1/2 Day
Jump Off -- Pick up the sheet entitled "Jump Off--Error Review" from the front table. Read the directions and complete the sheet quietly and independently. Good luck!
*Mr. Martin returns The Count of Monte Cristo--Quiz #1
S. the C. -- agenda/rationale/HW, go over the J.O.
Writing Workshop -- Revise/Rewrite of Quiz Response
--choose one short answer response--revise/rewrite based on provided feedback/our writing workshop work the past few classes
--when finished, submit for some points back
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 322-385, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages and tracking themes)
--bring your Hooked on Books book next week--it doesn't have to be TCoMC!
Monday, March 26, 2012
English 10 Honors--3/27/2012
Jump Off -- Pick up the sheet entitled "Jump Off--Error Review" from the front table. Read the directions and complete the sheet quietly and independently. Good luck!
S. the C. -- agenda/rationale/HW, go over the J.O.
Transition -- form a circle (or small groups--instructor decides)
Discussion(s) -- The Count of Monte Cristo up to pg. 274
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-274
--Post-Its (or...), especially important passages
--themes
--assessment from a few classes ago
Transition -- re-row desks
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 274-322, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages and tracking themes)
S. the C. -- agenda/rationale/HW, go over the J.O.
Transition -- form a circle (or small groups--instructor decides)
Discussion(s) -- The Count of Monte Cristo up to pg. 274
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-274
--Post-Its (or...), especially important passages
--themes
--assessment from a few classes ago
Transition -- re-row desks
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 274-322, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages and tracking themes)
Friday, March 23, 2012
Senior English--3/29/2012 & 3/30/2012
1/2 Day
Jump Off
--View "I'm worried about my grade"--briefly discuss as per where we are in the school year.
--Engage in a process to determine poem-share order.
S. the C. -- agenda/rationale/HW
Teambuilder -- Poem-Share
--read "To Be" poems aloud
Transition -- poems turned in/study guides up (for interested students)
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--bring your Hooked on Books book next week!
Jump Off
--View "I'm worried about my grade"--briefly discuss as per where we are in the school year.
--Engage in a process to determine poem-share order.
S. the C. -- agenda/rationale/HW
Teambuilder -- Poem-Share
--read "To Be" poems aloud
Transition -- poems turned in/study guides up (for interested students)
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--bring your Hooked on Books book next week!
Senior English--3/28/2012
Jump Off
--Take out these two sheets: "Questions to Ask Yourself When You Are Assigned a Writing Task" and "Poetry Writing Assignment--Emulating Shakespeare: 'To Be' Poem" and prepare for a discussion meant to serve the purpose of "wrapping our minds around" the assignment.
S. the C.
--agenda/rationale/HW
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--finish Shakespeare's Meter notes (1ACE--bottom half; 3ACE--iamb and down)
--go back through task analysis questions ("Questions to Ask Yourself...") and discuss ("wrapping our minds around" the assignment)
--take a look at #1 on the assignment sheet--Transition--come get notes page (Act III, scene i soliloquy--generated from student index cards)
--read through/briefly discuss notes page
--Mr. Martin models on double-spaced soliloquy after selecting a topic (Coaching? Basement? Etc.)--revisit explication with what is Hamlet doing in each line question in mind
--check a couple of lines against blank verse chart
--set parameters for work block
--independent work time
Brain Break -- The Shoe Game
Transition -- pick up Act III study guide (if desired) from the front table
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--your writing assignment is due at the beginning of class next time (Friday, 3/30)--we will read these aloud, so audience consideration is key!
--Take out these two sheets: "Questions to Ask Yourself When You Are Assigned a Writing Task" and "Poetry Writing Assignment--Emulating Shakespeare: 'To Be' Poem" and prepare for a discussion meant to serve the purpose of "wrapping our minds around" the assignment.
S. the C.
--agenda/rationale/HW
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--finish Shakespeare's Meter notes (1ACE--bottom half; 3ACE--iamb and down)
--go back through task analysis questions ("Questions to Ask Yourself...") and discuss ("wrapping our minds around" the assignment)
--take a look at #1 on the assignment sheet--Transition--come get notes page (Act III, scene i soliloquy--generated from student index cards)
--read through/briefly discuss notes page
--Mr. Martin models on double-spaced soliloquy after selecting a topic (Coaching? Basement? Etc.)--revisit explication with what is Hamlet doing in each line question in mind
--check a couple of lines against blank verse chart
--set parameters for work block
--independent work time
Brain Break -- The Shoe Game
Transition -- pick up Act III study guide (if desired) from the front table
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--your writing assignment is due at the beginning of class next time (Friday, 3/30)--we will read these aloud, so audience consideration is key!
Thursday, March 22, 2012
Senior English--3/27/2012
Block 1BDF
Jump Off -- Weigh your options for the class block (listed below) and decide what you will do with your time prior to our field trip to Barnes & Noble!:
Apples to Apples
Loaded Questions
Scattergories
Watch a video
Work on your writing assignment (due on Thursday, 3/29)
Miscellaneous (e.g., take quizzes that you will miss while on field trip today)
Activities (game[s], video, work time, etc.)
*Mr. Martin will gladly help any students desiring assistance on the writing assignment!
