English 9--1/6/2014

Jump Off (2 mins.)
--Open up your notebook and date the page (1/6/2014).  We will begin class today with a quick write after Mr. Martin informs you about the purpose/nature of quick writes.

S. the C. (10 mins.)
--The Artist Formerly Known as Ramillia Kyza and Oranges both still need to revise and/or meet with Mr. Martin for the Cumulative Writing Portfolio (both have been and will continue to be referred for central detention)
--Reminder: The culminating assignment of the Odyssey Unit is writing a personal narrative in which you apply the monomyth formula to your own life/personal journey.  At this point, you should have a solid idea/outline and be ready to write!
--agenda/HW
--Mr. Martin describes the purpose/nature of quick writes using thesis excerpt

Writing Activity -- Quick Write (15 mins.)
--Mr. Martin reads sample quick write that he wrote over break based on today's prompt
--prompt shared: 

What has been the most rewarding experience in your life since September 2013?  Write about it!

--timer set for 8 minutes...GO!!!
--For HW, reread your quick write.  How can this writing piece help you with your Monomyth Writing Assignment?  MR. MARTIN MODELS.

Transition (1 min.) -- take out your homework (#7-9 of "The Odyssey Unit--The Cyclopes Adventure [Book Nine] Close Reading" document)

Discussion -- Second Half of Book Nine (Think-Pair-Share) (10-15 mins.)

--Think: spend a few minutes reading back through your responses for #7-9 so that you are prepared to talk about the material with a peer

--Pair: share/discuss your responses with a peer (Mr. Martin draws cards) as preparation for today’s assessment pertaining to RL.1, RL.2, RL.3, and RL.4—MR. MARTIN WILL RESPOND TO ONE SPECIFIC QUESTION FOR THE WHOLE GROUP FOLLOWING PAIR WORK

--Share: Mr. Martin draws cards to determine a question to answer (pass if you do not have a question)

Transition (5 mins.)
--Pick up a copy of the multiple choice logic and levels of correctness notes for the first four Odyssey Unit multiple choice questions (as not all classes got through going over this material prior to Winter Break)--spend a few minutes reading through the notes, which help conclude which answers are strongest for each of the questions.
--Pick up the “Odyssey Unit--Second Half of Book Nine (pages 904-913) Close Reading Multiple Choice (Unit Exam)” from the front table.  This is the first set of questions counting toward the unit exam.

Assessment -- Odyssey Unit--Second Half of Book Nine (pages 904-913) Close Reading Multiple Choice (Unit Exam) (10-15 mins.)
--Reminder

• These multiple choice questions are typical expectations-wise and difficulty-wise.
• Mindfulness regarding the work that we do on a day-to-day basis is meant to prepare you for such rigors. Is your homework proving helpful? If not, you might want to reconsider the manner in which you complete your homework assignments.
• As the school year progresses, these types of assessment should become less and less difficult.
• Similar assessments will occur in class between now and the close of the Odyssey Unit. These assessments will be scored, and your overall grade will be reported as your Odyssey Unit Exam grade.

--take the assessment--you can use your homework document for assistance (but not your copy of the epic poem)!

Transition (2 mins.) -- pick up a copy of the next section of the story ("Book Ten: The Grace of the Witch") from the front table

Reading Activity -- "Book Ten: The Grace of the Witch"

--develop a "plan of attack" together for annotating the text (you will not be completing a close reading document for this section of the reading, but you will still be responding to standards-based multiple choice questions following your work with the text):

• review annotation methods/tips from earlier in the unit--What have you been doing while reading so far?  Is it working?
• process through assessment question types--In order to succeed on the unit exam questions, how might you improve your annotations?
• begin focusing on RL.2 (a standard we have yet to "hit" deliberately): What themes are beginning to emerge in the text?
• don't forget the "Food for Thought"!

--begin reading--MR. MARTIN READS ALOUD AND MODELS ANNOTATIONS ON THE FRONT BOARD AS PER OUR DEVELOPED "PLAN OF ATTACK"

Closure/HW
--Take your "Learning Standards--Unit Items and Progress Self-Assessment" and "Learning Standards" documents out. Mindfully add items to the "Learning Standards--Unit Items and Progress Self-Assessment" document based upon our last four classes before Winter Break (e.g., consider how you did on the questions about Homer, the unit terms [etc.] assessment, and the multiple choice "assessment")--MR. MARTIN MODELS.

