English 9--10/20/2015

Jump Off (3-5 mins.)
--Take out your notebook, open to a new page, and put the date in the lefthand margin (10/20).  Label this section of your notes "Popularity". Then, write freely about your thoughts/opinions regarding the following claim:

Being popular in high school is more important to most students than having good grades.

*I WILL BE AROUND TO RETURN AOW #2 WORK*

S. the C. (5-8 mins.)
--agenda/HW

Old Business -- Article of the Week #2 (3-5 mins.)

--exemplary AoW #2 active reading pointed out--please note...

• that the reader annotated the directions
• how the reader attended to #1. and #2. in the directions box
• how the reader used a variety of the other active reading strategies listed--I'm truly looking for a little of everything when you converse with text!

Looking Ahead -- Article of the Week #3 (8-10 mins.)
--reminder of the protocol for Take a Stand:

• Momentarily, I will make a debatable statement:
• If you agree with the statement, STAND UP next to your desk.
• If you strongly agree with the statement, STAND ON your desk chair.
• If you disagree with the statement, STAY SEATED in your desk chair.
• If you strongly disagree with the statement, SIT ON THE FLOOR next to your desk.

--The claim: Being popular in high school is more important to most students than having good grades.
--show your position
--cold-calling--students randomly selected to briefly explain their stand (no more than three sentences)

Transition (3-5 mins.)
--Pick up the "English 9--Article of the Week #3 (10/19-10/23)--2015-2016 School Year" document from the front table.  Purposefully read the directions in the box at the top of the page. What questions do you have?
--Q & A
--Draw a line in your notebook underneath your free-writing from earlier in the class block.  Label this section of your notes "'St. Lucy's...' Plot Notes".

Mini-Lesson (cont.) -- Short Story in an "Hour" (25-30 mins.)
--reminder of objective for remaining portion of mini-lesson:

• to comprehend the basic plot of most of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"

--reminder of remaining step of mini-lesson:

• one group member will share the first summary and so on and so forth in chronological order so that all class members have a sense of the basic plot of almost the entire story

--Blocks 1 and 2: A few minutes provided for group members sharing to read back through their work before reading aloud in front of the whole class.
--Block 3: A few minutes provided for finishing up and deciding which of the summaries will be read aloud in front of the whole class.
--read-aloud/notetaking with this prompt in mind: Briefly and objectively summarize the plot of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."
*I WILL BE AROUND TO RETURN YOUR TICKET-OUT-THE-DOOR DOCUMENTS FROM THE END OF LAST CLASS*
--Closure

• Using your notes from the previous portion of the class block, complete the first prompt (the one that you were asked not to complete last class).  Remember that as per the directions, your summary of the plot of "St. Lucy's..." must be no more than two sentences long.  Be ready to share your two-sentence summary with the class.  Good luck!
• a few summaries shared

Transition (2 mins.)

--Pick up the "Standards Assessment--Summary Writing (RL.2, W.2, and w.4)" document from the front table.

Closure (remainder of class) 
--After carefully reading the assessment directions, complete the task at hand and submit your best work based on the time permitted prior to leaving class.
*I WILL PROJECT "THE FOUR CS OF QUALITY ACADEMIC WRITING"*

DEAR/HW Time (time permitting)

HW (Take-Home Assessment) 

--Complete Article of the Week #3, which is due at the beginning of class next time (Thursday, 10/22).  This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.  By reading your annotations, I should be able to tell:

• if you got the gist of the article
• if you can see how the article connects to "St. Lucy's Home for Girls Raised by Wolves" (which you might want to consider reading in its entirety if you have not already done so)
• how you feel about the concept of popularity in high school.

HW (Class Preparation)

--Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.

English 10 Honors--10/19/2015

CONTENT LOST--SORRY!

You took the vocabulary quiz, traded and graded, reviewed the "Reading Literature Like a Champ!" list, learned about the culminating writing assignment, and then reread/discussed about one-third of "The Masque of the Red Death."  At the end of the class block, you had a few minutes to reflect and add to your "The Final Countdown" sheet from the previous block.

HW (Class Preparation)
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
HW (Writing)
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 13th (just under one month from today)--YOU MUST schedule a meeting with me 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.

--Continue writing your short story and argumentative paragraphs. The final draft of the assignment is due on Thursday, 10/29, which is next week already!  Remember that I am available to discuss your ideas, read sections of your drafts, etc. so long as you take the initiative to work with me.

English 9--10/16/2015

CONTENT LOST--SORRY!