HW
--your writing assignment is due at the beginning of class next time (Thursday, 3/29)--we will read these aloud, so audience consideration is key!
Block 2BDF
NO CLASS TODAY DUE TO BARNES & NOBLE FIELD TRIP
HW
--your writing assignment is due at the beginning of class next time (Thursday, 3/29)--we will read these aloud, so audience consideration is key!
Jump Off -- Weigh your options for the class block (listed below) and decide what you will do with your time prior to our field trip to Barnes & Noble!:
Apples to Apples
Loaded Questions
Scattergories
Watch a video
Work on your writing assignment (due on Thursday, 3/29)
Miscellaneous (e.g., take quizzes that you will miss while on field trip today)
Activities (game[s], video, work time, etc.)
*Mr. Martin will gladly help any students desiring assistance on the writing assignment!
HW
--your writing assignment is due at the beginning of class next time (Thursday, 3/29)--we will read these aloud, so audience consideration is key!
Block 2BDF
NO CLASS TODAY DUE TO BARNES & NOBLE FIELD TRIP
HW
--your writing assignment is due at the beginning of class next time (Thursday, 3/29)--we will read these aloud, so audience consideration is key!
Senior English--3/26/2012
Block 1ACE
Jump Off -- Weigh your options for the class block (listed below) and decide what you will do with your time prior to our field trip to Barnes & Noble!:
Apples to Apples
Loaded Questions
Scattergories
Watch a video
Work on your writing assignment (due on Friday, 3/30)
Miscellaneous (e.g., take quizzes that you will miss while on field trip today)
Activities (game[s], video, work time, etc.)
*Mr. Martin will gladly help any students desiring assistance on the writing assignment!
HW
--your writing assignment is due at the beginning of class on Friday, 3/30--Mr. Martin will model the writing process and give you some in-class work time on Wednesday, 3/28
Block 3ACE
NO CLASS TODAY DUE TO BARNES & NOBLE FIELD TRIP
HW
--your writing assignment is due at the beginning of class on Friday, 3/30--Mr. Martin will model the writing process and give you some in-class work time on Wednesday, 3/28
Jump Off -- Weigh your options for the class block (listed below) and decide what you will do with your time prior to our field trip to Barnes & Noble!:
Apples to Apples
Loaded Questions
Scattergories
Watch a video
Work on your writing assignment (due on Friday, 3/30)
Miscellaneous (e.g., take quizzes that you will miss while on field trip today)
Activities (game[s], video, work time, etc.)
*Mr. Martin will gladly help any students desiring assistance on the writing assignment!
HW
--your writing assignment is due at the beginning of class on Friday, 3/30--Mr. Martin will model the writing process and give you some in-class work time on Wednesday, 3/28
Block 3ACE
NO CLASS TODAY DUE TO BARNES & NOBLE FIELD TRIP
HW
--your writing assignment is due at the beginning of class on Friday, 3/30--Mr. Martin will model the writing process and give you some in-class work time on Wednesday, 3/28
Senior English--3/23/2012
Jump Off
--Turn in your signed permission slip for the Barnes & Noble field trip.
--Take out these two sheets: "Questions to Ask Yourself When You Are Assigned a Writing Task" and "Poetry Writing Assignment--Emulating Shakespeare: 'To Be' Poem" and prepare for a discussion meant to serve the purpose of "wrapping our minds around" the assignment.
S. the C.
--agenda/rationale/HW, looking ahead...
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--finish Shakespeare's Meter notes (1ACE--bottom half; 3ACE--iamb and down)
--go back through task analysis questions ("Questions to Ask Yourself...") and discuss ("wrapping our minds around" the assignment)
--take a look at #1 on the assignment sheet--Transition--come get notes page (Act III, scene i soliloquy--generated from student index cards)
--read through/briefly discuss notes page
--Mr. Martin models on double-spaced soliloquy after selecting a topic (Coaching? Basement? Etc.)--revisit explication with what is Hamlet doing in each line question in mind
--check a couple of lines against blank verse chart
--set parameters for work block
--independent work time
Brain Break -- The Shoe Game
Transition -- pick up Act III study guide (if desired) from the front table
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--you MUST bring your Barnes & Noble field trip permission slip next time--the field trip IS on Tuesday!
--work on writing assignment (due at the beginning of the class after next)--Block 1 BDF: You will have some time on Tuesday to work if you so desire!
--Turn in your signed permission slip for the Barnes & Noble field trip.
--Take out these two sheets: "Questions to Ask Yourself When You Are Assigned a Writing Task" and "Poetry Writing Assignment--Emulating Shakespeare: 'To Be' Poem" and prepare for a discussion meant to serve the purpose of "wrapping our minds around" the assignment.
S. the C.
--agenda/rationale/HW, looking ahead...