HW
--Bring any materials that you have pertaining to the Monomyth Writing Assignment to class beginning on Wednesday.  We will be "workshopping" in class between Wednesday and the due date of the assignment, which is Thursday, January 16th (a little shy of two weeks from today).
--Finish reading/annotating "Book Ten: The Grace of the Witch" before next class as per our "plan of attack."
--Study your annotations for "Book Ten: The Grace of the Witch," as a multiple choice assessment will occur next class.  These ongoing multiple choice assessments will be scored, and your overall grade will be reported as your Odyssey Unit Exam grade.
--Mindfully add items to the "Learning Standards--Unit Items and Progress Self-Assessment" document based upon our last four classes (e.g., consider how you did on the questions about Homer, the unit terms [etc.] assessment, and the multiple choice "assessment").  Self-reflection is extremely important in genuine learning and improvement--trust Mr. Martin on this one!
--The English 9 Midterm Examination will take place on Monday, January 27th from 8:45 to 10:15.

English 10 Honors--12/20/2013

HOOKED ON BOOKS (41 minutes)

Sharpen the Saw/Gettin' Down on Friday:

Block 2 ACE

Block 4 ACE

 

HW

--Enjoy break!  We have over half of a month off--we're lucky. 
--Continue thinking about your short story. The final draft of the assignment will be due before you know it!
--Finish purposefully reading “The Necklace” prior to returning from break.  Be prepared for an assessment and/or a discussion about the reading after break.

English 9--12/19/2013 (12/17/2013 & 12/19/2013 continued)

12/19/2013
Block 1 BDF (HOOKED ON BOOKS--41 minutes)
Block 2 BDF (82 minutes)
Block 4 BDF (82 minutes)


Block 1 BDF
S. the C.

--Help yourselves to some refreshments in an orderly fashion.
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours (posted up on the front board)?
--The due date for submission is tomorrow. Time is running out.
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.
--Reminder: The culminating assignment of the Odyssey Unit is writing a personal narrative in which you apply the monomyth formula to your own life/personal journey. The sooner you begin coming up with ideas, the better (hence the "What it is in my journey" column of the monomyth notes document chart!). If an idea strikes you, capture the idea in the column ASAP!
--agenda/HW

Initial (First)/Close (Second) Reading Activity -- "Book Nine: New Coasts and Poseidon's Son" (The Cyclopes Adventure)

--discuss any aspects of the homework assignment due last class not already addressed
--What's our purpose when engaging in an initial reading with the directive to "annotate"?
--take our attention to the "Learning Standards" document--bear all of the Reading Literature standards in mind during the initial reading
--point out "Food for Thought" projected on the front board--bear these statements in mind during the initial reading as well
--oral reading of the second half (pages 903-913) of "Book Nine: New Coasts and Poseidon's Son"--annotate
--Transition--take out the document titled "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading"
--purposefully read through the directions of the "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" document together--what is our purpose in reading the directions?
--students select a question for Mr. Martin to complete as a model--majority rules!
--finish close reading document as directed--good luck!

Closure
--Take your "Learning Standards--Unit Items and Progress Self-Assessment" and "Learning Standards" documents out. Mindfully add items to the "Learning Standards--Unit Items and Progress Self-Assessment" document based upon our last three classes (e.g., consider how you did on the questions about Homer, the unit terms [etc.] assessment, and the multiple choice "assessment").

Block 2 BDF
Jump Off

--Take out your "Odyssey Unit--First Half of Book Nine (pages 894-903) Close Reading Multiple Choice" questions and index card from last class.  We will continue going over the "assessment" today.

S. the C.
--Help yourselves to some refreshments in an orderly fashion.
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours (posted up on the front board)?
--The due date for submission is tomorrow. Time is running out.
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.
--Reminder: The culminating assignment of the Odyssey Unit is writing a personal narrative in which you apply the monomyth formula to your own life/personal journey. The sooner you begin coming up with ideas, the better (hence the "What it is in my journey" column of the monomyth notes document chart!). If an idea strikes you, capture the idea in the column ASAP!
--agenda/HW

Close Reading/Analysis Activity -- First Half of Book Nine (pages 894-903) & 7 Habits Unit Exam
--continue going over the "assessment" question-by-question while concurrently going over the corresponding questions from the 7 Habits Exam (projected on PowerPoint for "test-in-hand" analysis) beginning with question #14 of the 7 Habits Unit Exam and moving on to #3 of the "assessment"--Mr. Martin shares his notes about logic, levels of correctness, etc.
--Closing Comments

• These multiple choice questions are typical expectations-wise and difficulty-wise.
• Mindfulness regarding the work that we do on a day-to-day basis is meant to prepare you for such rigors. Was your homework helpful? If not, you might want to reconsider the manner in which you complete your homework assignments.
• As the school year progresses, these types of assessment should become less and less difficult.
• Starting after break, similar assessments will occur in class. However, these assessments will be scored, and your overall grade will be reported as your Odyssey Unit Exam grade.