English 10 Honors--10/15/2015

VOCABULARY REVIEW

Jump Off (10-15 mins.)
--Open your vocabulary book to page 29. In the time permitted, complete as much of the "Completing the Sentence" exercise as you can quietly and independently. As you do so, underline the specific context clues within each sentence that help you arrive at your selections for filling in the blanks. (For example, when selecting the word grimace for #1, I underlined the words If, like, why, and make and the end punctuation (?) because the general context helps me realize that the speaker is questioning why someone would "make" a particular face when eating something he or she likes.  Also, a grimace is a facial expression, and people "make" faces.)  Be ready to share your logic later in the class block (much as I have done here in this parenthetical example).

S. the C. (5 mins.)
--agenda
--rough goals from last class read aloud--anyone know why?!

Transition (1 min.)
--Pick up the "Determining Unfamiliar Words--Common Context Clues/What to Look for" halfsheet from the front table.

Review -- Vocabulary Unit #2 (10-15 mins.)
--a student comes up to the SmartBoard as per the established order and, for a sentence of his or her choice, writes in the answer for the sentence/underlines the context clues used to arrive at the answer while engaging in a "think-aloud" about his or her logic
--REPEAT THIS PROCESS FOR FIVE OF THE WORDS...
--concurrently consult the halfsheet list--Which of the strategies did you use? (metacognition)
--go over remaining exercise answers

Closure/Self-Reflection (2 mins.)
--FYI: The two most common "pitfalls" that occur when taking the vocabulary quizzes are as follows: improvement needed in using context clues AND incomplete knowledge of the function and meaning of words (perhaps due to a lack of good strategies for learning/remembering?). To which of these pitfalls (if any) did you succumb on the Unit #1 quiz, and how can you improve in the future?

WRITING WORKSHOP

Jump Off (2-3 mins.)

--Pick up a half-index card from the front table.  Come up with a random nickname for yourself that I can use to convey information to the class in a non-threatening manner (e.g., Jonah Martin--"Max Tivoli"). Write both your first and last name and the nickname on your half-index card.  I will be around to collect nicknames momentarily.

S. the C. (8-10 mins.)

--agenda/rationale ("GROWTH Mindset" and "Continuous Improvement Cycle" slides shared/summarized/discussed)/HW
--information provided (again!) about the Cumulative Writing Portfolio:

The purposes of creating a Cumulative Writing Portfolio are many. First, a Cumulative Writing Portfolio emphasizes that writing is a process. Instead of viewing writing assignments as mere “assignment completion,” students are meant to see that good writing takes time. Additionally, with the implementation of a portfolio, teachers are able to reach each student individually via conferencing. Finally, with the implementation of the Common Core State Standards, it is clear that the skills gained through writing must be secure for each student prior to graduating from high school. The following criteria have been implemented this year within Mr. Martin’s English 10 Honors classroom:

• Only certain writing pieces from the school year will be included within the Cumulative Writing Portfolio. The first of these assignments is the "Thematic Writing Assignment--Partner Interviews" essay. Mr. Martin will typically let students know which pieces are “Cumulative Writing Portfolio writing pieces” prior to beginning the writing process.
• In order to be accepted for inclusion within the Cumulative Writing Portfolio, a writing piece must receive a score of 85% or higher, a score indicative of mastery. When a student receives a score of 85%, the student can simply submit the writing piece to the portfolio--he or she has already demonstrated mastery throughout the writing process for that particular assignment.
• Any Cumulative Writing Portfolio writing piece that does not meet the mastery score must be revised and resubmitted. Prior to resubmission, a student must highlight all changes that have been made.  Then, he or she must submit both the original piece and the updated version.
• When resubmitting revised work, a student must make an appointment with Mr. Martin so that he or she can process the revisions with Mr. Martin. In fact, it is strongly suggested that a student schedules an appointment prior to revising his or her work so that both student and Mr. Martin can process the original writing piece together as well.
• Once a portfolio assignment is resubmitted in this manner, Mr. Martin will re-score the assignment to determine an updated score for the writing piece. This score will be used to calculate the overall score for the portfolio. Please be aware that the original score for the assignment "is what it is" within the writing score of the marking period average.
• Throughout the year, English 10 Honors classes will work on finishing their Cumulative Writing Portfolios. Yet, as soon as a portfolio assignment is handed back, a student can and should begin the revision process. Upon receipt of the evaluated writing piece, the student will have one month to revise in order to achieve mastery.
• A student who fails to meet the final due date for mastery will be assigned central detention in order to create a time period in which he or she can obtain that mastery. Central detentions will continually be assigned, if necessary.
• The Cumulative Writing Portfolio will be scored at the end of the school year and will account for half of a student’s Final Exam grade. (For example, if a student has four assignments within the Cumulative Writing Portfolio with scores of 86%, 98%, 90%, and 85%, this substantial writing grade would be an 89.75%. This score is then averaged with a student's final assignment score in order to determine an overall Final Exam grade.)

