English 9--3/8/2019 & 3/11/2019

Jump Off
--Please pick up a copy of the "Free Reading--Course Component Fulfillment Options for Marking Periods 3 and 4" sheet from the front table.
--Please sit at your new assigned seat again.
--Please take out your copy of the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 with which we have been working.

S. the C.
--free reading Option #2 briefly highlighted/MODELED with Fredrik Backman's Beartown

--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

Enrichment

--Dr. G.'s Verona slides 

Film/First-Draft "Reading" (cont.) -- The Rest of Act 1 of Franco Zeffirelli's Romeo and Juliet

--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
--Take out your copy of the Richard Parsons 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 another question/prompt first as a model--MAJORITY RULES!

Closure -- Wrapping Up Act 1 of The Tragedy of Romeo and Juliet
--form groups of two-four via a drawing of cards

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

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/14 (see the "English Department Membean Routine" sheet).

HW (Class Preparation)

--FINISH your free reading book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

HW (Class Preparation)

--Sometime in the near future, a The Tragedy of Romeo and Juliet Unit mini-test will occur.  In order to continue/finish preparing, consider...

• reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
• reviewing your "Drama Terms Notes/Poetry Terms Notes" document
• Are you able to match each of the terms to its definition?
• Can you apply your understanding of each of the terms to Act 1 of the play?
• reviewing your "The Shakespearean Sonnet" sheet, especially bearing in mind the highly effective answers/responses to the "'Sonnet 116'--Comprehension/Closure Questions" sheet
• Can you recognize a sonnet when you see one?
• What distinguishes a Shakespearean Sonnet from, say, a Petrarchan Sonnet?
• What is the "gist" of "Sonnet 116"?
• What is the theme (central idea) of "Sonnet 116"?
• How does Shakespeare deliberately use writing strategies (e.g., diction, figurative language, etc.) to convey the theme (central idea) of "Sonnet 116"?
• reviewing the character map on the inside cover of your Parson text
• Who's who?! 
• Who are the main characters?
• What relationships exist between the main characters?
• What are the roles of some of the minor characters (e.g., Samson and Gregory)?
• 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
• reviewing your Act 1 viewing/reading guide responses
• rereading Act 2 of the play and visiting the following web address in order to improve your Act 2 text frames with gaps items and viewing/reading guide responses
• https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_74/
• reviewing your Act 2 text frames with gaps items and viewing/reading guide responses
• staying after school in Room 203 on 3/8 and/or 3/11 to discuss any lingering questions that you have.

Miscellaneous

--Work toward achievement of your S.M.A.R.T. Goal?!
--Enjoy the weekend--you only get so many of 'em! :)


On the backburner:

• Completion of Free Reading Course Component for Marking Periods 3 & 4 (Offer Book Review in Hallway as an Option)
• Finishing Gnomeo & Juliet by further discussing/returning to guide
• opening a window into The Tragedy of Romeo and Juliet
• 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.
• Writing returned/revised in waves
• Wave 1?!?!
• 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 concepts therein.
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Short works--The Tragedy of Romeo and Juliet Unit
• Poe's "The Cask of Amontillado"
• Saki's "The Interlopers"

English 10--3/7/2019

Jump Off
--Please pick up each of the following from the front table:

• a copy of the "Free Reading--Course Component Fulfillment Options for Marking Periods 3 and 4" sheet
• the halfsheet titled "Claim Templates for a Theme Statement in Literature Conveyed Through a Writing Strategy"
• the halfsheet titled "Article of the Week/ThinkCERCA #3 (Research Unit)"

S. the C.
--free reading Option #2 briefly highlighted/MODELED with Fredrik Backman's Beartown
--Wrapping Up With the End in Mind: You will write a two paragraph literary analysis response in which you...

• show that Coelho is implementing a writing strategy (literary element or literary technique or rhetorical device) within the novella The Alchemist
• explain how Coelho uses the writing strategy to develop an emergent theme of the story.

This writing assignment also serves as the "40" component of the second 60/40 reading assessment.
--agenda/HW

Writing Workshop -- End-of-Novella-Unit Literary Analysis Written Response
--oral reading of "Claim Templates for a Theme Statement in Literature Conveyed Through a Writing Strategy"

--MODELING each of the templates on the SMART Board with paragraph #2 of my written response (symbolism helping convey theme in the novella)
--For HW, use the halfsheet to write the second paragraph claim for YOUR written response.

