English 10 Honors--9/24/2012

Jump Off

--Pick up a vocabulary book and a marker from the front table.  Put your name on the bottom of the pages of your vocabulary and also in the inside cover.  Please put markers back when you finish.

S. the C.  

--agenda/rationale/HW (FYI: Grammar hammer work will continue next week)

Assessment -- Sadlier-Oxford Level E Diagnostic Test
--quietly and independently complete test
--go over test (three-in-a-row style)--keep track of number incorrect
--collect data for "diagnosis" (heads down/hands up--stats on board and in gradebook)

Instruction -- Vocabulary Unit #1
--rationale/routine
--information about “Whimsical Words” (from http://www.dailywritingtips.com/100-whimsical-words/)
--go over Unit #1 word list and five “Whimsical Words”
--complete Synonyms/Antonyms--work on additional exercises if waiting for peers--ESSAYS GIVEN BACK FOR "BRAIN BREAK/TEAMBUILDER"
--go over Syn./Ant.
--for HW, finish all of the Unit #1 exercises and familiarize yourself with the “Whimsical Words”--review next class--assessment on Friday

Transition -- form a circle

Brain Break/Teambuilder -- Unique Peer Essays
--read aloud--six essays
--resubmit essays when finished

Discussion -- TOMatS up to pg. 25

--share information about circle discussions from ex-student

--go over the discussion protocol

--go over the “Discussion Contribution Rating Scale”—MODEL

--prepare contributions by looking through Post-its

--engage in discussion as per protocol—contributions assessed via scale:

*Quick-writes from last class
*The basics (characters, setting, conflict, etc.)
*Christological figure
*Hero as a literary term
*Hemingway's writing style
*Connections to The Contender

Transition -- re-row desks

Closure -- "Today, I learned..." (must properly use two vocabulary words and label the subject/verb of your first sentence)
 

HW
--finish all of the Unit #1 exercises and familiarize yourself with the “Whimsical Words”--review next class--assessment on Friday
--read up to pg. 72 of TOMatS--continue with Post-Its for discussion:
*The basics (characters, setting, conflict, etc.)
*Christological figure
*Hero as a literary term
*Hemingway's writing style
*Connections to The Contender
**Stoicism

English 9--9/24/2012

Jump Off
--Pick up an index card from the front table.  Then, clear your desk of all but the index card and a writing utensil.  Write your name at the top of the lined side of the index card.

S. the C.

--let's take care of our tab dividers! (PowerPoint slide)
--agenda/rationale/HW

--directions for assessment

Assessment -- Odyssey Unit Terms
--complete assessment via PowerPoint--Mr. Martin collects
--go over assessment responses

Activity #1 -- Story Time!: "The Judgement of Paris" via the Oral Tradition
--Minstrel Martin tells the story of "The Judgement of Paris"--students listen (and enjoy!?) 
--students jot down notes--Can you retell the story?
--a "brave, young minstrel" retells the story
--What is the "oral tradition"?
--How can you commit this information to memory (as that's the expectation!)?

Activity #2 -- A Brief Purposeful Reading: "The Trojan War"
--When I say "Trojan War", you think...--share out
--Transition -- pick up the reading from the front table
--Our Purpose: "Pick up" more information about the Trojan War (the "prequel", if you will)--underline new information
--briefly share out

Transition -- pick up "Greek Mythology Project" rubrics from the front table

Looking Ahead -- Greek Mythology Project
--tale a look at rubrics--clarifying questions asked/answered
--topic selection (cards drawn)
--assignment sheet/sample next class

Transition -- clip materials into notebook (what section?)/take out notebook for final agenda item (PREPARE NOTEBOOK FOR FINAL AGENDA ITEM [put a line under reflections from last class, label this section of your notes "Connections Between Pre-reading/Odyssey Film"] IN BLOCK 4)

Film -- Andrei Konchalovsky's The Odyssey
--based on notes heading, what is our purpose?
--purposefully view the film/jot down notes in preparation for our reading/end-of-class discussion

Closure -- Wrap-up Discussion
--share responses to this question: How does what you saw today relate to what we have discussed during our past few classes?

