Jump Off
--Pick up your essay from last class from the front table. After the "S. the C." portion of the agenda, you will have a little bit more time to finish your work.
S. the C.
--agenda/HW
--information about time as it pertains to the English Regents--share reflections
On-Demand Writing (cont.) -- Regents Part 4
--Mr. Martin projects picture of helpful information from last class
--essays re-collected approximately 15 minutes into class
Transition -- pick up the "Perrine's Story and Structure--'Reading the Story' (pgs. 3-9)" sheet and the book from the front table
Activity -- Commercial vs. Literary Fiction
--read through italicized directions from sheet together
--oral reading--engage in purposeful reading as preparation for follow-up discussion (distinguishing between two types of fiction/analyze our course works thus far through this lens)
Transition -- form a circle
Discussion -- Commercial vs. Literary Fiction
--engage in discussion as per the two topics listed above
--transition into information about the Short Story Unit
--hand out "Short Story Analysis Sheet" and "Independent Reading/Summary Assignment"--take a look
Transition -- re-row desks
HW time
HW
--Complete short story reading, analysis, and summary as instructed via the two handouts received in class today.
--Make sure to bring your vocabulary book on Monday--Mr. Martin will not allow you to go to your locker if you forget.
Wednesday, October 31, 2012
English 9--11/1/2012
Jump Off
--Please pick up the assessment from the front table. You have the first three minutes of class to complete the assessment. Make sure to carefully read the directions first. Good luck!
S. the C.
--agenda/HW
Transition -- quizzes in/close reading packets back up
Close Reading Activity (cont.) -- The Cyclopes Adventure (Book Nine)
--Mr. Martin finishes up the model from last class
Note-Taking and Summarizing Activity -- Book Ten: The Grace of the Witch and Book Twelve: Sea Perils and Defeat
--take a look at Book Nine close reading questions for the purpose of analysis of topics (like we did last class with the quiz)--engage in discussion to wrap up Book Nine as per the close reading questions
--reminder of purpose while reading Book Ten and Book Twelve
--point out "Food for Thought" written on front board--bear these statements in mind during the reading as well
--oral reading of Book Ten and Book Twelve--Mr. Martin models note-taking/summarizing (remember our reflections following the quiz last class about topics!)--students carefully complete note-taking/summarizing task
--FYI: One of the goals of this unit is to practice and improve note-taking skills, so we will use these charts often and reflect on our note-taking abilities throughout the reading of the epic.
--discuss notes/"Food for Thought" together--what's our purpose?
Closure -- One of my important notes is...
--Please pick up the assessment from the front table. You have the first three minutes of class to complete the assessment. Make sure to carefully read the directions first. Good luck!
S. the C.
--agenda/HW
Transition -- quizzes in/close reading packets back up
Close Reading Activity (cont.) -- The Cyclopes Adventure (Book Nine)
--Mr. Martin finishes up the model from last class
--complete close reading sheet as directed--good luck!
Transition -- turn in packets after time is up (highlight)/pick up a lit. book and the chart page--Mr. Martin writes down lit. book numbers
Transition -- turn in packets after time is up (highlight)/pick up a lit. book and the chart page--Mr. Martin writes down lit. book numbers
Note-Taking and Summarizing Activity -- Book Ten: The Grace of the Witch and Book Twelve: Sea Perils and Defeat
--take a look at Book Nine close reading questions for the purpose of analysis of topics (like we did last class with the quiz)--engage in discussion to wrap up Book Nine as per the close reading questions
--reminder of purpose while reading Book Ten and Book Twelve
--point out "Food for Thought" written on front board--bear these statements in mind during the reading as well
--oral reading of Book Ten and Book Twelve--Mr. Martin models note-taking/summarizing (remember our reflections following the quiz last class about topics!)--students carefully complete note-taking/summarizing task
--FYI: One of the goals of this unit is to practice and improve note-taking skills, so we will use these charts often and reflect on our note-taking abilities throughout the reading of the epic.
--discuss notes/"Food for Thought" together--what's our purpose?
Closure -- One of my important notes is...
HW
--Finish/review notes for Book Ten and Twelve (whatever we do not finish today in class)--a fairly challenging quiz will take place next class pertaining to these books.
--Reminder: The epic can be found at the following web address if you ever need access to the story outside of the classroom: http://glacierpeak.sno.wednet.edu/teachers/gjordan/docs/Odyssey%20Unit/Odysseypartone.pdf
--Continue reviewing (and adding to, if necessary) your "Greek Mythology Presentation Notes" page, as an upcoming assessment similar to the one that you took today is forthcoming!
--Make sure to bring your vocabulary book on Monday--Mr. Martin will not allow you to go to your locker if you forget.
--Reminder: The epic can be found at the following web address if you ever need access to the story outside of the classroom: http://glacierpeak.sno.wednet.edu/teachers/gjordan/docs/Odyssey%20Unit/Odysseypartone.pdf
--Continue reviewing (and adding to, if necessary) your "Greek Mythology Presentation Notes" page, as an upcoming assessment similar to the one that you took today is forthcoming!
--Make sure to bring your vocabulary book on Monday--Mr. Martin will not allow you to go to your locker if you forget.
Sunday, October 28, 2012
Senior English--10/31/2012
Jump Off --Pick up a copy of Tuesdays with Morrie from the front of the classroom, and pick up/take out the materials necessary for your preferred method of purposeful reading.
--Students who have not yet turned in a copy of The Alchemist will not be able to sign out a copy of Tuesdays with Morrie when it comes time to take the novel home.
