English 9--10/10/2018 & 10/11/2018

Jump Off (1-2 mins.)
--Today's formal assessment about Rilke's letter aims to assess your ability to hit the following targets:

• When reading nonfiction, I can...
• pick out the author's main point (central idea)
• pick out the important details that the author uses that connect back to his/her main point
• explain how the author's details connect back to his/her main point
• tell how the author feels about the topic and/or person(s) he/she is writing about/to (tone)
• pick out words that show how the author feels about the topic and/or person(s)
• explain how the author's word choices show how he/she feels.

Please pick up a copy of the "Standards Assessment--R.2, R.3, and R.4" document from the front table.  Complete the task at hand to the best of your ability.  Good luck!
--The following students need to SEE ME at the end of class regarding Membean:

• Mikhail B.
• Nathan B.
• Kenneth F.
• Daniela G.
• Alexander T.
• Kylei W.
• Wyatte G.
• Shane M.
• Gabe P.
• Daniel S.
• Kevin T.
• Jake W.
• Noah P.
• Joshua S.
• Matthew S.
• Lillian S.

Assessment -- "Standards Assessment--R.2, R.3, and R.4" (20-30 mins.)
--When you finish your assessment, place your work in the black basket on the front table.  Then, engage in free reading of either your book or a copy of Upfront newsmagazine until all of your classmates are finished.

DEAR -- Free Reading Books (0-30 mins.)

S. the C. (3-5 mins.)

--agenda/HW

Teambuilding Activity -- Artifact Bags (remainder of class)
--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/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/11 (see the "English Department Membean Routine" sheet).  Vocabulary Quiz #1 will tentatively take place on Friday, 10/12 (ACE) or Monday, 10/15 (BDF).
HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class.  You have up until early December to finish your book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• Email to teachers (writing sample)
• Review tone:
• What was the subject of your letter?
• Who was the audience of your letter?
• What was the tone in your letter?
• How do you know?
• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

English 10--10/9/2018

Jump Off (5 mins.)
--At your assigned seat, you will find your Article of the Week/ThinkCERCA #1 active/purposeful reading.  Please read through the commentary that I have provided in an attempt to help you move forward.  Then, make one improvement to your work.  Be prepared to share your your evidence of moving forward with the rest of the class.
--The following students need to SEE ME at the end of class regarding Membean:

• Sarah B.
• Steffan G.
• Emma H.
• Cameron K.
• Jenna L.
• Jaelee R.
• Dawson S.
• Elijah S.
• Trent W.

S. the C. (8-10 mins.)
--You should leave class today... 

• having moved forward as an active/purposeful reader of nonfiction
• with a partially completed outline for a written response about technology changing modern protest in China
• having thought more about the essential questions that overarch our course
• Have your personal ideas shifted at all since the start of the school year?
• Do you have any idea whatsoever about what you will write in your End-of-Course Assignment?
• with some ideas about George Orwell's Animal Farm and a rough "game plan" for actively/purposefully reading the novella.

--Beginning with the end in mind:

ROUGH End-of-Unit Assessment Writing Prompt:
Write a text-based, grammatically sound, tightly-written response of two to three paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from Animal Farm: What is George Orwell's "thesis" about human nature as revealed in the story he tells?  Then, analyze how Orwell's use of characterization or symbolism (or...) helps develop his "thesis" about human nature.  Use at least three pieces of strong textual evidence spanning the entire text to support your analysis, and be sure to tie back to your claim often.

--Reminder: Really beginning with the end in mind!--the essential questions explored throughout the entirety of our course:

Why do people say what they say, do what they do, etc.?  What are human beings really like?  What is your "why?", and how is it related to your observations about/understanding of human nature?

--agenda/HW

Activity #1/Looking Ahead -- Article of the Week/ThinkCERCA #1 (25-30 mins.)
--Reminder: Written response prompt reread
--sample work shared
--a few additional annotations/annotation improvements shared via a drawing of cards

• Continue improving your annotations during this time.

--HW Time

• Quietly and independently, work on outlining your written response in preparation for typing the response in class next time.
• During this time, the following students need to SEE ME:
• Sierra G.
• Steffan G.
• Cameron K.
• Jenna L.
• Ryan M.
• Trent W.
• Haylee Y.

