English 9--12/16/2020

Writing Workshop/Anticipatory Activity -- Act 3--Paraphrasing Practice

--Please read the following sentence to yourself a few times while I prepare to transition us into the next part of the agenda:

"In Act 2, scene 6, Friar Lawrence secretly marries Romeo and Juliet even though he has second thoughts."

When you are instructed to do so, in the "Classwork" tab, please find the assignment titled "Paraphrasing Practice."  Then, click on the first file (a Google Doc titled "Paraphrasing Practice Preparation)."  We will work through the directions together to begin the next part of today's class block.

--turn and talk/share via "Chat"

--craft a successful paraphrase together on the SMART Board

--Bearing in mind what you are "picking up" about paraphrasing from the last few minutes, please attend to the following task:

Below, you will find the first line of a series of lines spoken by Benvolio early in Act 3.  After reading Benvolio's line at least three times, decide which of the four "paraphrases" that follow is the best.  Be ready to both share and defend your choice.

"We talk here in the public haunt of men":

• This place is haunted by our words.
• We are having a conversation out in the open where all the townspeople hang out.
• We discuss here in the not private haunt of males.
• Several townspeople are present while our conversation takes place in this spot.

--discuss via another turn and talk/share via "Chat"
--Closure

• discuss as a whole class
• Which is best?

English 9--Week of 12/7/2020

Purposeful Close Re-reading (Share-Out/Discussion Preparation) -- Act 1, scene 1, lines 152-230 of The Tragedy of Romeo and Juliet

--purposeful oral reading of the "Defining Impulsiveness--2020" document in order to answer these questions:

• What has Romeo done so far that fits this definition?
• What has Juliet done so far that fits this definition?

--turn and talk/"Chat" share
--whole-class share-out
--purposeful oral reading of the directions on the "Purposeful Close Re-reading--Act 1, scene 1, lines 152-230" document in order to answer these questions: 

• What are you being asked to do?  
• What is the purpose of this task?

--turn and talk/"Chat" share
--whole-class share-out
--MODELING with #1
--quiet and independent work time
--directions modeled for partner discussions

• Find someone (via an in-the-classroom-and-socially-distant "wander," a phone call, and/or through the "Chat") who can answer or help you add to your answer for one of the boxes.  Ask the person for permission to initial your box with his/her initials after sharing with you/helping you.  Jot down notes in your box while you confer with each other.
• If your name is called, you will come to the SMART Board and jot down notes for a question of your choice (or communicate with me via the "Chat") instead of talking with a partner.

--partner discussions/"chalk-talk"

--Closure #1

• process through the information written on the front board in order to respond to the following prompt:
• On a scale of 1-10, rank Romeo's level of impulsiveness by the end of Act 1.  Justify your ranking.

Closure -- Romeo's Level of Impulsiveness

• heads down/fingers up to determine class consensus
• class consensus shared
• individual rankings shared/justified

Transition

--Please access the "Purposeful Close Re-reading--Act 1, scene 3, lines 64-100" document via the "Classwork" tab.

Old Business/HW Time

--go over the "Irony Quiz" from a few weeks back

--work quietly and independently on something that moves you forward for tomorrow

English 10 Honors--Week of 12/7

Writing Workshop (Phase 3) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (35-40 mins.)

--Complete the following steps: 

• Quietly and independently back at your own desk, write a multi-sentence tieback for your group member's direct quotation.  Strongly consider the following questions:
• Based on the paragraph's purpose (as established in the claim), why did your group member select this direct quotation?
• This quotation suggests that... because...
• This idea relates back to the claim that... because...
• How does this direct quotation relate back to the paragraph's purpose (as established in the claim)?
• Yet again, get back into groups.
• "Anchored in" to our "Compact for Group Work", ...
• share evidence and tiebacks so as to complete the template for your group's first body paragraph.
• Does anything need to be changed?  Added?  Etc.  (If so, "take care of business" accordingly!)
• agree upon and write an all-encompassing concluding sentence.