S. the C.
--agenda/HW
Oral Reading -- Tuesdays with Morrie
--Mr. Martin models purposeful reading
--engage in purposeful reading via preferred method as preparation for follow-up discussion (Block 1--pg. 26 - ; Block 4--pg. 30 - )
Transition
--Look through your purposeful reading notes and PICK YOUR DEFINITE CONTRIBUTION!
--Form a circle out of the desks.
Discussion -- Tuesdays with Morrie
--ice breaker first (What would you leave in your will for the person you care about the most?)
--Reminder: "Discussion Contribution Rating Scale"
--draw cards--all students who did not make initial contributions last class first--Mr. Martin jots ideas on the board
--engage in "free-flowing" discussion for the last two days of reading until a few minutes remain in class
--Mr. Martin answers a few questions
Transition
--Re-row the desks/return books.
Review -- Vocabulary Unit #2
--via Sadlier-Oxford website
--Students who have not yet turned in a copy of The Alchemist will not be able to sign out a copy of Tuesdays with Morrie when it comes time to take the novel home.
S. the C.
--agenda/HW
Oral Reading -- Tuesdays with Morrie
--Mr. Martin models purposeful reading
--engage in purposeful reading via preferred method as preparation for follow-up discussion (Block 1--pg. 26 - ; Block 4--pg. 30 - )
Transition
--Look through your purposeful reading notes and PICK YOUR DEFINITE CONTRIBUTION!
--Form a circle out of the desks.
Discussion -- Tuesdays with Morrie
--ice breaker first (What would you leave in your will for the person you care about the most?)
--Reminder: "Discussion Contribution Rating Scale"
--draw cards--all students who did not make initial contributions last class first--Mr. Martin jots ideas on the board
--engage in "free-flowing" discussion for the last two days of reading until a few minutes remain in class
--Mr. Martin answers a few questions
Transition
--Re-row the desks/return books.
Closure
--Engage in self-reflection as per S. the C.
Review -- Vocabulary Unit #2
--via Sadlier-Oxford website
HW
--Finish preparing for the Unit #2 assessment, which will take place next class--don't forget about our incentive plan!
--Finish preparing for the Unit #2 assessment, which will take place next class--don't forget about our incentive plan!
English 10 Honors--10/30/2012
Jump Off
--Take out any notes that will help you craft a literary analysis essay about The Contender and The Old Man and the Sea.
S. the C.
--agenda/HW (while Mr. Martin shares the agenda, consider what is essential and why [like we've been doing with the prompts])
LET’S FIND THE “CORE” OF TODAY’S LESSON!
--share out
Transition
--Mr. Martin hands out the assignment sheet--DO NOT FLIP OVER UNTIL YOU ARE INSTRUCTED TO DO SO.
On-Demand Writing -- Regents Part 4
--flip over assignment sheet and plan/write essay (timed)
--Mr. Martin puts helpful information up on the front board
--essays collected at the end of class
HW
--Enjoy the next couple of nights!
--Take out any notes that will help you craft a literary analysis essay about The Contender and The Old Man and the Sea.
S. the C.
--agenda/HW (while Mr. Martin shares the agenda, consider what is essential and why [like we've been doing with the prompts])
LET’S FIND THE “CORE” OF TODAY’S LESSON!
--share out
Transition
--Mr. Martin hands out the assignment sheet--DO NOT FLIP OVER UNTIL YOU ARE INSTRUCTED TO DO SO.
On-Demand Writing -- Regents Part 4
--flip over assignment sheet and plan/write essay (timed)
--Mr. Martin puts helpful information up on the front board
--essays collected at the end of class
HW
--Enjoy the next couple of nights!
English 9--10/30/2012
Jump Off
--Clear your desks of all but a blue or black pen. Then, pick up the "Beginning-of-the-Unit through Book 9 Assessment" from the front table. Carefully read the "Directions", then begin work. Good luck!
S. the C.
--agenda/HW (while Mr. Martin shares the agenda, consider what is essential and why [like we've been doing with the prompts])
LET’S FIND THE “CORE” OF TODAY’S LESSON!
--share out
LET’S FIND THE “CORE” OF TODAY’S LESSON!
--share out
Instruction -- Finding Success in Work with The Odyssey
--analysis of assessment performance
--analysis of close reading performance (Book One exemplars shared/discussed)
Transition
--Pick up the "The Cyclopes Adventure (Book Nine) Close Reading" packet and a literature book from the front table/front of the classroom.
Close Reading Activity -- The Cyclopes Adventure (Book Nine)
--purposefully read through the directions together--what is our purpose in reading the directions?
--open your copy of the literature book to page 898
--students select a question for Mr. Martin to complete as a model--majority rules!
--complete close reading sheet as directed--good luck!
--purposefully read through the directions together--what is our purpose in reading the directions?
--open your copy of the literature book to page 898
--students select a question for Mr. Martin to complete as a model--majority rules!
--complete close reading sheet as directed--good luck!
Closure -- Submit Close Reading/Reflect Back on S. the C.
HW
--Reminder: The epic can be found at the following web address if you ever need access to the story outside of the classroom: http://glacierpeak.sno.wednet.edu/teachers/gjordan/docs/Odyssey%20Unit/Odysseypartone.pdf
--Continue reviewing (and adding to, if necessary) your "Greek Mythology Presentation Notes" page, as an upcoming assessment similar to the one that you have already taken is forthcoming!
