Mr. Martin's English--2019-2020

Tuesday, March 6, 2018

English 10 Honors--3/9/2018 & 3/13/2018

Jump Off
--Find your materials and sit in the corresponding desk.

Assessment (cont.) -- "Midterm" Examination in English Language Arts (Common Core)

HW (Class Preparation)

--You are still not yet expected to read any further in Lord of the Flies (unless you want to!).
Writing

--Consider doing the following if you have not already done so:

Reread your short story with "fresh eyes", taking note of any annotations included by me on your draft.

Reread your poem with "fresh eyes", taking note of any annotations included (by you, by a peer, and/or by me) on your draft.

Access the electronic version of your short story and/or your poem and begin revising.

Miscellaneous
--Work toward fulfillment of the Free Reading Course Component for Marking Periods 3 and 4 as per the parameters set forth in the document you received today. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

One-pagers due NEXT TIME (3/14 [ACE] or 3/15 [BDF])

Class time will be given to complete this task.

Voicemails due by 11:59 PM 3/14

Book talks completed by end of after-school period 3/14

On the Backburner

memoir of choice (could be An Ordinary Man!) as last free reading

English 9--3/9/2018 & 3/13/2018

Jump Off (2 mins.)
--Take out your copy of the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 with which we began working last class block. What is one "thing" that stood out to you in what we viewed so far?

S. the C. (5-8 mins.)

--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:

End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances. Then, answer the "so what?" question. So what?! Who cares?! Why does this matter?!

--agenda/HW

Film/First-Draft "Reading" (cont.) -- Act 1 of Franco Zeffirelli's Romeo and Juliet (25-45 mins.)
--brief whole-class share-out as per the question posed in the "Jump Off"
--2 ACE: Pick back up with scene 4; 2 BDF: Pick back up in the middle of scene 3; 3 BDF: Pick back up with scene 2.
--engage in a "materials assessment" together

What are we "looking for" while viewing the next scene of The Tragedy of Romeo and Juliet?

Each time that I read a question/prompt that we are already equipped to answer/respond to, shout out "STOP!" and share your thoughts.

--purposefully view the film, focusing mostly on the questions/prompts that we are as yet unable to answer/respond to--gather information for discussion/assessment preparation by jotting down notes and responding to viewing/reading guide questions/prompts

engage in a brief whole-class share-out in response to this question:

What were you able to "get" out of your first-draft "reading"?

--REPEAT THIS PROCESS FOR REMAINING SCENES

Transition (5-8 mins.)

--Take out your copy of the Richard Parson's version of The Tragedy of Romeo and Juliet if you have not already done so. Quietly and independently use the text to answer/respond to at least one of the questions/prompts on your reading guide for which you currently have a blank.

I will respond to a question/prompt first as a model--MAJORITY RULES!

Closure Activity/Discussion Preparation -- Act 1 of The Tragedy of Romeo and Juliet Small-Group Discussions (8 mins.)
--form groups of two-four (depending on class block) via a drawing of cards

--compare/share responses with each other until time is up

Closure Activity -- Act 1 of The Tragedy of Romeo and Juliet--Carousel Graffiti and Acting (flex time)

--The following are the poster topics intended to help us review:

The Tragedy of Romeo and Juliet--Act 1, scene 1
The Tragedy of Romeo and Juliet--Act 1, scene 2
The Tragedy of Romeo and Juliet--Act 1, scene 3
The Tragedy of Romeo and Juliet--Act 1, scene 4
The Tragedy of Romeo and Juliet--Act 1, scene 5
Irony in "The Cask of Amontillado", Gnomeo & Juliet, and the Prologue and Act 1 of The Tragedy of Romeo and Juliet
Theme in The Tragedy of Romeo and Juliet

--in your groups, spend two minutes at each poster, briefly planning (acting poster), discussing, and jotting down notes on posters

Prior to each rotation, the students at the acting poster will perform so that we can guess the type of irony!