--Closure--Whole-Group Discussion

• discuss any aspects of the homework assignment not already addressed

Initial (First)/Close (Second) Reading Activity -- "Book Nine: New Coasts and Poseidon's Son" (The Cyclopes Adventure)--discuss any aspects of the homework assignment due last class not already addressed--What's our purpose when engaging in an initial reading with the directive to "annotate"?--take our attention to the "Learning Standards" document--bear all of the Reading Literature standards in mind during the initial reading--point out "Food for Thought" projected on the front board--bear these statements in mind during the initial reading as well--oral reading of the second half (pages 903-913) of "Book Nine: New Coasts and Poseidon's Son"--annotate--Transition--take out the document titled "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading"--purposefully read through the directions of the "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" document together--what is our purpose in reading the directions?--students select a question for Mr. Martin to complete as a model--majority rules!--finish close reading document as directed--good luck! Closure--Take your "Learning Standards--Unit Items and Progress Self-Assessment" and "Learning Standards" documents out. Mindfully add items to the "Learning Standards--Unit Items and Progress Self-Assessment" document based upon our last three classes (e.g., consider how you did on the questions about Homer, the unit terms [etc.] assessment, and the multiple choice "assessment"). 

Block 4 BDF

Jump Off

--Take out your "Odyssey Unit--First Half of Book Nine (pages 894-903) Close Reading Multiple Choice" questions and index card from last class. We will continue going over the "assessment" today.

S. the C.
--Help yourselves to some refreshments in an orderly fashion.
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours (posted up on the front board)?
--The due date for submission is tomorrow. Time is running out.
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.
--Reminder: The culminating assignment of the Odyssey Unit is writing a personal narrative in which you apply the monomyth formula to your own life/personal journey. The sooner you begin coming up with ideas, the better (hence the "What it is in my journey" column of the monomyth notes document chart!). If an idea strikes you, capture the idea in the column ASAP!
--agenda/HW

Close Reading/Analysis Activity -- First Half of Book Nine (pages 894-903) & 7 Habits Unit Exam
--continue going over the "assessment" question-by-question while concurrently going over the corresponding questions from the 7 Habits Exam (projected on PowerPoint for "test-in-hand" analysis) beginning with question #10 of the 7 Habits Unit Exam and moving on to #2 of the "assessment"--Mr. Martin shares his notes about logic, levels of correctness, etc.
--Closing Comments

• These multiple choice questions are typical expectations-wise and difficulty-wise.
• Mindfulness regarding the work that we do on a day-to-day basis is meant to prepare you for such rigors. Was your homework helpful? If not, you might want to reconsider the manner in which you complete your homework assignments.
• As the school year progresses, these types of assessment should become less and less difficult.
• Starting after break, similar assessments will occur in class. However, these assessments will be scored, and your overall grade will be reported as your Odyssey Unit Exam grade.

--Closure--Whole-Group Discussion

• discuss any aspects of the homework assignment not already addressed

Initial (First)/Close (Second) Reading Activity -- "Book Nine: New Coasts and Poseidon's Son" (The Cyclopes Adventure)--discuss any aspects of the homework assignment due last class not already addressed--What's our purpose when engaging in an initial reading with the directive to "annotate"?--take our attention to the "Learning Standards" document--bear all of the Reading Literature standards in mind during the initial reading--point out "Food for Thought" projected on the front board--bear these statements in mind during the initial reading as well--oral reading of the second half (pages 903-913) of "Book Nine: New Coasts and Poseidon's Son"--annotate--Transition--take out the document titled "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading"--purposefully read through the directions of the "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" document together--what is our purpose in reading the directions?--students select a question for Mr. Martin to complete as a model--majority rules!--finish close reading document as directed--good luck! Closure--Take your "Learning Standards--Unit Items and Progress Self-Assessment" and "Learning Standards" documents out. Mindfully add items to the "Learning Standards--Unit Items and Progress Self-Assessment" document based upon our last three classes (e.g., consider how you did on the questions about Homer, the unit terms [etc.] assessment, and the multiple choice "assessment").

