Jump Off
--Hali C.--Please "do what you need to do" in order to deliver your presentation.
S. the C.
--agenda
--Presentation order: Hali C., Gabrielle S., Jenna H., Jenna P., Kathleen F., and Emily C.--then, rest of class in alphabetical order (brief explanations/questions answered)
Presentations -- LotF Culminating Assignments
Transition -- set up projects around the room for "Museum Walk"
Museum Walk -- LotF Culminating Assignments
HW
--Our Anthem studies begin next time.
Thursday, January 31, 2013
English 9--2/4/2013
Jump Off
--If you have your vocabulary book, open it up to page 84. We will begin today's class by pronouncing the Unit #7 vocabulary words together. You're more or less on your own this week!
S. the C.
--agenda/HW
--pronounce the Unit #7 vocabulary words together
Transition -- hand out 7 Habits Unit Exam and Midterm Paragraph Response again
Instruction -- Crafting AMAZING Paragraph Responses
--continue independent work time for a few more minutes--feedback analysis of both responses
--whole-group share-out--Mr. Martin creates a list on the front board/models where appropriate
Transition -- return exams to Mr. Martin
IMPORTANT INFORMATION!!!
The purposes of creating a Cumulative Writing Portfolio are many. First, a Cumulative Writing Portfolio emphasizes that writing is a process. Instead of viewing writing assignments as mere “assignment completion”, students are meant to see that good writing takes time. Additionally, with the implementation of a portfolio, teachers are able to reach each student individually via conferencing. Finally, with the implementation of the Common Core State Standards, it is clear that the skills gained through writing must be secure for each student prior to graduating from high school. The following criteria have been implemented this year within Mr. Martin’s English 9 classroom:
--MR. MARTIN HANDS BACK RE-WRITES OF ODYSSEY UNIT EXAM RESPONSES--DO YOU NEED TO REVISE?
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio. If you need to revise, think about when you might schedule an appointment with Mr. Martin (the sooner, the better!). See the list of office hours handed out early in the school year for Mr. Martin's availability.
--The due date for submission is March 4th (about one month from today).
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission today.
Transition -- take out your Mulan notes from last class
Film/Dragonsong Unit Introduction -- Disney's Mulan
--finish purposefully viewing the film--"beef up" your notes!
--engage in discussion--do we need to revisit the discussion protocol and the "Discussion Contribution Rating Scale"?
Closure -- Theme Statement
--Pick a theme word (stereotype or tradition). Based on your purposeful viewing of Mulan and our discussion, write a one to two sentence viable theme statement for the film.
--Share theme statements and brainstorm details/tiebacks.
HW
--Begin preparing for the Unit #7 vocabulary quiz, which will take place this Friday.
--If you need to revise for the Cumulative Writing Portfolio, think about when you might schedule an appointment with Mr. Martin (the sooner, the better!). See the list of office hours handed out early in the school year for Mr. Martin's availability. The due date for submission is March 4th (about one month from today), but why not "take care of business" ASAP--be proactive!
--If you have your vocabulary book, open it up to page 84. We will begin today's class by pronouncing the Unit #7 vocabulary words together. You're more or less on your own this week!
S. the C.
--agenda/HW
--pronounce the Unit #7 vocabulary words together
Transition -- hand out 7 Habits Unit Exam and Midterm Paragraph Response again
Instruction -- Crafting AMAZING Paragraph Responses
--continue independent work time for a few more minutes--feedback analysis of both responses
--whole-group share-out--Mr. Martin creates a list on the front board/models where appropriate
Transition -- return exams to Mr. Martin
IMPORTANT INFORMATION!!!
The purposes of creating a Cumulative Writing Portfolio are many. First, a Cumulative Writing Portfolio emphasizes that writing is a process. Instead of viewing writing assignments as mere “assignment completion”, students are meant to see that good writing takes time. Additionally, with the implementation of a portfolio, teachers are able to reach each student individually via conferencing. Finally, with the implementation of the Common Core State Standards, it is clear that the skills gained through writing must be secure for each student prior to graduating from high school. The following criteria have been implemented this year within Mr. Martin’s English 9 classroom:
- Only certain writing pieces from the school year will be included within the Cumulative Writing Portfolio. The first of these assignments is the re-write of your Odyssey Unit Exam response. Mr. Martin will typically let students know which pieces are “Cumulative Writing Portfolio writing pieces”prior to beginning the writing process.
- In order to be accepted for inclusion within the Cumulative Writing Portfolio, a writing piece must receive a score of 80% or higher, a score indicative of mastery. When a student receives a score of 80%, the student can simply submit the writing piece to the portfolio—he or she has already demonstrated mastery throughout the writing process for that particular assignment.
- Any Cumulative Writing Portfolio writing piece that does not meet the mastery score must be revised and resubmitted. Prior to resubmission, a student must highlight all changes that have been made, then print out (if completed via word processor) and resubmit both the original piece and the updated version.
- When resubmitting revised work, a student must make an appointment with Mr. Martin so that he or she can process the revisions with Mr. Martin. In fact, it is strongly suggested that a student schedules an appointment prior to revising his or her work so that both student and Mr. Martin can process the original writing piece together as well.
- Once a portfolio assignment is resubmitted in this manner, Mr. Martin will re-score the assignment to determine an updated score for the writing piece. This score will be used to calculate the overall score for the portfolio. Please be aware that the original score for the assignment "is what it is" within the writing score of the quarter average.
- Throughout the year, English 9 classes will work on finishing their Cumulative Writing Portfolios. Yet, as soon as a portfolio assignment is handed back, a student can and should begin the revision process. Upon receipt of the evaluated writing piece, the student will have one month to revise in order to achieve mastery.
- A student who fails to meet the final due date for mastery will be assigned central detention in order to create a time period in which he or she can obtain that mastery. Central detentions will continually be assigned, if necessary.
- The Cumulative Writing Portfolio will be scored at the end of the school year and will account for a significant portion of each student’s Quarter 4 average. (For example, if a student has four assignments within the Cumulative Writing Portfolio with scores of 86%, 98%, 90%, and 85%, this substantial writing grade would be an 89.75%.)
--MR. MARTIN HANDS BACK RE-WRITES OF ODYSSEY UNIT EXAM RESPONSES--DO YOU NEED TO REVISE?
