English 9--4/30/2019 (Block 2 ACE with Substitute Directions)

Substitute directions are in red.

Please take attendance via the following roster.  Then, call attendance down to the main office (ext. 1000)

• Alexia Auccello
• Mikhail Boggs
• Nathan Bosch
• Kenneth Faulkner
• Eliot Gavin
• Daniela Gonzalez
• Aidan Hendrick
• Bryce Hoang
• Gabriel Munson 
• Noah Panipinto
• Sara Perdue
• Evan Swan
• Owen Sweeting
• Kylei Waters
• Katarina Weldy
• Nathaniel Wonsey

Please read aloud the "Jump Off" below.

Jump Off

--Please take out your notebook and/or the viewing/reading guides for Act 4 and Act 5 so that you are ready to complete today's target assessment.  You can also use your Parsons text!  Please remember that your class block is responding to this question:

• Throughout the last two acts of the play, which character seems more impulsive, Romeo or Juliet?  Support your answer with specific references to the play.

--This is the information shared last class block.  If follow-up has not yet occurred, Mr. Martin, unfortunately, will be forced to move to the next step of the policy.

As per policy, the following students need to stay after school today as they have not yet submitted a writing assignment:

• M. Boggs
• D. Gonzalez
• A. Hendrick
• N. Panipinto

Please read aloud both of the reminders below under "S. the C.".  Then, share the rest of the agenda as well as the list of homework items at the bottom of the agenda.

S. the C.

--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It is in your best interest to check the blog and Schooltool often.  Additionally, if you have an "INC" for a Marking Period, following up with Mr. Martin ASAP would be wise!

--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

The halfsheet upon which the students complete the "Closure" task is located on the front table with a Post-it labeled "2 ACE" on it.  Please hand out the halfsheets and give the students 15-20 minutes to complete the task at hand.

Closure -- The Tragedy of Romeo and Juliet Act 4 and Act 5 Target Assessment

--After carefully reading the directions, complete the task at hand and submit your best work in the time permitted.

--When you finish, please place your halfsheet in the black basket on the front table.  Then, read your free reading book quietly and independently until everyone is finished.

After all students have completed the closure task, placed their work in the black basket on the front table, and read for about 10 additional minutes, please proceed to the "Activity" below.  Please inform the students that they are "gearing up" for an activity that will take place during class on Thursday.

Activity -- Debate Circle

Step #1: Debate Preparation--Phase One

• read the question below aloud:
• What does a teacher mean when he or she says, "Think like a trial lawyer!"?
• view some of the following video with the question in mind:
• https://www.youtube.com/watch?v=62uvL4ZpQS0
• elicit student responses to the question, and make a bulleted list of responses on the whiteboard--a student might say the following, for example: 
• Know exactly what your claim is and STICK TO IT!

After creating a list on the board of approximately 4-6 items, instruct the students to complete the "Transition" below.  Then, begin wrapping up the class block by reading the official assignment sheet for the writing assignment togther.  After reading the assignment sheet, students can either begin thinking/preparing with regard to the writing assignment and/or complete some additional free reading.

Transition
--Please pick up the "The Tragedy of Romeo and Juliet End-0f-Unit Essay" sheet from the front table.

Looking Ahead/Closure
--oral reading of assignment sheet/Q & A

Flex Block -- End-of-Unit Essay Thinking/Preparation and/or Free Reading (time permitting)

HW (Practice/Take-Home Assessment)

--WE ARE TAKING A BREAK FROM MEMBEAN 4/26-5/2 DUE TO THE MARKING PERIOD ENDING; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!

HW (Class Preparation)

--Begin/continue thinking about and preparing for the End-0f-Unit Essay (especially now that you have the official assignment sheet in your possession).
--Read at least 10 pages of your (dystopian?) free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These final two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
Miscellaneous

--As always, whatever we do not finish in class today, you can expect to continue with next class!

English 9--4/29/2019 (4 BDF)

Jump Off

--Please take out your notebook and/or the viewing/reading guides for Act 4 and Act 5 so that you are ready to complete today's target assessment.  You can also use your Parsons text!

--This is the information shared last class block.  If follow-up has not yet occurred, I, unfortunately, will be forced to move to the next step of the policy.