Research -- Inquiry-Based Argumentative Research Paper

--active/purposeful reading of "American Meritocracy Is Killing Youth Sports" shared via SMART Board

LIBRARY

• NoodleTools refresher?
• find another proper source by running the "CRAP Test"
• print the source
• populate NoodleTools with your sources ("pay it forward")
• actively/purposefully read the source (complete the AoW #3 assignment)
• WHEN YOUR NAME IS CALLED, MEET WITH ME IN THE NORTHWEST CORNER.

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM TODAY (Thursday, 3/7) (see the "English Department Membean Routine" sheet).
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/14 (see the "English Department Membean Routine" sheet).
Writing

--Continue thinking about your upcoming literary analysis written response.

• About which writing strategy will you write?
• What is a strong theme statement for the novella?
• What pieces of evidence from the novella do you intend to use?

You can expect to continue moving forward with the exemplar next class block.
--Use the "Claim Templates for a Theme Statement in Literature Conveyed Through a Writing Strategy" halfsheet to write the second paragraph claim for YOUR written response by the beginning of NEXT class.

--Continue thinking about the following questions:

• Research Unit: What might you argue with regard to your research topic?
• We will be heading back over to the library again next week!
• End-of-Course Assignment: What is your "why?"?

--Finish actively/purposefully reading AoW #3 (YOUR next article!) as per the directions in the box on the "Article of the Week/ThinkCERCA #3 (Research Unit)" halfsheet.  Expect to place your best work in the black basket at the beginning of NEXT class.
HW (Class Preparation)
--FINISH your free reading book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

Miscellaneous

--Be thinking about the memoir genre.  Whose life/what "type" of life would you like to read about during the last 12 weeks of the school year?

--Work toward achievement of your S.M.A.R.T. Goal?!
--Enjoy the weekend--you only get so many of 'em! :)

English 10 Honors--3/7/2019

Jump Off (1-2 mins.)
--Please pick up a copy of the "Free Reading--Course Component Fulfillment Options for Marking Periods 3 and 4" sheet from the front table.
--Please take out your copy of the "Lord of the Flies Unit--Conventions of Literature Written Response" sheet and any other materials related to the writing assignment upon which we are currently working.

S. the C. (5-8 mins.)
--Option #2 briefly highlighted/MODELED with Fredrik Backman's Beartown
--agenda/HW

Writing Workshop (cont.) -- Applying the Conventions of Literature to Animated Film (remainder of class)

--move forward on the writing assignment quietly and independently

• point out/MODEL the use of the claim templates for paragraph 2 (see the southern whiteboard)
• aim to... 
• finish outlining/writing paragraph 1
• begin (finish?) outlining/writing paragraph 2
• re-read/revise and RE-READ?

*DURING THIS TIME, I WILL CONTINUE MEETING WITH STUDENTS ONE-ON-ONE AT THE FRONT TABLE.*

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM TODAY (Thursday, 3/7) (see the "English Department Membean Routine" sheet).
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/14 (see the "English Department Membean Routine" sheet).
Writing

--Move forward on your "Conventions of Literature Written Response" with the knowledge that we will work in class again on Monday, 3/11 for at least half the time.
--Continue reviewing the conventions of literature, bearing in mind that you are expected to apply your knowledge and understanding (to Lord of the Flies, to your free reading books, to anything, really!) moving forward.

--Sometime next week, you will be taking an examination that mirrors the New York State Regents Examination in English Language Arts (Common Core).  Please come prepared!

--If you have not done so in a while, ask yourself the following question in preparation for completing the End-of-Course Assignment: What is your "why?"?

HW (Class Preparation)

--FINISH your free reading book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

Miscellaneous
--Be thinking about the memoir genre.  Whose life/what "type" of life would you like to read about during the last 12 weeks of the school year?
--Work toward achievement of your S.M.A.R.T. Goal?!
--Enjoy the weekend--you only get so many of 'em! :)

On the Backburner

• "Poetry Assessment #1" back
• complete "cheat sheet" while going over
• preparing to read LotF
• memoir of choice (could be An Ordinary Man!) as last free reading

English 9--3/6/2019 & 3/7/2019

Jump Off

--On your desk at YOUR NEW ASSIGNED SEAT, you will find the "'Sonnet 116'--Comprehension/Closure Questions" from last class block.  At the start of class today, I would like to share highly effective answers/responses that I read via one last set of annotations.