--Continue reviewing (and adding to, if necessary) your "Greek Mythology Presentation Notes" page, as an upcoming assessment similar to the one that you have already taken is forthcoming!
Friday, October 26, 2012
Senior English--10/29/2012
Jump Off
--Submit the final copy of your College Admission/Job Interview/Military Essay. You do not need to turn in any of your rough drafts, editing materials, etc. Mr. Martin is expecting excellence and excited to read your work!
--Open your vocabulary book to page 28. Look through the list of words, and put a star next to all of the words that you are pretty confident about knowing already.
S. the C.
--agenda/HW (while Mr. Martin shares the agenda, consider what is essential and why [like we've been doing with the prompts])
LET’S FIND THE “CORE” OF TODAY’S LESSON!
--share out
Instruction -- Vocabulary Unit #2
--go over Unit #2 word list--STUDY TIP: Write an easy-to-remember synonym underneath each word (Mr. Martin models)
--What is an incentive plan?--share Unit #1 class average/discuss growth incentive plan
--brainstorm study strategies together as a class--Mr. Martin models on the front board
--for HW, begin preparing for the Unit #2 assessment--review next class (time permitting)--assessment on Friday
Introduction/"Setting the Table" -- Tuesdays with Morrie
--discuss The Alchemist quotation posted on the front board--look back at notebook definition of Carpe Diem--how does this quotation "fit"?
--note elements of Carpe Diem that we have yet to address--link to Tuesdays with Morrie
--share reflective notes as per student suggestions following The Alchemist--our approach to Tuesdays with Morrie will be based on these reflections
--What is our purpose in reading Tuesdays with Morrie?
--go over available options for purposeful reading
Transition
--Pick up a copy of Tuesdays with Morrie from the front of the classroom.
--Students who have not yet turned in a copy of The Alchemist will not be able to sign out a copy of Tuesdays with Morrie when it comes time to take the novel home.
--Pick up materials for your preferred method of purposeful reading.
Oral Reading -- Tuesdays with Morrie
--share pre-reading background information slide
--engage in purposeful reading via preferred method as preparation for follow-up discussion
Transition
--Look through your purposeful reading notes and PICK YOUR DEFINITE CONTRIBUTION!
--Form a circle out of the desks.
Discussion -- Tuesdays with Morrie
--ice breaker first (if time)
--Reminder: "Discussion Contribution Rating Scale"
--draw cards--all students make initial contributions--Mr. Martin jots ideas on the board
--engage in "free-flowing" discussion until a few minutes remain in class
--Mr. Martin answers a few questions
Transition
--Re-row the desks/return books.
--Submit the final copy of your College Admission/Job Interview/Military Essay. You do not need to turn in any of your rough drafts, editing materials, etc. Mr. Martin is expecting excellence and excited to read your work!
--Open your vocabulary book to page 28. Look through the list of words, and put a star next to all of the words that you are pretty confident about knowing already.
S. the C.
--agenda/HW (while Mr. Martin shares the agenda, consider what is essential and why [like we've been doing with the prompts])
LET’S FIND THE “CORE” OF TODAY’S LESSON!
--share out
Instruction -- Vocabulary Unit #2
--go over Unit #2 word list--STUDY TIP: Write an easy-to-remember synonym underneath each word (Mr. Martin models)
--What is an incentive plan?--share Unit #1 class average/discuss growth incentive plan
--brainstorm study strategies together as a class--Mr. Martin models on the front board
--for HW, begin preparing for the Unit #2 assessment--review next class (time permitting)--assessment on Friday
Introduction/"Setting the Table" -- Tuesdays with Morrie
--discuss The Alchemist quotation posted on the front board--look back at notebook definition of Carpe Diem--how does this quotation "fit"?
--note elements of Carpe Diem that we have yet to address--link to Tuesdays with Morrie
--share reflective notes as per student suggestions following The Alchemist--our approach to Tuesdays with Morrie will be based on these reflections
--What is our purpose in reading Tuesdays with Morrie?
--go over available options for purposeful reading
Transition
--Pick up a copy of Tuesdays with Morrie from the front of the classroom.
--Students who have not yet turned in a copy of The Alchemist will not be able to sign out a copy of Tuesdays with Morrie when it comes time to take the novel home.
--Pick up materials for your preferred method of purposeful reading.
Oral Reading -- Tuesdays with Morrie
--share pre-reading background information slide
--engage in purposeful reading via preferred method as preparation for follow-up discussion
Transition
--Look through your purposeful reading notes and PICK YOUR DEFINITE CONTRIBUTION!
--Form a circle out of the desks.
Discussion -- Tuesdays with Morrie
--ice breaker first (if time)
--Reminder: "Discussion Contribution Rating Scale"
--draw cards--all students make initial contributions--Mr. Martin jots ideas on the board
--engage in "free-flowing" discussion until a few minutes remain in class
--Mr. Martin answers a few questions
Transition
--Re-row the desks/return books.
Closure
--Engage in self-reflection as per S. the C. prompt responses.
HW
--Begin preparing for the Unit #2 assessment--review next class (time permitting)--assessment on Friday.
--Begin preparing for the Unit #2 assessment--review next class (time permitting)--assessment on Friday.
Wednesday, October 24, 2012
English 10 Honors--10/26/2012
Jump
Off
--Pick
up the vocabulary quiz from the front table.
Complete the quiz quietly and independently. Good luck!
*When finished, take out your notebook and get started on the "S. the C." task. Also, if you want a piece of gum, come see Mr. Martin up front!