--list of students needing to revise for the Cumulative Writing Portfolio shared

Transition (1 min.)

--Take out your notebook, open to a new page, and put the date in the lefthand margin (10/15). Then, label the page "Thematic Writing Assignment--Partner Interviews Notes/Mini-lessons".

Writing Workshop -- Thematic Writing Assignment--Partner Interviews Notes/Mini-lessons (remainder of class)

--familiarize ourselves (again!) with the four writing categories that will frame our writing work this school year (Content and Analysis; Command of Evidence; Coherence, Organization, and Style; and Control of Conventions) via PowerPoint slide
--take notes/complete mini-lessons as per PowerPoint slides--this information will prove helpful when revising your writing pieces!
--Transition--pick up the document titled "Feedback Analysis: Thematic Writing Assignment--Partner Interviews"
--scored writing pieces returned--on your document, make a list of "pros" and "grows" as you process through feedback that I provided-- I will model if necessary

Closure (remainder of class)

--feedback processing/revision time--make appointments with me for Cumulative Writing Portfolio-related work ASAP (why not make an appointment list for right now, in fact?!)
--What questions do you still have? I want to make sure that you are set up for success!

HW (Class Preparation)

--Finish preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of class next time (Monday, 10/19), bearing in mind your rough goal set last class.  Make sure to master the “Whimsical Words.”

--If you feel it is necessary, closely reread your assigned section of "The Masque of the Red Death."  Next class (I know...initially, this task was slated for today!), we will read back through the story together paragraph-by-paragraph, and you will share your close reading annotations as we go.  Prepare accordingly!
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
HW (Writing)

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 13th (approximately one month from today)--YOU MUST schedule a meeting with me 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.
--Continue thinking about your short story. The final draft of the assignment is due on Thursday, 10/29, and the day will be here before you know it!

English 9--10/14/2015

Jump Off (12-15 mins.)
--Pick up the following items from the front table:

• the Unit #2 vocabulary quiz
• the "Vocabulary Units--Quiz Performance Bar Graph" document
• two different-colored pencils 

--Complete the quiz quietly and independently. Good luck!
--When You Finish...

• Shade in a bar for your Unit #1 vocabulary quiz.  If you are not sure what to do, look at one of the examples posted around the classroom.  If you are not sure what score you earned on the Unit #1 vocabulary quiz, come see me.
• Read the standards below--the bolded part of the first standard is the focal point of today's lesson--and consider and be ready to discuss the questions that follow:
• RL.2:  English 9 students can determine a theme or central idea of a text and analyze in detail 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.2:  English 9 students can 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
• What does the RL.2 standard ask students to do?
• What is the main difference between the RL.2 standard and the RI.2 standard that we have worked toward mastering already this school year?
• On a scale of 1-5+, how would you rate your mastery of the bolded part of the RL.2 standard?

S. the C. (12-15 mins.)
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--shade in a bar for your Unit #2 vocabulary quiz--I will collect quizzes momentarily
--quick share-out as per the "When You Finish..."--today's class, which marks the beginning of our second mini-unit, is an RL.2-driven lesson with an assessment of RL.2 skills as closure
--today's class also presents an opportunity to apply standard SL.1 by aiming to participate effectively in a collaborative discussion
--agenda/HW

Mini-Lesson -- The Gist and Plot of P.D. Eastman's "The Best Nest" (40-45 mins.)
--during the initial reading/viewing of the story, simply look to "get the gist" (What does this directive mean again?)--be ready to share out once we’ve watched the entire video
https://www.youtube.com/watch?v=7f6TsHA0kTM
--share out--create bulleted list on the front board of items that resonated when reading/viewing for the gist
--Transition: Pick up the “Plot Review and RL.2 Ticket-Out-the-Door” document from the front table.  Then, define as many of the specific plot element terms as you can from memory (Exposition, Rising Action, Climax, Falling Action, and Denouement/Resolution).
--independent thinking/writing time--Which of the five basic plot elements can you define from memory?
--take out your notebook and date the page (10/14/2015)--label the page "Plot Review--'The Best Nest'"
--create definitions of each of the plot elements and label the plot diagram drawn on the front board accordingly--take notes!
--move items from bulleted list into appropriate areas on the plot diagram (plot review)--add additional items to the diagram as appropriate--take notes!
--Closure: When reading a piece of fiction for the gist, what are you essentially doing?

Closure
--Complete the task described on the back of your halfsheet and be ready to share what you have written with the class.
--share out (time permitting)

HW (Class Preparation)
--Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.

