English 9--3/18/2016

Block 1 and Block 3

Jump Off
--Take out your document containing the poems "A Poison Tree" and "Fireworks".  After we go through the agenda together, you are going to get back into pairs from last class and switch roles.  Are we "all good" on the procedure from two classes ago?

S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It would behoove you to check the blog and SchoolTool often.
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play):

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 fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

--You have hit the "targets" for today's lesson if you...

• can accurately summarize both poems with which we work
• can provide an effective theme statement for both poems with which we work
• can accurately characterize major players within The Tragedy of Romeo and Juliet through the lens of each of the poems
• do the following with Act IV of The Tragedy of Romeo and Juliet:
• summarize it, noting key plot points (e.g., Friar Lawrence giving Juliet a sleeping potion, Friar Lawrence's plan, etc.)
• note similarities and differences between Romeo and Juliet's level of impulsiveness (characterization)
• give at least one example of purposeful irony employed by Shakespeare

ALL ITEMS ON THIS LIST WILL BE OFFICIALLY ASSESSED AS PART OF THE ACT IV AND ACT V ASSESSMENT.

First-Draft Reading -- "Fireworks" Fold the Line Reading
--Transition--get back into pairs from last class and switch roles
--read/paraphrase and "gist" stanza by stanza by stanza for "Fireworks"
--via volunteers and/or a drawing of cards, share stanza paraphrases/gists for "Fireworks" so as to begin "marking up" (SMART Board)

Transition
--Pick up a copy of the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document from the front table and purposefully read the directions, prompts, and questions quietly and independently.
--Q & A

• explication modeling for first two lines of each poem (SMART Board)

Close/Purposeful Reading Activity -- "A Poison Tree" and "Fireworks"

• THINK
• work on completing the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document quietly and independently
• PAIR
• compare/share responses with a partner
• SHARE
• whole-class share-out (SMART Board)
• Closure -- Whip Around
• If you receive the ball, show that you have hit one of the "targets" of today's lesson.

Transition
--Pick up a copy of the Act IV Reading Guide from the front table so that we can engage in a "materials assessment" together.  What are we "looking for" while viewing Act IV?

Film/First-Draft "Reading" -- Act IV of Franco Zeffirelli's Romeo and Juliet
--"materials assessment"--read prompts/questions aloud so that students know what to "look for" while viewing Act IV
--purposefully view Act IV of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions

Closure
--talk about the "hard ones" until class ends

HW (Class Preparation)
--Consider reviewing your work from today's class with the "targets" in mind as an assessment is forthcoming.
--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

Miscellaneous
--Enjoy your time off--what a gift!  Sharpen the Saw!

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Block 2

HOOKED ON BOOKS

Transition
--Take out your document containing the poems "A Poison Tree" and "Fireworks" and the corresponding analysis document.  After we go through the agenda together, you are going to get into pairs and firm up your responses from the end of last class in preparation for a whole-class share-out.

Close/Purposeful Reading Activity (cont.) -- "A Poison Tree" and "Fireworks"

• PAIR   
• compare/share responses from analysis document with a partner
• SHARE
• whole-class share-out (SMART Board)
• Closure -- Whip Around (if necessary)
• If you receive the ball, show that you have hit one of the "targets" of today's lesson.

Transition
--Pick up a copy of the Act IV Reading Guide from the front table so that we can engage in a "materials assessment" together.  What are we "looking for" while viewing Act IV?

Film/First-Draft "Reading" -- Act IV of Franco Zeffirelli's Romeo and Juliet
--"materials assessment"--read prompts/questions aloud so that students know what to "look for" while viewing Act IV
--purposefully view Act IV of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions

Closure
--talk about the "hard ones" until class ends

HW (Class Preparation)
--Consider reviewing your work from today's class with the "targets" in mind as an assessment is forthcoming.
--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

Miscellaneous
--Enjoy your time off--what a gift!  Sharpen the Saw!

English 10 Honors--3/17/2016

Jump Off
--Select a one-pager from the front of the classroom.

S. the C.
--agenda/HW/rationale for today's endeavors
--You should leave class today with...

• the Marking Period 3 and Marking Period 4 Free Reading Course Component completed
• two thoughtful comments selected for your Marking Period 4 report card
• a list of what to look for while reading Lord of the Flies in order to focus your active/purposeful reading.