*When finished, take out your notebook and get started on the "S. the C." task. Also, if you want a piece of gum, come see Mr. Martin up front!
S.
the C.
--agenda/HW (take out your notebook, date the page
[10/26/2012], and write down this prompt):
- The single, most important “thing” that we must accomplish today is ____________________ because ____________________.
LET’S FIND THE “CORE” OF TODAY’S LESSON! (Jot responses in notebook.)
--share out
--trade and grade
--return quizzes to rightful owners--Mr. Martin collects
Instruction -- Writing Literary Analysis Essays
--students share introductions written for homework--volunteers/cards (if necessary)
--pick out thesis statements within introductions shared
--craft a class preliminary thesis statement
--using introductions shared as a starting point, craft a class introduction for assignment
--using thesis statement, determine topics of body paragraphs
--Transition -- form groups (four of four and two of three)
--craft body paragraphs in groups--make sure to...
--scan in--whole-group critique--Mr. Martin picks best!
--put it all together--craft a class conclusion
Closure
--Engage in self-reflection as per S. the C. prompt responses.
On the Way Out
--Pick up a copy of the "Regents Part 4 Essay--The 'Recipe Book'" packet from the front table. This packet is a basic formula that will "work" for this sort of essay (though we're far better writer's than that!
HW
--Expect a literary analysis on-demand writing task next class. Use your notes from the past few classes and the "Recipe Book" to help you prepare.
Tuesday, October 23, 2012
English 9--10/26/2012
Jump Off
--Pick up the vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!
*When finished, take out your "Standards Focus: Note-Taking and Summarizing" sheets that you picked up two classes ago. Take a look through the sheets as preparation for today's work with Book Nine of The Odyssey until all are finished taking the quiz.
*When finished, take out your "Standards Focus: Note-Taking and Summarizing" sheets that you picked up two classes ago. Take a look through the sheets as preparation for today's work with Book Nine of The Odyssey until all are finished taking the quiz.
*Mr. Martin returns "Greek Mythology Quiz/Book One and Book Nine Anticipation"
S. the C.
S. the C.
--agenda/HW (take out your notebook, date the page [10/26/2012], and write down this prompt):
- The single, most important “thing” that we must accomplish today is ____________________ because ____________________.
LET’S FIND THE “CORE” OF TODAY’S LESSON! (Jot responses in notebook.)
--trade and grade
--return quizzes to rightful owners--Mr. Martin collects
Transition -- lit. book upNote-Taking and Summarizing Activity -- Book Nine: New Coasts and Poseidon's Son
--discuss the front of sheet with text--what's the deal?
--flip the sheet over and purposefully read together--what's our purpose?
--point out "Food for Thought" written on front board--bear these statements in mind during the reading as well
--oral reading of Book Nine--students carefully complete note-taking/summarizing task using blank chart page
--FYI: One of the goals of this unit is to practice and improve note-taking skills, so we will use these charts often and reflect on our note-taking abilities throughout the reading of the epic.
--Transition--form a circle
--discuss notes/"Food for Thought" together--what's our purpose?
Closure
--Engage in self-reflection as per S. the C. prompt responses.
Brain Break -- Mum Ball
HW
--A fairly challenging quiz will take place next class pertaining to the following: unit terms (e.g., epic), background about Homer, "The Judgment of Paris", and Books One and Nine of The Odyssey--make sure to review/finish notes for Book Nine if we do not finish together in class today
--Reminder: The epic can be found at the following web address if you ever need access to the story outside of the classroom: http://glacierpeak.sno.wednet.edu/teachers/gjordan/docs/Odyssey%20Unit/Odysseypartone.pdf
--Continue reviewing (and adding to, if necessary) your "Greek Mythology Presentation Notes" page, as an upcoming assessment similar to the one that you have already taken is forthcoming!
Brain Break -- Mum Ball
HW
--A fairly challenging quiz will take place next class pertaining to the following: unit terms (e.g., epic), background about Homer, "The Judgment of Paris", and Books One and Nine of The Odyssey--make sure to review/finish notes for Book Nine if we do not finish together in class today
--Reminder: The epic can be found at the following web address if you ever need access to the story outside of the classroom: http://glacierpeak.sno.wednet.edu/teachers/gjordan/docs/Odyssey%20Unit/Odysseypartone.pdf
--Continue reviewing (and adding to, if necessary) your "Greek Mythology Presentation Notes" page, as an upcoming assessment similar to the one that you have already taken is forthcoming!
Senior English--10/25/2012
Jump
Off
--share out
Activity #1 -- Critiquing and Discussion of Sample Essays
--read first sample essay (non-Livonia)--complete rubric independently--share out via drawing of cards
--read second sample essay (Livonia)--complete rubric independently--share out via drawing of cards
Activity #2 -- "Quick Comma Help" Mini-Lesson
--complete as per information written up on the front board (on PowerPoint slide for Rm. 200)
Transition -- pick up the "College Admission/Job Interview/Military Essay Interactive Rubric" and "Graphs for Sentence Length" sheets from the front table
Activity #3 -- Essay Revisions
--look through the sheets together--Mr. Martin models use of sheets with sample essay from earlier in class
--set the parameters for classroom environment during work block--brainstorm goals as a class (Before class ends, I should…)--set a personal goal
On the Way Out
--If you're interested, pick up the packet of tips for establishing voice in your writing.
HW
--Final essays are due at the beginning of next class PRINTED OUT. Do not settle for less than your best work. Mr. Martin has office hours availability between now and then!