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio. If you need to revise, think about when you might schedule an appointment with Mr. Martin (the sooner, the better!). See the list of office hours handed out early in the school year for Mr. Martin's availability.
--The due date for submission is March 4th (about one month from today).
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission today.
Transition -- take out your Mulan notes from last class
Film/Dragonsong Unit Introduction -- Disney's Mulan
--finish purposefully viewing the film--"beef up" your notes!
--engage in discussion--do we need to revisit the discussion protocol and the "Discussion Contribution Rating Scale"?
Closure -- Theme Statement
--Pick a theme word (stereotype or tradition). Based on your purposeful viewing of Mulan and our discussion, write a one to two sentence viable theme statement for the film.
--Share theme statements and brainstorm details/tiebacks.
HW
--Begin preparing for the Unit #7 vocabulary quiz, which will take place this Friday.
--If you need to revise for the Cumulative Writing Portfolio, think about when you might schedule an appointment with Mr. Martin (the sooner, the better!). See the list of office hours handed out early in the school year for Mr. Martin's availability. The due date for submission is March 4th (about one month from today), but why not "take care of business" ASAP--be proactive!
Senior English--2/1/2013
Jump Off
--After attendance, be prepared to share your arguing for a position essay topic with Mr. Martin and the rest of the class. Mr. Martin will share his topic first as a model.
--In your notebook, date the page. Label this page of your notes "Argument/Research Tips", and plan on adding items in list form under this heading starting today.
--Last class, we "threw down" a little mum ball. What else can we mix in as five minute breaks here and there over the course of the rest of the Research Unit? Any ideas are greatly appreciated!
S. the C.
--share list of students needing to revise for the Cumulative Writing Portfolio (though the month doesn't begin until you've gotten your Tuesdays with Morrie Analysis Essays back and we've spent class time processing Mr. Martin's comments)--meetings with Mr. Martin can start ASAP
--share essay topics--Mr. Martin creates a list/peers offer up the opposition
--share ideas for breaks
--agenda/HW
Writing Workshop -- Models of Argument (cont.)
--engage in purposeful reading (Block 4)
--discuss commonalities, crafting a a list of necessities for our research process (Block 4)
--Transition--pick up additional materials from the front table based on approach selections (Block 4)
--finish purposefully reading (Block 1):
--add items to list from last class (Block 1)
Transition -- pick up the "Critical Reading Practice" sheet and the writing piece entitled "Why Foreign Language Study Should Be Required"
Writing Workshop -- Critical Reading Practice/A Sample Classical Argument
--work with the sheet and writing piece as per Mr. Martin's notes
Transition -- pick up the "Sources--Critical Reading/Notes for My Argument" packet from the front table and take a peek through the packet--what's the deal?
HW Time
--respond to the what's the deal? question--share Mrs. Martin anecdote (gift/college)
--take a closer look at the "Notes for My Argument" section--notice links to "list of necessities for our research process"
--modeling with Mr. Martin's argument:
--Find a credible source online for your argument. Print the source. Then, thoughtfully complete the first two pages (labeled "Source #1") of your "Sources--Critical Reading/Notes for My Argument" packet using the source. If you do not have this assignment completed at the beginning of next class, Mr. Martin will refer you for central detention. Why? Because you cannot afford to fall behind in this process.
--After attendance, be prepared to share your arguing for a position essay topic with Mr. Martin and the rest of the class. Mr. Martin will share his topic first as a model.
--In your notebook, date the page. Label this page of your notes "Argument/Research Tips", and plan on adding items in list form under this heading starting today.
--Last class, we "threw down" a little mum ball. What else can we mix in as five minute breaks here and there over the course of the rest of the Research Unit? Any ideas are greatly appreciated!
S. the C.
--share list of students needing to revise for the Cumulative Writing Portfolio (though the month doesn't begin until you've gotten your Tuesdays with Morrie Analysis Essays back and we've spent class time processing Mr. Martin's comments)--meetings with Mr. Martin can start ASAP
--share essay topics--Mr. Martin creates a list/peers offer up the opposition
--share ideas for breaks
--agenda/HW
Writing Workshop -- Models of Argument (cont.)
--engage in purposeful reading (Block 4)
--discuss commonalities, crafting a a list of necessities for our research process (Block 4)
--Transition--pick up additional materials from the front table based on approach selections (Block 4)
--finish purposefully reading (Block 1):
- Underline and define key terms associated with your selected approach.
- Create a checklist that could be used for purposeful reading of sources in order to effectively execute your selected approach--if reading websites, articles, books, etc. "like a detective," what would you look for to highlight, underline, etc.?
- Write a three-sentence summary of your approach.
--add items to list from last class (Block 1)
Transition -- pick up the "Critical Reading Practice" sheet and the writing piece entitled "Why Foreign Language Study Should Be Required"
Writing Workshop -- Critical Reading Practice/A Sample Classical Argument
--work with the sheet and writing piece as per Mr. Martin's notes
Transition -- pick up the "Sources--Critical Reading/Notes for My Argument" packet from the front table and take a peek through the packet--what's the deal?
HW Time
--respond to the what's the deal? question--share Mrs. Martin anecdote (gift/college)
--take a closer look at the "Notes for My Argument" section--notice links to "list of necessities for our research process"
--modeling with Mr. Martin's argument:
- Brainstorm potential methods for finding a credible source online
- Find a credible source online
- Begin completing "Sources--Critical Reading/Notes for My Argument" packet for online source
--Find a credible source online for your argument. Print the source. Then, thoughtfully complete the first two pages (labeled "Source #1") of your "Sources--Critical Reading/Notes for My Argument" packet using the source. If you do not have this assignment completed at the beginning of next class, Mr. Martin will refer you for central detention. Why? Because you cannot afford to fall behind in this process.
English 10 Honors--1/31/2013
Jump Off
--Pick up the "Anthem Essay Contest" packet from the front table. Quietly, independently, and purposefully read through the contents of the packet.
S. the C.
--agenda/rationale
--discuss J.O. (look closely at each of three prompts/questions--what needs to be studied/learned for each? How closely are we working together as a "team"? Where do we go from here following the LotF Culminating Assignments?)
