English 10 Honors--3/25/2014

Jump Off
--Pick up a copy of each of the following documents from the front table: 

• Thomas C. Foster's "Is That a Symbol?" chapter from How to Read Literature Like a Professor
• "Lord of the Flies Unit--Novel Pre-reading--Purposeful Non-fiction Reading/'Gearing Up' Discussion"

You will need both of these documents for tonight's homework assignment.
--While you're up there, also pick up the "Argumentative Literary Analysis Paragraph--Feedback Analysis" page.  Read the directions quietly and independently back at your desk while Mr. Martin returns your scored writing.

S. the C.
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours (posted up on the front board)?
--The due date for submission is Friday, April 4th (ten days from today).
--agenda/HW

Writing Workshop -- Short Story Unit--Argumentative Literary Analysis Paragraph--Feedback Analysis
--independent work time (feedback analysis/handwritten revisions)--during this time, students with specific questions can meet with Mr. Martin as per the order established on the front board

--whole-group share-out ("I wrote...in the _____ category..."/"I improved...by...")--Mr. Martin adds items under the appropriate categories on the front board and models where appropriate--TAKE NOTES EITHER IN YOUR NOTEBOOK OR ON THE FRONT/BACK OF YOUR FEEDBACK ANALYSIS SHEET

Transition

--When finished, resubmit your writing assignment (if you are not required/do not intend to make revisions [85% or higher]) and clip your feedback analysis sheet into (the Writing Section of?) your binder. The hole puncher is located on the front table.
--Take out your "Reading Nonfiction Document" for Kim Brooks' "Death to high school English."

Discussion -- Kim Brooks' "Death to high school English"

--when discussing today (in rows in order to save time), bear in mind the following Reading Informational Text standards, several of which will be assessed in the last twenty minutes of class today as part of the "Reading Nonfiction Assessment #1":

English 10 students:

• RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
• RI.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
• RI.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
• RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
• RI.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
• RI.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

--engage in discussion via a modified version of the protocol (one contribution minimum/two contributions maximum today--second contributions cannot be shared until all have contributed once :))--contributions assessed via the "Discussion Contribution Rating Scale"):

• #1-5 of the "Reading Nonfiction Document"
• any other thoughts/questions formulated during active/purposeful reading of the article

Transition -- pick up the "Reading Nonfiction Assessment #1" from the front table

Assessment -- Reading Nonfiction (20 mins.)
Suggested approach:

• conduct a gist reading of the nonfiction piece first
• purposefully annotate the multiple choice prompts/questions themselves (but not the choices!)--then, go back through the nonfiction piece and purposefully reread accordingly in order to respond to/answer each of the prompts/questions
• When finished, submit your assessment by placing it in the black basket on the front table.  Then, begin the homework assignment.

HW
--The due date for submitting a revised Argumentative Literary Analysis Paragraph for the Cumulative Writing Portfolio is Friday, April 4th (ten days from today)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--Purposefully read Thomas C. Foster's "Is That a Symbol?" chapter in order to respond to the six questions on the "Lord of the Flies Unit--Novel Pre-reading--Purposeful Non-fiction Reading/'Gearing Up' Discussion" document as directed.  Expect an assessment and/or a discussion about the material next class.

English 9--Dragonsong Chapter 1 and Chapter 2 Discussion Notes

 

 

 

 

English 9--3/24/2014

Jump Off

--Engage in some last-minute studying for the vocabulary quiz quietly and independently.

--When Mr. Martin directs you to do so, pick up the Unit #7 vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!
 

S. the C.

--trade and grade--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in your vocabulary book--Mr. Martin collects quizzes

--The following students need to see Mr. Martin at the end of class today:

 

• Billy M.
• Jenna B.

• Jay M.
• Jeremiah V.

--The following student still has not submitted the Monomyth Writing Assignment:

 

• Pikachu

THIS STUDENT HAS BEEN AND WILL CONTINUE TO BE REFERRED FOR CENTRAL DETENTION AS PER POLICY UNTIL HIS/HER WRITING PIECE AND MINDFULLY COMPLETED "GRADING WORKSHEET" IS SUBMITTED. AS PER USUAL, I AM MORE THAN HAPPY TO HELP! 