--agenda/HW

• sample completed one-pagers shared--which is stronger and why?
• one-pager options pointed out
• selection of comments modeled

"Assessment"/Self-Reflection/DEAR -- Free Reading Books (remainder of class)
--complete one-pagers and comments document and turn in when finished
--students who have already completed or finish one-pagers will engage in free reading

Transition
--Grab a sheet from me at the front table.

"Gearing Up" Discussion Preparation (Phase 3) -- What to Look for in Lord of the Flies (Song Lyric Analysis)
--What is explication? (review)
--explication modeled by me with first stanza of each song
--engage in independent explication (focus on application of knowledge from Foster reading, imagery, and theme)

Transition
--Pick a parent (mom or dad)--what is his or her first name?  Form a circle alphabetically accordingly.  (My mom's name is Holly...just an FYI.)  Bring to the circle the following items:

• your notebook 
• your index card from two classes ago
• your annotated copy of "Are We Naturally Good or Bad?"
• your annotated copy of  "Asch Experiment"
• your "Kid Nation 'Episode #1: I'm Trying to be a Leader Here!'" document
• your annotated copy of "Is That a Symbol?" and the "Novel Pre-reading--Purposeful Non-fiction Reading/'Gearing Up' Discussion" document
• your explicated song lyrics (poetry)

"Gearing Up" Discussion/Closure -- What to Look for in Lord of the Flies
--engage in discussion about materials listed above in order to craft a list on the front board of "what to look for" in Lord of the Flies--COPY THIS LIST INTO YOUR NOTEBOOK (3/17--What to Look for in LotF)

 HW (Class Participation)
--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy your time off--what a gift!  Sharpen the Saw!

On the backburner:

• ACT nonfiction passages and multiple choice question

English 9--3/16/2016

Block 1 and Block 3

HOOKED ON BOOKS

S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It would behoove you to check the blog and SchoolTool often.
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play):

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 fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

--You should leave class today with...

• the Marking Period 3 and Marking Period 4 Free Reading Course Component completed
• two thoughtful comments selected for your Marking Period 4 report card.

--agenda/HW

• sample completed one-pagers shared--which is stronger and why?
• one-pager options pointed out
• selection of comments modeled

"Assessment"/Self-Reflection/DEAR -- Free Reading Books (remainder of class)
--complete one-pagers and comments document and turn in when finished
--students who have already completed or finish one-pagers will engage in free reading

HW (Class Preparation)
--Take a look at your "To Do List" for our current unit that you crafted a few classes ago.  How you doin'?
--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Block 2

Jump Off
--Select a one-pager from the front of the classroom.

S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It would behoove you to check the blog and SchoolTool often.
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play):

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 fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

--You have hit the "targets" for today's lesson if you...

• leave class with the Marking Period 3 and Marking Period 4 Free reading Course Component completed
• have selected two thoughtful comments for your Marking Period 4 report card
• can accurately summarize both poems with which we work
• can provide an effective theme statement for both poems with which we work
• can accurately characterize major players within The Tragedy of Romeo and Juliet through the lens of each of the poems

BULLETS 3-5 WILL BE OFFICIALLY ASSESSED AS PART OF THE ACT IV ASSESSMENT.

--agenda/HW

• sample completed one-pagers shared--which is stronger and why?
• one-pager options pointed out
• selection of comments modeled

"Assessment"/DEAR -- Free Reading Books (remainder of class)--complete one-pagers and turn in when finished
--students who have already completed or finish one-pagers will engage in free reading

First-Draft Reading -- "Fireworks" Fold the Line Reading
--Are we "all good" on the procedure from last class block?
--Transition--get back into pairs from last class and switch roles
--read/paraphrase and "gist" stanza by stanza by stanza for "Fireworks"
--via volunteers and/or a drawing of cards, share stanza paraphrases/gists for "Fireworks" so as to begin "marking up" (SMART Board)

Transition
--Pick up a copy of the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document from the front table and purposefully read the directions, prompts, and questions quietly and independently
--Q & A

• explication modeling for first two lines of each poem (SMART Board)

Close/Purposeful Reading Activity -- "A Poison Tree" and "Fireworks"
THINK

• work on completing the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document quietly and independently

PAIR

• compare/share responses with a partner

SHARE

• whole-class share-out (SMART Board)

Closure -- Whip Around (last 5 minutes)
--If you receive the ball, show that you have hit one of the "targets" of today's lesson.