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--finish Shakespeare's Meter notes (1ACE--bottom half; 3ACE--iamb and down)
--go back through task analysis questions ("Questions to Ask Yourself...") and discuss ("wrapping our minds around" the assignment)
--take a look at #1 on the assignment sheet--Transition--come get notes page (Act III, scene i soliloquy--generated from student index cards)
--read through/briefly discuss notes page
--Mr. Martin models on double-spaced soliloquy after selecting a topic (Coaching? Basement? Etc.)--revisit explication with what is Hamlet doing in each line question in mind
--check a couple of lines against blank verse chart
--set parameters for work block
--independent work time
Brain Break -- The Shoe Game
Transition -- pick up Act III study guide (if desired) from the front table
Film -- Act III of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
Closure -- Come up with an Act III discussion question for the future--turn in
HW
--you MUST bring your Barnes & Noble field trip permission slip next time--the field trip IS on Tuesday!
--work on writing assignment (due at the beginning of the class after next)--Block 1 BDF: You will have some time on Tuesday to work if you so desire!
Wednesday, March 21, 2012
English 10 Honors--3/23/2012
Jump Off -- Pick up the packet about writing literary analysis essays from the front table. Begin reading and annotating the packet as preparation for a discussion meant to help us improve our literary analysis writing abilities.
S. the C. -- agenda/rationale/HW
Activity -- "Honing Our Writing Skills/Revisiting Melodrama" (cont.)
--read, annotate, and discuss the packet about writing literary analysis essays--consider implications for improving response about melodrama
--independent work time--continuing "Version 2"
--share out
Transition -- look through notes as preparation for discussion, form a circle
Discussion -- The Count of Monte Cristo up to pg. 226
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-226
--Post-Its (or...), especially important passages
--themes
--assessment from a few classes ago
Transition -- re-row desks
Closure -- Key Learning with a Non-Restrictive Element
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 226-274, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages and tracking themes)
--next week is a grammar week--it would be a good idea to look through all of your "grammar hammer" notes, as we will engage in tasks that require you to find and fix a variety of errors
S. the C. -- agenda/rationale/HW
Activity -- "Honing Our Writing Skills/Revisiting Melodrama" (cont.)
--read, annotate, and discuss the packet about writing literary analysis essays--consider implications for improving response about melodrama
--independent work time--continuing "Version 2"
--share out
Transition -- look through notes as preparation for discussion, form a circle
Discussion -- The Count of Monte Cristo up to pg. 226
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-226
--Post-Its (or...), especially important passages
--themes
--assessment from a few classes ago
Transition -- re-row desks
Closure -- Key Learning with a Non-Restrictive Element
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 226-274, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages and tracking themes)
--next week is a grammar week--it would be a good idea to look through all of your "grammar hammer" notes, as we will engage in tasks that require you to find and fix a variety of errors
Tuesday, March 20, 2012
English 10 Honors--3/21/2012
Jump Off
If you would thoroughly know anything, teach it to others.--Tryon Edwards
It has been said that teaching someone else about a topic is a great way to show that you have really mastered the topic yourself. Theoretically speaking, based on our work the week before last, you should all be "masters" of the grammar rule related to restrictive and non-restrictive elements. With that said, I would like you to come up with a way to teach 8th graders about comma usage with restrictive and non-restrictive elements. Be creative--good luck!
S. the C. -- agenda/rationale/HW
Review/Comprehension Check -- Restrictive vs. Non-Restrictive Elements
--develop lessons in small groups
--choose a lesson for delivery to the remaining class members
--Transition -- "quiz" up
--complete quiz quietly and independently
--go over quiz (anyone below a 90%--see Mr. Martin after class)
--should we have a quiz next class (let's make an executive decision together!)?
Transition -- pick up the packet about writing literary essays from the front table
Activity -- "Honing Our Writing Skills/Revisiting Melodrama" (cont.)
--read, annotate, and discuss the packet about writing literary essays--consider implications for improving response about melodrama
--independent work time--continuing "Version 2"
--share out
Transition -- look through notes as preparation for discussion, form a circle
Discussion -- The Count of Monte Cristo up to pg. 179
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-179
--Post-Its (or...), especially important passages
--themes
--assessment from a few classes ago
Transition -- re-row desks
Closure -- Key Learning with a Non-Restrictive Element
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 179-226, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages and tracking themes)
If you would thoroughly know anything, teach it to others.--Tryon Edwards
It has been said that teaching someone else about a topic is a great way to show that you have really mastered the topic yourself. Theoretically speaking, based on our work the week before last, you should all be "masters" of the grammar rule related to restrictive and non-restrictive elements. With that said, I would like you to come up with a way to teach 8th graders about comma usage with restrictive and non-restrictive elements. Be creative--good luck!
S. the C. -- agenda/rationale/HW
Review/Comprehension Check -- Restrictive vs. Non-Restrictive Elements
--develop lessons in small groups
--choose a lesson for delivery to the remaining class members
--Transition -- "quiz" up
--complete quiz quietly and independently
--go over quiz (anyone below a 90%--see Mr. Martin after class)
--should we have a quiz next class (let's make an executive decision together!)?
Transition -- pick up the packet about writing literary essays from the front table
Activity -- "Honing Our Writing Skills/Revisiting Melodrama" (cont.)