--Closure

• When your group finishes, ...
• re-column the desks
• return your copies of the "'The Masque of the Red Death' Assessment" by placing them in the black basket on the front table
• place all of your templates in the black basket on the front table
• I will select one at random upon my return!

Hooked on Books (time permitting)
--engage in free reading during any remaining class time

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM on Thursday (12/5).  DUE TO THANKSGIVING RECESS, I AM ADDING TOGETHER THE "STATS" FROM THE 11/22-11/28 REPORT AND THE 11/29-12/5 REPORT, MEANING THAT ONE OF THESE TWO WEEKS IS AN "EXTRA WEEK."  (See the updated "English Department Membean Routine" sheet.)
Writing
--Continually improve your Thematic Writing Assignment--Partner Interviews essay.  Conferences will continue occurring until I have had a chance to meet with everyone, and a score will be reported as a part of your Marking Period 2 GPA.  Expect the due date to be sometime during the first week of December!
--Continue reviewing your notes for "The Masque…" in preparation for continuing the in-class writing assignment next class block.
HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class.  You have up until early December to finish your book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--FYI: The NYS ELA Regents celebration will take place after school right here in Room 203 on Tuesday, 12/3!
--Enjoy the weekend--you only get so many of 'em! :)

Jump Off
--Please take out the following:

• your free reading book
• your notebook

Date the page in the lefthand margin of your notebook page (12/7) and label this section of your notes "Common Error Review." 

--Reagan S.: Please drop the grammar hammer!

Grammar Hammer Review/Writing Workshop (Phase 5) -- Comma Error Review (10-15 mins.)
--quick-review comma usage with introductory elements/transitions via definitions, examples, etc. on the whiteboard and/or SMART Board

• Do your best to capture the notes!

--quick-review comma usage with FANBOYS via definitions, examples, etc. on the whiteboard and/or SMART Board

• Do your best to capture the notes!

Transition

--Obtain your Chromebook from the cart in the back of the classroom and log in.

Writing Workshop (Phase 5) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3)
--divvy up typing tasks (e.g., Nicki types sentences 1-5, Jonah types sentences 6-10, and Chris types sentences 11-15)

--one student per group creates a shared Google Doc

• MODEL (if necessary)

--group-type response

• MODEL (if necessary)

*DURING THIS TIME, I WILL CALL STUDENTS UP TO THE FRONT TABLE FOR... 

• ESSAY CONFERENCING
• FREE READING CONFERENCING.*

Writing Workshop (Phase 5) -- RE-READING Strategies and Elevating Diction

--RE-READING strategies MODELED for comma errors reviewed earlier in the block
--RE-READ for comma errors as per review, fixing any errors that you find

--discuss Membean words (e.g., those for which you created posters earlier in the school year) and deftly incorporate at least one word in your writing piece.  Don't overdo it, though!
*DURING THIS TIME, I WILL CONTINUE CALLING STUDENTS UP TO THE FRONT TABLE FOR...

• ESSAY CONFERENCING
• FREE READING CONFERENCING.*

Ticket-Out-the-Door (last few mins.)

• Share your group's Google Doc with me.
• MODEL
• Return the Chromebooks.

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM this Thursday (12/5).  DUE TO THANKSGIVING RECESS, I AM ADDING TOGETHER THE "STATS" FROM THE 11/22-11/28 REPORT AND THE 11/29-12/5 REPORT, MEANING THAT ONE OF THESE TWO WEEKS IS AN "EXTRA WEEK."  (See the updated "English Department Membean Routine" sheet.)

• If you earned the opportunity for Marking Period 2 credit recovery, you must stay after school this Friday, 12/6 to calculate your partial credit!

--Complete another cycle of Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM on Thursday, 12/12.  (See the updated "English Department Membean Routine" sheet.)   This is the first take-home assessment assignment of Marking Period 3! 

Writing

--Your improved Thematic Writing Assignment--Partner Interviews essay is due via email before 11:59 PM this Thursday (12/5).

• Please bring your "marked up" original copy of this writing assignment to class on Friday, 12/6.