All Blocks
HW
--Enjoy break!  We have over half of a month off--we're lucky.
--The due date for submitting a revised "The Lady or the Tiger?" Well-Developed Paragraph Response for the Cumulative Writing Portfolio is tomorrow--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.

--Continue thinking about/writing ideas down for your personal narrative--the due date will sneak up on you! A good "baby step" would be finishing thoughtfully filling in the boxes in the "What it is in my journey" column of the monomyth notes document before coming back from break. Could you purposefully use an epic/Homeric simile somewhere within your narrative once you start writing? Now is as a good time as any to begin thinking about your purpose as an author!
--Finish completing questions 7-9 of the close reading document as directed before coming back from break.
--Study your notes from our work so far within the Odyssey Unit (the monomyth, Homer's biography, unit literature terms, "The Judgement of Paris", "The Trojan War", "Book One: Invocation," and "Book Nine: New Coasts and Poseidon's Son"), as Mr. Martin reserves the right to check on your knowledge/understanding at any time (hint, hint).  Remember that starting after break, similar multiple choice assessments to the one taken in class on 12/17 will occur in class. However, these assessments will be scored, and your overall grade will be reported as your Odyssey Unit Exam grade.

English 10 Honors--12/18/2013

Jump Off
Block 2
--Get into assigned groups as per PowerPoint slide.
--Send a group member up to select items from Mr. Martin.
Block 4
--Take out your copy of "The Masque of the Red Death" and a notebook.  We will finish up our close reading/discussion of "The Masque of the Red Death" at the start of class today.

Block 2/Block 4
S. the C.
--During today's class, we will work on several Reading Literature standards and Speaking and Listening standards.
--Reminder: Hooked on Books/Sharpening the Saw next class!
--agenda/HW

Block 4
Story #1 -- “The Masque of the Red Death” Close Reading/Discussion (cont.)
--when in the circle today, bear in mind the following Reading Literature standards, the bolded of which link directly to your "Short Story Writing Assignment":
English 10 students:

• RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
• Recognize specific literary techniques (e.g., figurative language, irony, symbolism, etc.) used by authors, and, via strong and thorough textual evidence, can show how authors use these techniques to develop their texts.

--finish oral re-reading of story paragraph-by-paragraph--students share annotations from close reading--Mr. Martin (if necessary) encourages a "deeper dig" via prompting, items listed below, etc.

• initial questions/thoughts formulated during first reading of the story
• notes written on the "Short Story Analysis Sheet"
• miscellaneous (Essential Questions/Standards/"Short Story Writing Assignment" Preparation):
• What is a short story?
• Poe's command over the short story as a genre
• How does purposefully reading a short story enhance our understanding of the human experience?
• What are some themes that emerge in "The Masque of the Red Death"?
• When and how do these themes emerge?
• What literary techniques does Poe use to develop some of the emergent themes, and how does he effectively use these techniques?
• What does Poe want readers to think about these themes/what insights into the human experience is he presenting (theme statement vs. mere theme)?
• How often do we really stop to think about the ideas about the human experience conveyed to us in literature, from story-to-story, etc.?

Block 4
Transition -- Mr. Martin assigns small groups via a drawing of cards/one group member selects items from the front table

Block 2/Block 4 (from here forward)
Story #1 -- "The Masque of the Red Death" Literary Analysis Activity
--in assigned groups, engage in discussion/dig back into the story in order to do the following:

Using specific details from "The Masque of the Red Death," show how Edgar Allan Poe uses 1.) ____________ to develop the 2.) ____________ of the story.