English 10 Honors--10/13/2015

Jump Off

--Open your vocabulary book to page 24. Look through the list of words and put a mark next to all of the words that you are pretty confident about knowing already. Also, make sure that you familiarize yourself with the "Whimsical Words."
*AS YOU WORK, I WILL RETURN YOUR UNIT #1 VOCABULARY QUIZ AND GIVE YOU A HALF-INDEX CARD.*

S. the C.
--agenda/HW
--pronounce each of the Unit #2 vocabulary words (pages 24-26) and the "Whimsical Words"
--reflect upon your performance on the Unit #1 vocabulary quiz and set a rough goal for the Unit #2 quiz on your half-index card

Transition
--When you finish the last task described above, submit your half-index card and your Unit #1 vocabulary quiz to me at the front of the classroom.

Story #1 -- “The Masque of the Red Death”
--share out as per the "Jump Off" from last class--create a more detailed list of notes and ideas on the front board of items that resonated when conducting a first reading

 

 

--as a reminder from last class, here are the "Reading Literature Like a Champ!" standards and expectations:

English 10 students:

• RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 
• RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
• Recognize specific literary techniques (e.g., figurative language, irony, symbolism, etc.) used by authors, and, via strong and thorough textual evidence, can show how authors use these techniques to develop their texts.

--set our purpose for our second reading of "The Masque of the Red Death" via an exemplar (think-aloud)

--sections of the story assigned to each student for close reading/annotating--independent and/or partner work time (depending on how you choose to operate)--close reading/annotating of assigned section of the story
--FYI: Smartphones are allowed, and dictionaries are available on the back shelf!
--Transition--form a circle
--oral re-reading of story paragraph-by-paragraph--students share annotations from close reading--Mr. Martin encourages a "deeper dig" via prompting, follow-up questions, etc.

Transition
--Re-column the desks and pick up a "Final Countdown" document from the front table.

Closure -- The Final Countdown
--In the time permitted, complete the document to the best of your ability so that I can get a snapshot of how we did today and where we should head next.

HW (Class Preparation)

--Begin preparing for the Unit #2 vocabulary quiz, which will take place next Monday, 10/19, bearing in mind your rough goal set during today's class.  Make sure to familiarize yourself with the “Whimsical Words.” It might be a good idea to read "Fashion Victims" on pages 22 and 23 as a starting point, especially since next class, we will work together on using context clues to determine meaning, a skill practiced/built when purposefully reading the pieces of fiction provided in the vocabulary book prior to each unit.
--Bring your vocabulary book again next class--please do not forget!
--Continue thinking about your short story. The final draft of the assignment is due on Thursday, 10/29, and the day will be here before you know it!

--Finish closely reading your assigned section of "The Masque of the Red Death."  Next class, we will read back through the story together paragraph-by-paragraph, and you will share your close reading annotations as we go.  Prepare accordingly!
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 9--10/8/2015 (60-70 mins.--Pep Assembly)

Jump Off (2 mins.)
--Pick up the following items from the front table:

• a BINGO board
• a highlighter

Additional directions about the BINGO boards are forthcoming.

Teambuilding Activity -- Artifact Bags (5-20 mins. depending on class)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing

--guess who?!

--owner of bag repeats first and last name and further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers

--REPEAT THE PROCESS...

S. the C. (5 mins.)

--agenda/rationale/HW

--rough goals from last class read aloud--anyone know why?!

Review -- Vocabulary Unit #2 BINGO (remainder of class)

--directions given for how to fill in BINGO boards (unit word + "helper" word)--I WILL MODEL

--directions given for writing five sentences on the back of your BINGO board (you may NOT just use the sentences from the book)--I WILL MODEL/TALK STRATEGY

--fill in BINGO boards/write sentences quietly and independently--open your vocabulary book to page 24

--share "how to win" boards

--share information about “board validation” (at podium, share words, basic definitions, and a sample sentence)

--play 3-5 games (depending on time)--+1 bonus to winners

DEAR -- Free Reading Books (time permitting)

--students without books will read Upfront newsmagazine

HW (Class Preparation)
--Finish preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of next class (Wednesday, 10/14), bearing in mind your rough goal set during last class.  You might want to consider completing each of the exercises in the vocabulary book, and you might also want to consider using your BINGO board from today's review session as a tool for studying.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!

--If you struggled on the Unit #1 vocabulary quiz and would like some tips on how to prepare for the Unit #2 quiz, take the initiative to meet with me after school so that we can put together a plan of action!

--Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.
Miscellaneous

--FYI: We will definitely begin preparing for the next work of our mini-unit next class.

On the Backburner (Mr. Martin's Note-to-Self):

• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study