English 10--4/25/2019

Jump Off
--Please seat yourselves alphabetically using the roster slips taped to the first desks in each column.
--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:

• In order to maximize productivity during today's work block, what does the environment need to be like?
• Can light background music play through my computer?
• Can you listen to your own music via a device?
• Should we plan a time--maybe halfway through the block--where you can meet in pairs and run your ideas/progress by each other?
• Should we take a drink/stretch break--maybe halfway through the block--since I do not plan on letting you all hop aboard the "bathroom train"?
• Prior to the end of today's class block, what should everyone accomplish as a minimum expectation?
• At least one body paragraph both outlined and roughly drafted in Google Docs?
• Multiple body paragraphs completely outlined?
• Another proper source found based on "gaps" determined when planning (a) paragraph(s)?
• How should you hold yourselves accountable for "sticking to" whatever "gameplan" we develop?

S. the C.
--turn and talk as per the "Jump Off"
--whole-class share-out via the "Jump Off" so as to develop a compact ("gameplan") for today's work block
--agenda/HW

Writing Workshop -- 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)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/25 (see the "English Department Membean Routine" sheet).
--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)!
Writing
--"Pay it forward" to yourself with regard to your research-based argumentative essay.  For example, you might spend some time outside of class typing a body paragraph or two using your outlines AND/OR find another proper source 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?
• 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
--Enjoy the weekend--you only get so many of 'em! :)

English 10 Honors--4/25/2019

Jump Off
--Find your materials at the same desk at which you sat last time you worked on the assessment.  After announcements, I will share the following with you: 

• information about what's going on in the hallway today
• a sample counterargument paragraph as well as some directions before setting you free to work for the entirety of the block.
• DURING TODAY'S CLASS BLOCK, I WILL BE MEETING WITH STUDENTS ALPHABETICALLY AGAIN IN ORDER TO CONTINUE SCORING LITERARY ANALYSIS WRITTEN RESPONSES.

S. the C. #1
--sample counterargument paragraph, directions, and HW shared

Assessment -- "Midterm" Examination in English Language Arts

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 4/25) (see the "English Department Membean Routine" sheet).
--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)
--You will wrap up the examination that you have been working on in class NEXT TIME (Monday, 4/29).
--Actively/purposefully read CHAPTER SIX of Lord of the Flies.  If you have not already done so, please complete the analysis task as per the "Lord of the Flies--CHAPTER FIVE" sheet as further preparation for discussion and/or to turn in as an assessment.  If you would prefer to complete this task with a passage from CHAPTER SIX, feel free to do so!  This assignment is due at the beginning of class NEXT TIME (Monday, 4/29).
--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
--Enjoy the weekend--you only get so many of 'em! :)

English 9--4/23/2019 (BDF) & 4/24/2019 (ACE)

Jump Off
--Please take out your copy of the "Article of the Week/ThinkCERCA #2--2018-2019 School Year" (Daniel J. Siegel's "Dopamine and Teenage Logic") document with which we have been working.

S. the C.
--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:

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?!

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

• are further along in your completion of the AoW written response than you were when you entered the classroom (hopefully even almost finished with it?!)
• can do the following with both Act 4 and Act 5 of The Tragedy of Romeo and Juliet:
• summarize the acts, noting key plot points (e.g., Friar Lawrence giving Juliet a sleeping potion, Friar Lawrence's plan, Romeo's request of the apothecary, etc.)
• note similarities and differences between Romeo's level of impulsiveness and Juliet's level of impulsiveness (characterization)
• give at least two examples of purposeful irony (situational, verbal, and/or dramatic) employed by Shakespeare
• provide an effective theme statement for the play
• ONE OF THESE ITEMS SELECTED AT RANDOM WILL BE ASSESSED DURING NEXT CLASS BLOCK AFTER WE HAVE VIEWED THROUGH THE END OF ZEFFIRELLI'S FILM.

--agenda/HW

Active/Purposeful Reading and Writing Workshop (cont.) -- Daniel J. Siegel's "Dopamine and Teenage Logic"
--Reminder: ThinkCERCA instructions for submitting paragraphs

• Notes:
• Skip "Step 1" as we have already engaged with the text at length. (Also, the directions do not match your purposes!)
• Skip "Step 2" as well since you have already completed an outline on paper via the "A Paragraph's a Paragraph's a Paragraph! (CER)" document.
• Using your outline, type a paragraph in response to the two questions posed.  Strongly consider typing your paragraph in Google Docs before logging in to ThinkCERCA. 
• Include your paragraph response in the field titled "Write a formal argument" after logging in to ThinkCERCA.  (Please keep in mind, though, that the paragraph you crafted is not really an argument!).  Submit your paragraph by clicking the "SUBMIT ASSIGNMENT" button.

--quiet and independent outlining time/writing time--obtain your Chromebook when ready--until 1:30 PM (Block 4 BDF)

• If you finish before time is up, complete a Membean training session!

Transition

--If you would like a copy of the viewing/reading guides for the last two acts of Shakespeare's play in order to help you hit today's "targets", please pick up the document from the front table.