--turn our attention to the "Anthem-->Where are we going? How are we getting there?" information on the front board--consider/brainstorm
--create list of presenters for LotF Culminating Assignments--draw cards/determine necessary time slots
Work Block -- LotF Culminating Assignment
--checking in with Mr. Martin = good idea/highly encouraged!
--Does the rubric "work" for you? If not, see Mr. Martin about modifying the rubric.
HW
--Pick up the "Anthem Essay Contest" packet from the front table. Quietly, independently, and purposefully read through the contents of the packet.
S. the C.
--agenda/rationale
--discuss J.O. (look closely at each of three prompts/questions--what needs to be studied/learned for each? How closely are we working together as a "team"? Where do we go from here following the LotF Culminating Assignments?)
--turn our attention to the "Anthem-->Where are we going? How are we getting there?" information on the front board--consider/brainstorm
--create list of presenters for LotF Culminating Assignments--draw cards/determine necessary time slots
Work Block -- LotF Culminating Assignment
--checking in with Mr. Martin = good idea/highly encouraged!
--Does the rubric "work" for you? If not, see Mr. Martin about modifying the rubric.
HW
--The LotF Culminating Assignment is due on Monday, February 4th (our next class!) for those of you who do not need to present.
--Presentations of the LotF Culminating Assignments will take place during the week of February 4th, starting on Monday (our next class!).
--Presentations of the LotF Culminating Assignments will take place during the week of February 4th, starting on Monday (our next class!).
Tuesday, January 29, 2013
Senior English--1/30/2013
Jump Off
--Submit your thoughtfully completed "End-of-Unit Reflection" sheet.
--In your notebook, date the page. Then, copy down the chart that is drawn up on the front board for the purpose of analyzing your speech feedback.
--MR. MARTIN RETURNS SHOW AND TELL SPEECH RUBRICS
S. the C.
--share list of students needing to revise for the Cumulative Writing Portfolio (though the month doesn't begin until you've gotten your essays back and we've spent class time processing Mr. Martin's comments)--meetings with Mr. Martin can start ASAP
--agenda/HW
Self-Reflection #1 -- Show and Tell Speech
--rationale--our speaking targets/importance of feedback
--Mr. Martin models use of the chart
--independent work time--feedback analysis
--whole-group share-out--Mr. Martin creates a list on the front board/models where appropriate--what do you want/need from Mr. Martin between now and your next speech?
--Closure--Create a "to do" list for your next speech (presentation of argument)
Self-Reflection #2 -- "Self-Evaluation--Plan for Success"
--explanation given of meaning of numbers/highlighting
--formula for "ballparking" in-progress average modeled
--packet handed out
--complete packet for submission
Transition -- "Self-Evaluation--Plan for Success" in/"Models of Argument" up
Writing Workshop -- Models of Argument
--engage in purposeful reading
--discuss commonalities, crafting a a list of necessities for our research process
--Transition--pick up additional materials from the front table based on approach selections
--purposefully read:
--add items to list from earlier in class (we will use this information when purposefully reading sources in the future!)
HW Time
HW
--Look through your marked up proposals. Come to class next time with a definite topic, as Mr. Martin will be crafting a list for Mrs. D'Onofrio.
--Submit your thoughtfully completed "End-of-Unit Reflection" sheet.
--In your notebook, date the page. Then, copy down the chart that is drawn up on the front board for the purpose of analyzing your speech feedback.
--MR. MARTIN RETURNS SHOW AND TELL SPEECH RUBRICS
S. the C.
--share list of students needing to revise for the Cumulative Writing Portfolio (though the month doesn't begin until you've gotten your essays back and we've spent class time processing Mr. Martin's comments)--meetings with Mr. Martin can start ASAP
--agenda/HW
Self-Reflection #1 -- Show and Tell Speech
--rationale--our speaking targets/importance of feedback
--Mr. Martin models use of the chart
--independent work time--feedback analysis
--whole-group share-out--Mr. Martin creates a list on the front board/models where appropriate--what do you want/need from Mr. Martin between now and your next speech?
--Closure--Create a "to do" list for your next speech (presentation of argument)
Self-Reflection #2 -- "Self-Evaluation--Plan for Success"
--explanation given of meaning of numbers/highlighting
--formula for "ballparking" in-progress average modeled
--packet handed out
--complete packet for submission
Transition -- "Self-Evaluation--Plan for Success" in/"Models of Argument" up
Writing Workshop -- Models of Argument
--engage in purposeful reading
--discuss commonalities, crafting a a list of necessities for our research process
--Transition--pick up additional materials from the front table based on approach selections
--purposefully read:
- Underline and define key terms associated with your selected approach.
- Create a checklist that could be used for purposeful reading of sources in order to effectively execute your selected approach--if reading websites, articles, books, etc. "like a detective," what would you look for to highlight, underline, etc.?
- Write a three-sentence summary of your approach.
--add items to list from earlier in class (we will use this information when purposefully reading sources in the future!)
HW Time
HW
--Look through your marked up proposals. Come to class next time with a definite topic, as Mr. Martin will be crafting a list for Mrs. D'Onofrio.
English 9--1/31/2013
Jump Off
--Pick up a Post-it from the front table. On the Post-it, write your name and a random nickname. Mr. Martin will use this nickname to convey important information to you in the classroom in a non-threatening manner; therefore, you should not pick a nickname that others in the class can easily link to you.
--Analyze excerpts from controlling idea paragraphs.
S. the C.
--agenda/HW
--discuss the Jump Off--How does a writer establish a meaningful controlling idea?
Transition -- "Exam Responses--Feedback Analysis" sheet, 7 Habits Unit Exam, and Midterm Paragraph Response up
Instruction -- Crafting AMAZING Paragraph Responses
--Mr. Martin models use of the half-sheet (reminder--we've done this before!)