--Tip: You might want to assign a scribe to capture your thoughts/ideas for the purpose of sharing out, focusing especially on explanations (tiebacks).
--whole-class share-out

Transition
--What is a unifying theme statement (or, in terms with which you might be familiar from last year, a controlling idea)? How does a thinker/writer engaging in literary analysis go about creating and developing a quality unifying theme statement?
--pick up a copy of the "Song Lyric Analysis/Unifying Theme Statement Practice" sheet from the front table

Story #1 -- "The Masque of the Red Death" Literary Analysis/Closure
--first reading: Mr. Martin plays Lorde's "Team" aloud once--annotate the text so as to get the gist
--second reading: Mr. Martin plays the song aloud again--Your Purpose: Come up with a unifying theme statement for "The Masque of the Red Death" and "Team"
--additional readings: Continue reading/annotating the lyrics so as to fulfill your purpose quietly and independently 
--Transition -- re-row the desks and pick up an index card from the front table--write your name at the top of the index card
--On your index card, write only the topic sentence(s) for a well-developed paragraph in which you use ideas from both "The Masque of the Red Death" and "Team" to establish a unifying theme statement. Somewhere within what you write, you must use one of our first 125 vocabulary words (yes, we've done that many already!), and try not to "force it."
--When you finish, place your index card in the black basket on the front table.

Transition -- pick up a copy of the "Short Story Analysis Sheet" and "The Necklace" from the front table

HW Time -- “The Necklace” Initial Reading
--purposefully read “The Necklace” (use “Short Story Analysis Sheet”)

HW
--Continue thinking about your short story. The final draft of the assignment will be due before you know it!
--Finish purposefully reading “The Necklace” prior to returning from break.  Be prepared for an assessment and/or a discussion about the reading after break.

English 9--12/17/2013 & 12/19/2013 (123 minutes total)

12/17/2013
Block 1 BDF (82 minutes)
Block 2 BDF (HOOKED ON BOOKS--41 minutes)
Block 4 BDF (HOOKED ON BOOKS--41 minutes)

12/19/2013
Block 1 BDF (HOOKED ON BOOKS--41 minutes)
Block 2 BDF (82 minutes)
Block 4 BDF (82 minutes)

Jump Off (5 mins.)

--Pick up your quiz from last class from the front table.  Look at your results.  What do you know?  What do you still need to learn?  While up at the front table, also pick up an index card.  Write down the following numbers as per the model drawn up on the front board: 9, 10, 14, 15, and 17.

S. the C. (10-15 mins.)

--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours (posted up on the front board)?
--The due date for submission is this Friday.  Time is running out.
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.
--Reminder: The culminating assignment of the Odyssey Unit is writing a personal narrative in which you apply the monomyth formula to your own life/personal journey. The sooner you begin coming up with ideas, the better (hence the "What it is in my journey" column of the monomyth notes document chart!). If an idea strikes you, capture the idea in the column ASAP!
--Mr. Martin points out the "Odyssey Terms and Character List" document located by the cabinet (for anyone interested)
--Should we do some "refreshing" on Thursday?  If so, let's get a little sign-up going!
--agenda/HW

Close Reading/Analysis Activity -- First Half of Book Nine (pages 894-903) & 7 Habits Unit Exam
--listen for your nickname for each of the question numbers listed on your index card--if you  hear your nickname, you got that particular question incorrect on the 7 Habits Unit Exam--put an "X" next to each of the questions that you got incorrect (Mr. Martin models) (5 mins.)
--Transition--take out your homework (answers/responses to #1-6 of the "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" document and pick up the document titled "Odyssey Unit--First Half of Book Nine (pages 894-903) Close Reading Multiple Choice" (2 mins.)
--take the "assessment"--you can use your homework document for assistance (but not your copy of the epic poem)! (10 mins.)
--go over the "assessment" question-by-question while concurrently going over the corresponding questions from the 7 Habits Exam (projected on PowerPoint for "test-in-hand" analysis)--Mr. Martin shares his notes about logic, levels of correctness, etc. (30 mins.)
--Closing Comments (5 mins.)

• These multiple choice questions are typical expectations-wise and difficulty-wise.
• Mindfulness regarding the work that we do on a day-to-day basis is meant to prepare you for such rigors.  Was your homework helpful?  If not, you might want to reconsider the manner in which you complete your homework assignments.
• As the school year progresses, these types of assessment should become less and less difficult.
• Starting after break, similar assessments will occur in class.  However, these assessments will be scored, and your overall grade will be reported as your Odyssey Unit Exam grade.

--Closure--Whole-Group Discussion (10 mins.)

• discuss any aspects of the homework assignment not already addressed

Initial (First)/Close (Second) Reading Activity -- "Book One: Invocation" and "Book Nine: New Coasts and Poseidon's Son" (The Cyclopes Adventure) (30-35 mins.)