Brain Break -- Mum Ball (time permitting)

HW (Class Preparation)
--Take a look at your "To Do List" for our current unit that you crafted a few classes ago.  How you doin'?
--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
• Break down model paragraph together (if necessary)

English 10 Honors--3/15/2016

HOOKED ON BOOKS

S. the C.
--agenda/HW/rationale for today's endeavors

Transition
--Pick up both a copy of the reading titled "Is That a Symbol?" (a section from Thomas C. Foster's How to Read Literature Like a Professor [2003]) and the "Novel Pre-reading--Purposeful Non-fiction Reading/'Gearing Up' Discussion" document from the front table.
--Purposefully read the directions and questions on the document quietly and independently.
--Q & A

"Gearing Up" Discussion Preparation (Phase 2) -- What to Look for in Lord of the Flies (Purposeful Non-fiction Reading)
--purposefully read Thomas C. Foster's "Is That a Symbol?" chapter in order to respond to the six questions on the questions document as directed (quietly and independently or orally--majority rules!)

Transition -- grab a sheet from me at the front table

"Gearing Up" Discussion Preparation (Phase 3) -- What to Look for in Lord of the Flies (Song Lyric Analysis)
--What is explication? (review)
--explication modeled by me with first stanza of each song
--engage in independent explication (focus on application of knowledge from Foster reading, imagery, and theme)

HW (Class Participation)
--Finish whatever we are unable to finish during class today (e.g., poetry explication).
--Review your annotations/notes from last class and today's class bearing in mind that we will engage in a "beastly" discussion on Thursday titled "What to Look for in Lord of the Flies"!
--One-pagers are due in class next time (Thursday, 3/17) for those students who have yet to complete one.  We will use some class time on Thursday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  If you are going to be absent next class, take a one-pager before leaving today so that you can complete and submit the one-pager prior to leaving on Thursday.

On the backburner:

• ACT nonfiction passages and multiple choice question

English 9--3/14/2016

Jump Off
--After determining which group will perform (Block 1 and Block 3), spend the first five minutes doing one of the following:

• preparing to perform
• engaging in free reading
• looking over materials in preparation for today's Act III assessment

S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It would behoove you to check the blog and SchoolTool often.
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play):

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 fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

--agenda/HW
--You have hit the "targets" for today's lesson if you...

• earn a score of 80% or higher on the Act III assessment
• can accurately summarize both poems with which we work
• can provide an effective theme statement for both poems with which we work
• can accurately characterize major players within The Tragedy of Romeo and Juliet through the lens of each of the poems
• smile at least once over the course of the 82 minutes!

BULLETS 2-4 WILL BE OFFICIALLY ASSESSED AS PART OF THE ACT IV ASSESSMENT.

Old Business/Review -- Act III Swordfight
Block 1

--one more group performs the scene!
Block 2
--remaining group performs the scene!
Block 3
--finish group work time (directors set forth their "visions" as actors read through lines together--actors do a quick run-through)

--via a card drawing, determine which "acting troupe" will perform the scene for the entire clas

• "acting troupe" completes one final run-through in the hallway with props while peers  doublecheck responses for #1-8 of the Act III Reading Guide

--perform the scene!

Transition
--Clear your desk of all but a writing utensil and pick up a copy of the "QUIZ--Act III" from the front table.

Assessment -- The Tragedy of Romeo and Juliet--Act III
--carefully complete the assessment quietly and independently
--When you finish, place your work in the black basket on the front table.  Then, engage in free reading until everyone is finished.

Transition
--Pick up a copy of the "A Poison Tree" and "Fireworks" document from the front table.