--independent work time--feedback analysis of both responses<--MUST DO FOR A FEW MORE MINUTES IN BLOCK 2
--whole-group share-out--Mr. Martin creates a list on the front board/models where appropriate<--MUST DO IN BLOCK 2
Transition -- clip halfsheet into (Writing Section of?) your binder and return exams to Mr. Martin
IMPORTANT INFORMATION!!!<--MUST SHARE IN BLOCK 2
The purposes of creating a Cumulative Writing Portfolio are many. First, a Cumulative Writing Portfolio emphasizes that writing is a process. Instead of viewing writing assignments as mere “assignment completion”, students are meant to see that good writing takes time. Additionally, with the implementation of a portfolio, teachers are able to reach each student individually via conferencing. Finally, with the implementation of the Common Core State Standards, it is clear that the skills gained through writing must be secure for each student prior to graduating from high school. The following criteria have been implemented this year within Mr. Martin’s English 9 classroom:
--MR. MARTIN HANDS BACK RE-WRITES OF ODYSSEY UNIT EXAM RESPONSES--DO YOU NEED TO REVISE?
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio. If you need to revise, think about when you might schedule an appointment with Mr. Martin (the sooner, the better!). See the list of office hours handed out early in the school year for Mr. Martin's availability.
--The due date for submission is February 28th (one month from today).
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission today.
Transition -- take out your Mulan notes from last class
Film/Dragonsong Unit Introduction -- Disney's Mulan
--finish purposefully viewing the film<--MUST FINISH IN BLOCK 2
--engage in discussion (if time)<--MUST DO IN BLOCK 2
Ticket-Out-the-Door -- Theme Statement<--MUST DO IN BLOCK 2
--Pick a theme word (stereotype or tradition). Based on your purposeful viewing of Mulan, write a one to two sentence viable theme statement for the film.
HW<--DID NOT ASSIGN IN BLOCK 2
--If you need to revise for the Cumulative Writing Portfolio, think about when you might schedule an appointment with Mr. Martin (the sooner, the better!). See the list of office hours handed out early in the school year for Mr. Martin's availability. The due date for submission is February 28th (one month from today), but why not "take care of business" ASAP--be proactive!
--Pick up a Post-it from the front table. On the Post-it, write your name and a random nickname. Mr. Martin will use this nickname to convey important information to you in the classroom in a non-threatening manner; therefore, you should not pick a nickname that others in the class can easily link to you.
--Analyze excerpts from controlling idea paragraphs.
S. the C.
--agenda/HW
--discuss the Jump Off--How does a writer establish a meaningful controlling idea?
Transition -- "Exam Responses--Feedback Analysis" sheet, 7 Habits Unit Exam, and Midterm Paragraph Response up
Instruction -- Crafting AMAZING Paragraph Responses
--Mr. Martin models use of the half-sheet (reminder--we've done this before!)
--independent work time--feedback analysis of both responses<--MUST DO FOR A FEW MORE MINUTES IN BLOCK 2
--whole-group share-out--Mr. Martin creates a list on the front board/models where appropriate<--MUST DO IN BLOCK 2
Transition -- clip halfsheet into (Writing Section of?) your binder and return exams to Mr. Martin
IMPORTANT INFORMATION!!!<--MUST SHARE IN BLOCK 2
The purposes of creating a Cumulative Writing Portfolio are many. First, a Cumulative Writing Portfolio emphasizes that writing is a process. Instead of viewing writing assignments as mere “assignment completion”, students are meant to see that good writing takes time. Additionally, with the implementation of a portfolio, teachers are able to reach each student individually via conferencing. Finally, with the implementation of the Common Core State Standards, it is clear that the skills gained through writing must be secure for each student prior to graduating from high school. The following criteria have been implemented this year within Mr. Martin’s English 9 classroom:
- Only certain writing pieces from the school year will be included within the Cumulative Writing Portfolio. The first of these assignments is the re-write of your Odyssey Unit Exam response. Mr. Martin will typically let students know which pieces are “Cumulative Writing Portfolio writing pieces” prior to beginning the writing process.
- In order to be accepted for inclusion within the Cumulative Writing Portfolio, a writing piece must receive a score of 80% or higher, a score indicative of mastery. When a student receives a score of 80%, the student can simply submit the writing piece to the portfolio—he or she has already demonstrated mastery throughout the writing process for that particular assignment.
- Any Cumulative Writing Portfolio writing piece that does not meet the mastery score must be revised and resubmitted. Prior to resubmission, a student must highlight all changes that have been made, then print out (if completed via word processor) and resubmit both the original piece and the updated version.
- When resubmitting revised work, a student must make an appointment with Mr. Martin so that he or she can process the revisions with Mr. Martin. In fact, it is strongly suggested that a student schedules an appointment prior to revising his or her work so that both student and Mr. Martin can process the original writing piece together as well.
- Once a portfolio assignment is resubmitted in this manner, Mr. Martin will re-score the assignment to determine an updated score for the writing piece. This score will be used to calculate the overall score for the portfolio. Please be aware that the original score for the assignment "is what it is" within the writing score of the quarter average.
- Throughout the year, English 9 classes will work on finishing their Cumulative Writing Portfolios. Yet, as soon as a portfolio assignment is handed back, a student can and should begin the revision process. Upon receipt of the evaluated writing piece, the student will have one month to revise in order to achieve mastery.
- A student who fails to meet the final due date for mastery will be assigned central detention in order to create a time period in which he or she can obtain that mastery. Central detentions will continually be assigned, if necessary.
- The Cumulative Writing Portfolio will be scored at the end of the school year and will account for a significant portion of each student’s Quarter 4 average. (For example, if a student has four assignments within the Cumulative Writing Portfolio with scores of 86%, 98%, 90%, and 85%, this substantial writing grade would be an 89.75%.)
--MR. MARTIN HANDS BACK RE-WRITES OF ODYSSEY UNIT EXAM RESPONSES--DO YOU NEED TO REVISE?
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio. If you need to revise, think about when you might schedule an appointment with Mr. Martin (the sooner, the better!). See the list of office hours handed out early in the school year for Mr. Martin's availability.
--The due date for submission is February 28th (one month from today).
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission today.
Transition -- take out your Mulan notes from last class
Film/Dragonsong Unit Introduction -- Disney's Mulan
--finish purposefully viewing the film<--MUST FINISH IN BLOCK 2
--engage in discussion (if time)<--MUST DO IN BLOCK 2
Ticket-Out-the-Door -- Theme Statement<--MUST DO IN BLOCK 2
--Pick a theme word (stereotype or tradition). Based on your purposeful viewing of Mulan, write a one to two sentence viable theme statement for the film.