Purposeful "Reading" -- Act 4 and Act 5 of Franco Zeffirelli's Romeo and Juliet

--"materials assessment"--read Act 4 and Act 5 viewing/reading guide prompts/questions aloud so that students using the document know what to "look for" while viewing

--purposefully view both acts of the film (1:47:20-credits)--gather information for discussion/assessment preparation by jotting down notes and /or responding to viewing/reading guide prompts/questions

Closure

--engage in a whole-class share-out in response to this question:

• What were you able to "get" out of your first-draft "reading" today?

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/25 (see the "English Department Membean Routine" sheet).
HW (Take-Home Assessment)
--Your AoW paragraph is due submitted via ThinkCERCA at the end of the day TODAY (Tuesday, 4/23 [BDF] or Wednesday, 4/24 [ACE]).
HW (Class Preparation)
--Consider reviewing your work with the play from today's class block with the "targets" in mind.

• http://nfs.sparknotes.com/romeojuliet/page_208.html

--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 finish next class!
--I recommend you check Schooltool soon.  I am in the process of inputting several grades.

English 10--4/23/2019

Jump Off
--As you come into the classroom, I want you to reflect back on your Spring Break via the "Mad, Sad, Glad" framework.  Did anything upset you and/or fill you with despair over break?  What made you the most happy?  (I will share a brief anecdote and model momentarily as these directions likely lack clarity!)

S. the C.
--turn and talk
--whole-class share-out via a drawing of cards
--agenda/HW

Transition
--Please take out your copy of the "WRITING COMPONENT PART 1--Notes for Moving Forward" with which we worked last class block.  We have one more paragraph to read together.  Keli--are you still good with being the SMART Board note-taker?

Writing Workshop (cont.) -- Writing a Text-Based Academic Argument ("Article of the Week"/ThinkCERCA #4): Notes for Moving Forward
--finish oral reading of essay/note-taking via SMART Board (third body paragraph)

Transition
--Please take out all of your materials for your research-based academic argument.  (Do you have everything in a manila folder?)  Then, pick up a copy of the "A Paragraph's a Paragraph's a Paragraph's! (CER)" template from the front table.

Writing Workshop #2 -- Research Unit: Outlining/Writing an Evidence-Based Claim Paragraph (Body Paragraph) for Your Argument
--consider the following question:

• Why do people like Mrs. Carter, Mr. Martin, Mr. VanEpps, Mr. Genthner (and the list goes on and on and on!) ask you to write?

--turn and talk
--view video clip about writing

--materials reminder ("Creating a Rough Claim and Continuing to Process/Gather Evidence" sheet)/MODELING use of the template via my argument
--quiet and independent work time (outlining/typing?)

• DURING THIS TIME, I WILL MEET WITH STUDENTS ALPHABETICALLY IN ORDER TO CONTINUE SCORING LITERARY ANALYSIS WRITTEN RESPONSES.

Before You Leave
--aim to have your body paragraph at least 3/4 outlined!

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/25 (see the "English Department Membean Routine" sheet).
Writing
--If you did not finish outlining your body paragraph today, strongly consider doing so prior to next class block.  Also, strongly consider typing your body paragraph in a Google Doc so as to "pay it forward" to yourself! 
--Continue thinking about the following questions:

• Research Unit: 
• Now that you have established a rough claim for your research topic and begun outlining/writing, what will your other reasons be?  If given class time in the near future to outline/write ANOTHER paragraph similar to the one you worked on in class today, would you be prepared to do so?  (If not, what could you do prior to next class block?)
• At this point, you should have at least three proper sources printed out and actively/purposefully read and/or processed via two different colored highlighters.
• What anecdote might you use to hook your reader at the start of your argumentative essay?
• 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.

English 10 Honors--4/23/2019

Jump Off
--Please pick up a copy of the "Lord of the Flies Unit--CHAPTER ONE-CHAPTER FOUR" sheet from the front table.  After announcements, purposefully read the directions.  We will engage in a brief Q and A before you get started so that the directions are clear.

S. the C. #1
--Q and A

Lord of the Flies--CHAPTER ONE-CHAPTER FOUR

• DURING THIS TIME, I WILL MEET WITH STUDENTS ALPHABETICALLY IN ORDER TO CONTINUE SCORING LITERARY ANALYSIS WRITTEN RESPONSES.

Transition
--Please pick up a copy of each of the following from the front table:

• the "Lord of the Flies--CHAPTER FIVE" sheet
• the "WRITING COMPONENT PART 3--Writing a Bridge, Essay Claim (Thesis Statement), and Conclusion" document
• the "Crafting Introductions" sheet

S. the C. #2
--agenda/HW

Writing Workshop (cont.) -- Writing a Text-Based Academic Argument ("Article of the Week"/ThinkCERCA #2): Writing a Bridge, Essay Claim (Thesis Statement), and Conclusion
--engage in a "materials assessment" (our essay as it currently stands, information to help you wrap up our essay, etc.)

• another exemplary counterargument paragraph shared
• Remember that a combination of methods of refutation does a good counterargument paragraph make!