As per policy, the following students need to stay after school today as they have not yet submitted a writing assignment:

• M. Salvatore

S. the C.

--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It is in your best interest to check the blog and Schooltool often.  Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise!

--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections (as we will do later today!) of The Tragedy of Romeo and Juliet:

ROUGH 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

Closure -- The Tragedy of Romeo and Juliet Act 4 and Act 5 Target Assessment

--After carefully reading the directions (and taking note of any modifications), complete the task at hand and submit your best work in the time permitted.

• What five plot points would you absolutely include?
• What is your justification for including each of the plot points?

Self-Reflection -- The Tragedy of Romeo and Juliet MINI-TEST

• Of what have you demonstrated mastery?
• Where are your areas of growth?
• What could you do between now and the point at which you submit your essay in order to move forward?

Activity -- Debate Circle

Step #1: Debate Preparation--Phase One

• view some of the following video:
• https://www.youtube.com/watch?v=62uvL4ZpQS0
• What do I mean when I say, "Think like a trial lawyer!"?

Transition
--Re-column the desks and pick up the "The Tragedy of Romeo and Juliet End-0f-Unit Essay" sheet.

Looking Ahead/Closure (remainder of class)
--oral reading of assignment sheet/Q & A

HW (Practice/Take-Home Assessment)
--WE ARE TAKING A BREAK FROM MEMBEAN 4/26-5/2 DUE TO THE MARKING PERIOD ENDING; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
HW (Class Preparation)

--Begin/continue thinking about and preparing for the End-0f-Unit Essay (especially now that you have the official assignment sheet in your possession).
--Read at least 10 pages of your (dystopian?) free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These final two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
Miscellaneous

--As always, whatever we do not finish in class today, you can expect to continue with next class!

English 10--4/29/2019

Jump Off
--Please seat yourselves alphabetically again using the roster slips taped to the first desks in each column.
--Please take out all of your materials for your research-based academic argument (annotated sources, notes, outlining template[s], etc.).  As a reminder, here is the compact ("gameplan") we created together last class block so that your productivity is maximized:  

Research Unit--Compact for Independent Work Time

• A quiet environment will be established and maintained.  You have agreed to "police" yourselves to assure that this happens (and did a fantastic job on Thursday!).
• Music will play lightly in the background.  If you prefer, you can listen to your own music via a device and earbuds/headphones.
• At the halfway-ish point of the class block, the following will occur for about 5-10 minutes:
• a drink break during which a few students at a time can access the fountain in our hallway
• one-on-one, on-task peer meetings during which you can share your progress, ask questions, offer suggestions, etc.
• You are expected to set and aim to achieve a goal for today's work block.  Consider the following:
• I will find, print, and actively/purposefully read an additional proper source before class ends.
• I will leave class with my first body paragraph (evidence-based claim--SEE THE FRONT BOARD FOR THE CLASSICAL ARGUMENT STRUCTURE) fully typed in Google Docs and RE-READ.
• I will leave class with my second body paragraph (another evidence-based claim) fully outlined.
• I will leave class having "quick-written" a potential anecdote to use as my essay's hook.

S. the C.
--briefly review the Classical Argument Structure via the notes written on the whiteboard
--HW

Writing Workshop -- Research Unit: Writing an Academic Argument
--quiet and independent work time as per our compact

• DURING THIS TIME, I WILL MEET WITH STUDENTS ALPHABETICALLY IN ORDER TO CONTINUE SCORING LITERARY ANALYSIS WRITTEN RESPONSES.  THESE MEETINGS WILL OCCUR AT THE TABLE ON THE SOUTH END OF THE CLASSROOM.

Before You Leave
--??????

HW (Practice/Take-Home Assessment)
--WE ARE TAKING A BREAK FROM MEMBEAN 4/26-5/2 DUE TO THE MARKING PERIOD ENDING; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
Writing
--"Pay it forward" to yourself with regard to your research-based argumentative essay.  For example, you might spend some time outside of class finding another proper source AND/OR typing a body paragraph or two using your outlines AND/OR...  Merely showing up to class and expecting to put together a sound argument in the time permitted is unrealistic.   
--Continue thinking about the following questions:

• Research Unit: 
• What anecdote might you use to hook your reader at the start of your argumentative essay?
• End-of-Course Assignment: 
• What is your "why?"?