--Today’s objectives moving forward:

• Continue honing literary analysis skills (especially related to authorial purpose) via discussion and writing skills via practice
• More deeply understand Chapter 1 and Chapter 2 of Anne McCaffrey’s Dragonsong
• Compile comprehensive notes from which to study for future assessments pertaining to Dragonsong
• Become more confident in your ability to contribute at a high level to discussions about challenging topics via practice

--agenda/HW

 

Discussion Preparation – Dragonsong Chapter 1 and Chapter 2

--Take out your notebook, date the page (3/24/2014), and label this section of your notebook “Dragonsong Chapter 1 and Chapter 2 Discussion.”

--Mr. Martin shares an exemplar written in complete sentences for #9 the homework (Chapter 1 document)--complete/update this section of your document accordingly:

• On pages 8 and 9, Menolly overhears a conversation involving Mavi, Soreel, and some others.  These individuals are discussing who will replace Petiron in teaching the children following Petiron’s death.  Soreel suggests that Menolly would be good for the job.  This is dramatic irony, a contrast between what readers and characters know, because Menolly and the reader both know that Menolly has heard the contents of the discussion while hiding in the corridor, but those individuals conversing in Petiron’s room have no idea that Menolly is within earshot.  If this scene did not exist, Menolly might not realize that some hold members (e.g., Soreel) actually think that she is a capable musician/teacher.  Her hopes might be raised as a result of realizing that not everyone agrees with her traditional parents, making her less apt to give up on her dreams.  Also, readers’ curiosity is raised, as they are wondering will Menolly be allowed to act as harper?  Will Yanus realize that not everyone agrees with his stereotypical viewpoints?

--Independent work time--complete an additional question/prompt from the Chapter 1 document in complete sentences, striving for quality similar to that of the exemplar.

--Mr. Martin models both using a Chapter 1 document response and using a Post-it Note to contribute meaningfully to discussion.

--Plan one definite contribution for the upcoming discussion of Dragonsong.

 

Transition

--Mr. Martin shares the discussion protocol (one contribution minimum/three contributions maximum--no third contribution until all have contributed once :)).

--Mr. Martin shares the "Discussion Contribution Rating Scale" as a reminder.

--Form a circle out of the desks alphabetically by middle name.  (Mr. Martin’s middle name is “Dale”…no big deal….)

 

Discussion -- Dragonsong Chapter 1 and Chapter 2

--Engage in discussion as per the protocol, making sure to hit as many of the questions as we can.

--Mr. Martin takes notes on the front board under the appropriate topic headings--complete/update your Chapter 1 document accordingly/write down notes in your notebook.

 

Transition

--Re-row the desks and pick up the homework sheet for Chapter 3.

--HW rationale explained--project Chapter 1 "alternative sheet" on the front board.

--For HW, purposefully and actively read Chapter 3 and complete the "Chapter 3--Notetaking/Discussion Preparation" sheet.

 

Closure -- Final Countdown (time permitting)

 

HW

--Purposefully and actively read Chapter 3 of Dragonsong by completing the "Chapter 3--Notetaking/Discussion Preparation" sheet.

--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.

English 10 Honors--3/21/2014

Jump Off

Block 2:

--Take out your "Reading Nonfiction Document" for "The Death of the Author" (Barthes' text...still!) and your copy of "The Death of the Author" itself.  Look through all of your materials--is there anything that you still don't understand/want to know about/want to share?  (For example, perhaps you crafted a claim about a technique for a distinct purpose last class that you want to run by the rest of the class?)

--Consider these questions as well: Do you agree or disagree with Roland Barthes' argument? To what extent one way or the other? Why or why not?

Block 4:

--Take out your "Reading Nonfiction Document" for "The Death of the Author" (Barthes' text...still!) and your copy of "The Death of the Author" itself.

S. the C.
--agenda/HW
--A few copies of the following books are missing: The Alchemist, The Old Man and the Sea, and Perrine's Story and Structure.  If you are certain that you have a copy of any of these books in your locker, please go and get the books (two at a time with wood block passes).