--What's our purpose when engaging in an initial reading with the directive to "annotate"?
--take our attention to the "Learning Standards" document--bear all of the Reading Literature standards in mind during the initial reading
--point out "Food for Thought" written on the front board--bear these statements in mind during the initial reading as well
--oral reading of the second half (pages 903-913) of "Book Nine: New Coasts and Poseidon's Son"--annotate
--Transition--take out the document titled "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading"
--purposefully read through the directions of the "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" document together--what is our purpose in reading the directions?
--students select a question for Mr. Martin to complete as a model--majority rules!

--finish close reading document as directed--good luck!

Closure (10 mins.)

--Take your "Learning Standards--Unit Items and Progress Self-Assessment" and "Learning Standards" documents out.  Mindfully add items to the "Learning Standards--Unit Items and Progress Self-Assessment" document based upon our last three classes (e.g., consider how you did on the questions about Homer, the assessment last class, and today's Jump Off).

HW

--The due date for submitting a revised "The Lady or the Tiger?" Well-Developed Paragraph Response for the Cumulative Writing Portfolio is this Friday--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--Continue thinking about/writing ideas down for your personal narrative--the due date will sneak up on you!  A good "baby step" would be finishing thoughtfully filling in the boxes in the "What it is in my journey" column of the monomyth notes document before coming back from break.  Could you purposefully use an epic/Homeric simile somewhere within your narrative once you start writing?  Now is as a good time as any to begin thinking about your purpose as an author!
--Finish completing questions 7-9 of the close reading document as directed before coming back from break.
--Study your notes from our work so far within the Odyssey Unit (the monomyth, Homer's biography, unit literature terms, "The Judgement of Paris", "The Trojan War", "Book One: Invocation," and "Book Nine: New Coasts and Poseidon's Son"), as Mr. Martin reserves the right to check on your knowledge/understanding at any time (hint, hint).

English 10 Honors--12/16/2013

Jump Off
Block 2
--Get into assigned groups as per PowerPoint slide.
--Send a group member up to select items from the front table.
Block 4
--Form a circle.  Bring your copy of "The Masque of the Red Death" and a notebook. 


Block 2/Block 4
S. the C.
--During today's class, we will work on Writing Standards, several Reading Literature standards, and Speaking and Listening standards.
--agenda/HW
--What do we want Friday's class to look like?

Block 4
Story #1 -- “The Masque of the Red Death” Close Reading/Discussion (cont.)
--when in the circle today, bear in mind the following Reading Literature standards, the bolded of which link directly to your "Short Story Writing Assignment":

English 10 students:

• RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
• Recognize specific literary techniques (e.g., figurative language, irony, symbolism, etc.) used by authors, and, via strong and thorough textual evidence, can show how authors use these techniques to develop their texts.

--finish oral re-reading of story paragraph-by-paragraph--students share annotations from close reading--Mr. Martin (if necessary) encourages a "deeper dig" via prompting, items listed below, etc.

• initial questions/thoughts formulated during first reading of the story
• notes written on the "Short Story Analysis Sheet"
• miscellaneous (Essential Questions/Standards/"Short Story Writing Assignment" Preparation):
• What is a short story?
• Poe's command over the short story as a genre
• How does purposefully reading a short story enhance our understanding of the human experience?
• What are some themes that emerge in "The Masque of the Red Death"?
• When and how do these themes emerge?
• What literary techniques does Poe use to develop some of the emergent themes, and how does he effectively use these techniques?
• What does Poe want readers to think about these themes/what insights into the human experience is he presenting (theme statement vs. mere theme)?
• How often do we really stop to think about the ideas about the human experience conveyed to us in literature, from story-to-story, etc.? 

Block 4
Transition -- Mr. Martin assigns small groups via a drawing of cards/one group member selects items from the front table

Block 2/Block 4 (from here forward)
Story #1 -- "The Masque of the Red Death" Literary Analysis Activity
--in assigned groups, engage in discussion/dig back into the story in order to do the following:

Using specific details from "The Masque of the Red Death," show how Edgar Allan Poe uses 1.) ____________ to develop the 2.) ____________ of the story.

--Tip: You might want to assign a scribe to capture your thoughts/ideas for the purpose of sharing out, focusing especially on explanations (tiebacks).
--whole-class Share Out

Transition
--What is a unifying theme statement (or, in terms with which you might be familiar from last year, a controlling idea)?  How does a thinker/writer engaging in literary analysis go about creating and developing a quality unifying theme statement?
--sit on the floor in the "cookie jar" close to Mr. Martin so that you can easily see the picture book that he is about to read aloud!