HW (Class Preparation)
--Read at least 10 pages of your memoir between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These final two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.

English 10 Honors--4/29/2019

Jump Off
--Please pick up a copy of the "Lord of the Flies--CHAPTER SEVEN" sheet from the table located at the south end of the classroom.
--Find your materials at the same desk at which you sat last class block.  You have the first half of today's class block to finish taking the assessment.  If you finish before time is up, please...

• paperclip all of your materials together and place them in the black basket on the table
• engage in free reading
• Though you can certainly feel free to read Lord of the Flies, please be aware that we will start reading CHAPTER SEVEN together in the circle near the end of the class block. 
• consider logging in to Membean and completing a training session.
• DURING TODAY'S CLASS BLOCK, I WILL BE MEETING WITH STUDENTS ALPHABETICALLY AGAIN (BEGINNING WITH CAITLIN M.) IN ORDER TO CONTINUE SCORING LITERARY ANALYSIS WRITTEN RESPONSES.

Assessment -- "Midterm" Examination in English Language Arts

Flex Block -- Free Reading and/or Membean 

Transition

--move the desks/form a circle

Oral Reading/Discussion -- CHAPTER SEVEN of William Golding's Lord of the Flies
--Reminder: Active/purposeful reading tasks:

• In order to engage in high-level discussions about Golding's challenging text, our active/purposeful reading tasks are as follows:
• complete Post-its (or notebook notes) as directed:
• read actively as you have done in the past (e.g., If you need to jot down basic plot notes to get/remember the "gist", do so!; If you connect the text to personal experience, jot down notes about the connection and flag the page; If you have a question, jot it down and flag the page; etc.)
• read purposefully with regard to...
• literary techniques/elements
• the conventions of literature
• theme
• the End-of-Course Assignment.

--continue engaging in an active/purposeful oral reading

Closure

--What were you able to "get" out of what we read today?

• turn and talk
• whole-class share-out/notes on whiteboard

Here are some notes from our brief whole-class share-out:

HW (Practice/Take-Home Assessment)
--WE ARE TAKING A BREAK FROM MEMBEAN 4/26-5/2 DUE TO THE MARKING PERIOD ENDING; HOWEVER, YOU CAN STILL TRAIN THIS WINDOW OF TIME (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
HW (Class Preparation)
--Finish actively/purposefully reading CHAPTER SEVEN of Lord of the Flies.  Then, complete the analysis task as per the "Lord of the Flies--CHAPTER SEVEN" sheet as further preparation for discussion and/or to turn in as an assessment.  This assignment is due at the beginning of class NEXT TIME (Wednesday, 5/1).  On this day, then, you should arrive at class a little over halfway through the text with three passages selected, contextualized, analyzed, and ready to discuss.
--Read at least 10 pages of your memoir between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These final two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.

English 9--Target Assessment Prompts for Each Class Block

Block 4 BDF

• Write a one-paragraph (no more than five sentences) objective summary of the basic plot of Act 5 of The Tragedy of Romeo and Juliet.

Block 2 ACE

• Throughout the last two acts of the play, which character seems more impulsive, Romeo or Juliet?  Support your answer with specific references to the play.

Block 3 ACE

• Write a one-paragraph (no more than five sentences) objective summary of the basic plot of Act 4 of The Tragedy of Romeo and Juliet.

English 9--TToRaJ Act 4 and Act 5 Rough Notes

English 9--4/25/2019 (BDF) & 4/26/2019 (ACE)

Jump Off
--Please find your name card and sit in the corresponding desk in the circle.

S. the C.

--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It is in your best interest to check the blog and Schooltool often.  Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise!
--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" of The Tragedy of Romeo and Juliet, closely re-reading sections of the play, and connecting the play to our lives:

ROUGH 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

Community Circle -- Confronting the Issues in The Tragedy of Romeo and Juliet

--information shared by Miss Mahar and Mrs. Fitzsimmons
--turn and talks/whole-class share-outs via a passing of the ball with regard to the following questions:

• What are some of the warning signs exhibited by Romeo and Juliet in the play?
• If you were another character in the play (e.g., Susan or another "eo/io"), what might you have done?
• What does Shakespeare ultimately seem to be suggesting?