--Please take out your copies of the following: 

• the "The Shakespearean Sonnet" sheet
• the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 with which we began working last class block

S. the C.
--annotations shared/assessments and name cards turned back in

--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, scene 1 of Franco Zeffirelli's Romeo and Juliet

--3 ACE/4 BDF: Engage in a "materials assessment" together for #1-5:

• 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.

--purposefully view the film through #5, 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
--repeat the process for next 5
--repeat the process for final 4
--Closure

• pair-share
• 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" of Act 1, scene 1?
• DURING THIS TIME, I WILL JOT DOWN "GIST" NOTES ON THE FRONT BOARD.

Transition (THINK)
--Please pick up each of the following from the front table: 

• a copy of the Richard Parsons version of The Tragedy of Romeo and Juliet.  
• 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).  
• Write your first and last name and book number on the sheet on the front table.
• 2 ACE: a paper copy of the side-by-side version of Act 1 of the play.

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 (PAIR) -- Act 1, scene 1 of The Tragedy of Romeo and Juliet

--form groups of two-four via a drawing of cards

--compare/share responses with each other

--whole-class Q & A

Brain Break --The Shoe Game

Film/First-Draft "Reading" (cont.) -- The Rest of Act 1 of Franco Zeffirelli's Romeo and Juliet

--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

--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 another question/prompt first as a model--MAJORITY RULES!

Closure Activity/Discussion Preparation -- Act 1 of The Tragedy of Romeo and Juliet Small-Group Discussions
--re-form groups of two-four

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

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM this Thursday, 3/7 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)

--FINISH your free reading book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

HW (Class Preparation)
--On Tuesday, 3/12 (ACE)/Wednesday, 3/13 (BDF), a The Tragedy of Romeo and Juliet Unit mini-test will occur.  In order to continue/finish preparing, consider...

• reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
• reviewing your "Drama Terms Notes/Poetry Terms Notes" document
• Are you able to match each of the terms to its definition?
• Can you apply your understanding of each of the terms to Act 1 of the play?
• reviewing your "The Shakespearean Sonnet" sheet, especially bearing in mind the highly effective answers/responses to the "'Sonnet 116'--Comprehension/Closure Questions" sheet
• Can you recognize a sonnet when you see one?
• What distinguishes a Shakespearean Sonnet from, say, a Petrarchan Sonnet?
• What is the "gist" of "Sonnet 116"?
• What is the theme (central idea) of "Sonnet 116"?
• How does Shakespeare deliberately use writing strategies (e.g., diction, figurative language, etc.) to convey the theme (central idea) of "Sonnet 116"?
• reviewing the character map on the inside cover of your Parson text
• Who's who?! 
• Who are the main characters?
• What relationships exist between the main characters?
• What are the roles of some of the minor characters (e.g., Samson and Gregory)?
• rereading the Act 1, Prologue and reviewing your Act 1, Prologue viewing/reading guide responses
• 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
• reviewing your Act 1 viewing/reading guide responses.

Miscellaneous

--Work toward achievement of your S.M.A.R.T. Goal?!


On the backburner:

• INCLUDE AS PART OF ASSESSMENT: Pick up a copy of the "The Shakespearean Sonnet--Checking for Understanding" document.  After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  (See if you can complete this task without using your "The Shakespearean Sonnet" document from last class.)  Good luck!
• whole-class share-out/discussion (responses to the "The Shakespearean Sonnet--Checking for Understanding" document)
• Completion of Free Reading Course Component for Marking Periods 3 & 4 (Offer Book Review in Hallway as an Option)
• Finishing Gnomeo & Juliet by further discussing/returning to guide
• opening a window into The Tragedy of Romeo and Juliet
• 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.
• Writing returned/revised in waves
• Wave 1?!?!
• 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 concepts therein.
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Short works--The Tragedy of Romeo and Juliet Unit
• Poe's "The Cask of Amontillado"
• Saki's "The Interlopers"

English 10--3/5/2019

Jump Off
--Please pick up each of the following from the front table:

• the halfsheet titled "Claim Templates With TAG About a Writing Strategy in Literature"
• a manila folder
• the halfsheet titled "Article of the Week/ThinkCERCA #2 (Research Unit)"
• the sheet titled "The CRAP Test"

S. the C.

--Wrapping Up With the End in Mind: You will write a two paragraph literary analysis response in which you...