HW

--Next class, report to Rm. 100 first--we'll align our minds to the work at hand, and then we'll head down to the library--COME FOCUSED AND READY TO WORK! :)

Senior English--9/21/2012

Jump Off
--Clear your desks of all but your notebook and a writing utensil.  Date the page (9/21/2012) and label this section of your notes “Letter to a B Student".  Then, respond to each of these questions in a sentence or two--be prepared to share:

• What are your grades like?
• What do your grades say about you?

As you think/write, I will be around to hand back your finalized 100 Goals Lists.

S. the C.

--agenda/rationale/HW

--HW policy: It's for real--referrals have been inputted!

• The one-day-late scenario
• Mailbox (ugg...), podium (ugg...), my chair (ugg...)--solutions?

--100 Goals: some final thoughts from Mr. Martin (a call to action, information about happiness [connection back to Day 1], Mr. Martin's experience)

Purposeful Reading Activity -- "Letter to a B Student"

--discuss pre-reading questions (cards used if necessary)--pairs first?
--Transition--pick up a copy of "Letter to a B Student" from the front table
--Our Purpose:
*determine Robert Oliphant's purpose/point/thesis and support our interpretation
*connect the reading to anything/everything we've done so far in Senior English:

• The "Why Are You Here?" sequence (Day 1)
• The WANTED posters
• Mr. Martin's Non-Negotiable Expectations and Procedures
• Paulo Coelho's The Alchemist up to page 123
• The Counselor Lesson (Senior information, transcript analysis, etc.)
• The 100 Goals Assignment
• "Treating Life as a Video Game"
• Bright Futures Writing Assignment

--while reading, take purposeful notes right on the source itself--remember that your purposeful reading notes drive our discussions!
--engage in "deep" discussion

Writing Workshop -- Bright Futures
--How does this "fit" with our discussion from today?
--Tips:

• Capitalization in subject line (NoodleBib!)
• Reread the assignment sheet on your own time!
• Did you brainstorm?
• Go beyond English class (rereading the assignment sheet should remind you of your purpose!)
• "tell, in...detail...the story" (again, reread the assignment sheet!)--example from Mr. Martin about this school year
• What are "platitudes"?  How do you substantiate "platitudes"?
• share an example from an orchestra member--is this any good?
• REMINDER: MR. MARTIN HAS OFFICE HOURS!

HW Time
--continue working on writing assignment--how?
--BLOCK 4: TALK ABOUT ANNOUNCEMENTS AT 2:10

HW

--Purposefully read up to page 123 by the beginning of next class—revisit the blog post named “Suggestion for Purposeful Reading” and try out one of the options you haven’t used yet (e.g., “Favorite lines, sections, etc.”)—remember that your purposeful reading notes drive our discussions!  YES, YOU'VE BEEN GRANTED AN EXTENSION!

--Your “Bright Futures” e-mail is due to Mr. Martin by the end of the day on Saturday, September 29th.

--Yankee Candles—sell, sell, sell!!!  Orders are due to Rm. 100 no later than Friday, September 28th.

English 10 Honors--9/20/2012

Jump Off (2 mins.)
--Submit your finalized Unique Peer Essay by placing the paper in the black basket on the front table.  Staple the assignment sheet/rubric to the back of your final draft.

PSAT INFORMATION (15 mins.)

S. the C. (3 mins.)
--agenda/rationale/HW
--information about the writing portfolio

 Quick-Write/Grammar -- Being Unlucky, The Parts of Speech, and The Simple Sentence (30-35 mins.)
--clear your desks of all but a clean sheet of lined paper (loose leaf or notebook) and a pen--date the page (9/20)
--go over the quick-write philosophy
--write non-stop for 8 minutes as per the prompt (TOMatS-derived)
--look through HW--what should we go over? 
--parts of speech listed on board--find one, highlight, Mr. Martin circulates--REPEAT PROCESS FOR ALL PARTS OF SPEECH
--look again at the eight parts of speech--how are they used to build sentences? (arrive at "general rule" of "musts")
--discuss exceptions to the rule (e.g., clauses with WUBAIS words--STUDENT HANDS OUT HALF SHEETS)

Transition -- packet up--complete PRACTICES 1-4 for the beginning of next class (3 mins.)

Introductory Activity -- Backwards Brainstorming...The Old Man and the Sea (10 mins.)