--REPEAT THIS PROCESS FOR AS MANY POSTERS AS TIME PERMITS

Closure Discussion -- Review (remainder of class [time permitting])
--whole-class share-out via a drawing of cards

Tell your peers about...

something you and your group member(s) wrote on a poster
a response you wrote on your viewing/reading guide about which you are particularly proud
something about which you are still confused.

HW (Class Preparation)

--NEXT CLASS (Wednesday, 3/14 [ACE] or Thursday, 3/15 [BDF]), a mini-test will occur. In order to prepare, ...

review your work with "The Cask of Amontillado" with the knowledge that as part of this mini-test, you will be asked to read a new short story and respond to related questions. Remember that the focus of our work with "The Cask of Amontillado" was as follows:

working toward mastery of the Reading Literature standards (e.g., RL.4 [Diction])

reviewing and applying irony

reviewing and applying theme

discussing the revenge-related Essential Questions

beginning to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)

consider reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
review the character map on the inside cover of your Parsons text
strongly consider rereading Act 1 of the play and visiting both the blog (where class notes will often be posted) and the following web address in order to improve your Act 1 viewing/reading guide responses

http://nfs.sparknotes.com/romeojuliet/page_4.html

review your Act 1 viewing/reading guide responses

One-pagers due NEXT TIME (3/14 [ACE] or 3/15 [BDF])

Class time will be given to complete this task.

Voicemails due by 11:59 PM 3/14
Book talks completed by end of after-school period 3/14

NEXT FEW WEEKS:

Writing returned/revised in waves

Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"

Prior to "The Interlopers", share a few paragraphs as review of both organization and the concepts therein.

Wave 3--grammar hammer as per common errors

Continuing to master Reading Literature standards, irony, and theme

Gnomeo & Juliet review

continuing to master Reading Literature standards, irony, and theme

Prior to "The Interlopers", complete acting activity reviewing the types of irony from both Gnomeo & Juliet and Act 1 of The Tragedy of Romeo and Juliet.

opening a window into The Tragedy of Romeo and Juliet

Short works--The Tragedy of Romeo and Juliet Unit

Saki's "The Interlopers"

English 10 Honors--3/7/2018 & 3/8/2018

Jump Off
--Find your materials and sit in the corresponding desk.

S. the C.

--HW

Assessment (cont.) -- "Midterm" Examination in English Language Arts (Common Core)

HW (Class Preparation)

--You are still not yet expected to read any further in Lord of the Flies (unless you want to!).
Writing

--Consider doing the following if you have not already done so:

Reread your short story with "fresh eyes", taking note of any annotations included by me on your draft.

Reread your poem with "fresh eyes", taking note of any annotations included (by you, by a peer, and/or by me) on your draft.

Access the electronic version of your short story and/or your poem and begin revising.

On the Backburner

memoir of choice (could be An Ordinary Man!) as last free reading

Monday, March 5, 2018

English 9--3/7/2018 & 3/8/2018

Jump Off
--Pick up a copy of each of the following from the front table:

the "Free Reading--Course Component Fulfillment Options for Marking Periods 3 and 4" sheet
the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1

S. the C.

--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:

--agenda/HW
--engage in a "materials assessment" together

What are the expectations for free reading?
What are we "looking for" while viewing Act 1, scene 1 of The Tragedy of Romeo and Juliet?

What do we already know from the Prologue prior to Act 1? How does the Prologue help create dramatic irony?
Each time that I read a question/prompt that we are already equipped to answer/respond to, shout out "STOP!" and share your thoughts.

Film/First-Draft "Reading" -- Act 1 of Franco Zeffirelli's Romeo and Juliet

--purposefully view the film until 0:10:48, focusing mostly on the questions/prompts that we are as yet unable to answer/respond to--gather information for discussion/assessment preparation by jotting down notes and responding to viewing/reading guide questions/prompts

engage in a brief whole-class share-out in response to this question:

What were you able to "get" out of your first-draft "reading"?