HW (Class Preparation/Take-Home Assessment)

--If you have not already done so, finish reading your free reading book by the end of this week.  ALWAYS BRING A FREE READING BOOK TO CLASS!

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• tablet
• first Grammar Hammer (WUBAIS!!!)

Writing Workshop Preparation #1 -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3)

--Please take out your notebook, date the page, and label this section of your notes "Elevating Diction."  Then, as per my MODELING on the SMART Board, complete the task set forth below:

• Look at the words posted on the Membean Word Wall.  Which ones make you "think" about "The Masque of the Red Death" in some way?
• Write at least three different sentences about your associations.  Be prepared to share your sentences with your group during Writing Workshop.

Transition

--Draw a line under your last section of notes.  Then, label the next section "RE-READING Strategies for Common Errors."

--Brooke B./Nadia B.: Please drop the grammar hammer!

Grammar Hammer Review/Writing Workshop Preparation #2 -- RE-READING Strategies for Common Errors
--quick-review RE-READING strategies for both comma usage with introductory elements/transitions and comma usage with FANBOYS

• Do your best to capture the notes!

Writing Workshop (Phase 5) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3)--Elevating Diction and RE-READING Strategies and Elevating Diction
--finish group-typing your response (if you have not already done so)
--discuss the Membean words about which you wrote earlier in the block

• Can you deftly incorporate at least one word in your writing piece?  Please aim to do so (without, of course, overdoing it!)

--RE-READ for comma errors as per review, fixing any errors that you find

Ticket-Out-the-Door (last few mins.)

• Share your group's Google Doc with me.
• MODEL
• Return the Chromebooks.

HW (Practice/Take-Home Assessment/Class Preparation)

--If you earned the opportunity for Marking Period 2 Membean credit recovery, you must stay after school TODAY to calculate your partial credit!
--Complete Membean training until you have earned 100 correct responses or trained for a total of 45 minutes over three different days before 11:59 PM on Thursday, 12/12.  (See the updated "English Department Membean Routine" sheet.)   This is the first take-home assessment assignment of Marking Period 3! 

HW (Class Preparation/Take-Home Assessment)

--If you have not yet selected your next free reading book, consider doing so at some point between now and the end of next week.  Next week, I will do my best to help get the "right" book in your possession.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "There is no such thing as a child who hates to read; there are only children who have not found the right book" (Frank Serafini, author of The Reading Workshop).

Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

English 9--11/19/2020

Activity (cont.) -- Drama Terms Notes/Poetry Terms Notes Posters

--directions:

• Use resources (Chromebooks, literature books, dictionaries, etc.) in order to determine what is needed to fill in the blanks for your terms.
• Wave me over when you finish in order to check your work before moving further forward.
• Paraphrase the definitions of your terms.
• Again, wave me over when you finish in order to check your work before moving further forward.
• Create visually appealing posters (via Google Slides or by hand) for your terms to share with the rest of the class.  Each poster must include...
• the term prominently displayed
• the paraphrased definition of your term
• an example of your term “in action”
• a corresponding visual.
• Prepare a brief presentation to share with the rest of the class in which you...
• share your terms and paraphrased definitions
• make sure that your classmates are able to fill in the blanks on their notes page for each of your terms
• share your examples and visuals in order to clarify the meaning of your terms
• are prepared to respond to any questions from your classmates regarding your terms.

--independent work time (cont.)

Mini-Presentations/Notetaking -- Drama Terms Notes/Poetry Terms Notes

--When preparing/practicing your mini-presentation, keep this information about content and these seven public speaking tips in mind:

Content

• Your presentation must include all four of the items included in the bulleted list above, but you should not just read from your notes page and your poster!

Delivery (Public Speaking Tips)

• Pause/smile in front and gain the attention of your audience before speaking.
• Speak loudly enough to be heard by all.
• Speak at an appropriate speed (NOT TOO FAST).
• Speak with enthusiasm.
• Make clear attempts at eye contact to ALL parts of the classroom.
• Limit vocal fillers ("umm", "ahh", long silences, etc.)--NO MORE THAN 3-5 PER MINUTE.
• Limit distracting body movements (podium tapping, hair smoothing, etc.). 

