English 10--5/3/2019

Jump Off
--Please obtain your Chromebook and log in.  Then, log in to Membean and take the quiz that has been deployed for you.  Good luck!
--When you finish, return your Chromebook.  Then, please take out the following:

• your copy of the article titled "AP Classes Are a Scam"
• the "Basic Counterargument Paragraph Template" sheet
• the "Methods of Refutation" sheet containing the first method of refutation
• the "Sample Counterargument Paragraph--Method of Refutation #1" sheet

Finally, please consider the following questions:

• What is John Tierney's claim in "AP Classes Are a Scam"?  In other words, what is he trying to argue?  What are his reasons?
• What are some of the "things" that those who disagree with his claim might say?  (Consider looking at our t-chart from last class block!)  What textual evidence would they use?  

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!

--agenda/HW

• Briefly review the Classical Argument Structure yet again via the notes written on the whiteboard and contextualize today's first writing workshop block

Writing Workshop #1 (cont.) -- Writing a Counterargument Paragraph

--turn and talk with regard to the "Jump Off"
--whole-class share-out with regard to the "Jump Off"

--purposeful oral reading of each of the following documents:

• the "Basic Counterargument Paragraph Template" sheet
• the "Methods of Refutation" sheet containing the first method of refutation
• the "Sample Counterargument Paragraph--Method of Refutation #1" sheet

Transition

--Please take out all of your materials for your research-based academic argument (annotated sources, notes, outlining template[s], etc.).  Then, consider the following questions:

• What is the rough claim for your research-based argumentative essay?  In other words, what are you trying to argue?  What are your reasons?
• What are some of the "things" that those who disagree with your claim might say?  What textual evidence would they use?  

Writing Workshop #2 -- Research Unit: Writing an Academic Argument
--turn and talk
--whole-class share-out
--Reminder: Here is the compact ("gameplan") under which we are working 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 the past few class blocks!).
• Music will play lightly in the background.  If you prefer, you can listen to your own music via a device and earbuds/headphones.
• 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 yet another proper source before class ends.
• I will leave class with another 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 third 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.
• I will leave class today with a counterargument paragraph at least halfway outlined

--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 FRONT TABLE.

Before You Leave
--??????

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 5/9 (see the "Membean Routine" document).
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?
• What are some of the "things" that those who disagree with your claim might say?  What textual evidence would they use?
• 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.
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!).*
--Enjoy the weekend--you only get so many of 'em! :)

English 10 Honors--5/3/2019

Jump Off
--Please take out your materials for the three passages that you selected, contextualized, and analyzed.  Today, we will finish engaging in the "Significant Passage 'Speed Dating'" activity that we began last class block.  Back-facing-east people--please return to your desks.  Back-facing-west people--please occupy the next desk  that you should be in.

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!
--agenda/HW

Discussion Activity (cont.) -- Significant Passage "Speed Dating"
--Reminder: activity directions

• the student with his/her back facing east stays stationary throughout the activity
• the student with his/her back facing east starts each "date" by reading his/her selected passage aloud
• You can use your best passage, or can "mix it up" for each date.
• the student with his/her back facing west aims to complete tasks A, B, C, and D (explaining how the selected passage could be used in a discussion of his/her claim)
• the student with his/her back facing east validates/corrects before sharing how the passage fits with his/her claim
• roles reverse
• "dates" end after 6 minutes
• students with backs facing west rotate by heading south
• lather...rinse...repeat!

--engage in "speed dating" process for approximately 30 more minutes--taking notes is strongly encouraged!

Transition
--Please re-column the desks.  Then, obtain your Chromebook and log in.  Finally, log in to Membean and take the quiz that has been deployed for you.  Good luck!

Assessment -- Vocabulary #5

--When you finish, return your Chromebook and...

• actively/purposefully read CHAPTER NINE of Lord of the Flies in preparation for analysis/discussion/(an assessment?) AND/OR 
• engage in free reading.

HW Time

• DURING THIS TIME, ANY STUDENTS THAT DID NOT GET THE OPPORTUNITY TO MEET WITH ME DURING CLASS TIME CAN DO SO AFTER LOOKING THROUGH THE FEEDBACK I HAVE PROVIDED ON THEIR LITERARY ANALYSIS PIECES.

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 5/9 (see the "Membean Routine" document).
HW (Class Preparation)
--Review your materials pertaining to LotF in preparation for an upcoming assessment.
--Actively/purposefully read CHAPTER NINE of Lord of the Flies prior to next class as preparation for analysis/discussion/(an assessment?).

