Jump Off
--Pick up an index card from the front table. Then, read the italicized information below:
In reading Paulo Coelho’s The Alchemist as Senior English students, our goal is to work together via rich discussions to pull maximum meaning out of the text. As such, we will be working in class on speaking and listening skills while dealing with the text. One of our main focuses is connecting the novel to the last-year-of-high-school-looking-toward-the-future experience.
Now that we have finished our work with the novel, it is time to reflect back on the experience—did we fulfill our purpose? On your index card, convince me that we either fulfilled our purpose or did not and to what degree. Be specific in your response. Also, offer me at least one suggestion of how I could change or improve my approach to the novel next year. Put your name on the index card if you choose.
S. the C.
--briefly discuss the Jump Off as a clearing of our work with The Alchemist
--agenda/rationale/HW
Transition
--Turn in your index card by placing it on the front table.
--Turn in your index card by placing it on the front table.
--Pick up a Level G vocabulary book and a marker from under the whiteboard. Write your name on the inside cover and on the bottom of the pages of your vocabulary book. Then, return the marker to the front table, open your vocabulary book to page 18, and complete the Diagnostic Test quietly and independently. Good luck!
--Go over the Diagnostic Test by sharing the correct responses from the Teacher's Edition--students mark incorrect responses and count up total number incorrect.
Instruction -- Vocabulary Unit #1
--analyze Diagnostic Test class data via "heads down/hands up"
--share with students the rationale behind vocabulary work and our routine
--go over Unit #1 word list (page 21)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence (students should be writing the words on the line for each sentence so as to actively engage)--repeat this process for the entire list
--complete the Synonyms and Antonyms (page 25) quietly and independently--work on additional exercises if waiting for peers to finish up
--go over the answers to the Synonyms and Antonyms sections by sharing the correct responses from the Teacher's Edition
--for HW, finish all of the Unit #1 exercises (expect Mr. Martin to check your work next class)--the quiz will take place this Friday
Instruction -- Vocabulary Unit #1
--analyze Diagnostic Test class data via "heads down/hands up"
--share with students the rationale behind vocabulary work and our routine
--go over Unit #1 word list (page 21)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence (students should be writing the words on the line for each sentence so as to actively engage)--repeat this process for the entire list
--complete the Synonyms and Antonyms (page 25) quietly and independently--work on additional exercises if waiting for peers to finish up
--go over the answers to the Synonyms and Antonyms sections by sharing the correct responses from the Teacher's Edition
--for HW, finish all of the Unit #1 exercises (expect Mr. Martin to check your work next class)--the quiz will take place this Friday
Transition
--Clear your desk of all but a writing utensil and your notebook. Date the page (10/15/2012), and write the following question: "Who Am I?" Then, brainstorm as per the question via quick-writing, free-association, webbing/chaining, etc. (preferably, a combination of ALL of these methods!). If you already began this process last class, draw a line underneath your ideas, and “have at it” again!
Writing Workshop -- The College Admission/Job Interview/Military Essay
--discuss the importance of brainstorming in order to discover the perfect topic for our first major writing assignment--you just did some brainstorming; anything "good" come out of it?
--though most students will complete a college admission essay, note that three options exist for the assignment
--share list of topics on the board from the Common Application--add to list based on students' suggestions as per other application questions brought to class and sample job interview questions from personal experiences--what do all of these questions have in common?
--reiterate the importance of brainstorming--must continue brainstorming for homework until you find one or more topics (hopefully, the perfect topic will emerge!)--dig deep down inside of yourself!
*DID NOT GET TO BOLDED ITEMS IN BLOCK 1--BRAINSTORMING/TOPIC DISCOVERY STILL ASSIGNED FOR HOMEWORK
Transition
--Pick up the sheet containing additional brainstorming questions from the front table.
HW Time
--continue brainstorming
HW
--Finish all of the Unit #1 vocabulary exercises (expect Mr. Martin to check your work next class)--the quiz will take place this Friday. When time permits, we review the vocabulary words on Wednesdays, but don't count on it this week!
--Right at the very beginning of next class, Mr. Martin will collect a sheet of paper from each of you with your name and essay topic(s) written on it--finish mindfully brainstorming in order to complete this task.
Writing Workshop -- The College Admission/Job Interview/Military Essay
--discuss the importance of brainstorming in order to discover the perfect topic for our first major writing assignment--you just did some brainstorming; anything "good" come out of it?
--though most students will complete a college admission essay, note that three options exist for the assignment
--share list of topics on the board from the Common Application--add to list based on students' suggestions as per other application questions brought to class and sample job interview questions from personal experiences--what do all of these questions have in common?
--reiterate the importance of brainstorming--must continue brainstorming for homework until you find one or more topics (hopefully, the perfect topic will emerge!)--dig deep down inside of yourself!
*DID NOT GET TO BOLDED ITEMS IN BLOCK 1--BRAINSTORMING/TOPIC DISCOVERY STILL ASSIGNED FOR HOMEWORK
Transition
--Pick up the sheet containing additional brainstorming questions from the front table.
HW Time
--continue brainstorming
HW
--Finish all of the Unit #1 vocabulary exercises (expect Mr. Martin to check your work next class)--the quiz will take place this Friday. When time permits, we review the vocabulary words on Wednesdays, but don't count on it this week!
--Right at the very beginning of next class, Mr. Martin will collect a sheet of paper from each of you with your name and essay topic(s) written on it--finish mindfully brainstorming in order to complete this task.