--read, annotate, and discuss the packet about writing literary essays--consider implications for improving response about melodrama
--independent work time--continuing "Version 2"
--share out
Transition -- look through notes as preparation for discussion, form a circle
Discussion -- The Count of Monte Cristo up to pg. 179
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-179
--Post-Its (or...), especially important passages
--themes
--assessment from a few classes ago
Transition -- re-row desks
Closure -- Key Learning with a Non-Restrictive Element
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 179-226, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages and tracking themes)
Senior English--3/21/2012 & 3/22/2012
Jump Off
--Turn in your signed permission slip for the Barnes & Noble field trip.
--Pick up an index card, the next tip sheet, and the "Explication/Discussion Activity #3" sheet from the front table.
--Take a look through the tip sheet, and then begin explicating Hamlet's third soliloquy. If you already took a look at this soliloquy during the Carpe Diem Unit, pull out your explication and see how you did!
--In a few minutes, Mr. Martin will stop so that he can model explication via a "think-aloud" for you.
S. the C.
--agenda/rationale/HW
--Mr. Martin modeling explication
*I need to see Hanna and Alex in Block 3 ACE
Close Reading Activity -- Hamlet's Soliloquy--Act III, Scene i
--divide up the lines (5 per row)
--continue independently explicating the assigned lines of Hamlet's third (and most famous!) soliloquy
--collect index cards (key note/understanding from explication--a direct quotation as support--a tieback)
--share out in small groups--combine/refine ideas
--share out in order to create a whole-class explication (engage in "seat exchange" during share out)
--compare our work to "No Fear Shakespeare"
Transition -- notes page up, back to original desks, what can you fill in based on prior knowledge?
*Mr. Martin will provide pencils for the "perfectionists" in the room!
Notetaking -- Shakespeare's Meter
--complete notes together by tapping into prior knowledge
--These notes should prove helpful when completing your writing assignment!
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--go back through task analysis questions and discuss ("wrapping our minds around" the assignment)
--Mr. Martin models on double-spaced soliloquy after selecting a topic (Coaching? Basement? Etc.)--revisit explication with what is Hamlet doing in each line question in mind
--check a couple of lines against blank verse chart
--set parameters for work block
--independent work time
Closure -- What is your plan of action for completing the writing assignment?
HW
--work on writing assignment (due at the beginning of the class after next)
--Turn in your signed permission slip for the Barnes & Noble field trip.
--Pick up an index card, the next tip sheet, and the "Explication/Discussion Activity #3" sheet from the front table.
--Take a look through the tip sheet, and then begin explicating Hamlet's third soliloquy. If you already took a look at this soliloquy during the Carpe Diem Unit, pull out your explication and see how you did!
--In a few minutes, Mr. Martin will stop so that he can model explication via a "think-aloud" for you.
S. the C.
--agenda/rationale/HW
--Mr. Martin modeling explication
*I need to see Hanna and Alex in Block 3 ACE
Close Reading Activity -- Hamlet's Soliloquy--Act III, Scene i
--divide up the lines (5 per row)
--continue independently explicating the assigned lines of Hamlet's third (and most famous!) soliloquy
--collect index cards (key note/understanding from explication--a direct quotation as support--a tieback)
--share out in small groups--combine/refine ideas
--share out in order to create a whole-class explication (engage in "seat exchange" during share out)
--compare our work to "No Fear Shakespeare"
Transition -- notes page up, back to original desks, what can you fill in based on prior knowledge?
*Mr. Martin will provide pencils for the "perfectionists" in the room!
Notetaking -- Shakespeare's Meter
--complete notes together by tapping into prior knowledge
--These notes should prove helpful when completing your writing assignment!
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--go back through task analysis questions and discuss ("wrapping our minds around" the assignment)
--Mr. Martin models on double-spaced soliloquy after selecting a topic (Coaching? Basement? Etc.)--revisit explication with what is Hamlet doing in each line question in mind
--check a couple of lines against blank verse chart
--set parameters for work block
--independent work time
Closure -- What is your plan of action for completing the writing assignment?
HW
--work on writing assignment (due at the beginning of the class after next)
Sunday, March 11, 2012
Senior English--3/16/2012 & 3/20/2012
Jump Off -- please pick up the Unit #6 vocabulary quiz from the front table and complete it--good luck!
*When finished with the quiz, pick up the Act II soliloquy notes from the front table. Compare the notes with those of the Act I soliloquy--How do Hamlet's recent thoughts compare to and/or contrast with his earlier thoughts?
S. the C. -- agenda/rationale/HW, trade and grade, continue working on soliloquy compare/contrast
Transition -- get materials together for discussion (many of you are craving discussion!), go back over "Discussion Contribution Rating Scale", form a circle
Discussion -- The Tragedy of Hamlet Act II
--the progression of Hamlet's thoughts
--Hamlet's second soliloquy
--Act II as per notes, study guides, etc.
Transition -- re-row desks, pick up the two sheets from the front table
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--rationale behind assignment analysis sheet
--complete assignment analysis sheet
--discuss assignment
--brainstorm topic ideas
Closure -- What was made clear to you today?
HW
--bring in your signed permission slip for the Barnes & Noble field trip ASAP
--be prepared to engage in both explication and discussion next class
--come to class next time with a topic for your poem, as you will be given a little bit of time to work on the assignment
*When finished with the quiz, pick up the Act II soliloquy notes from the front table. Compare the notes with those of the Act I soliloquy--How do Hamlet's recent thoughts compare to and/or contrast with his earlier thoughts?