--model with The Tragedy of Romeo and Juliet
--develop a "vague form" template of The Contender
--briefly introduce the concept of "intertextuality" and its implications with regard to The Old Man and the Sea

HW Time (remainder of class)
--Transition -- pick up a copy of The Old Man and the Sea and some Post-its/write down book #s 
--begin reading aloud--model Post-it Note strategy

HW
--complete PRACTICES 1-4 from the "The Simple Sentence" packet

--purposefully read pgs. 1-25 of The Old Man and the Sea--be ready for a discussion next class--TO LOOK FOR:
*The basics (characters, setting, conflict, etc.)
*Christological figure
*Hero as a literary term
*Hemingway's writing style
*Connections to The Contender

English 9--9/20/2012

Jump Off
--Clear your desks of all but a notebook and a writing utensil.  Date the page (9/20/2012) and label this section of your notes “Odyssey Unit Terms".

S. the C.

--agenda/rationale/HW

Activity #1 -- Odyssey Unit Terms (Carousel Note-taking/Comprehension Check)

--take care of "old business" from last class:

• starting at the poster your group created last class (Block 2: the notes your Block 4 peers created--Mr. Martin will assign you a starting point!), mindfully jot down notes pertaining to our five new terms
• Transition -- return to desk when finished--look through notes in preparation for terms application/comprehension check
• example given--heads down/hands up

Transition -- pick up the "Anticipation Guide" from the front table and begin working quietly and independently

Activity #2 -- Before Reading--Exploring the "Big Ideas"

--clarification of directions--MODEL

--continue independent work (preparing for discussion)

--directions given for small group work--MODEL

--groups formed via drawing of cards

--small group discussions as per directions

--Transition--return to assigned seats

--complete questions 1-6 from back of page in notebook (draw a line under terms notes, label this section of your notes "Pre-reading Individual Reflection") in complete sentences (reflection)

--whole group discussion (de-briefing)--How will this information help us once we begin reading Homer’s Odyssey?

Transition -- clip "Anticipation Guide" into notebook behind Odyssey-related reading from last class/prepare notebook for final agenda item (put a line under reflections, label this section of your notes "Connections Between Pre-reading/Odyssey Film"

Film -- Andrei Konchalovsky's The Odyssey
--based on notes heading, what is our purpose?
--purposefully view the film/jot down notes in preparation for our reading/end-of-class discussion

Closure -- Wrap-up Discussion
--share responses to this question: How does what you saw today relate to what we discussed prior to viewing the film?

HW

--Study your notes from our last two classes—I might check on your knowledge/understanding in the near future!

--If you haven't already gotten dividers for your binder, try to get ahold of some before next class!

Senior English--The Alchemist Discussion #1 Notes

The Alchemist—up to pg. 65

Discussion Notes from Block 1

• Symbolism?
• Melchizedek—hmm…—a Biblical allusion?—meaning?
• A note about allusions:  Allusions require background knowledge in order to understand.  As a general rule, you should look up any “look up-ables” while reading (e.g., Melchizedek)
• Santiago as “the boy”—hmm...—emphasis  on “youth”?—will it shift to “man” by the end?
• Any intertextuality?
• Omens are signs from “somewhere” indicating good or bad on the horizon
• Urim and thummim?
• Who is the alchemist?—alchemy as a metaphor for the theme of the story?  What is an alchemist?—an “old school” chemist…—goal: turn base metal into gold
• Oil and the spoon anecdote—avoid “tunnel vision”
• Prologue—significance?

Senior English--9/19/2012

Jump Off

--Pick up the assignment sheet from the front table and turn in your finalized, typed 100 Goals List by placing the list in the black basket.

S. the C.

--agenda/rationale/HW

--read assignment sheet together—clarify purpose—consider “plan of attack” while reading

Mini-Lesson – Crafting an E-mail

--share information from slides—develop ideas for assignment together

--set a goal for work time in Computer Center

Transition – head down to the Computer Center

Writing Workshop – Bright Futures

--independent work time

HW

--Purposefully read up to page 123 by the beginning of next class—revisit the blog post named “Suggestion for Purposeful Reading” and try out one of the options you haven’t used yet (e.g., “Favorite lines, sections, etc.”)—remember that your purposeful reading notes drive our discussions!

--Your “Bright Futures” e-mail is due to Mr. Martin by the end of the day on Saturday, September 29^th.

--Yankee Candles—sell, sell, sell!!!