Story #1 -- "The Masque of the Red Death" Literary Analysis/Closure
--Mr. Martin reads "Appointment" aloud--Your Purpose: Come up with a unifying theme statement for "The Masque of the Red Death" and "Appointment" 
--Transition -- re-row the desks and pick up an index card from the front table--write your name at the top of the index card
--On your index card, write only the topic sentence(s) for a well-developed paragraph in which you use ideas from both "The Masque of the Red Death" and "Appointment" to establish a unifying theme statement.  Somewhere within what you write, you must use one of our first 125 vocabulary words (yes, we've done that many already!), and try not to "force it."
--When you finish, place your index card in the black basket on the front table.

Transition -- take out your homework (a piece of writing that "stands out" for its style) and pick up the "Voice Exposure:  Pinpoint the Voice of Another and Mimic It!" document from the front table

Writing Activity -- Voice Exposure: Pinpoint the Voice of Another and Mimic It!
--read through the activity document/modeling
--prompt shared: 

Write about wishes...or what annoys you.

--timer set for 10ish minutes...GO!!!
--continue progressing through the activity as per the activity document (continue next class if necessary)

HW
--Continue thinking about your short story. The final draft of the assignment will be due before you know it!
--Bring the materials from today's writing activity again next class.

English 9--12/13/2013

Jump Off

--Pick up an index card from the front table.  Then, clear your desk of all but the index card, a writing utensil, and your annotated copy of the piece titled "The Trojan War."  For the first five minutes of class, copy as many of your annotations from the document as you can on to your index card.  For example, if you underlined a phrase, write the phrase on the index card.

S. the C.

--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--Would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours (posted up on the front board)?
--The due date for submission is Friday, 12/20/2013 (just over a week from today).  Time is running out.
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.
--Reminder: The culminating assignment of the Odyssey Unit is writing a personal narrative in which you apply the monomyth formula to your own life/personal journey.  The sooner you begin coming up with ideas, the better (hence the "What it is in my journey" column of the monomyth notes document chart!).  If an idea strikes you, capture the idea in the column ASAP!

--"The Judgement of Paris" telling/wrap-up (Block 1: Minstrel Cicero? retells the story of "The Judgement of Paris"; Block 2: Minstrel Fellows? retells the story of "The Judgement of Paris"; Block 4: Minstrel Martin tells the story of "The Judgement of Paris")--What is the "oral tradition?"  How can you commit this story to memory (as that's the expectation)?
--agenda/HW
--directions for assessment

Transition -- pick up the half-sheet titled "Odyssey Unit--Terms/Homer's Biography/'The Trojan War' Assessment"

Assessment -- Odyssey Unit Terms/Homer's Biography/"The Trojan War"

--complete the assessment via PowerPoint--Mr. Martin collects the assessment when all students have finished
--go over assessment responses--How were your "The Trojan War" annotations in terms of helpfulness?

Transition -- pick up a copy of the story ("The Wanderings of Odysseus from the The Odyssey") from the front table

Initial (First)/Close (Second) Reading Activity -- "Book One: Invocation" and "Book Nine: New Coasts and Poseidon's Son" (The Cyclopes Adventure)
--What's our purpose when engaging in an initial reading with the directive to "annotate"?
--take our attention to the "Learning Standards" document--bear all of the Reading Literature standards in mind during the initial reading
--point out "Food for Thought" written on the front board--bear these statements in mind during the initial reading as well
--oral reading of "Book One: Invocation"--Mr. Martin engages in a "think-aloud" as a gentle reminder of what conversing with text looks like (it might be in your best interest to annotate accordingly as a warm-up!)
--oral reading of the first half (pages 894-903) of "Book Nine: New Coasts and Poseidon's Son"--annotate
--Transition--pick up the document titled "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" from the front table
--purposefully read through the directions of the "The Odyssey Unit--The Cyclopes Adventure (Book Nine) Close Reading" document together--what is our purpose in reading the directions?
--students select a question for Mr. Martin to complete as a model--majority rules!

--complete close reading document as directed--good luck!

Closure

--Take your "Learning Standards--Unit Items and Progress Self-Assessment" and "Learning Standards" documents out.  Mindfully add items to the "Learning Standards--Unit Items and Progress Self-Assessment" document based upon our last three classes (e.g., consider how you did on the questions about Homer and today's assessment).