S. the C. -- agenda/rationale/HW, trade and grade, continue working on soliloquy compare/contrast
Transition -- get materials together for discussion (many of you are craving discussion!), go back over "Discussion Contribution Rating Scale", form a circle
Discussion -- The Tragedy of Hamlet Act II
--the progression of Hamlet's thoughts
--Hamlet's second soliloquy
--Act II as per notes, study guides, etc.
Transition -- re-row desks, pick up the two sheets from the front table
Writing Workshop -- Emulating Shakespeare: "To Be" Poem
--rationale behind assignment analysis sheet
--complete assignment analysis sheet
--discuss assignment
--brainstorm topic ideas
Closure -- What was made clear to you today?
HW
--bring in your signed permission slip for the Barnes & Noble field trip ASAP
--be prepared to engage in both explication and discussion next class
--come to class next time with a topic for your poem, as you will be given a little bit of time to work on the assignment
Senior English--3/14/2012 & 3/15/2012
Jump Off -- pick up an index card, the next tip sheet, and the "Explication/Discussion Activity #2" sheet from the front table--take a look through the tip sheet, and then begin explicating Hamlet's second soliloquy
S. the C. -- agenda/rationale/HW, hand out Act I soliloquy notes
S. the C. -- agenda/rationale/HW, hand out Act I soliloquy notes
Close Reading Activity -- Hamlet's Soliloquy--Act II, Scene ii
--share out useful tips
--continue independently explicating Hamlet's second soliloquy
--collect index cards (key note/understanding from explication)
Transition -- materials away, materials out for continuing viewing Act II of Kenneth Branagh's Hamlet
Film -- Act II of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
--if time, begin discussion
Closure -- Today, I learned... (key learning/use a vocab. word [or two or three or...]--on a half index card)
HW
--share out useful tips
--continue independently explicating Hamlet's second soliloquy
--collect index cards (key note/understanding from explication)
Transition -- materials away, materials out for continuing viewing Act II of Kenneth Branagh's Hamlet
Film -- Act II of Kenneth Branagh's Hamlet
--mindfully view the film until a few minutes remaining in class--gather information for future discussion/assessment preparation
--if time, begin discussion
Closure -- Today, I learned... (key learning/use a vocab. word [or two or three or...]--on a half index card)
HW
--review for the Unit #6 vocabulary quiz (next class)--don't forget about the format of the quiz and the various study options at your disposal
--if you still have an outside reading book, please bring it in next class to turn in
--master Act II of Shakespeare's The Tragedy of Hamlet--be prepared at any time for discussion and/or an assessment of your knowledge and understanding
English 10 Honors--3/16/2012
Jump Off -- please pick up the Unit #6 vocabulary quiz from the front table and complete it--good luck!
*When you finish, copy down the next Key Fact from the front board.
S. the C. -- agenda/rationale/HW, trade and grade
Transition -- quizzes in/"Honing Our Writing Skills/Revisiting Melodrama" sheet up, finish copying down Key Fact, directions
Activity -- "Honing Our Writing Skills/Revisiting Melodrama"
--independent reading of both responses
--whole-class discussion--key differences between the two responses
--independent work time--continuing "Version 2"
--share out
Transition -- look through notes as preparation for discussion, form a circle
Discussion -- The Count of Monte Cristo up to pg. 179
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-179
--Post-Its (or...), especially important passages
--themes
--assessment from last class
Transition -- re-row desks
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--Have a lovely weekend!
*When you finish, copy down the next Key Fact from the front board.
S. the C. -- agenda/rationale/HW, trade and grade
Transition -- quizzes in/"Honing Our Writing Skills/Revisiting Melodrama" sheet up, finish copying down Key Fact, directions
Activity -- "Honing Our Writing Skills/Revisiting Melodrama"
--independent reading of both responses
--whole-class discussion--key differences between the two responses
--independent work time--continuing "Version 2"
--share out
Transition -- look through notes as preparation for discussion, form a circle
Discussion -- The Count of Monte Cristo up to pg. 179
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-179
--Post-Its (or...), especially important passages
--themes
--assessment from last class
Transition -- re-row desks
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--Have a lovely weekend!
English 10 Honors--3/14/2012
Jump Off -- take out your notebook and copy down the next Key Fact
Instructional/Review Activity – CNN Student News Conversations
Transition -- re-row desks, clear desks of all but a writing utensil
Assessment -- The Count of Monte Cristo Unit Quiz #1
HW time
HW
--prepare for the vocabulary quiz (next class)
--while reading pgs. 150-179, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages and tracking themes)
S. the C. -- agenda/rationale/HW
Instructional/Review Activity – CNN Student News Conversations
--while viewing CNN Student News, jot down notes so that you can “talk about the issues”
--after viewing the news, look back through your notes and incorporate as many of your new 25 vocabulary words as possible—can you “talk about the issues” intelligently by using a wide-ranging vocabulary?