--mini-presentations practiced in pairs
--mini-presentations delivered/notetaking

Closure -- Ball Toss (time permitting)

--Tell us something that you now know/understand that you did not know/understand/understand fully before class today.

English 9--11/18/2020

--Please access each of the following in the "Classwork" tab (in the assignment titled "Drama Terms Notes/Poetry Terms Notes"): 

• the "Drama Terms Notes/Poetry Terms Notes" document
• the "METAPHOR" sample poster (Google Slide)

Find the "METAPHOR" section in the "Drama Terms Notes/Poetry Terms Notes" document and use the sample poster in order to fill in the blanks.

Activity -- Drama Terms Notes/Poetry Terms Notes Posters

--fill in blanks for "METAPHOR" section

--engage in a "materials assessment" together

--directions given:

• Use resources (Chromebooks, literature books, dictionaries, etc.) in order to determine what is needed to fill in the blanks for your terms.
• Wave me over when you finish in order to check your work before moving further forward.
• Paraphrase the definitions of your terms.
• Again, wave me over when you finish in order to check your work before moving further forward.
• Create visually appealing posters (via Google Slides or by hand) for your terms to share with the rest of the class.  Each poster must include...
• the term prominently displayed
• the paraphrased definition of your term
• an example of your term “in action”
• a corresponding visual.
• Prepare a brief presentation to share with the rest of the class in which you...
• share your terms and paraphrased definitions
• make sure that your classmates are able to fill in the blanks on their notes page for each of your terms
• share your examples and visuals in order to clarify the meaning of your terms
• are prepared to respond to any questions from your classmates regarding your terms.

I WILL SHARE AN EXEMPLAR FOR THE TERM “METAPHOR” IN ADDITION TO BRIEFLY SHOWING A FEW OTHER POSTERS FROM PAST YEARS.

--terms assigned/materials gathered

• Blair W.
• DRAMA and TRAGEDY
• Logan L.
• TRAGIC FLAW and COMIC RELIEF
• Jared B.
• PUN and DRAMATIC FOIL
• Jozlynne C.
• IRONY and SITUATIONAL IRONY
• Emma K.
• VERBAL IRONY and DRAMATIC IRONY
• Ella H.
• ALLUSION and ASIDE
• Sarah C.
• SOLILOQUY and MONOLOGUE
• Jack T.
• DRAMATIC POEM and DRAMATIC MONOLOGUE/DRAMATIC DIALOGUE
• Gianna M.
• BLANK VERSE and EXTENDED METAPHOR
• Mary K.
• SIMILE and EPIC SIMILE
• Daisy S.
• IMAGERY and PERSONIFICATION
• Jackson C.
• MOOD and TONE

--quickly create a "Compact for Independent Work" (if necessary)

--independent work time

Mini-Presentations/Notetaking -- Drama Terms Notes/Poetry Terms Notes

--When preparing/practicing your mini-presentation, keep this information about content and these seven public speaking tips in mind:

Content

• Your presentation must include all four of the items included in the bulleted list above, but you should not just read from your notes page and your poster!

Delivery (Public Speaking Tips)

• Pause/smile in front and gain the attention of your audience before speaking.
• Speak loudly enough to be heard by all.
• Speak at an appropriate speed (NOT TOO FAST).
• Speak with enthusiasm.
• Make clear attempts at eye contact to ALL parts of the classroom.
• Limit vocal fillers ("umm", "ahh", long silences, etc.)--NO MORE THAN 3-5 PER MINUTE.
• Limit distracting body movements (podium tapping, hair smoothing, etc.). 

--mini-presentations practiced in pairs
--mini-presentations delivered/notetaking

Closure -- Ball Toss (time permitting)

--Tell us something that you now know/understand that you did not know/understand/understand fully before class today.

English 9--11/16/2020

Review (20-25 mins.)