Activity #2 -- Exploring the Essential Questions (10-15 mins.)

--prepare to share quietly and independently

• Engage in independent reading if you have already shared your picture.

--five more pictures shared via a random drawing:

• Why did you select the picture that you did?  What is your current understanding of what human beings are really like?

Transition (1-2 mins.)

--Pick up the document with pictures and lines on it from the front table.

Activity #2 -- George Orwell's Animal Farm Pre-reading
--Directions:

• Take a thoughtful look at each of the pictures of a(n) animal(s) included within this document.  What does each animal/group of animals suggest to you/what might each animal pictured represent within Orwell's novella?  Write your ideas on the lines provided, and expect to share some of your ideas with the rest of the class.  As we share/discuss, expect me to ask the "why?" question often! 

--THINK/PAIR
--SHARE: "dump" potential meanings for each of the pictures on the SMART Board/engage in discussion
--Closure

• Based on some of the inferences we just made, what should we do as part of our active/purposeful reading of George Orwell's Animal Farm (the novella that we will begin reading/studying in the near future!)?

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/11 (see the "English Department Membean Routine" sheet).
HW (Take-Home Assessment)
--Finish outlining your AoW #1 written response as per the directions on the final page of the document.  Expect to type your written response NEXT class (Thursday, 10/11).

HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• Adding to "Interest Inventory"--selecting an initial research topic

English 10 Honors--10/9/2018

Jump Off (5 mins.)
--Please write your name on the back of your printed-out picture for the "It's in my nature..." wall.  Then, place the picture in the black basket on the front table.
--At the start of the block today (and the next several class blocks, too!), students will be picked at random to share both their current claims related to the essential questions as well as their pictures for the "It's in my nature..." wall.  Please spend a few minutes preparing to share in the event that you are selected to do so today!
--The following students need to SEE ME at the end of class regarding Membean:

• Ethan D.
• Molly G.
• Emelia H.-S.
• Erin K.
• Aidan N.
• Christian T.

S. the C. (8-10 mins.)
--Reminder: Policies regarding Membean training
--Reminder: The essential questions explored throughout the entirety of the course:

Why do people say what they say, do what they do, etc.?  What are human beings really like?  What is your "why?", and how is it related to your observations about/understanding of human nature?

--binder tabs setup and organization
--agenda/HW

Activity/Discussion #1 -- Exploring the Essential Questions (10-15 mins.)

--finish preparing to share quietly and independently--I WILL MODEL FIRST! :)
--five pictures shared via a random drawing:

• What is your current claim related to the essential questions (and why if you are ready to "go there" already!)?  Why did you select the picture that you did?

Transition (12-15 mins.)
--FYI: Today, we will get ready to begin studying a short story written by Edgar Allan Poe.
--Obtain your Chromebook from the cart in the back of the classroom.  Then, after logging in, carefully follow the directions below.  You have TEN minutes!

• Google Edgar Allan Poe and scroll through your hits for a reliable source.
• Once you have found a reliable source, look for two important facts about Poe that can help you infer what he might aim to convey about human nature in his literature.  Based on his experiences, what might Edgar Allan Poe think human beings are really like? 
• Click on this Google Doc link:
• https://docs.google.com/document/d/1ZqAlk9WG48MNHeuiEPSnKTLTDkHs5Mv0BCxBVcs_1So/edit?usp=sharing
• After reading what others before you have typed (so that your contribution is not unnecessarily repetitive), type one of the important facts that you found about Poe.  Be prepared to share both your fact and inference with your classmates in a follow-up discussion!
• Change the color of your font and type your name after your contribution as I have done in my model.  

*I CAN MODEL THIS FIRST IF YOU NEED ME TO! :)*

Transition (1-2 mins.)

--Fully shutdown your Chromebook, return it to the proper slot, and plug it in via the proper cord--I'm watching yoouuu! :)

Activity/Discussion #2 -- "Gearing Up" for Edgar Allan Poe's "The Masque of the Red Death" (15-20 mins.)
--share/discuss background information and inferences about Edgar Allan Poe compiled in Google Docs (cards drawn)

Teambuilding Activity -- Artifact Bags (remainder of class)

--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/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/11 (see the "English Department Membean Routine" sheet).

HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• Unit sheet, writing assignment, etc.
• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

English 9--10/4/2018 & 10/9/2018

Jump Off (THINK) (5 mins.)
--Please take out your copy of Rilke's letter and review your annotations (curious questions, underlines, boxed tone words, etc.) from our last few class blocks. Here are two tips:

• Central Idea Tip: Look for any obvious repetition of ideas.  Sometimes, a writer will go so far as repeating sentences (almost) word-for-word to drive home his or her point!
• Tone Tip: Most people agree that tone is easy to determine when someone is talking.  Try reading the text aloud and, if possible, hear the author's tone (e.g., What words are being emphasized?).  

Today, we will form a circle out of the desks and discuss the letter one last time, bearing in mind our fourth target:

When reading nonfiction, I can contribute something (a question, an answer, an important detail, etc.) to a whole-group discussion that moves us forward in hitting our targets.

Please make sure that before you enter the circle, you have at least three potential contributions ready.  Reconsider, too, the "Discussion Contribution Rating Scale" as you prepare.
--The following students need to SEE ME before leaving class today:

• Mikhail B.
• Nathan B.
• Aidan H.
• Nathaniel W.

S. the C. (8-10 mins.)
--You should leave class today...

• with an even deeper understanding of Rilke's letter (his main point, his tone, etc.) than you currently have
• with a "plan of action" for preparing for the final assessment about Rilke's letter
• knowing more about some of your classmates (and, hopefully, appreciating them as a result!)

--agenda/HW
--review/contribute to "Compact for Group Work"

Discussion Preparation (PAIR) -- Wrapping Up "Letter One" of Rainer Maria Rilke's Letters to a Young Poet (5-8 mins.)
--Reminder: Targets assessed next class block
--in pairs and anchored in to the rough "Compact for Group Work," share annotations/prepare for circle discussion

Transition (1-2 mins.)
--Form an alphabetized-by-middle-name circle out of the desks.  If you are not comfortable sharing your middle name with your classmates, just share the first letter of it!

Discussion (SHARE) -- Wrapping Up "Letter One" of Rainer Maria Rilke's Letters to a Young Poet (flex time)
--today's discussion protocol shared

• "Ready to Answer/Still Thinking" signs handed out

--engage in discussion as per the protocol

Teambuilding Activity -- Artifact Bags (remainder of class [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/Take-Home Assessment/Class Preparation)
--ACE classes: Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 10/4) (see the "English Department Membean Routine" sheet).  
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/11 (see the "English Department Membean Routine" sheet).  Vocabulary Quiz #1 will tentatively take place on Friday, 10/12 (ACE) or Monday, 10/15 (BDF).
HW (Class Preparation)
--Prepare for a formal assessment NEXT class (Wednesday, 10/10 [ACE] or Thursday, 10/11 [BDF]) about Rilke's letter that aims to assess your ability to hit the following targets:

• When reading nonfiction, I can...
• pick out the author's main point (central idea)
• pick out the important details that the author uses that connect back to his/her main point
• explain how the author's details connect back to his/her main point
• tell how the author feels about the topic and/or person(s) he/she is writing about/to (tone)
• pick out words that show how the author feels about the topic and/or person(s)
• explain how the author's word choices show how he/she feels.

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

Miscellaneous

--Enjoy the long weekend--you really only get so many of 'em! :)

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

English 10--10/3/2018

Jump Off
--Please turn in your best active/purposeful reading of AoW #1 by placing your document in the black basket on the front table.
--Obtain your Chromebook from the cart in the back of the classroom, log in to the workstation, and log in to Membean.  Set up and complete a 15-minute training session.  This will give me some time to look through your active/purposeful readings so that I can return the documents to you sooner rather than later!

Transition
--fully shutdown your Chromebook, return it to the proper slot, and plug it in via the proper cord--I'm watching yoouuu! :)

S. the C.
--agenda/HW

Activity #1 -- Exploring the Essential Questions
--prepare to share quietly and independently
--five pictures shared via a random drawing:

• Why did you select the picture that you did?  What is your current understanding of what human beings are really like?