First-Draft Reading -- "A Poison Tree" and "Fireworks" Fold the Line Reading
--model reading/paraphrasing and "gisting" with a student
--Transition

• line up from youngest to oldest (youngest near the classroom door)
• fold the line

--read/paraphrase and "gist" stanza by stanza by stanza for "A Poison Tree" ("west side" students read)
--Transition--return to desks
--via volunteers and/or a drawing of cards, share stanza paraphrases/gists for "A Poison Tree" so as to begin "marking up" (SMART Board)
--Transition--get back into pairs (pick back up here in Block 1)
--read/paraphrase and "gist" stanza by stanza by stanza for "Fireworks" ("east side" students read)
--via volunteers and/or a drawing of cards, share stanza paraphrases/gists for "Fireworks" so as to begin "marking up" (SMART Board)

Transition
--Pick up a copy of the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document from the front table and purposefully read the directions, prompts, and questions quietly and independently
--Q & A

• explication modeling for first two lines of each poem (SMART Board)

Close/Purposeful Reading Activity -- "A Poison Tree" and "Fireworks"
THINK

• work on completing the "Poetry Analysis/Making Connections: 'A Poison Tree' and 'Fireworks'" document quietly and independently

PAIR

• compare/share responses with a partner

SHARE

• whole-class share-out (SMART Board)

Closure -- Whip Around (last 5 minutes) (did in Block 1 for "targets" 2-4 for "A Poison Tree")
--If you receive the ball, show that you have hit one of the "targets" of today's lesson.

Brain Break -- Mum Ball (time permitting)

HW (Class Preparation)
--Take a look at your "To Do List" for our current unit that you crafted a few classes ago.  How you doin'?
--One-pagers are due next class (Wednesday, 3/16) for those students who have yet to complete one.  We will use some class time on Wednesday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--As always, whatever we do not finish in class today, you can expect to finish next class!

On the backburner:

• A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
• Break down model paragraph together (if necessary)

English 10 Honors--3/11/2016

Jump Off
--Turn in the near-perfect version of your essay by placing it in the black basket on the front table.  Somebody's got some readin' to do!

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

• "Are We Naturally Good or Bad?" (an article from www.bbc.com)
• "Asch Experiment" (an article from www.simplypsychology.org)
• "Kid Nation 'Episode #1: I'm Trying to be a Leader Here!'"

--Take out your notebook and date the page (3/11/2016).  Label this section of your notebook "What to Look for in LotF".

S. the C.
--Reminder:

Deadlines:

• If you do not have a long-term, non-negotiable assignment (essay, presentation, project, etc.) completed on time, you will be required to come in after school with me to work on completing the assignment and, depending on my schedule, receive assistance.  I expect you to continue coming in after school until the assignment is completed.  Failure to stay after school will result in central detention(s).  If after five days you still have not submitted a late long-term assignment, you will receive an “NG” and run the risk of not successfully completing the class. (This is excerpted from the "Important Information" document read, discussed, and signed by students and parents at the beginning of the school year.) 

--agenda/HW/rationale behind today's and next week's endeavors

• When purposefully reading and viewing today, annotate documents/take notes in your notebook in response to this question:
• What should we be looking for and discussing when analyzing William Golding's Lord of the Flies?
• Remember that in our discussions, our goal is to refer specifically to texts, videos, etc. as often as possible (talking ABOUT ideas, conclusions, etc., not AROUND them!).

"Gearing Up" Discussion Preparation -- What to Look for in Lord of the Flies
--purposefully read "Are We Naturally Good or Bad?" (quietly and independently or orally--majority rules!)
--purposefully view the YouTube video located at the following link:

http://www.simplypsychology.org/asch-conformity.html

--purposefully read "Asch Experiment" (quietly and independently or orally--majority rules!)
--engage in a "materials assessment" of the "Kid Nation 'Episode #1: I'm Trying to be a Leader Here!'" document in order to align our minds for viewing
--purposefully view the first episode of Kid Nation

Transition (time permitting)
--Pick up an index card from the front table and write your name at the top of the lined side.

Closure (time permitting)
--Select one item about which to write a detailed response to the two questions below:

• What should we be looking for and discussing when analyzing William Golding's Lord of the Flies?
• What, specifically, did you read or see today that you led you to this conclusion?

HW (Class Participation)
--Review your annotations/notes from today's class bearing in mind that we will engage in a "beastly" discussion next week titled "What to Look for in Lord of the Flies"!
--One-pagers are due in class on Thursday, 3/17 for those students who have yet to complete one.  We will use some class time on Thursday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em!

On the backburner:

• ACT nonfiction passages and multiple choice question