--in pairs, engage in a scholarly discussion about current events
--as a whole group, share stand-out instances of vocabulary usage
--for HW, prepare for the vocabulary quiz (next class)
--for HW, prepare for the vocabulary quiz (next class)
Transition -- re-row desks, clear desks of all but a writing utensil
Assessment -- The Count of Monte Cristo Unit Quiz #1
*Mr. Martin collects HW and scores as part of assessment
--complete the quiz--when finished, place the quiz on the front table and begin HW
--complete the quiz--when finished, place the quiz on the front table and begin HW
HW time
HW
--prepare for the vocabulary quiz (next class)
--while reading pgs. 150-179, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages and tracking themes)
English 10 Honors--3/12/2012
Jump Off -- take out vocabulary books and open to pg. 65--look through the word list and star any words that you think you know already
S. the C. -- agenda/rationale/HW
S. the C. -- agenda/rationale/HW
Instruction – Vocabulary Unit #6
–go over word list and whimsical words
–complete Synonyms/Antonyms—when finished, copy down the next Key Fact from the front board
–go over Syn./Ant.
–for HW, familiarize yourself with the whimsical words and begin preparing for the quiz
Transition -- finish copying down the Key Fact, pick up the melodrama notes page from the front table and fill in as many blanks as you can based on your reading of The Count of Monte Cristo, quickly look at "Discussion Contribution Rating Scale" again, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-123
--melodrama definition and application to the novel
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-123
--Post-Its (or...), especially important passages
--theme statements and support
--responses to HW question
Transition -- re-row desks
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 123-150, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages)
--mindfully complete the back of the melodrama notes page
--BRING YOUR VOCABULARY BOOK NEXT CLASS
–for HW, familiarize yourself with the whimsical words and begin preparing for the quiz
Transition -- finish copying down the Key Fact, pick up the melodrama notes page from the front table and fill in as many blanks as you can based on your reading of The Count of Monte Cristo, quickly look at "Discussion Contribution Rating Scale" again, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-123
--melodrama definition and application to the novel
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-123
--Post-Its (or...), especially important passages
--theme statements and support
--responses to HW question
Transition -- re-row desks
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 123-150, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages)
--mindfully complete the back of the melodrama notes page
--BRING YOUR VOCABULARY BOOK NEXT CLASS
Friday, March 9, 2012
Senior English--3/12/2012 & 3/13/2012
Jump Off -- take out vocabulary books and open to pg. 65--look through the word list and star any words that you think you know already
*Mr. Martin will hand out permission slips for Barnes & Noble field trip
S. the C. -- agenda/rationale/HW, field trip information
Instruction -- Vocabulary Unit #6
--go over Unit #6 word list--pronunciation, definitions, tricks for remembering, etc.
--complete Synonyms/Antonyms--work on additional exercises if waiting for peers
--go over Syn./Ant.
--remind students about the way in which tests are set up (matching, parts of speech, fill-in-the-blank)
--for HW, begin reviewing the words for the quiz two classes away--"chunk" the words up
Transition -- pick up document from the front table and complete independently
Activity -- The Tragedy of Hamlet Act I
--discussion/how did you do?
--also, discuss notes from last class (soliloquy analysis as per collected index cards) and additional Act I items
Film -- Act II of Kenneth Branagh's Hamlet
--mindfully view the film until five minutes remaining in class--gather information for future discussion/assessment preparation
*Mr. Martin has some potentially useful materials if you are interested!
Closure -- Today, I learned... (key learning/use a vocab. word--also on index card)
HW
--review for Unit #6 vocabulary quiz (the class after next)--BRING YOUR VOCABULARY BOOK NEXT CLASS
--be prepared to both engage in explication next class and continue dealing with Act II
--be prepared at any time for discussion and/or an assessment of your knowledge and understanding with regard to The Tragedy of Hamlet
*Mr. Martin will hand out permission slips for Barnes & Noble field trip
S. the C. -- agenda/rationale/HW, field trip information
Instruction -- Vocabulary Unit #6
--go over Unit #6 word list--pronunciation, definitions, tricks for remembering, etc.
--complete Synonyms/Antonyms--work on additional exercises if waiting for peers
--go over Syn./Ant.
--remind students about the way in which tests are set up (matching, parts of speech, fill-in-the-blank)
--for HW, begin reviewing the words for the quiz two classes away--"chunk" the words up
Transition -- pick up document from the front table and complete independently
Activity -- The Tragedy of Hamlet Act I
--discussion/how did you do?
--also, discuss notes from last class (soliloquy analysis as per collected index cards) and additional Act I items
Film -- Act II of Kenneth Branagh's Hamlet
--mindfully view the film until five minutes remaining in class--gather information for future discussion/assessment preparation
*Mr. Martin has some potentially useful materials if you are interested!
Closure -- Today, I learned... (key learning/use a vocab. word--also on index card)
HW
--review for Unit #6 vocabulary quiz (the class after next)--BRING YOUR VOCABULARY BOOK NEXT CLASS
--be prepared to both engage in explication next class and continue dealing with Act II
--be prepared at any time for discussion and/or an assessment of your knowledge and understanding with regard to The Tragedy of Hamlet
Thursday, March 8, 2012
Wednesday, March 7, 2012
Senior English--3/8/2012 & 3/9/2012
Jump Off -- Please pick up an index card, the tips sheet, and the "Explication/Discussion Activity #1" sheet from the front table. Take a look through the tips sheet, and then explicate Hamlet's soliloquy. Good luck! Discussion will ensue.