Discussion Preparation -- Roland Barthes' "The Death of the Author" (1967) (Block 4)
--purposeful oral reading of question #5 under "Step #3" of the "Reading Nonfiction Document"

--brainstorm a list of literary devices used by Barthes

--pair work--complete question #5

 

Transition -- form a circle out of the desks

 

Discussion #1 -- Roland Barthes' "The Death of the Author" (1967) (Block 2 & Block 4)

--conclude our work with Barthes' essay by discussing the Jump Off (in Block 2) and #3-5 of the "Reading Nonfiction Document" (in both blocks)--contributions will be scored via the "Discussion Contribution Rating Scale"

 

Transition -- re-row the desks and pick up an updated version of the "Reading Nonfiction Document" from the front table

 

Instruction -- "Reading Nonfiction Document" Updates/Response Modeling for "Death to high school English"

--rip off the front page of your "Reading Nonfiction Document" for "Death to high school English" and staple the page to the front of your new document

--purposeful oral reading of question #3 (carrot in the word "sentence's") and question #4 under "Step #3" of the updated version of the "Reading Nonfiction Document"

--Mr. Martin models a response for question #3 for "Death to high school English" using the word "triaging"

 

Application Activity/Discussion Preparation -- Purposeful Diction in "Death to high school English"

--complete question #3 quietly and independently

 

Transition -- re-form the desk circle

Discussion #2 -- Kim Brooks' "Death to high school English" (2011)
--Why no close reading of Brooks' text?!
--discuss #1-3 of the "Reading Nonfiction Document"--contributions will be scored via the "Discussion Contribution Rating Scale"

HW Time

HW

All students:

--Mindfully complete question #4 and question #5 under "Step #3" of the "Reading Nonfiction Document" for "Death to high school English."  Expect to finish working with Brooks' text again next class.

--It's time for Mr. Martin to check on the individual skills possessed by each student with regard to reading nonfiction. Subsequently, a ten question multiple choice assessment will take place next class.

--Expect to get back and work with your argumentative literary analysis paragraphs next week ("because [it's] important").

English 9--3/20/2014

Jump Off
--Find your name card and sit in the corresponding desk for today's class.
--Take out your notebook, date the page (3/20/2014), and label this section of your notes
"Irony Rough Notes."  Then, write down each of the items written up on the front board ("Irony," "Situational Irony," "Verbal Irony," and "Dramatic Irony"), skipping a few lines between each item.  Finally, under each of the items, write down everything that you think you know so that Mr. Martin can get a sense of your collective prior knowledge and tailor the contents of today's mini-lesson accordingly.

 S. the C.

--agenda/HW

--The following students need to see Mr. Martin at the end of class today:

• Dustin C.
• Billy M.
• Jenna B.
• Sarah E.
• Billy H.
• Sam G.
• Jay M.
• Jeremiah V.

--The following student still has not submitted the Monomyth Writing Assignment:

• Pikachu

THIS STUDENT HAS BEEN AND WILL CONTINUE TO BE REFERRED FOR CENTRAL DETENTION AS PER POLICY UNTIL HIS/HER WRITING PIECE AND MINDFULLY COMPLETED "GRADING WORKSHEET" IS SUBMITTED. AS PER USUAL, I AM MORE THAN HAPPY TO HELP!

Mini-Lesson -- The Three Types of Irony
--Objectives:
By the end of the mini-lesson, you should:

• be able to define both irony in general and the three main types of irony
• be able to recognize each of the types of irony in action
• understand some of the reasons why authors implement irony
• have a solid page of notes to study in order to master irony--your mastery and the notes page itself should aid you in future endeavors (e.g., answering one of the text-dependent questions about Dragonsong later in today's class block!).