HW<--DID NOT ASSIGN IN BLOCK 2
--If you need to revise for the Cumulative Writing Portfolio, think about when you might schedule an appointment with Mr. Martin (the sooner, the better!). See the list of office hours handed out early in the school year for Mr. Martin's availability. The due date for submission is February 28th (one month from today), but why not "take care of business" ASAP--be proactive!
Sunday, January 27, 2013
English 10 Honors--1/29/2013
Jump Off
--Consider slide about literary analysis--jot down notes in notebook for discussion.
S. the C.
--agenda/rationale (setting our purpose for the next novella)
--discuss J.O. (brainstorm a few terms and briefly define, develop a strategy for purposeful reading, develop a strategy for writing)
Transition -- pick up a copy of How to Read Literature Like a Professor
Oral Reading -- "One Story" (pg. 185)
--after reading, engage in discussion briefly
--Having worked through today's agenda, what is our purpose while reading Ayn Rand's Anthem?--jot down purpose notes in notebook
Transition -- return How to Read Literature Like a Professor
Work Block -- LotF Culminating Assignment
--checking in with Mr. Martin = good idea/highly encouraged!
--Does the rubric "work" for you? If not, see Mr. Martin about modifying the rubric.
HW
--Consider slide about literary analysis--jot down notes in notebook for discussion.
S. the C.
--agenda/rationale (setting our purpose for the next novella)
--discuss J.O. (brainstorm a few terms and briefly define, develop a strategy for purposeful reading, develop a strategy for writing)
Transition -- pick up a copy of How to Read Literature Like a Professor
Oral Reading -- "One Story" (pg. 185)
--after reading, engage in discussion briefly
--Having worked through today's agenda, what is our purpose while reading Ayn Rand's Anthem?--jot down purpose notes in notebook
Transition -- return How to Read Literature Like a Professor
Work Block -- LotF Culminating Assignment
--checking in with Mr. Martin = good idea/highly encouraged!
--Does the rubric "work" for you? If not, see Mr. Martin about modifying the rubric.
HW
--The LotF Culminating Assignment is due on Monday, February 4th for those of you who do not need to present.
--Presentations of the LotF Culminating Assignments will take place during the week of February 4th, starting on Monday. Next class, we will establish a distinct presentation schedule--at this point, you should have a good sense of how much time you'll need to present, and you'll be allotted a time slot accordingly.
--Presentations of the LotF Culminating Assignments will take place during the week of February 4th, starting on Monday. Next class, we will establish a distinct presentation schedule--at this point, you should have a good sense of how much time you'll need to present, and you'll be allotted a time slot accordingly.
English 9--1/29/2013
Jump Off
--Pick up the notes page from the front table. Spend the first few minutes of class taking a look through the sheet quietly and independently.
S. the C.
--discuss the J.O. and rationale behind viewing of Mulan
--agenda/HW
Film/Dragonsong Unit Introduction -- Disney's Mulan
--purposefully view the film
Closure
--Jot down a key note on an index card so that Mr. Martin can check in on you. You must properly use a semi-colon in your work.
HW
--See you Thursday!
--Pick up the notes page from the front table. Spend the first few minutes of class taking a look through the sheet quietly and independently.
S. the C.
--discuss the J.O. and rationale behind viewing of Mulan
--agenda/HW
Film/Dragonsong Unit Introduction -- Disney's Mulan
--purposefully view the film
Closure
--Jot down a key note on an index card so that Mr. Martin can check in on you. You must properly use a semi-colon in your work.
HW
--See you Thursday!
Senior English--1/28/2013
Jump Off
--Submit your final proposal sheet by placing it on the front table.
--Pick up a copy of the article entitled "Company praised for firing woman who took disrespectful photo next to soldier's grave". PLEASE DO NOT WRITE ON THE ARTICLE. Purposefully read the article, and then thoughtfully answer these three questions in your notebook as preparation for discussion:
S. the C.
--consider the importance of halfway point of the school year
--Tuesdays with Morrie Analysis Essays have been purposefully read and scored--share list of students needing to revise for the Cumulative Writing Portfolio (though the month doesn't begin until you've gotten your essays back and we've spent class time processing Mr. Martin's comments)--meetings with Mr. Martin can start ASAP
--information about first two proposals--what do you want/need from Mr. Martin between now and Wednesday?
--agenda/HW
Transition -- form a circle
Discussion/Writing Workshop -- Argumentation: Social Networking
--review the discussion protocol
--review the "Discussion Contribution Rating Scale"
--engage in discussion about Jump Off as per protocol (thinking argumentatively)--contributions assessed via scale
--Transition--return the article/pick up the arguing for a position paper entitled "Should Data Posted on Social-Networking Sites Be 'Fair Game' for Employers?" (PLEASE DO NOT WRITE ON THE PAPER.)
--when our process is all said and done, you will have created a paper that looks like this in terms of format/content (MLA format, parenthetical references, Works Cited page, and argument supported by research)--oral reading with this information in mind--which of your three proposals will probably work the best/keep you engaged?
--share any thoughts pertaining to the reading
Transition -- re-row desks/Mr. Martin returns Show and Tell Speech rubrics<--DID NOT DO IN BLOCK 1 OR BLOCK 4
Self-Reflection -- Show and Tell Speech<--DID NOT DO IN BLOCK 1 OR BLOCK 4
--in notebooks, set up a chart for analyzing your speech feedback--Mr. Martin models
--rationale--our speaking targets/importance of feedback
--Mr. Martin models use of the chart
--independent work time--feedback analysis
--whole-group share-out--Mr. Martin creates a list on the front board/models where appropriate--what do you want/need from Mr. Martin between now and your next speech?
--Closure--Create a "to do" list for your next speech (presentation of argument)
Transition -- "End-of-Unit Reflection" sheet up
HW Time
--begin thoughtful completion of "End-of-Unit Reflection" sheet--Mr. Martin models (if necessary)
HW
--Finish thoughtfully completing the "End-of-Unit Reflection" sheet. This sheet is due at the beginning of next class and is the second homework assignment of Quarter 3.
--Expect to engage in self-reflection next class pertaining to Quarters 1 & 2, your Midterm Exam score, your In-Progress Average for Senior English, and the Cumulative Writing Portfolio.