• show that Coelho is implementing a writing strategy (literary element or literary technique or rhetorical device) within the novella The Alchemist
• explain how Coelho uses the writing strategy to develop an emergent theme of the story.

This writing assignment also serves as the "40" component of the second 60/40 reading assessment.

--agenda/HW

Transition
--Please take out your copy of the "The Alchemist Novella Unit--End-of-Novella-Unit Literary Analysis Written Response Exemplar" document from last class block.

Writing Workshop -- End-of-Novella-Unit Literary Analysis Written Response
--oral reading of "Claim Templates With TAG About a Writing Strategy in Literature" halfsheet
--MODELING each of the templates on the SMART Board with paragraph #1 of my written response (symbolism in the novella)
--writing paragraph claim
--Closure -- Handwriting Paragraph #1

• copy down the first sentence(s) of the (hopefully?!) exemplary written response

--For HW, use the halfsheet to write the claim for YOUR written response.

Research -- Inquiry-Based Argumentative Research Paper
--my manila folder shared, which includes my sheet from our last visit to the library

• I strongly recommend that you, too, put together a research folder in which you can keep all of your materials moving forward!

--oral reading of the first direction on the "Article of the Week/ThinkCERCA #2 (Research Unit)" halfsheet

--MODEL use of the "CRAP Test" with my article titled "American Meritocracy Is Killing Youth Sports"

• Does this article "pass"?

--oral reading of the second direction on the halfsheet

--MODEL active/purposeful reading with the beginning of my article

LIBRARY

• find a proper source by running the "CRAP Test"
• print the source
• actively/purposefully read the source (complete the AoW #2 assignment)

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM this Thursday, 3/7 (see the "English Department Membean Routine" sheet).
Writing

--Continue thinking about your upcoming literary analysis written response.

• About which writing strategy will you write?
• What is a strong theme statement for the novella?
• What pieces of evidence from the novella do you intend to use?

You can expect to continue moving forward with the exemplar next class block.
--Use the "Claim Templates With TAG About a Writing Strategy in Literature" halfsheet to write the claim for YOUR written response by the beginning of NEXT class.

--Continue thinking about the following questions:

• Research Unit: What might you argue with regard to your research topic?
• We will be heading back over to the library again next week!
• End-of-Course Assignment: What is your "why?"?

--Finish actively/purposefully reading AoW #2 (YOUR article!) as per the directions in the box on the "Article of the Week/ThinkCERCA #2 (Research Unit)" halfsheet.  Expect to place your best work in the black basket at the beginning of NEXT class.
HW (Class Preparation)
--Read at least 5-10 pages of your free reading book between now and next class.  Your book must be finished by the END OF THIS WEEK.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Books are mirrors: you only see in them what you already have inside you" (Carlos Ruiz Zafon).

Miscellaneous

--Be thinking about the memoir genre.  Whose life/what "type" of life would you like to read about during the last 12 weeks of the school year?

--Work toward achievement of your S.M.A.R.T. Goal?!

English 10 Honors--3/5/2019

Jump Off (1-2 mins.)
--Please pick up a copy of the "Lord of the Flies Unit--Conventions of Literature Written Response" sheet from the front table.

S. the C. (10-15 mins.)
--picking apart the assignment sheet/English 10 lesson sequence and plan of attack for my version of that assignment (symbolism conveying theme)
--agenda/HW

Transition (1-2 mins.)
--Please take out your notebook and open back up to the section in which you are taking notes about The Lego Movie.

Application Activity/Writing Workshop -- Applying the Conventions of Literature to Animated Film (30-35 mins.)
--Finish purposefully viewing the film (1:07:58-1:33:30) 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

--Closure

• "I have noticed _____ because..."
• "A viable theme statement might be..."

Writing Workshop (cont.) -- Applying the Conventions of Literature to Animated Film (remainder of class)
--move forward on the writing assignment quietly and independently

• point out/MODEL the use of the claim templates for paragraph 1 (see the southern whiteboard)
• aim to outline/begin writing paragraph 1?

*DURING THIS TIME, I WILL BEGIN MEETING WITH STUDENTS ONE-ON-ONE AT THE FRONT TABLE.*

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM this Thursday, 3/7 (see the "English Department Membean Routine" sheet).
Writing

--Continue thinking about/moving forward on your "Conventions of Literature Written Response".