S. the C. -- clarify J.O. directions (share out useful tips, show an explicated "To the Virgins...", talk about collection of index cards), collect index cards (key note/understanding from explication), agenda/rationale/HW
Explication/Discussion Activity -- Hamlet's Soliloquy--Act I, Scene ii
--whole-group explication of poem on front board/discussion (remind students of "Discussion Contribution Rating Scale")
Transition -- materials away, brainstorm list of what to look for while viewing Act I of Kenneth Branagh's Hamlet
Film -- Act I of Kenneth Branagh's Hamlet
--mindfully view the film until five minutes remaining in class--gather information for future discussion/assessment preparation
*Mr. Martin has some potentially useful materials if you are interested!
Closure -- Wrap-up Discussion
HW
--master Act I of Shakespeare's The Tragedy of Hamlet
*What does this mean?!
*How?!
--be prepared at any time for discussion and/or an assessment of your knowledge and understanding
--BRING YOUR VOCABULARY BOOK NEXT CLASS
S. the C. -- clarify J.O. directions (share out useful tips, show an explicated "To the Virgins...", talk about collection of index cards), collect index cards (key note/understanding from explication), agenda/rationale/HW
Explication/Discussion Activity -- Hamlet's Soliloquy--Act I, Scene ii
--whole-group explication of poem on front board/discussion (remind students of "Discussion Contribution Rating Scale")
Transition -- materials away, brainstorm list of what to look for while viewing Act I of Kenneth Branagh's Hamlet
Film -- Act I of Kenneth Branagh's Hamlet
--mindfully view the film until five minutes remaining in class--gather information for future discussion/assessment preparation
*Mr. Martin has some potentially useful materials if you are interested!
Closure -- Wrap-up Discussion
HW
--master Act I of Shakespeare's The Tragedy of Hamlet
*What does this mean?!
*How?!
--be prepared at any time for discussion and/or an assessment of your knowledge and understanding
--BRING YOUR VOCABULARY BOOK NEXT CLASS
Tuesday, March 6, 2012
English 10 Honors--3/8/2012
Jump Off -- Please take out your grammar homework--do you have any questions for Mr. Martin?
S. the C. -- go over HW, agenda/rationale/HW
Assessment -- Non-restrictive/Restrictive Elements
--carefully complete the assessment
--when finished, turn in the assessment and copy down the Key Facts (see front board)
Transition -- finish copying down the Key Facts, quickly look at "Discussion Contribution Rating Scale" again, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-93
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-93
--Post-Its (or...), especially important passages
--theme statements (a list will be compiled on the front board) and support
Transition -- re-row desks
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 93-123, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages)
--respond to the following question using specific details (direct quotes?!) from the text: How has one of your characters (or any character in the text if you have yet to "meet" yours) developed one of the themes that we discussed in class today?
--BRING YOUR VOCABULARY BOOK NEXT CLASS
S. the C. -- go over HW, agenda/rationale/HW
Assessment -- Non-restrictive/Restrictive Elements
--carefully complete the assessment
--when finished, turn in the assessment and copy down the Key Facts (see front board)
Transition -- finish copying down the Key Facts, quickly look at "Discussion Contribution Rating Scale" again, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-93
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-93
--Post-Its (or...), especially important passages
--theme statements (a list will be compiled on the front board) and support
Transition -- re-row desks
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--while reading pgs. 93-123, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages)
--respond to the following question using specific details (direct quotes?!) from the text: How has one of your characters (or any character in the text if you have yet to "meet" yours) developed one of the themes that we discussed in class today?
--BRING YOUR VOCABULARY BOOK NEXT CLASS
Monday, March 5, 2012
English 10 Honors--3/6/2012
Jump Off -- Tessa Artruc: Please drop the Grammar Hammer and hand out the packet from the front table. For the first five or so minutes of class, you all are to read the directions and complete the practice of this packet. When you finish, take out your discussion materials and make sure that you are prepared (e.g., plan a few comments).
S. the C. -- agenda/rationale/HW, go over J.O., copy down the next Key Fact
Transition -- show students "Discussion Contribution Rating Scale" and discuss its purpose, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-63
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-63
--Post-Its (or...), especially important passages
--theme statements
Transition -- re-row desks, pick up HW packet
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--complete the packet about restrictive and non-restrictive elements and prepare any questions for Mr. Martin to help enrich your understanding prior to the QUIZ (first half of next class)
--while reading pgs. 63-93, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages)
--pick another direct quotation that relates to your theme statement from the last section of the reading--craft a "tieback" that demonstrates how your quotation develops/proves your theme
S. the C. -- agenda/rationale/HW, go over J.O., copy down the next Key Fact
Transition -- show students "Discussion Contribution Rating Scale" and discuss its purpose, form a circle
Discussion -- The Count of Monte Cristo pgs. 1-63
--character posters (stick on the front of your desk)--rationale for picture chosen, valuable information from pgs. 1-63
--Post-Its (or...), especially important passages
--theme statements
Transition -- re-row desks, pick up HW packet
HW time
--also, remember to make sure that you are reviewing your notes, as I may "check in on" your knowledge and understanding at any time
HW
--complete the packet about restrictive and non-restrictive elements and prepare any questions for Mr. Martin to help enrich your understanding prior to the QUIZ (first half of next class)
--while reading pgs. 63-93, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-Its (focus especially on flagging seemingly important passages)
--pick another direct quotation that relates to your theme statement from the last section of the reading--craft a "tieback" that demonstrates how your quotation develops/proves your theme
Senior English--3/6/2012 & 3/7/2012
Jump Off -- Please pick up the half-sheet from the front table. Read both the directions and the questions.