--Submit your final proposal sheet by placing it on the front table.
--Pick up a copy of the article entitled "Company praised for firing woman who took disrespectful photo next to soldier's grave". PLEASE DO NOT WRITE ON THE ARTICLE. Purposefully read the article, and then thoughtfully answer these three questions in your notebook as preparation for discussion:
- What is the author's purpose in this article (to explain, to inform, to teach readers how to do something, to express an opinion, to persuade readers to do or believe something, to entertain, etc.)? How do you know?
- Do you agree or disagree with the company's decision to fire Lindsey Stone? What is your reasoning for your response?
- Pretend that you are Lindsey Stone and you've been given an opportunity to speak with your boss in order to get your job back. What do you say?
S. the C.
--consider the importance of halfway point of the school year
--Tuesdays with Morrie Analysis Essays have been purposefully read and scored--share list of students needing to revise for the Cumulative Writing Portfolio (though the month doesn't begin until you've gotten your essays back and we've spent class time processing Mr. Martin's comments)--meetings with Mr. Martin can start ASAP
--information about first two proposals--what do you want/need from Mr. Martin between now and Wednesday?
--agenda/HW
Transition -- form a circle
Discussion/Writing Workshop -- Argumentation: Social Networking
--review the discussion protocol
--review the "Discussion Contribution Rating Scale"
--engage in discussion about Jump Off as per protocol (thinking argumentatively)--contributions assessed via scale
--Transition--return the article/pick up the arguing for a position paper entitled "Should Data Posted on Social-Networking Sites Be 'Fair Game' for Employers?" (PLEASE DO NOT WRITE ON THE PAPER.)
--when our process is all said and done, you will have created a paper that looks like this in terms of format/content (MLA format, parenthetical references, Works Cited page, and argument supported by research)--oral reading with this information in mind--which of your three proposals will probably work the best/keep you engaged?
--share any thoughts pertaining to the reading
Transition -- re-row desks/Mr. Martin returns Show and Tell Speech rubrics<--DID NOT DO IN BLOCK 1 OR BLOCK 4
Self-Reflection -- Show and Tell Speech<--DID NOT DO IN BLOCK 1 OR BLOCK 4
--in notebooks, set up a chart for analyzing your speech feedback--Mr. Martin models
--rationale--our speaking targets/importance of feedback
--Mr. Martin models use of the chart
--independent work time--feedback analysis
--whole-group share-out--Mr. Martin creates a list on the front board/models where appropriate--what do you want/need from Mr. Martin between now and your next speech?
--Closure--Create a "to do" list for your next speech (presentation of argument)
Transition -- "End-of-Unit Reflection" sheet up
HW Time
--begin thoughtful completion of "End-of-Unit Reflection" sheet--Mr. Martin models (if necessary)
HW
--Finish thoughtfully completing the "End-of-Unit Reflection" sheet. This sheet is due at the beginning of next class and is the second homework assignment of Quarter 3.
--Expect to engage in self-reflection next class pertaining to Quarters 1 & 2, your Midterm Exam score, your In-Progress Average for Senior English, and the Cumulative Writing Portfolio.
Wednesday, January 16, 2013
Senior English--1/18/2013
Jump Off
--Pick up the final proposal sheet from the front table. This proposal is due at the beginning of class on January 28th, 2013 (our next class)--Mr. Martin encourages mindfulness!
--Spend a few minutes studying for the forthcoming Unit #6 vocabulary quiz quietly and independently. Mr. Martin will be around momentarily with the quiz.
--Complete the vocabulary quiz quietly and independently. Good luck!
--SEE ME TODAY DURING CLASS ONCE WE GET STARTED ON THE ASSESSMENTS: Kerstyn Ganshaw, Jordan Healy, and Jacob Maier
Transition
--When you finish the vocabulary quiz, submit it by placing it on the front table. While you're up there, pick up a ScanTron and a copy of the midterm. Write your name on the ScanTron, carefully read the directions, and begin purposefully reading. Take your time on this assessment--you have until class ends to finish (and beyond if you need more time!).
Assessment -- Senior English Midterm 2013
--complete the assessment as directed
--When you finish, turn in your assessment by placing it on the front table. Then, put your head down on your desk and relax (unless you have some work to do for another class--ask Mr. Martin for a locker pass if you need one)!
Brain Break/Sharpening the Saw -- Mum Ball
HW
--Spend 15 minutes exploring your interests with argumentation in mind ("Stumble", consult the Livonia High School Library databases, run a Google search, check out the news, etc.). At the beginning of our next class (January 28th, 2013), you must turn in a mindfully completed "Potential Topic Proposal Sheet #3".
--Good luck on your midterm exams (if you have any)--see you next week (maybe)!
--Pick up the final proposal sheet from the front table. This proposal is due at the beginning of class on January 28th, 2013 (our next class)--Mr. Martin encourages mindfulness!
--Spend a few minutes studying for the forthcoming Unit #6 vocabulary quiz quietly and independently. Mr. Martin will be around momentarily with the quiz.
--Complete the vocabulary quiz quietly and independently. Good luck!
--SEE ME TODAY DURING CLASS ONCE WE GET STARTED ON THE ASSESSMENTS: Kerstyn Ganshaw, Jordan Healy, and Jacob Maier
Transition
--When you finish the vocabulary quiz, submit it by placing it on the front table. While you're up there, pick up a ScanTron and a copy of the midterm. Write your name on the ScanTron, carefully read the directions, and begin purposefully reading. Take your time on this assessment--you have until class ends to finish (and beyond if you need more time!).
Assessment -- Senior English Midterm 2013
--complete the assessment as directed
--When you finish, turn in your assessment by placing it on the front table. Then, put your head down on your desk and relax (unless you have some work to do for another class--ask Mr. Martin for a locker pass if you need one)!
Brain Break/Sharpening the Saw -- Mum Ball
HW
--Spend 15 minutes exploring your interests with argumentation in mind ("Stumble", consult the Livonia High School Library databases, run a Google search, check out the news, etc.). At the beginning of our next class (January 28th, 2013), you must turn in a mindfully completed "Potential Topic Proposal Sheet #3".
--Good luck on your midterm exams (if you have any)--see you next week (maybe)!