--Read at least 10 pages of your memoir between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  During the final marking period, I intend to randomly check for books and include your level of preparation in my reporting via Schooltool.
Writing
--You should be thinking about the following questions, bearing in mind that at the end of the course, you will submit an analytical argument in support of your claim:

• End-of-Course Assignment: 
• 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?

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!).*

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

English 9--5/1/2019 (BDF) & 5/2/2019 (ACE)

Jump Off
--Please obtain your Chromebook and log in.  Then, log in to Membean and take the quiz that has been deployed for you.  Good luck!
*AS YOU WORK, I WILL RETURN YOUR MINI-TESTS FROM THE BEGINNING OF THE MARKING PERIOD.*

--When you finish, return your Chromebook and engage in... 

• self-reflection with regard to your 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?
• ACE classes only
• free reading until all have finished.

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

• 2 ACE:
• halfsheets from last class block returned
• 88% of you responded that Juliet is more impulsive than Romeo
• 12% of you responded that Romeo is more impulsive than Juliet
• Further reasoning by connecting back to a definition of impulsiveness is the biggest area of growth across the board.  We will work on this today! :)
• 3 ACE:
• halfsheets from last class block returned
• key events include...
• Paris and Friar Lawrence speak of Paris marrying Juliet on Thursday
• In Friar Lawrence's cell, Juliet says she would rather die than marry Paris and gets a sleeping potion from Friar Lawrence along with further instructions
• Juliet apologizes to her parents, so Lord Capulet moves the wedding up a day to Wednesday
• Juliet takes the potion, making her appear dead
• Juliet is found "dead" by Nurse, and plans for her funeral follow
• Including a topic sentence, including accurate information (Act 4 versus Act 5), and eliminating interpretations are the biggest areas of growth across the board.

According to the students in Block 4 BDF, in Act 5, ...

• Balthasar falsely informs Romeo that Juliet is dead, so Romeo purchases poison from an apothecary and returns to Verona
• at Juliet's tomb, Paris fights Romeo because Romeo killed Tybalt, and shortly thereafter, Paris gets stabbed and killed by Romeo
• Friar Lawrence goes to Juliet's tomb so that he is there when she awakens, and he finds Romeo dead
• after waking to find Romeo dead and Friar Lawrence seemingly panic-stricken, Juliet cries on Romeo's dead body and stabs herself dead
• the deaths of Romeo and Juliet restore peace to the Montague and Capulet families.

Activity -- Debate Circle

Step #1: Debate Preparation--Phase One (20-25 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.
• task modeled with a "folder" about Act 1 (SEE POWERPOINT)

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 your binder prior to leaving class.  (We will return to this document next class.)

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)!
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 5/9 (see the "Membean Routine" document). 
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).
--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!).*

--As always, whatever we do not finish in class today, you can expect to continue with next class!
--ACE classes: Enjoy the weekend--you only get so many of 'em! :)

English 10--5/1/2019

Jump Off
--Please consider the following questions:

• Out of all of the classes that you are taking this school year, which one is the hardest?
• What makes the class that you picked out hard?  In other words, how are you defining "hardness" when it comes to classes here at Livonia High School?

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!

--turn and talk

--whole-class share-out

--agenda/HW

• Briefly review the Classical Argument Structure via the notes written on the whiteboard and contextualize today's first writing workshop block

Writing Workshop #1 -- Writing a Counterargument Paragraph
--consider these two questions next:

• Several sophomores here at Livonia High School have now almost finished an AP course and are gearing up to take an AP exam (or have observed peers/friends go through the experience).  As a result, I am sure you have all sorts of opinions.  What are the pros and cons of AP courses?  What is your "why" with regard to the AP experience--why do you take or plan to take (or not take or not plan to take) AP courses?

--turn and talk

--whole-class share-out
--Transition

• Please pick up a copy of the article titled "AP Classes Are a Scam" from the front table.  We will purposefully read this article together.  Our purposeful reading questions are as follows:
• What is John Tierney's claim?
• What are some of the counterclaims that can be made in response to Tierney's claim?
• Consider our t-chart from earlier in the class block.