--"Irony Check Charts" sheet explained via a Monsters, Inc. example for each type of irony

Many of the monsters are afraid of kids:

https://www.youtube.com/watch?v=iTj0uh6XGrM

Roz tells Mike she is "sure [he has] filed [his] paperwork correctly":

https://www.youtube.com/watch?v=dJWm0TWH7d0

Sully thinks Boo died:

https://www.youtube.com/watch?v=zDwiybWUwKM

Transition (1-2 mins.)
--Please access your copy of the "Purposeful Viewing of Gnomeo & Juliet" document.
--Reminder: The following are our focal points with Gnomeo & Juliet, which we will finish viewing during the next part of today's class block:

• opening up a window into Shakespeare's The Tragedy of Romeo and Juliet
• working toward mastery of a Reading Literature standard that we have not yet addressed
• continuing to "stay fresh" with regard to some of the work that we have been completing this school year (e.g., reviewing and applying theme, APPLYING IRONY, etc.)

Pre-reading/Film Analysis Activity (cont.) -- Purposeful Viewing of Gnomeo & Juliet (10-ish mins.)
--jot down notes on your "Purposeful Viewing of Gnomeo & Juliet" document for discussion, FOCUSING ESPECIALLY ON #7 (IRONY)

Review -- The Three Types of Irony (10-15 mins.)
--pair/share potential examples of irony present in Gnomeo & Juliet OR other examples from real life, movies, etc.
--whole-class share-out (just the example, not the explanation)
--quietly and independently, run an "irony check" on a potential example of your choice
--pair/share
--whole-class share-out

Transition (1-2 mins.)
--Please pick up a copy of the "Irony Quiz" from the front table (in-person) or access your copy of the "Irony Quiz" document in the "Classwork" tab (in-person/digital).

Assessment -- Irony Quiz (remainder of class)
--complete the assessment quietly and independently--good luck!
--When you finish taking the quiz, ...

• submit your work by placing it in the black basket or clicking the "Turn in" button
• engage in free reading.

Closure -- "Today, I learned/understood/realized..." "Ball Toss" (time permitting)
--brainstorm sentence-starter conclusions quietly and independently
--whole-class share-out via "ball toss"

English 9--10/22/2020

In the Door 

--Following the morning announcements, I will share my life philosophy about the theme word "power" again (see slide deck) and connect it to another of my life experiences (teaching argumentative writing at the high school).

S. the C. 

--You should leave class today with...

• a deeper understanding of what a theme statement is, as evidenced by your ability to share one of your life philosophies
• a clearer idea of how "The Lady, or the Tiger?" connects to real life, which might help you "zero in" on a meaningful and complex theme statement as we wrap up our work with the story.

--You might leave class today with...

• a refreshed outlook on your own life?
• a rough sense of what Frank R. Stockton is suggesting about one (or several?!) of the emergent themes of the "The Lady, or the Tiger?".
• In other words, you might head home for the weekend with a rough theme statement in mind for the story.

--agenda/HW

Application Activity -- Theme Clips/Life Philosophies
--rationale/directions

• Today's clips relate most closely to the following themes:
• barbarism/savagery
• fairness/unfairness
• jealousy
• love
• power

--Do any of these themes require defining before we begin?!
--view the following clips/videos:

• The Worst Things That Happened in the Roman Colosseum (up to 2:08)
• https://www.youtube.com/watch?v=P7-ETMTHx4I
• Trial by Ordeal
• https://www.youtube.com/watch?v=tEI8SnEA7B8&t=5s
• Structure of the Court System: Crash Course Government and Politics #19
• https://www.youtube.com/watch?v=IGyx5UEwgtA
• Dealing with Jealousy
• https://www.youtube.com/watch?v=1rcqwRgVvvw
• How is Power Divided in the United States Government
• https://www.youtube.com/watch?v=HuFR5XBYLfU
• How to Give and Receive Positive Karma
• https://www.youtube.com/watch?v=tO2mZP8GouU

--Closure #1 -- Life Philosophies

• Please complete the survey titled "My Life Philosophy About..." located in the "Classwork" tab.  After you have written your theme statement, CAPITALIZE your theme(s) (theme word[s]) as I have done in the examples about "power" and "order."