--Make sure to bring your vocabulary book on Monday--Mr. Martin will not allow you to go to your locker if you forget.
--Pick
up the rubric sheet from the front table. After reading through the rubric together, we will use the rubrics to critique and discuss two sample essays.
--If you have not already done so, turn in your The Alchemist book by placing it on the front table. Take out all Post-its (which you should save!).
--If you have not already done so, turn in your The Alchemist book by placing it on the front table. Take out all Post-its (which you should save!).
S.
the C.
--agenda/HW (take out your notebook, date the page
[10/25/2012], and write down this prompt):
- The single, most important “thing” that we must accomplish today is ____________________ because ____________________.
LET’S FIND THE “CORE” OF TODAY’S LESSON! (Jot responses in notebook.)
Activity #1 -- Critiquing and Discussion of Sample Essays
--read first sample essay (non-Livonia)--complete rubric independently--share out via drawing of cards
--read second sample essay (Livonia)--complete rubric independently--share out via drawing of cards
Activity #2 -- "Quick Comma Help" Mini-Lesson
--complete as per information written up on the front board (on PowerPoint slide for Rm. 200)
Transition -- pick up the "College Admission/Job Interview/Military Essay Interactive Rubric" and "Graphs for Sentence Length" sheets from the front table
Activity #3 -- Essay Revisions
--look through the sheets together--Mr. Martin models use of sheets with sample essay from earlier in class
--set the parameters for classroom environment during work block--brainstorm goals as a class (Before class ends, I should…)--set a personal goal
--work block!
--Reminder: This assignment will be included within your Writing Portfolios (anyone have binder to hand in?).
Closure
--Engage in self-reflection as per S. the C. prompt responses.
On the Way Out
--If you're interested, pick up the packet of tips for establishing voice in your writing.
HW
--Final essays are due at the beginning of next class PRINTED OUT. Do not settle for less than your best work. Mr. Martin has office hours availability between now and then!
--Make sure to bring your vocabulary book on Monday--Mr. Martin will not allow you to go to your locker if you forget.
English 10 Honors--10/24/2012
Jump Off
--Take out your notebook, date the page (10/24/2012), and write down this prompt:
The single, most important “thing” that we must accomplish today is ____________________ because ____________________.
The single, most important “thing” that we must accomplish today is ____________________ because ____________________.
S. the C.
--Mr. Martin shares list of students needing to revise for the Writing Portfolio.
--agenda/HW
--agenda/HW
LET’S FIND THE “CORE” OF TODAY’S LESSON! (Jot responses in notebook.)
--share out
Instruction -- Writing Literary Analysis Essays
--revisit our definition of literary analysis essay that we created last class
--Based on your understanding of what a literary analysis is, brainstorm a viable literary analysis essay topic for T.O.M.a.t.S.--jot your topic down in your notebook
--Based on your understanding of what a literary analysis is, brainstorm a viable literary analysis essay topic for T.O.M.a.t.S.--jot your topic down in your notebook
--share out
--take a look at question 39 of the T.O.M.a.t.S. exam--what do we have here?
--take out your The Contender exam and look at question 33--what do we have here?
--read essay topic aloud (T.C. and T.O.M.a.t.S.)--what do we have here?
--Transition -- pick up assignment sheet from the front table
--purposefully read the assignment sheet--what is your purpose?
--begin brainstorming on the back of the sheet--how?
--share out--notes up on the front board
--craft a class preliminary thesis statement
--student shares introduction from Unique Peer Writing Assignment--discuss methods of introduction--HOOK the reader!
--quick-write introductions
--share out--craft a class introduction for assignment
Brain Break -- Mum Ball
--purposefully read the assignment sheet--what is your purpose?
--begin brainstorming on the back of the sheet--how?
--share out--notes up on the front board
--craft a class preliminary thesis statement
--student shares introduction from Unique Peer Writing Assignment--discuss methods of introduction--HOOK the reader!
--quick-write introductions
--share out--craft a class introduction for assignment
Brain Break -- Mum Ball
Closure
--Engage in self-reflection as per S. the C. prompt responses.
HW
--Finish preparing for the Unit #2 assessment--make sure to familiarize yourself with the “Whimsical Words”--assessment at the beginning of next class.
--Finish preparing for the Unit #2 assessment--make sure to familiarize yourself with the “Whimsical Words”--assessment at the beginning of next class.
--Be working on revisions of the Unique Peer Writing Assignment for your Writing Portfolio. I hope to have some more submissions this week!
English 9--10/24/2012
Jump Off
--Clear your desks of all but a pencil in preparation for the exam that is about to take place. If you need a pencil, see Mr. Martin at the front table.
S. the C.
--agenda/HW
--directions for after the exam
Assessment -- NYS ELA Pilot Exam
--after 40 minutes, you must submit the exam--if you finish early, set your exam to the side and begin work on the following:
HW
--Finish preparing for the Unit #2 vocabulary quiz, which will take place on Friday (next class). Good luck--we could use some Diction Doctors in Rm. 100!
--A fairly challenging quiz will take place on Tuesday of next week pertaining to the following: unit terms (e.g., epic), background about Homer, "The Judgment of Paris", and Books One and Nine of The Odyssey--make sure to review/finish notes for Book Nine if we do not finish together in class on Friday. Also, you should look over the charts picked up on Monday prior to class on Friday so that you have a sense of what's coming.