English 10 Honors--1/17/2013
Jump Off
--Get "squared away" for today's work block. Grab a laptop if you need one.
S. the C.
--set the parameters for the work block
Work Block -- LotF Culminating Assignment
--checking in with Mr. Martin = good idea/highly encouraged!
HW
S. the C.
--set the parameters for the work block
Work Block -- LotF Culminating Assignment
--checking in with Mr. Martin = good idea/highly encouraged!
HW
--The LotF Culminating Assignment is due on Friday, February 1st for those of you who do not need to present.
--Presentations of the LotF Culminating Assignments will take place during the week of February 4th. During the week of January 28th, we will establish a distinct presentation schedule--at this point, you should have a good sense of how much time you'll need to present, and you'll be allotted a time slot accordingly.
--Good luck on your midterm exams--see you next week (maybe)!
--Presentations of the LotF Culminating Assignments will take place during the week of February 4th. During the week of January 28th, we will establish a distinct presentation schedule--at this point, you should have a good sense of how much time you'll need to present, and you'll be allotted a time slot accordingly.
--Good luck on your midterm exams--see you next week (maybe)!
English 9--1/17/2013
Jump
Off
--Take out your carefully completed homework ("Comma Splice Fix-up Practice").
S. the C.
--address the "Essential Questions" written up on the front board:
--assessment directions read aloud/tips given
Transition -- pick up the assessment materials from the front table row-by-row
Assessment -- Midterm Paragraph Response--Controlling Idea
--complete the assessment as directed--take your time with the writing piece (NAIL it!)
--When you finish, turn in your assessment by placing it on the front table. Then, put your head down on your desk and relax (unless you have some work to do for another class--ask Mr. Martin for a locker pass if you need one)!
Brain Break/Sharpening the Saw -- Mum Ball
HW
--Good luck on your midterm exams--see you next week (maybe)!
--Take out your carefully completed homework ("Comma Splice Fix-up Practice").
S. the C.
--address the "Essential Questions" written up on the front board:
- What is a comma splice?
- How do "editors" find comma splices?
- How do "editors" fix comma splices?
- What is the link between the splice "fix-up" methods and "Language Use"?
--assessment directions read aloud/tips given
Transition -- pick up the assessment materials from the front table row-by-row
Assessment -- Midterm Paragraph Response--Controlling Idea
--complete the assessment as directed--take your time with the writing piece (NAIL it!)
--When you finish, turn in your assessment by placing it on the front table. Then, put your head down on your desk and relax (unless you have some work to do for another class--ask Mr. Martin for a locker pass if you need one)!
Brain Break/Sharpening the Saw -- Mum Ball
HW
--Good luck on your midterm exams--see you next week (maybe)!
Monday, January 14, 2013
Senior English--1/16/2013
Jump Off
--Open your vocabulary book to page 68.
--SEE MR. MARTIN AFTER CLASS: Kerstyn Ganshaw, Wansi Habte, Joey Lynch, Andy Witzel and Block 4 student who completed a proposal about gun control (no name on your sheet!)
S. the C.
--Block 4: one final speech!
--go over the answers to the homework
--agenda/HW
Public Speaking (Block 4) -- Show and Tell Speech Delivery
--speech delivered--Mr. Martin records while audience members engage in attentive listening
Transition (Block 4) -- pick up the "Midterm Exam Review--Poetry Explication/Multiple Choice Practice" sheet from the front table
Review Activity #1 -- "A River Like This"
--read the directions together--What is a reasonable length of time for explication?
--independent poetry explication time--MODEL (PICK BACK UP HERE IN BLOCK 1)
--engage in discussion as per explications
--flip the sheet over--read the questions, mark up the poem accordingly in order to help define your purpose, and purposefully re-read the poem--MODEL
--respond to the multiple choice questions
--go over the answers
--What might your process look like for the poetry section of Friday's midterm exam?
Review Activity #2 -- The Formula for Success
--review the parts of a well-written speech (C, M, A, P, P-S, and A)--consider definitions/purpose of each item and the appropriate order
--view an exemplary Show and Tell Speech "like a detective"--be on the search for each of the parts of a well-written speech "in action"--What's the "Capture step"? Motivate? Etc.
--share out
--agenda/HW
Public Speaking (Block 4) -- Show and Tell Speech Delivery
--speech delivered--Mr. Martin records while audience members engage in attentive listening
Transition (Block 4) -- pick up the "Midterm Exam Review--Poetry Explication/Multiple Choice Practice" sheet from the front table
Review Activity #1 -- "A River Like This"
--read the directions together--What is a reasonable length of time for explication?
--independent poetry explication time--MODEL (PICK BACK UP HERE IN BLOCK 1)
--engage in discussion as per explications
--flip the sheet over--read the questions, mark up the poem accordingly in order to help define your purpose, and purposefully re-read the poem--MODEL
--respond to the multiple choice questions
--go over the answers
--What might your process look like for the poetry section of Friday's midterm exam?
Review Activity #2 -- The Formula for Success
--review the parts of a well-written speech (C, M, A, P, P-S, and A)--consider definitions/purpose of each item and the appropriate order
--view an exemplary Show and Tell Speech "like a detective"--be on the search for each of the parts of a well-written speech "in action"--What's the "Capture step"? Motivate? Etc.
--share out
Transition -- pick up your ScanTron and an exam booklet from the
front table
Review Activity #3 -- Pre-Assessment Re-visited
--Mr. Martin models purposeful reading--the midterm will contain a similar task/similar questions pertaining
to a different passage
Transition -- pre-assessment materials handed back in
Closure -- What is your "plan of action" between now and Friday in order to prepare for the vocabulary quiz and the midterm exam?
Closure -- What is your "plan of action" between now and Friday in order to prepare for the vocabulary quiz and the midterm exam?
Filler – Unit #6 Review (online)
HW
HW
--Finish preparing for the Unit #6 vocabulary quiz, which
will take place next class. Let’s fill the board with Diction Doctors!
--Finish preparing for the Senior English Midterm Exam. This twenty question multiple choice
assessment (consisting of purposeful reading of/responding to non-fiction,
poetry, and fiction and application of the Formula for Success) will take place
next class. Let's try to NAIL
this thing!
English 10 Honors--1/15/2013
Jump Off
--Pick up a rubric from the front table.