• About which convention of literature will you write?
• What is a strong theme statement for the film?
• What pieces of evidence from the film do you intend to use?

You will be given the entire class block NEXT TIME (Thursday, 3/7) to work on the assignment.  I will be meeting with each of you one-on-one regarding the assignment this class day as well.
--Continue reviewing the conventions of literature, bearing in mind that you are expected to apply your knowledge and understanding (to Lord of the Flies, to your free reading books, to anything, really!) moving forward.
--Sometime next week, you will be taking an examination that mirrors the New York State Regents Examination in English Language Arts (Common Core).  Please come prepared!

--If you have not done so in a while, ask yourself the following question in preparation for completing the End-of-Course Assignment: What is your "why?"?
HW (Class Preparation)
--Read at least 5-10 pages of your free reading book between now and next class.  Your book must be finished by the END OF THIS WEEK.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Books are mirrors: you only see in them what you already have inside you" (Carlos Ruiz Zafon).

Miscellaneous
--Be thinking about the memoir genre.  Whose life/what "type" of life would you like to read about during the last 12 weeks of the school year?

--Work toward achievement of your S.M.A.R.T. Goal?!

On the Backburner

• "Poetry Assessment #1" back
• complete "cheat sheet" while going over
• preparing to read LotF
• memoir of choice (could be An Ordinary Man!) as last free reading

English 9--3/4/2019 & 3/5/2019

Jump Off (1-2 mins.)
--Please take out your copy of the "The Shakespearean Sonnet" document from last class block.

S. the C. (5-8 mins.)
--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

Transition (1-2 mins.)

--Please pick up a copy of the "'Sonnet 116'--Comprehension/Closure Questions" document from the front table.

Comprehension Check/Assessment -- "Sonnet 116"--Comprehension/Closure Questions (15-20 mins.)
--After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  Good luck!
--When you finish, please place your work in black basket on the front table.  Then, complete one of the following tasks until everyone is finished with the assessment:

• read your free reading book
• review your "Drama Terms Notes/Poetry Terms Notes" document in preparation for the upcoming comprehension check.

Transition (2-3 mins.)
--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 (20-25 mins.)
--engage in comprehension check/"firm up" understanding via PowerPoint

Transition/Looking Ahead (5-8 mins.)

--Please pick up a copy of the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 from the front table.
--Engage in a "materials assessment" together for #1-5:

• 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 (flex time)

--purposefully view the film through #5, 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
--repeat the process for next 5 (time permitting)
--repeat the process for final 4 (time permitting)

• Closure (time permitting) 
• 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"?

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM this Thursday, 3/7 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)

--If you have not already done so, strongly consider pre-reading the rest of 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

--Read at least 5-10 pages of your free reading book between now and next class.  Your book must be finished by the END OF THIS WEEK.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Books are mirrors: you only see in them what you already have inside you" (Carlos Ruiz Zafon).

HW (Class Preparation)
--On Friday, 3/8 (ACE)/Monday, 3/11 (BDF), a The Tragedy of Romeo and Juliet Unit mini-test will occur.  In order to begin/continue preparing, consider...

• reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
• reviewing your "Drama Terms Notes/Poetry Terms Notes" document
• reviewing your "The Shakespearean Sonnet" sheet
• reviewing your "'Sonnet 116'--Comprehension/Closure Questions" sheet upon its return next class block
• reviewing the character map on the inside cover of your Parson text, which you will receive next class block
• 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
• reviewing your Act 1 viewing/reading guide responses.

Miscellaneous

--Work toward achievement of your S.M.A.R.T. Goal?!


On the backburner:

• INCLUDE AS PART OF ASSESSMENT: Pick up a copy of the "The Shakespearean Sonnet--Checking for Understanding" document.  After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  (See if you can complete this task without using your "The Shakespearean Sonnet" document from last class.)  Good luck!
• whole-class share-out/discussion (responses to the "The Shakespearean Sonnet--Checking for Understanding" document)
• Completion of Free Reading Course Component for Marking Periods 3 & 4 (Offer Book Review in Hallway as an Option)
• Finishing Gnomeo & Juliet by further discussing/returning to guide
• opening a window into The Tragedy of Romeo and Juliet
• 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.
• Writing returned/revised in waves
• Wave 1?!?!
• 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 concepts therein.
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Short works--The Tragedy of Romeo and Juliet Unit
• Poe's "The Cask of Amontillado"
• Saki's "The Interlopers"