Transition

--Please pick up a copy of the "George Orwell Author Background and Making Inferences" sheet from the front table.

  

Activity #2 -- George Orwell Background Information and Making Inferences
--model, read, pair/share, discuss

Teambuilding Activity -- Artifact Bags (remainder of class [time permitting])
--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, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS UNTIL ALL THE BAGS HAVE BEEN SHARED

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/4 (see the "English Department Membean Routine" sheet).
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/11 (see the "English Department Membean Routine" sheet).

HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• Adding to "Interest Inventory"--selecting an initial research topic

English 10 Honors--10/3/2018

Jump Off (2-3 mins.)
--Take out your copy of the terms/concepts document and find your definition for "fable."  Be prepared to share your entire definition or aspects of it with the class as we build toward a common understanding together.  Can you think of any fables that you have read/seen in the past?

S. the C. (8-10 mins.)
--Reminder: Policies regarding Membean training
--binder tabs setup and organizing
--agenda/HW

Mini-Lesson -- Fable as a Genre and Human Nature in Aesop's "The Scorpion and the Frog" (15-20 mins.)
--By the end of this mini-lesson, you should be able to...

• define the term "fable"
• apply the definition to an actual fable (e.g., determine the fable's moral lesson)
• begin formulating and giving voice to your own ideas about human nature.

--via a whole-class share-out, deepen our understanding of the term "fable" through definition/exemplification--add to your notes accordingly!

--Transition

• Pick up a copy of the "Fable as a Genre and Human Nature in Aesop's 'The Scorpion and the Frog'" document from the front table.

--after purposefully reading the directions, complete the task at hand quietly and independently

--pair/share

--Transition

• As soon as I set the stopwatch and instruct you to do so, you will form an alphabetical-by-first-name circle out of the desks without talking.  This should take no more than two minutes!
• "Ready...set...GO!!!"

Closure/Looking Ahead #1 (20-25 mins.)

--engage in discussion with regard to the "Fable as a Genre and Human Nature in Aesop's 'The Scorpion and the Frog'" document
--share the essential questions explored throughout the entirety of the course (the "human element" mentioned on Day 1!):

Why do people say what they say, do what they do, etc.?  What are human beings really like?  What is your "why?", and how is it related to your observations about/understanding of human nature?

--pass around the "English 10 Honors--End-of-Course Assignment (VERY ROUGH DRAFT!!!)" document and engage in an oral gist reading

--Q & A as per gist reading
--clarify picture homework assignment

Closure/Looking Ahead #2 (10-15 mins.)
--Please pick up the following items from the front table:

• a good-smelling marker or two
• a sheet of computer paper

--Draw a line under your last section of notes and label this section "My Current Answer to the Essential Questions".  Then, thoughtfully respond to the following question:

• What is your current "answer" to/what are your current thoughts related to the Essential Questions that overarch our course?  (Here are the questions again: Why do people say what they say, do what they do, etc.?  What are human beings really like?  What is your "why?", and how is it related to your observations about/understanding of human nature?)  After some thought--feel free to look through all of your materials from today's class block--, write your current claim in your notebook.  Re-read and revise your claim as necessary; then, write your claim neatly in marker on your sheet of computer paper.  Finally, place your "poster" in the black basket on the front table.  (Please note that I will be asking you to stand up and share your claim with me and the rest of the class in the near future! :)) 

Teambuilding Activity -- Artifact Bags (most of the remainder of class [time permitting])
--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, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS UNTIL ALL THE BAGS HAVE BEEN SHARED

Before You Leave (last 1-2 mins.)
--re-column the desks

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/4 (see the "English Department Membean Routine" sheet).
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/11 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Find and print out a picture for the south wall of our classroom.  Bring the picture for collection at the beginning of NEXT class (Tuesday, 10/9).

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

English 9--10/2/2018 & 10/3/2018

Jump Off (2-3 mins.)
--Take out your notebook and date the page in the lefthand margin (10/2/2018 [ACE] or 10/3/2018 [BDF]).  Label this section of your notes as follows: "My Definition of Tone".  After carefully reading the following definition several times, write your own, easier-to-understand version of the definition in your notebook.  Complete this task quietly and independently, and be ready to share your definition with a classmate and/or the entire class.  Good luck! 