--REPEAT THIS PROCESS FOR SCENES 2-5

Transition (THINK)

--Pick up a copy of the Richard Parson's version of The Tragedy of Romeo and Juliet from the front table. Write your first and last name and "Mr. Martin" on the first page of the text (the page with a man in sunglasses reading a book with "CGP" on the cover). Then, write your first and last name and book number on the sheet on the front table.
--quietly and independently use the text to answer/respond to at least one of the questions/prompts on your reading guide for which you currently have a blank

Closure (PAIR) -- Act 1 of The Tragedy of Romeo and Juliet (remainder of class)
--form groups of three via a drawing of cards

--compare/share responses with each other until the bell rings

HW (Class Preparation)

--Two classes from now (Wednesday, 3/14 [ACE] or Thursday, 3/15 [BDF]), a mini-test will occur. In order to prepare, ...

working toward mastery of the Reading Literature standards (e.g., RL.4 [Diction])

reviewing and applying irony

reviewing and applying theme

discussing the revenge-related Essential Questions

beginning to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)

consider reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
review the character map on the inside cover of your Parsons text
strongly consider rereading Act 1 of the play and visiting the following web address in order to improve your Act 1 viewing/reading guide responses

http://nfs.sparknotes.com/romeojuliet/page_4.html

review your Act 1 viewing/reading guide responses

NEXT FEW WEEKS:

Writing returned/revised in waves

Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"

Prior to "The Interlopers", share a few paragraphs as review of both organization and the concepts therein.

Wave 3--grammar hammer as per common errors

Continuing to master Reading Literature standards, irony, and theme

Gnomeo & Juliet review

continuing to master Reading Literature standards, irony, and theme

Prior to "The Interlopers", complete acting activity reviewing the types of irony from both Gnomeo & Juliet and Act 1 of The Tragedy of Romeo and Juliet.

opening a window into The Tragedy of Romeo and Juliet

Short works--The Tragedy of Romeo and Juliet Unit

Saki's "The Interlopers"

English 10 Honors--3/5/2018 & 3/6/2018

Jump Off
--Please find your index card and sit in the corresponding desk. This is your new assigned seat moving forward!
--Underneath your index card, you will find...

an overdue book halfsheet (maybe)
a copy of your scored and commented-upon "End-of-Unit Writing Assessment (Regents Part 3)" group response completed at the close of the Animal Farm Unit
a copy of the "Lord of the Flies Unit--Conventions of Literature Written Response" assignment, which is due at the beginning of class NEXT TIME.

Spend the first few minutes of today's class block processing your performance/my commentary on your last literary analysis written response and wrapping your mind around the next literary analysis assignment. Capture any questions that you have for me while doing so.

S. the C.
--?????
--Q & A about "Jump Off"
--agenda/HW

Application Activity/Writing Workshop -- Applying the Conventions of Literature to Animated Film

--Reminder: Following a purposeful viewing of Pete Docter's Inside Out, you will write a two-three paragraph response in which you...

show that one of the conventions of literature is being implemented within the film

explain how the director used the convention to develop an emergent theme of the story.

--Finish purposefully viewing the film by jotting down notes:

Which conventions of literature are being used? How so?

What meaningful and complex theme statements "work" for the film?

How do the conventions used "feed in" to the theme statement(s)?

Anything that might be useful when crafting your final argument of the course

HW (Practice/Take-Home Assessment)

--Complete another 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/8. If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
Writing
--Complete the "Lord of the Flies Unit--Conventions of Literature Written Response" assignment as directed to turn in at the beginning of class NEXT TIME (Wednesday, 3/7/2018 [ACE] or Thursday, 3/8/2018 [BDF]). This assignment parallels one of the tasks on your "midterm" exam, which takes place beginning next class block!
--Consider doing the following if you have not already done so:

Reread your short story with "fresh eyes", taking note of any annotations included by me on your draft.

Reread your poem with "fresh eyes", taking note of any annotations included (by you, by a peer, and/or by me) on your draft.

Access the electronic version of your short story and/or your poem and begin revising.