--purposeful oral reading of Tierney's article

--discuss the article via volunteers (and, if necessary, a drawing of cards)

--Transition

• Please pick up each the following from the front table:
• the "Basic Counterargument Paragraph Template" sheet
• the "Methods of Refutation" sheet containing the first method of refutation
• the "Sample Counterargument Paragraph--Method of Refutation #1" sheet

--purposeful oral reading of each of the documents

Transition

--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") under which we are working 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 work 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 yet another proper source before class ends.
• I will leave class with another 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 third 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.
• I will leave class having brainstormed via the following questions:
• What are some of the "things" that those who disagree with my claim might say?  What textual evidence would they use?

Writing Workshop #2 -- 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)!
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 5/9 (see the "Membean Routine" document).
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?
• What are some of the "things" that those who disagree with your claim might say?  What textual evidence would they use?
• 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.
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!).*

English 10 Honors--5/1/2019

Jump Off
--Please take out your materials for the three passages that you selected, contextualized, and analyzed.  Today, we will engage in an activity using these materials.

S. the C.
--agenda/HW

Discussion Activity--Preparation -- Significant Passage "Speed Dating"
--Reminders:

• Three of our standards for reading literature read/can be paraphrased as follows:
• English 10 Honors students...
• "cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous."
• analyze how authorial decisions (regarding word choice, structure, point of view, perspective, purpose, etc.) create meaning, impact elements such as tone and mode, and affect the reader on the whole.
• "determine two or more themes or central ideas of a text and analyze their development, including how they emerge and are shaped and refined by specific details over the course of the text."
• The following is a list of the conventions of literature that authors often choose to implement that you should both know and be able to apply:
• literary communion
• literary vampire
• Christ(ological) figure
• geography
• marked for greatness
• literary blindness
• irony
• Part 3 of the NYS Regents in ELA (Common Core) asks you to "identify a central idea in the text [provided] and analyze how the author's use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea." 

Discussion Activity -- Significant Passage "Speed Dating"
--let's familiarize ourselves with speed dating:
https://www.youtube.com/watch?v=K7IW6PQnZIg
--Transition

• move desks into pairs

--give directions for the remainder of activity

• the student with his/her back facing east stays stationary throughout the activity
• the student with his/her back facing east starts each "date" by reading his/her selected passage aloud
• You can use your best passage, or can "mix it up" for each date.
• the student with his/her back facing west aims to complete tasks A, B, C, and D (explaining how the selected passage could be used in a discussion of his/her claim)
• the student with his/her back facing east validates/corrects before sharing how the passage fits with his/her claim
• roles reverse
• "dates" end after 6 minutes
• students with backs facing west rotate by heading south
• lather...rinse...repeat!

--engage in "speed dating" process until 8:40--taking notes is strongly encouraged!

HW Time

• DURING THIS TIME, I WILL BE MEETING WITH STUDENTS ALPHABETICALLY AGAIN (BEGINNING WITH SHAWN M.) IN ORDER TO CONTINUE SCORING LITERARY ANALYSIS WRITTEN RESPONSES.

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)!
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 5/9 (see the "Membean Routine" document).
HW (Class Preparation)
--Review your materials pertaining to LotF in preparation for an upcoming assessment.

--Actively/purposefully read CHAPTER EIGHT of Lord of the Flies prior to next class as preparation for analysis/discussion/(an assessment?).

--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--4/30/2019 (Block 3 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)

• Nadia Bajan
• Matthew Connor
• Ian Faulkner
• Wyatte Gates
• Lillian Jarzabek
• Lindsey Johnson
• Sarah Knittel
• Austin Leavy
• Shealyn Louster
• Shane Melead
• Julia Millen
• Makenna Mulvaney
• Gabriel Panipinto
• Emma Pribanich
• Nicholas Sheldon
• Daniel Spencer
• Kevin Travis
• Isabelle Vinci
• Jake Watkins
• Nathan Woolston

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:

• 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.

--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:

• G. Panipinto
• D. Spencer

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 "3 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 together.  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!

After B lunch, a study hall takes place in Room 203.  Please take attendance via the following roster.  Then, call attendance down to the main office (ext. 1000).

• Alexander Bogue
• Kaitlynn Buckley
• Noah Fasso
• Jared King
• Andrew Kubrich
• Marcus Lewis
• Brandon MacDougal
• Ewan Maxwell
• Madisyn McManus
• Joshua Schirtz
• Matthew Schneider
• Sara Shellenbarger
• Tatum Smith
• Devin Thurston

Eight students can sign out to the library using the library pass located underneath my keyboard.  Additional students can sign out, too, so long as they have pre-signed passes.  Students who stay in Room 203 work in a quiet environment.  They are allowed to access electronic devices.