• A writer's tone is the attitude he or she has toward the subject about which and/or audience to which he or she is speaking.  A writer's tone can be described using adjectives such as the following: angry, honest, ironic, etc.

--The following students need to SEE ME at the end of class regarding Membean:

• Nathan B.
• Aidan H.
• Garrett L.
• Evan S.
• Nathaniel W.
• Wyatte G.
• Shane M.
• Makenna M.
• Jake W.
• Leah (Alina) W.

"Hook"/Warm-Up (10-12 mins.)

--pair/share as per the "Jump Off" in order to clarify the definition of tone--add to your notes accordingly!

• perhaps a volunteer shares a personal anecdote and we determine his/her tone?

Tone in Email Correspondence 
--"set the table" for the reading about to be shared
--Your purpose:

• When listening to the return email from me to "Random Student", determine my tone. Remember that a writer's tone is the attitude he or she has toward the subject about which and/or audience to which he or she is speaking. A writer's tone can be described using adjectives such as any of those from the list below:
• amused
• angry
• annoyed
• arrogant
• caring
• confused
• depressed
• formal
• honest
• indifferent
• instructional
• intimate
• ironic
• outraged
• peaceful
• playful
• serious

--brief discussion as per your purpose--cards drawn if necessary

• What was the subject of my email?
• Who was the audience of my email?
• What was my tone in the email?
• How do you know?

S. the C. (10-15 mins.)
--Reminder: Policies regarding Membean training
--binder tabs setup and organizing
--review the "Discussion Contribution Rating Scale" (halfsheet from last class block)

• "Ready to Answer/Still Thinking" signs handed out/modeled for use (maybe?) at the end of this class block and (definitely!) next class block

--the first part of today's class relates to the targets from last class block:

• When reading nonfiction, I can...
• pick out the author's main point (Target #1)
• pick out the important details that the author uses that connect back to his/her main point (Target #2)
• explain how the author's details connect back to his/her main point (Target #3)
• contribute something (a question, an answer, an important detail, etc.) to a whole-group discussion that moves us forward in hitting the three targets listed above (Target #4).

--additionally, the first part of today's class relates to three new targets with informal assessments occurring throughout the block:

• When reading nonfiction, I can...
• tell how the author feels about the topic and/or person(s) he/she is writing about/to (Target #5)
• pick out words that show how the author feels about the topic and/or person(s) (Target #6)
• explain how the author's word choices show how he/she feels (Target #7).

Purposeful Rereading/Informal Assessment/Discussion -- Central Idea and Tone in "Letter One of Rainer Maria Rilke's Letters to a Young Poet (40-45 mins.)

--Purposefully reread as much of Rilke's letter as you can in 10 minutes quietly and independently.

• Your purpose:
• Continue jotting down curious questions whenever such questions enter your mind (listen for them!)
• Continue underlining more key words/details with the first three targets in mind
• Draw boxes around any words or phrases that help you figure out what Rilke's tone is (our new targets)
• FYI: THESE ANNOTATIONS, IF COMPLETED DILIGENTLY, WILL COME IN EXTREMELY HANDY DURING THE INFORMAL ASSESSMENT THAT FOLLOWS THIS PORTION OF THE LESSON AND THE FORMAL ASSESSMENT PERTAINING TO THIS LETTER!

--informal assessment of our new targets (SEE FRONT BOARD/BELOW):

Hold up a finger or fingers to indicate which word best characterizes Rilke's tone:

1. angry
2. honest
3. indifferent
4. instructional
5. playful

"Cool-Down"/Full-Circle Ending (3-5 mins.)
--let's talk about "Random Student" again and what he's up to now...

• What do you think Rainer Maria Rilke would have to say about this circumstance?  How do you know?

Teambuilding Activity -- Artifact Bags (remainder of class [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/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/4 (see the "English Department Membean Routine" sheet).  Vocabulary Quiz #1 will tentatively take place on Friday, 10/12 (ACE) or Monday, 10/15 (BDF).

--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/11 (see the "English Department Membean Routine" sheet).

HW (Class Preparation)

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.