--Reminder: The epic can be found at the following web address if you ever need access to the story outside of the classroom: http://glacierpeak.sno.wednet.edu/teachers/gjordan/docs/Odyssey%20Unit/Odysseypartone.pdf
--Continue reviewing (and adding to, if necessary) your "Greek Mythology Presentation Notes" page, as an upcoming assessment similar to the one that you have already taken is forthcoming! This assessment will not take place this week, however.
--Clear your desks of all but a pencil in preparation for the exam that is about to take place. If you need a pencil, see Mr. Martin at the front table.
S. the C.
--agenda/HW
--directions for after the exam
Assessment -- NYS ELA Pilot Exam
--after 40 minutes, you must submit the exam--if you finish early, set your exam to the side and begin work on the following:
- Review for the Unit #2 vocabulary assessment as per the methods brainstormed last class--the assessment will take place at the beginning of class on Friday.
- Finish the "Book One: Invocation Close Reading" sheet if you have not done so already--turn the sheet in by placing it on the front table before leaving class today.
- Turn in literature book if you took one home following last class.
HW
--Finish preparing for the Unit #2 vocabulary quiz, which will take place on Friday (next class). Good luck--we could use some Diction Doctors in Rm. 100!
--A fairly challenging quiz will take place on Tuesday of next week pertaining to the following: unit terms (e.g., epic), background about Homer, "The Judgment of Paris", and Books One and Nine of The Odyssey--make sure to review/finish notes for Book Nine if we do not finish together in class on Friday. Also, you should look over the charts picked up on Monday prior to class on Friday so that you have a sense of what's coming.
--Reminder: The epic can be found at the following web address if you ever need access to the story outside of the classroom: http://glacierpeak.sno.wednet.edu/teachers/gjordan/docs/Odyssey%20Unit/Odysseypartone.pdf
--Continue reviewing (and adding to, if necessary) your "Greek Mythology Presentation Notes" page, as an upcoming assessment similar to the one that you have already taken is forthcoming! This assessment will not take place this week, however.
Monday, October 22, 2012
Senior English--10/23/2012
LIBRARY WORK BLOCK
--While working today, remember to:
HW
--While working today, remember to:
- Stay on task in order to maximize your productivity (good practice for college!).
- Align your work with the categories listed on the assignment sheet under "Grading Process" (Realize this: The highest score one can get on the assignment with ten or more conventions errors [and everything else absolutely perfect] is an 83%)--this assignment will be included within your Writing Portfolios (anyone have a binder to hand in?).
- Use the eight items listed on the assignment sheet under "Procedure" as a checklist.
- "The lists" picked up at the end of last class are awesome--it would be in your best interest to align your writing with the items on these lists as well.
- Know that Mr. Martin, Mrs. Hooker, and Ms. Torrey are available for help!
HW
--Essays are due at the beginning of next class PRINTED OUT. Do not settle for less than your best work. Mr. Martin has office hours availability between now and then!
--The following website is pretty helpful!: http://www.essayedge.com/college/common-application
--The following website is pretty helpful!: http://www.essayedge.com/college/common-application
Friday, October 19, 2012
English 10 Honors--10/22/2012
Jump Off
--Open your vocabulary book to page 28. Look through the list of words, and put a star next to all of the words that you are pretty confident about knowing already.
S. the C.
--agenda/HW (prior to reading of the agenda, take out your notebook, date the page [10/22/2012], and write down these two prompts)--Mr. Martin shares a brief anecdote:
Brain Break -- Mum Ball
--Open your vocabulary book to page 28. Look through the list of words, and put a star next to all of the words that you are pretty confident about knowing already.
S. the C.
--agenda/HW (prior to reading of the agenda, take out your notebook, date the page [10/22/2012], and write down these two prompts)--Mr. Martin shares a brief anecdote:
- If we do nothing else during today’s class, we must ____________________.
- The single, most important “thing” that we must accomplish today is ____________________.
LET’S FIND THE “CORE” OF TODAY’S LESSON! (Jot responses in notebook.)
--share out
Instruction -- Vocabulary Unit #2
--go over Unit #2 word list (page 28) and five "Whimsical Words"
--complete the Synonyms and Antonyms (page 32) quietly and independently--work on additional exercises if waiting for peers to finish up--while you are working, Mr. Martin will come around and hand back your The Old Man and the Sea Novella Exams.
--go over the answers to Syn./Ant.
--brainstorm study strategies together as a class--Mr. Martin models on the front board
--for HW, begin preparing for the Unit #2 assessment--make sure to familiarize yourself with the "Whimsical Words"--review next class (time permitting)--assessment on Friday
Instruction -- Writing Literary Analysis Essays
Instruction -- Vocabulary Unit #2
--go over Unit #2 word list (page 28) and five "Whimsical Words"
--complete the Synonyms and Antonyms (page 32) quietly and independently--work on additional exercises if waiting for peers to finish up--while you are working, Mr. Martin will come around and hand back your The Old Man and the Sea Novella Exams.
--go over the answers to Syn./Ant.
--brainstorm study strategies together as a class--Mr. Martin models on the front board
--for HW, begin preparing for the Unit #2 assessment--make sure to familiarize yourself with the "Whimsical Words"--review next class (time permitting)--assessment on Friday
Novella Closure -- The Old Man and the Sea
--discuss common comments given for question 36 and 37
--set test aside for a little bit--we'll come back to question 39!
--discuss common comments given for question 36 and 37
--set test aside for a little bit--we'll come back to question 39!
Instruction -- Writing Literary Analysis Essays
--What is literary analysis? (Create a personalized definition in your notebook underneath your notes from earlier in class.)