S. the C. -- agenda/rationale/HW
Instruction -- Beginning the Play...Unconventionally
--mindfully view Act III, scene iv (the climax!) of Kenneth Branagh's Hamlet
--finish completing the half-sheet questions as preparation for discussion
Transition -- show students "Discussion Contribution Rating Scale" and discuss its purpose, form a circle
Discussion -- The Lion King/Hamlet
--finish discussing The Lion King as per note cards, song lyric packets, and discussion preparation sheets
--discuss the climax of Hamlet as per half-sheet, additional queries, etc.
*Mr. Martin will be assessing discussion as per the "Discussion Contribution Rating Scale"
--preview the unit as a whole and the agenda for next class
Transition -- re-row desks, give directions for "34 Second Hamlet"
Teambuilder -- 34 Second Hamlet
--form "acting troupes"
--practice
--performances
HW
--next class, come in prepared to explicate, discuss, and view/analyze The Tragedy of Hamlet
S. the C. -- agenda/rationale/HW
Instruction -- Beginning the Play...Unconventionally
--mindfully view Act III, scene iv (the climax!) of Kenneth Branagh's Hamlet
--finish completing the half-sheet questions as preparation for discussion
Transition -- show students "Discussion Contribution Rating Scale" and discuss its purpose, form a circle
Discussion -- The Lion King/Hamlet
--finish discussing The Lion King as per note cards, song lyric packets, and discussion preparation sheets
--discuss the climax of Hamlet as per half-sheet, additional queries, etc.
*Mr. Martin will be assessing discussion as per the "Discussion Contribution Rating Scale"
--preview the unit as a whole and the agenda for next class
Transition -- re-row desks, give directions for "34 Second Hamlet"
Teambuilder -- 34 Second Hamlet
--form "acting troupes"
--practice
--performances
HW
--next class, come in prepared to explicate, discuss, and view/analyze The Tragedy of Hamlet
Friday, March 2, 2012
Operation 100 Goals
Since many have inquired...
The No Shave November, Don't Shave December, Just Grow It January, and Facial Hair February beard prior to shaving it off:
As planned, I will be making a donation in the near future. Also, it's March......and that means moustache time. Alrighttttt...
A fairly recent Caleb pic:
The No Shave November, Don't Shave December, Just Grow It January, and Facial Hair February beard prior to shaving it off:
As planned, I will be making a donation in the near future. Also, it's March......and that means moustache time. Alrighttttt...
A fairly recent Caleb pic:
Thursday, March 1, 2012
Senior English--3/2/2012 & 3/5/2012
Jump Off (in ACE classes, HW check/go over Syn./Ant. first)
--please pick up the Unit #5 vocabulary quiz from the front table and complete it--good luck!
*when finished with the quiz, submit self-reflection packets/move on to the discussion preparation sheet
S. the C. -- agenda/rationale/HW, trade and grade, continue working on discussion preparation sheet while Mr. Martin collects quizzes
Film -- The Lion King
--view mindfully by taking notes about the basic plot of the film and marking up song lyrics (take materials back from Mr. Martin in BDF classes)
The Lion King is The Tragedy of Hamlet!
Transition -- set the parameters for discussion, form a circle
Discussion -- The Lion King
--discuss the film as per note cards, song lyric packets, and discussion preparation sheet
Looking Ahead
--rough plan for next class
--go over Hamlet Unit rough plan
Teambuilder (if time) -- Shoe Game?!?!
HW
--Enjoy the weekend/nights off! Starting next class, we'll be "hitting it hard" in our most rigorous unit of the school year. I have the confidence that all of you can succeed!
--please pick up the Unit #5 vocabulary quiz from the front table and complete it--good luck!
*when finished with the quiz, submit self-reflection packets/move on to the discussion preparation sheet
S. the C. -- agenda/rationale/HW, trade and grade, continue working on discussion preparation sheet while Mr. Martin collects quizzes
Film -- The Lion King
--view mindfully by taking notes about the basic plot of the film and marking up song lyrics (take materials back from Mr. Martin in BDF classes)
The Lion King is The Tragedy of Hamlet!
Transition -- set the parameters for discussion, form a circle
Discussion -- The Lion King
--discuss the film as per note cards, song lyric packets, and discussion preparation sheet
Looking Ahead
--rough plan for next class
--go over Hamlet Unit rough plan
Teambuilder (if time) -- Shoe Game?!?!
HW
--Enjoy the weekend/nights off! Starting next class, we'll be "hitting it hard" in our most rigorous unit of the school year. I have the confidence that all of you can succeed!
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