--share out work from the Jump Off in order to begin creating class definitions for each of the terms--add to your rough notes in your notebook

--purposefully view three video clips, each of which corresponds with one of the three types of irony--your purpose:

• Knowing that each video exemplifies a type of irony, add to each of the definitions in your notebook
• Consider the way that you feel/the impact that the irony is having on you as a viewer--write your thoughts in your notebook

Video Clips:

Clip from M. Night Shyamalan's 2002 film Signs (Mr. Martin provides a brief plot summary first):
https://www.youtube.com/watch?v=bLZ5_Z5Qhv8

Tw0-thirds of Will Ferrell's "Dissing Your Dog" skit from Saturday Night Live (Mr. Martin gives a heads up about language first):

http://www.funnyordie.com/videos/4e76d2c36c/dissing-your-dog-from-nino

Clip from DreamWorks' 2001 film Shrek (a student provides a brief plot summary first):

http://www.youtube.com/watch?v=OaHEwoagAjQ (poor video quality--sorry!)

 

--following each video clip, add to our rough notes up on the front board/your rough notes in your notebook

--Transition--pick up the "Irony Notes" page from the front table

--independently or in pairs (assigned by Mr. Martin), purposefully read the notes page (How did we do?!), write an example for each type of irony (from the video clips, works you have read in school in the past, and/or real life), and jot down in list form authorial purpose(s)/intended effect(s) (e.g., humor)

--whole-class share out--add to official notes page

--Closure
Directions: 

• For each of the following examples, if you think that the example is situational irony, hold up ONE finger.  If you think that the example is verbal irony, hold up TWO fingers.  If an example best fits dramatic irony, hold up THREE fingers.  Finally, if an example is in no way ironic at all, hold up a FIST.
• Put your head down on your desk, listen to each example, and throw your hand up in the air!

1. I failed the test because I did not study.

2. Dave’s blood pressure medication gave him a heart attack.

3. Juliet took a sleeping potion, but Romeo, who has no idea, thinks that she is dead and hastily takes his own life.

4. The box of airdropped humanitarian aid landed on the refugee and crushed him to death.

5. I missed the job interview because I overslept.

6. “Thank you for this ticket, Officer. You just made my day.”

 

--Where should you put this?

 

Transition

--Pick up the "Dragonsong Unit--Chapter 1--Standards-based Text-dependent Questions: Close Reading Practice/Discussion Preparation" document from the front table.
 

Activity -- Dragonsong Chapter 1--Close Reading Practice/Discussion Preparation
--read the directions quietly and independently--when you've finished reading, look up
--student cold-called upon to clarify our purpose

--work together to deconstruct the questions/prompts--mark up a copy of the packet on the SmartBoard

--select a question for Mr. Martin to complete as a model--Mr. Martin models

--continue working quietly and independently--YOU MUST USE AT LEAST THREE DIFFERENT UNIT #6 VOCABULARY WORDS SOMEWHERE WITHIN YOUR WORK

--Where should you put this?

Closure -- Whip Around

--Think of one "thing" you learned in class today.  (If you need to write your key learning down so that you don't forget, please do so!)

--Toss the ball around the classroom from one to another sharing learnings.

HW

--Finish preparing for the Unit #7 vocabulary assessment, which will take place at the beginning of next class (Monday, 3/24/2014).  Make sure that you truly know the words, as you will be asked on the quiz to write your own sentences for a few of the words using enough context to clearly show that you have incorporated the chosen words into your own vocabulary.
--Continue re-reading Chapter 1 of Dragonsong and complete a total of at least four of the "Dragonsong Unit--Chapter 1--Standards-based Text-dependent Questions: Close Reading Practice/Discussion Preparation" document questions.  We will have a circle discussion in class on Monday.
--Actively read Chapter 2 of Dragonsong by way of the Post-it Note Strategy.  
--Review your active reading notes and "Dragonsong Unit--Chapter 1--Standards-based Text-dependent Questions: Close Reading Practice/Discussion Preparation" document responses for Chapter 1 and your active reading notes for Chapter 2 so that you are ready for an assessment and/or a discussion about the material.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--Enjoy the weekend--you only get so many of 'em.

English 10 Honors--3/19/2014

Jump Off

--Pick up a copy of Kim Brooks' "Death to high school English" and another copy of the "Reading Nonfiction Document" from the front table.  You will need both for tonight's homework assignment.
Block 2:

--Pick up the following documents from the front table:

• "The Rhetorical Modes and Purposes" (a chart for notetaking)
• A reading about a specific rhetorical mode ("Argument," "Cause and Effect," "Classification," "Comparison/Contrast," "Description," "Exemplification," "Extended Definition," or "Narration") provided by Mr. Martin 

Block 4:

--Take out your copy of "The Death of the Author."  If you are a member of the paragraph 4 group, please approach the front the room within the next few minutes, as your presentation will commence following attendance.