--whole-class discussion--work through creation of a definition on the front board--go deep (word-by-word, no use of original words in definition, etc.)!
--whole-class discussion--work through creation of a definition on the front board--go deep (word-by-word, no use of original words in definition, etc.)!
--What is a literary analysis essay?
--whole-class discussion--add to our definition as it pertains to an essay
--Based on your understanding of what a literary analysis is, brainstorm a viable literary analysis essay topic for T.O.M.a.t.S.--jot your topic down in your notebook
--share out
--take a look at question 39 of the T.O.M.a.t.S. exam--what do we have here?
--take out your The Contender exam and look at question 33--what do we have here?
--read essay topic aloud (T.C. and T.O.M.a.t.S.)--what do we have here?
--begin discussing an approach
--Predict the future: Where do you think we're headed next?
Brain Break -- Mum Ball
Closure
--Engage in self-reflection as per S. the C. prompt responses.
HW
--Begin preparing for the Unit #2 assessment--make sure to familiarize yourself with the “Whimsical Words”--review next class (time permitting)--assessment on Friday.
--Be working on revisions of the Unique Peer Writing Assignment for your Writing Portfolio. I hope to have some submissions this week!
--Begin preparing for the Unit #2 assessment--make sure to familiarize yourself with the “Whimsical Words”--review next class (time permitting)--assessment on Friday.
--Be working on revisions of the Unique Peer Writing Assignment for your Writing Portfolio. I hope to have some submissions this week!
English 9--10/22/2012
Jump Off
--Open your vocabulary book to page 28. Look through the list of words, and put a star next to all of the words that you are pretty confident about knowing already.
S. the C.
--agenda/HW (prior to reading of the agenda, take out your notebook, date the page [10/22/2012], and write down these two prompts)--Mr. Martin shares a brief anecdote:
Instruction -- Vocabulary Unit #2
--go over Unit #2 word list (page 28)
--complete the Synonyms and Antonyms (page 32) quietly and independently--work on additional exercises if waiting for peers to finish up
--go over the answers to Syn./Ant.
--brainstorm study strategies together as a class--Mr. Martin models on the front board
--For HW, begin preparing for the quiz, which will take place on Friday--review will not take place next class, so you're on your own!
Transition
--Pick up your "Book One: Invocation Close Reading" sheet from last class and a literature book from the front table/front of the classroom.
Close Reading Activity (cont.) -- Book One: Invocation
--open your copy of the literature book to page 894
--complete close reading sheet as directed--good luck!
--submit your carefully completed "Book One: Invocation Close Reading" sheet--Mr. Martin wants nothing less than your best work!
--share with students the next step with this close reading process (exemplary responses shared/analyzed, self-assessment of personal responses, typical way in which we'll deal with books within The Odyssey, etc.)
Transition
--Pick up the "Standards Focus: Note-Taking and Summarizing" sheet from the front table and purposefully read the front page of the sheet (the page with typed words in the chart, not handwriting).
Note-Taking and Summarizing Activity -- Book Nine: New Coasts and Poseidon's Son
--discuss the sheet picked up and read during the "Transition"--what's the deal?
--flip the sheet over and purposefully read together--what's our purpose?
--Mr. Martin hands out a blank "Standards Focus: Note-Taking and Summarizing" page to be used during reading of Book Nine of The Odyssey
--oral reading of Book Nine--students carefully complete note-taking/summarizing task using chart page
--FYI: One of the goals of this unit is to practice and improve note-taking skills, so we will use these charts often and reflect on our note-taking abilities throughout the reading of the epic.
Closure
HW
--Next class, you will be taking an NYS ELA pilot exam, so we'll have a little break from reading The Odyssey--perhaps we'll watch some more of the film?
--Begin preparing for the Unit #2 vocabulary quiz, which will take place on Friday--review will not take place next class, so you're on your own!
--A fairly challenging quiz will also take place on Friday pertaining to the following: unit terms (e.g., epic), background about Homer, "The Judgment of Paris", and Books One and Nine of The Odyssey--make sure to review/finish notes for Book Nine.
--Reminder: The epic can be found at the following web address if you ever need access to the story outside of the classroom: http://glacierpeak.sno.wednet.edu/teachers/gjordan/docs/Odyssey%20Unit/Odysseypartone.pdf
--Continue reviewing (and adding to, if necessary) your "Greek Mythology Presentation Notes" page, as an upcoming assessment similar to the one that you have already taken is forthcoming! This assessment will not take place this week, however.
--Open your vocabulary book to page 28. Look through the list of words, and put a star next to all of the words that you are pretty confident about knowing already.
S. the C.
--agenda/HW (prior to reading of the agenda, take out your notebook, date the page [10/22/2012], and write down these two prompts)--Mr. Martin shares a brief anecdote:
- If we do nothing else during today’s class, we must ____________________.
- The single, most important “thing” that we must accomplish today is ____________________.
LET’S FIND THE “CORE” OF TODAY’S LESSON! (Jot responses in notebook.)
--share out
Instruction -- Vocabulary Unit #2
--go over Unit #2 word list (page 28)
--complete the Synonyms and Antonyms (page 32) quietly and independently--work on additional exercises if waiting for peers to finish up
--go over the answers to Syn./Ant.
--brainstorm study strategies together as a class--Mr. Martin models on the front board
--For HW, begin preparing for the quiz, which will take place on Friday--review will not take place next class, so you're on your own!
Transition
--Pick up your "Book One: Invocation Close Reading" sheet from last class and a literature book from the front table/front of the classroom.