HW (Class Preparation)

--You are not yet expected to read any further in Lord of the Flies (unless you want to!).
--NEXT CLASS (Wednesday, 3/7/2018 [ACE] or Thursday, 3/8/2018 [BDF]), you will be taking Part 1 of a two-part examination that mirrors the New York State Regents Examination in English Language Arts (Common Core). Please come prepared!
--Read at least 10 pages of your free reading book between now and next class. Your book should be finished by the beginning of next week. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

"The reading of all good books is like a conversation with the finest minds of past centuries" (Rene Descartes).

On the Backburner

memoir of choice (could be An Ordinary Man!) as last free reading

English 9--3/5/2018 & 3/6/2018

Jump Off

--Take out each of the following from last class block:

the "Drama Terms Notes/Poetry Terms Notes" document
your term poster(s)

As promised last class block, you have 15 minutes at the start of today's class block to...

finish creating your term poster(s)

finish planning your mini-presentation(s)

practice your mini-presentation(s) with a partner.

S. the C.

--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:

--agenda/HW

Mini-Presentations/Notetaking -- Drama Terms Notes/Poetry Terms Notes (flex time)

--poster creation wrap-up

--mini-presentations practiced in pairs
--mini-presentations delivered/notetaking

Transition
--Pick up an index card from the front table and number it 1-14 like the model on the front board.

Comprehension Check/Previewing the Play -- Drama Terms/Poetry Terms in the Early Stages of William Shakespeare's The Tragedy of Romeo and Juliet
--engage in comprehension check/"firm up" understanding via PowerPoint

Transition

--Take out your class preparation assignment:

the "Viewing/Reading Guide" sheet for the Prologue prior to Act 1

the "Act 1, Prologue" sheet

Pre-reading Discussion Preparation -- William Shakespeare's The Tragedy of Romeo and Juliet--Act I, Prologue

--oral reading of "Act 1, Prologue" via copy projected on the SMART Board
--discuss responses to "Viewing/Reading Guide" sheet in groups of three (assigned via a drawing of cards)

Transition
--form a circle out of the desks--desks assigned via a drawing of cards

Pre-reading Discussion -- William Shakespeare's The Tragedy of Romeo and Juliet--Act I, Prologue (The Five Ws and a How)
--populate the front board (Who? What? When? Where? Why? How?)/mark up the class copy of "Act 1, Prologue"
--Today's contributions will be assessed via the "Discussion Contribution Rating Scale"

Before You Leave
--copies of the Richard Parsons version of The Tragedy of Romeo and Juliet handed out

write your first and last name and "Mr. Martin" on the first page of the text (the page with a man in sunglasses reading a book with "CGP" on the cover)

preview the text

book numbers written down

HW Time (time permitting)

HW (Class Preparation)
--Strongly consider pre-reading Act 1 of William Shakespeare's The Tragedy of Romeo and Juliet before next class for the "gist". Consider visiting the following web address:

http://nfs.sparknotes.com/romeojuliet/page_4.html

--You are strongly advised to continue reviewing your work with "The Cask of Amontillado" as preparation for an assessment that mirrors your work with this short story. This assessment will likely occur at the end of this week or early next week.

--Read at least 10 pages of your free reading book between now and next class. Your book should be finished by the beginning of next week. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

"The reading of all good books is like a conversation with the finest minds of past centuries" (Rene Descartes).

NEXT FEW WEEKS:

Writing returned/revised in waves

Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"

Prior to "The Interlopers", share a few paragraphs as review of both organization and the concepts therein.

Wave 3--grammar hammer as per common errors

Continuing to master Reading Literature standards, irony, and theme

Gnomeo & Juliet review

continuing to master Reading Literature standards, irony, and theme

Prior to "The Interlopers", complete acting activity reviewing the types of irony from both Gnomeo & Juliet and Act 1 of The Tragedy of Romeo and Juliet.

opening a window into The Tragedy of Romeo and Juliet

Short works--The Tragedy of Romeo and Juliet Unit

Saki's "The Interlopers"