S. the C.

--agenda/HW

Mini-Lesson -- The Rhetorical Modes and Purposes (Block 2)

--Objectives:

By the end of the mini-lesson, you should:

• have an awareness of the various rhetorical modes of writing
• have an awareness of an author's overall purpose within each of the rhetorical modes
• be able to better determine an author's overall purpose in a piece of writing by having greater knowledge of what to look for
• have a solid page of notes to study in order to master the rhetorical modes of writing and purposes--your mastery and the notes page itself should aid you in future endeavors, especially when reading and analyzing nonfiction.

--Directions:

• purposefully read the reading assigned to you about a specific rhetorical mode (e.g., "Argument"), your purpose being t0:
• describe the rhetorical mode--what is the gist of it?
• WRITE RELATED INFORMATION IN THE "DESCRIPTION" COLUMN OF THE "THE RHETORICAL MODES AND PURPOSES" CHART
• define the author's purpose within the rhetorical mode using infinitive verb forms (to _____)
• WRITE RELATED INFORMATION IN THE "AUTHOR'S PURPOSE" COLUMN OF THE "THE RHETORICAL MODES AND PURPOSES" CHART
• list items a reader might look for when attempting to determine an author's rhetorical mode and/or purpose
• CRAFT YOUR LIST IN THE "WHAT TO LOOK FOR" COLUMN OF THE "THE RHETORICAL MODES AND PURPOSES" CHART 

--quiet and independent work time as per the directions above

--in pairs or groups of three by rhetorical mode, share your information and decide who will share what during the  "Closure" portion of the mini-lesson

--Closure

• whole-class share out--mode by mode by mode, share information gathered earlier in mini-lesson/take notes/ask clarification questions (Mr. Martin will write on the SmartBoard and answer questions)

--the materials consulted within this mini-lesson can be accessed at the following link:

http://www.tc.umn.edu/~jewel001/CollegeWriting/START/Modes.htm

 

Share (continued from last block) -- Roland Barthes' "The Death of the Author" (1967) (Bl0ck 4)

--Starting with the rest of paragraph 4, share the PowerPoint slides.  When the paragraphs that you did not work with the last few classes are being presented, add to your annotations.

--MR. MARTIN WILL SCORE PRESENTATIONS BASED ON THE FOLLOWING CATEGORIES:

• Clarity
• Persuasiveness
• Thoroughness
• Collaboration

 

Transition

--If you deem it necessary, pick up one, two, or all of these items from the front table:

• "English 102: Identifying a Thesis"
• "Finding An Author's Purposes"
• "Tone Vocabulary List"

--Take out your "Reading Nonfiction Document" for "The Death of the Author" (and, in Block 2, your copy of "The Death of the Author" itself)

 

Discussion Preparation -- Roland Barthes' "The Death of the Author" (1967)

--purposeful oral reading of question #5 under "Step #3" of the "Reading Nonfiction Document"

--brainstorm a list of potential literary devices used by Barthes

--pair work--complete question #5

 

Discussion -- Roland Barthes' "The Death of the Author" (1967)

--conclude our work with Barthes' essay by discussing #3-5 of the "Reading Nonfiction Document--contributions will be scored via the "Discussion Contribution Rating Scale"

 

HW

Block 4 students:
--It would be in your best interest to visit the link cited within this blog post, especially if you struggled to determine Barthes' purpose for writing "The Death of the Author."
All students:
--Conduct a gist reading of Kim Brooks' "Death to high school English"--feel free to annotate a little bit (though this is not the purpose during an initial reading).
--Mindfully complete question #1 and question #2 under "Step #3" of the "Reading Nonfiction Document" for "Death to high school English."  Use your materials from today's mini-lesson/the link cited within this blog post.  Expect to continue working with Brooks' text again next class. 

English 10 Honors-- "Reading Nonfiction Document" Exemplars--#1 and #2 for "The Death of the Author"