--Transition

• sheets of lined paper passed around the circle

--Paper Toss

• On your sheet of lined paper, jot down a question that you would still like discussed, answered, etc. (about mental health? about suicide? about the play? about the End-of-Course Assignment?).
• Crumple up your sheet of paper and throw it into the middle of the circle.
• Engage in closure by moving clockwise around the circle, picking up papers, reading questions, and continuing to engage in discussion.

--Closure

• closing comments from Miss Mahar and Mrs. Fitzsimmons

Jump Off
--Please look in your binder and find your debate materials from last class block.

Activity (cont.) -- Debate Circle

Step #1: Debate Preparation--Phase One (cont.) (8-10 mins.)

• review what it means to think like a trial lawyer:
• To think like a trial lawyer,...
• know your precise claim and stick to it. (Note: You do not necessarily even need to agree!)
• pore over the evidence and pick out the best pieces to support your claim.
• DO NOT IGNORE THE "LITTLE THINGS"!
• analyze/interpret the evidence so that you can explain with conviction what the evidence "means". (Note: Valuing practicing is important!)
• anticipate the "other side" by poring over their evidence.
• What will they use?
• What will they say it "means"?
• How will you respond?
• What do you think the evidence "means" instead?
• What other "stronger" evidence exists instead?
• acknowledge that you cannot anticipate everything, so expect anything!
• Genuinely listen to the "other side".
• Stay as calm as possible.
• finish initial preparation in partnerships/groups of three

Step #2: Debate Preparation--Phase Two (8-10 mins.)

• larger groups formed (Juliet group and Romeo group)
• share work completed, finish forming your argument/counterargument, and assign spokespeople (three total--consider who worked with which folder[s] initially)

Transition (2-3 mins.)

--Form an inner circle consisting of 8 desks surrounded by a larger outer circle--I'LL DRAW A PICTURE ON THE BOARD IF I NEED TO!

Step #3: The Debate (20-25 mins.)

• purpose of desks explained: 6 desks in the inner circle are for spokespeople to share their views while the 7th desk and the 8th desk in the inner circle are designated for anyone who wants to come in briefly and add information to the debate (advisement for spokespeople, clearer explanations, direct quotations, etc.) after which he or she must go back to his or her desk in the outer circle
• spokespeople move to inner circle desks to prepare for debating about the following question:
• Who is more impulsive throughout Act 4 and Act 5 of The Tragedy of Romeo and Juliet, Romeo or Juliet?
• begin debating with a spokesperson from Romeo's "camp" (timer at 45 seconds)--I'll moderate, moving from "camp" to "camp" and including the "7th and 8th deskers" whenever appropriate
• during the debate, outer circle members are to be silent until all the spokespeople in the inner circle have been heard (unless, of course, an outer circle member chooses to take the 7th or 8th desk)--taking notes during the debate is highly encouraged! :)
• after the spokespeople in the inner circle have debated the topic, outer circle members can direct questions to individual spokespeople (time permitting)

Transition (2-3 mins.)
--Re-column the desks and pick up a copy of the "Collaboration Reflection/End-of-Unit Essay Ticket-Out-the-Door" sheet

Looking Ahead/Closure (remainder of class)
--After carefully reading the directions on the front page of the Ticket-Out-the-Door, complete the task at hand and place your best work in the black basket on the front table when you finish.

HW Time and/or Read-Aloud Time (time permitting)

HW (Practice/Take-Home Assessment)
before 11:59 PM on Thursday, 5/9 

HW (Class Preparation)

--Continue thinking about and preparing for the End-0f-Unit Essay (especially now that you have the official assignment sheet in your possession and we have engaged in debate aligned with the assignment).
--Read at least 10 pages of your (dystopian?) free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These final two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
Miscellaneous
*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*

--Next class block, we will engage in a lesson/Community Circle with Miss Mahar and Mrs. Fitzsimmons to which I am greatly looking forward.
--ACE classes: Enjoy the weekend--you only get so many of 'em! :)