Close Reading Activity (cont.) -- Book One: Invocation
--open your copy of the literature book to page 894
--complete close reading sheet as directed--good luck!
--submit your carefully completed "Book One: Invocation Close Reading" sheet--Mr. Martin wants nothing less than your best work!
--share with students the next step with this close reading process (exemplary responses shared/analyzed, self-assessment of personal responses, typical way in which we'll deal with books within The Odyssey, etc.)
Transition
--Pick up the "Standards Focus: Note-Taking and Summarizing" sheet from the front table and purposefully read the front page of the sheet (the page with typed words in the chart, not handwriting).
Note-Taking and Summarizing Activity -- Book Nine: New Coasts and Poseidon's Son
--discuss the sheet picked up and read during the "Transition"--what's the deal?
--flip the sheet over and purposefully read together--what's our purpose?
--Mr. Martin hands out a blank "Standards Focus: Note-Taking and Summarizing" page to be used during reading of Book Nine of The Odyssey
--oral reading of Book Nine--students carefully complete note-taking/summarizing task using chart page
--FYI: One of the goals of this unit is to practice and improve note-taking skills, so we will use these charts often and reflect on our note-taking abilities throughout the reading of the epic.
Closure
--TURN IN YOUR CLOSE READING SHEET AND PICK UP THE CHARTS BEFORE YOU LEAVE--IT IS RECOMMENDED THAT YOU BEGIN WORK ON THE CHARTS PRIOR TO FRIDAY!
--Engage in self-reflection as per S. the C. prompt responses.
--Engage in self-reflection as per S. the C. prompt responses.
HW
--Next class, you will be taking an NYS ELA pilot exam, so we'll have a little break from reading The Odyssey--perhaps we'll watch some more of the film?
--Begin preparing for the Unit #2 vocabulary quiz, which will take place on Friday--review will not take place next class, so you're on your own!
--A fairly challenging quiz will also take place on Friday pertaining to the following: unit terms (e.g., epic), background about Homer, "The Judgment of Paris", and Books One and Nine of The Odyssey--make sure to review/finish notes for Book Nine.
--Reminder: The epic can be found at the following web address if you ever need access to the story outside of the classroom: http://glacierpeak.sno.wednet.edu/teachers/gjordan/docs/Odyssey%20Unit/Odysseypartone.pdf
--Continue reviewing (and adding to, if necessary) your "Greek Mythology Presentation Notes" page, as an upcoming assessment similar to the one that you have already taken is forthcoming! This assessment will not take place this week, however.
Thursday, October 18, 2012
Senior English--10/19/2012
Jump Off
--Pick up the vocabulary quiz and complete the quiz quietly. Good luck!
--When you finish, put the quiz on the floor next to your desk. Take out your College Admission/Job Interview/Military Essay. Read back through your work with this question in mind: What personal qualities about myself have I conveyed so far in what I have written?
S. the C.
--share information about “Diction Doctor” status--trade and grade--reflect; quizzes collected
--agenda/HW (prior to reading of the agenda, take out your notebook, date the page [10/19/2012], and write down these two prompts)--Mr. Martin shares a brief anecdote:
--Pick up the vocabulary quiz and complete the quiz quietly. Good luck!
--When you finish, put the quiz on the floor next to your desk. Take out your College Admission/Job Interview/Military Essay. Read back through your work with this question in mind: What personal qualities about myself have I conveyed so far in what I have written?
S. the C.
--share information about “Diction Doctor” status--trade and grade--reflect; quizzes collected
--agenda/HW (prior to reading of the agenda, take out your notebook, date the page [10/19/2012], and write down these two prompts)--Mr. Martin shares a brief anecdote:
- If we do nothing else during today’s class, we must ____________________.
- The single, most important “thing” that we must accomplish today is ____________________.
LET’S FIND THE “CORE” OF TODAY’S LESSON! (Jot responses in notebook.)
--share out
Writing Workshop -- College Admission/Job Interview/Military Essay
--Would any brave souls care to share? (Mr. Martin will collect, scramble, and read aloud so as to “take the edge off” if you’d like!)
--Discuss shared introductions through the lens of “pros and grows”.
--Trade your quick write with someone nearby. Then, read the quick write that you have in front of you. Your purpose is to answer this question: What do you learn about the author of your essay based on what you have read? Write your answer(s) to this question underneath the quick write, and return the quick write to your partner when you have finished. Remember that your essay must have a point; it’s meant to convey your personality qualities in a manner that an application simply cannot. Have you begun conveying your qualities already? If not, how might you do so throughout the rest of your essay?
--Transition--pick up “the lists” from the front table
--Share/discuss “the lists” via PowerPoint slides--how can you listen purposefully?
--Use rubric categories from assignment sheet/information from “the lists” to critique a sample essay.
--Set parameters for classroom environment during work block--brainstorm goals as a class (Before class ends, I should…)--set a personal goal.
--Work block!
--Reminder: This assignment will be included within your Writing Portfolios (anyone have binder to hand in?).
Closure
--Engage in self-reflection as per S. the C. prompt responses.
HW
--Next class, we will head to the library for a work block. Mrs. Hooker and Ms. Torrey will be joining us and sharing some helpful information prior to setting you free to work on college applications, typing your essays, etc.—YAY!
*bring flashdrive and all essay-related papers, notes, etc. to maximize your productivity
--Essays are due at the beginning of class on 10/25/2012 (the class after next).
--The following website is pretty helpful!: http://www.essayedge.com/college/common-application
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