
• How can you attend to this purpose before, during, and after the upcoming oral reading block?
• Q & A

Literacy Activity -- Take a Stand/Article of the Week (remainder of class/time permitting)

--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" claim: Human beings often treat each other terribly, and this reality is due in part to people reading infrequently.

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

--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

• 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/modeling

--independent reading of Article of the Week #1 (5 mins. maximum [time permitting])

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 NEXT class (Wednesday, 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!
HW (Take-Home Assessment)
--Complete the "Letter to Mr. Martin" assignment as directed to turn in at the beginning of NEXT class (Wednesday, 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!
--Remember that my classroom is available until 3:05ish each day if you would like to stay after and work on homework!

English 10 Honors--9/6/2017 & 9/7/2017

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
• Communicating Like a Champ
• The Human Element

--agenda/HW
--information about blog

Activity #1 -- Teacher Introduction/Teambuilding (20-25 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.)

• MODEL with a randomly selected student first

--Transition--form a circle out of the desks
--whole-class share-out--draw cards and share one intriguing piece of information learned (time permitting)

Transition --desks re-columned/notes 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, 9/12 (ACE class)/Wednesday, 9/13 (BDF class).  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 partner with whom you worked during class today and continue engaging in the "research" process.  The more intriguing and purpose-driven 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 "Important Information" document. Bring the signature slip to turn in at the beginning of NEXT class for a 100% Class Preparation 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 (9/8 [ACE class]/9/11 [BDF class])
• mastery of terms/concepts ("English 10 Honors--Literature and Nonfiction Terms/Concepts" document) (9/14 [ACE class]/9/15 [BDF class]) 

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! :)

English 9--9/6/2017 & 9/7/2017

ACE class (abbreviated agenda due to freshman class meeting)

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

Jump Off (3-5 mins.)
--concept of the Jump Off explained (an in-the-door protocol we'll follow each class day this year)
--pick up one of each of the following from the front table:

• a paper bag
• the "Artifact Bag" sheet
• the "Letter to Mr. Martin" sheet
• the "English 9--Article of the Week #1 (9/4-9/8)--2017-2018 School Year" document ("Nerd Alert: Reading is Good for Your Health")
• the letter from me to your parent(s)/guardian(s)
• the "Important Information" document

Anticipatory Set (8-10 mins.)
--welcome

• Today's class block is atypical.  Our main objective is making sure that everyone leaves aware of what to do between now and each of the next few classes in order to continue moving forward!

--information about blog
--agenda/HW
--Q & A (e.g., How can I clarify any of the upcoming assignments for you?)

Looking Ahead #1 -- Teambuilding Assignments (flex time)
--purposeful oral reading of first two assignment sheets:

• Purpose: You should know exactly what to do between now and Tuesday, 9/12 (ACE class) (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/Looking Ahead #2 -- Take a Stand/Article of the Week (flex time/time permitting)
--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" claim: Human beings often treat each other terribly, and this reality is due in part to people reading infrequently.

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

--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

• 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/modeling
--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.

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 Tuesday, 9/12 (ACE class).  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 Tuesday, 9/12 (ACE class).  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! :)

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

BDF classes

In the Door (3 mins.)
--sit at desk with Classroom Coupon/index card
--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 from the front table--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 (20-25 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 Wednesday, 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" claim: Human beings often treat each other terribly, and this reality is due in part to people reading infrequently.

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

--Transition

• Pick up a copy of "English 9--Article of the Week #1 (9/4-9/8)--2017-2018 School Year" ("Nerd Alert: Reading is Good for Your Health") from the front table.

--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

• 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/modeling
--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 Wednesday, 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 Wednesday, 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! :)