--quiet and independent work time

• write a bridge
• write an essay claim (thesis statement)
• finish the conclusion by...
• logically circling back to where the essay began
• briefly reminding the reader of the key points made in the essay
• making a call to action
• DURING THIS TIME, I WILL RETURN YOUR LAST COUNTERARGUMENT PARAGRAPHS AND CONTINUE MEETING WITH STUDENTS ALPHABETICALLY FOR SCORING PURPOSES.

Closure (time permitting)
--turn and talk
--brief share-out via a drawing of cards

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/25 (see the "English Department Membean Routine" sheet). 
HW (Class Preparation)
--Wrap up anything that you were unable to complete in class today as preparation for the next two class blocks (your Lord of the Flies analysis task and/or finishing our text-based academic argument).
--You will finish taking the examination that you have been working on in class beginning NEXT TIME (Thursday, 4/25).  The last section involves reading four texts and writing a text-based essay in response to a question about the sources.  In other words, you will do what we have done together over the course of our last few class blocks together!
--Actively/purposefully read CHAPTER FIVE of Lord of the Flies.  Then, complete the analysis task as per the "Lord of the Flies--CHAPTER FIVE" sheet as further preparation for discussion and/or to turn in as an assessment.  This assignment is due at the beginning of class on Monday, 4/29.
--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.

On the backburner:

• Method of Refutation #3 (Fallacy)

English 10--Writing an Academic Argumentative Essay--Notes for Moving Forward

When writing an academic argumentative essay, I need to make sure to...

• "hook" my reader at the start of my introduction (maybe by way of an anecdote?)
• use transition words (e.g., "first", "next", "finally", etc.) to guide my reader through the contents of my body paragraphs
• use transition words (e.g., "also", "in addition to...and...", "finally", etc.) to acknowledge that each individual body paragraph is part of a greater whole
• include concluding sentences at the end of each of my body paragraphs that remind my reader what I am ultimately arguing so that they do not lose sight of my essay claim
• share the credentials had by a source of information
• For example, if I share a direct quotation from James Smith, I need to let my reader know WHO HE IS that lends him credibility.
• include a parenthetical reference for each of the source-based pieces of evidence that I use
• not include a parenthetical reference if I introduce a piece of evidence with a clear signal phrase
• For example, If I write the following, I do not also need the author's last name in parentheses after the quotation I use:
• In Adam Hart's article published in the New York Times, he writes, "......" 
• carefully use qualifying words (e.g., "most", "might", "usually", etc.) so that I accurately interpret/reason through the evidence
• For example, will ALL people in society REALLY lose money if a significant change is made, or will MOST people?  Be precise.

English 9--4/12/2019 (3 ACE)

HOOKED ON BOOKS

Transition
--Please take out your copy of the "Article of the Week/ThinkCERCA #2--2018-2019 School Year" (Daniel J. Siegel's "Dopamine and Teenage Logic") document with which we have been working.

S. the C.
--consider the following question:

• Why do people like Mrs. Carter, Mr. Martin, Mr. VanEpps (and the list goes on and on and on!) ask you to write?

--turn and talk
--view video clip about writing
--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:

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

• Today, we are continuing to "zero in" on the "so what?!"!

Active/Purposeful Reading and Writing Workshop (cont.) -- Daniel J. Siegel's "Dopamine and Teenage Logic"
--ThinkCERCA instructions shared for submitting paragraphs

• Notes:
• Skip "Step 1" as we have already engaged with the text at length. (Also, the directions do not match your purposes!)
• Skip "Step 2" as well since you have already completed an outline on paper via the "A Paragraph's a Paragraph's a Paragraph! (CER)" document.
• Using your outline, type a paragraph in response to the two questions posed.  Strongly consider typing your paragraph in Google Docs before logging in to ThinkCERCA. 
• Include your paragraph response in the field titled "Write a formal argument" after logging in to ThinkCERCA.  (Please keep in mind, though, that the paragraph you crafted is not really an argument!).  Submit your paragraph by clicking the "SUBMIT ASSIGNMENT" button.

--quiet and independent outlining time/writing time

• During this time, I will conduct one-on-one meetings.  

Closure -- Question to Consider

• How might you incorporate the information from Daniel J. Siegel's article in your End-of-Unit essay?
• turn and talk
• whole-class share-out

HW (Practice/Take-Home Assessment)
--WE ARE TAKING A BREAK FROM MEMBEAN 4/12-4/18; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 4/25 (see the "English Department Membean Routine" sheet). 

HW (Class Preparation)
--Your AoW paragraph will be due at the end of the day on Wednesday, 4/24.  You will have some class time to work, but maybe not enough to finish (depending on your progress today).  Please plan accordingly! :)
--Strongly consider re-reading Act 3 of William Shakespeare's The Tragedy of Romeo and Juliet in order to add to your viewing/reading guide responses and/or text frame gaps.  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_136.html

You can expect to continue with Act 4 upon our return from Spring Break.

--Aim to read 20-30 pages of your free reading book over Spring Break.  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
--Enjoy Spring Break--you truly only get so many of 'em! :)