HW

--The due date for submitting a revised "The Lady or the Tiger?" Well-Developed Paragraph Response for the Cumulative Writing Portfolio is Friday, 12/20/2013 (just over a week from today)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--Continue thinking about/writing ideas down for your personal narrative--the due date will sneak up on you!  A good "baby step" would be thoughtfully filling in four more of the boxes in the "What it is in my journey" column of the monomyth notes document.  Could you purposefully use an epic/Homeric simile somewhere within your narrative once you start writing?  Now is as a good time as any to begin thinking about your purpose as an author!
--Finish completing questions 1-6 of the close reading document as directed.
--Study your notes from our work so far within the Odyssey Unit (the monomyth, Homer's biography, unit literature terms, "The Judgement of Paris", "The Trojan War", "Book One: Invocation," and the first half of "Book Nine: New Coasts and Poseidon's Son"), as Mr. Martin reserves the right to check on your knowledge/understanding at any time (hint, hint).

English 10 Honors--12/12/2013

Jump Off
--Open up your notebook and date the page (12/12/2013).  We will begin class today with a quick write after Mr. Martin reminds you about the purpose/nature of quick writes.

S. the C.
--During today's class, we will work on Writing Standards, several Reading Literature standards, and Speaking and Listening standards.
--agenda/HW
--Mr. Martin describes the purpose/nature of quick writes using thesis excerpt

Writing Activity -- Quick Write
--prompt shared: 

When someone says, "My plate is already too full," what does that mean to you?  Have you felt that way?  What's on your plate?  Imagine all the "things" you are carrying in your head and trying to manage each day, in both your school life and your personal life.  Unload your mind; write it down.

--timer set for 8 minutes...GO!!!
--Mr. Martin reads sample quick write from an ex-student titled "What Annoys Me?" that relates to tonight's homework
--For HW, find a piece that "stands out" for its style.  It might be a magazine article, a newspaper article, an excerpt from your favorite novel...whatever!  And, whatever it is, you must bring it to class next time for the purpose of analysis.

Story #1 (cont.) -- “The Masque of the Red Death”
--when in the circle today, bear in mind the following Reading Literature standards, the bolded of which link directly to your "Short Story Writing Assignment":

English 10 students:

• RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
• Recognize specific literary techniques (e.g., figurative language, irony, symbolism, etc.) used by authors, and, via strong and thorough textual evidence, can show how authors use these techniques to develop their texts.

--continue oral re-reading of story paragraph-by-paragraph (C.L. and paragraph 6 in Block 2/A.C. and paragraph 4 in Block 4)--students share annotations from close reading--Mr. Martin (if necessary) encourages a "deeper dig" via prompting, follow-up questions, etc.

--continue engaging in discussion via the protocol (contributions assessed via the "Discussion Contribution Rating Scale")--we still have plenty to talk about!:

• initial questions/thoughts formulated during first reading of the story
• notes written on the "Short Story Analysis Sheet"
• miscellaneous (Essential Questions/Standards/"Short Story Writing Assignment" Preparation):
• What is a short story?
• Poe's command over the short story as a genre
• How does purposefully reading a short story enhance our understanding of the human experience?
• What are some themes that emerge in "The Masque of the Red Death"?
• When and how do these themes emerge?
• What literary techniques does Poe use to develop some of the emergent themes, and how does he effectively use these techniques?
• What does Poe want readers to think about these themes/what insights into the human experience is he presenting (theme statement vs. mere theme)?
• How often do we really stop to think about the ideas about the human experience conveyed to us in literature, from story-to-story, etc.? 

Transition -- Mr. Martin assigns small groups via a drawing of cards/one group member selects items from the front table

Literary Analysis Activity -- "The Masque of the Red Death"
--in assigned groups, engage in discussion/dig back into the story in order to do the following:

Using specific details from "The Masque of the Red Death," show how Edgar Allan Poe uses 1.) ____________ to develop the 2.) ____________ of the story.

--Tip: You might want to assign a scribe to capture your thoughts/ideas for the purpose of sharing out

Closure -- Whole-class Share Out

HW

--Find a piece that "stands out" for its style.  It might be a magazine article, a newspaper article, an excerpt from your favorite novel...whatever!  And, whatever it is, you must bring it to class next time for the purpose of analysis.
--Continue thinking about your short story. The final draft of the assignment will be due before you know it!
--Bring your copy of "The Masque of the Red Death" again next class. We're still not quite done with the story yet!