--Get "squared away" for today's work block.
S. the C.
--discuss modifying the rubric to better match assignments
--set the parameters for the work block
Work Block -- LotF Culminating Assignment
HW
--Get "squared away" for today's work block.
S. the C.
--discuss modifying the rubric to better match assignments
--set the parameters for the work block
Work Block -- LotF Culminating Assignment
HW
--The LotF Culminating Assignment is due on Friday, February 1st for those of you who do not need to present.
--Presentations of the LotF Culminating Assignments will take place during the week of February 4th. During the week of January 28th, we will establish a distinct presentation schedule--at this point, you should have a good sense of how much time you'll need to present, and you'll be allotted a time slot accordingly.
--Presentations of the LotF Culminating Assignments will take place during the week of February 4th. During the week of January 28th, we will establish a distinct presentation schedule--at this point, you should have a good sense of how much time you'll need to present, and you'll be allotted a time slot accordingly.
English 9--1/15/2013
Jump Off
--In your notebook, jot down any notes related to the five writing-related categories written up on the front board (Meaning, Development, Organization, Language Use, and Conventions). For example, next to Organization, you might write "Begin paragraphs with a topic sentence."
--Take out your carefully completed homework ("'The Most Dangerous Game' Analysis/Application Questions").
S. the C.
--go over M, D, O, L, C information as preparation for today's assessment
--go over responses to the homework as preparation for today's assessment
Transition -- pick up the assessment from the front table row-by-row
Assessment -- 7 Habits Unit
--complete the assessment as directed--take your time with the writing piece (NAIL it!)
--When you finish, turn in your assessment by placing it on the front table. Pick up the "THE GRAMMAR CRIME: Comma Splice" sheet and the "Comma Splice Fix-up Practice" sheet from the front table. After reading through the "THE GRAMMAR CRIME: Comma Splice" sheet, if you would like to take your assesment back in order to further improve your writing piece, feel free!
HW Time -- Comma Splice Fix-up Practice
HW
--Carefully finish the "Comma Splice Fix-up Practice" sheet. Avoiding/finding and fixing comma splices will improve your Conventions on your Controlling Idea Paragraph Common Assessment next class.
--In your notebook, jot down any notes related to the five writing-related categories written up on the front board (Meaning, Development, Organization, Language Use, and Conventions). For example, next to Organization, you might write "Begin paragraphs with a topic sentence."
--Take out your carefully completed homework ("'The Most Dangerous Game' Analysis/Application Questions").
S. the C.
--go over M, D, O, L, C information as preparation for today's assessment
--go over responses to the homework as preparation for today's assessment
Transition -- pick up the assessment from the front table row-by-row
Assessment -- 7 Habits Unit
--complete the assessment as directed--take your time with the writing piece (NAIL it!)
--When you finish, turn in your assessment by placing it on the front table. Pick up the "THE GRAMMAR CRIME: Comma Splice" sheet and the "Comma Splice Fix-up Practice" sheet from the front table. After reading through the "THE GRAMMAR CRIME: Comma Splice" sheet, if you would like to take your assesment back in order to further improve your writing piece, feel free!
HW Time -- Comma Splice Fix-up Practice
HW
--Carefully finish the "Comma Splice Fix-up Practice" sheet. Avoiding/finding and fixing comma splices will improve your Conventions on your Controlling Idea Paragraph Common Assessment next class.
--Finish preparing for the Controlling Idea Paragraph Common Assessment using your outlining sheet and the exemplary paragraph--this assessment will take place next class.
Saturday, January 12, 2013
Senior English--1/14/2013
Jump Off--Hand in your carefully completed homework
("Potential Topic Proposal Sheet #2"). After you've completed your third proposal, you will get all three of your proposals back from Mr. Martin.
--Block 1: Pick up the "Jump Off" sheet from the front table. Read the directions and begin filling in the blanks on the front of the page as directed.
--Block 4: The three of you scheduled to speak today--pick up a rubric from the front table.
--Reminder: If you have not scheduled a meeting with Mr. Martin to help score your speech, do so ASAP. If you are not meeting with Mr. Martin, you must fill out and submit a self-assessment rubric.
S. the C.
--Block 1: review parts of speech as needed in order to finish the Jump Off
--Block 1: cards drawn--share MadLibs at the podium (you may exercise the "Right to Pass")
--Block 4: remind students of the speech delivery protocol/attentive listening
--agenda/HW
Public Speaking (Block 4) -- Show and Tell Speech Deliveries
--speeches delivered--Mr. Martin records while audience members engage in attentive listening
--Speech order for Monday, January 14th:
Block 4: Emily Schwerzler, Angelique Gunner, and Elena Welsted
Transition -- pick up the "Purposeful MadLibs--Skill-Building/Word List Introduction" sheet and a pencil (unless you have one of your own) from the front table
Instruction -- Vocabulary Unit #6
--whole-group--look through the chart together and the bolded information about clues
--independent work--go through the twenty sentences, and based on the bolded word in each, determine what part of speech must go in the blank (look back at the chart often!)--MODEL
--whole-group--share out and get necessary parts of speech for #1-20 written up on the front board (cards drawn)
--independent work--go back through the twenty sentences, and using the underlined word(s) in each, fill in the blank with a word from your vocabulary that "fits"--MODEL
--whole-group--share out and get two possible words for #1-20 written up on the front board (cards drawn)
--purposefully go over the Unit #6 word list--Where might each word "fit"?--get inferences up on the front board
--For HW, complete the "Completing the Sentence" (pg. 68) and "Choosing the Right Word" (pg. 70) exercises in your vocabulary book. This skills work and practice is meant to improve your performance on Friday's vocabulary assessment. Let's fill the board with Diction Doctors!
Transition -- pick up the "Midterm Exam Review--Poetry Explication/Multiple Choice Practice" sheet from the front table and return the pencil that you used for the previous agenda item
Review Activity #1 -- "A River Like This"
--read the directions together--What is a reasonable length of time for explication?
--independent poetry explication time--MODEL
--engage in discussion as per explications
--flip the sheet over--read the questions, mark up the poem accordingly in order to help define your purpose, and purposefully re-read the poem--MODEL
--respond to the multiple choice questions
--go over the answers
--What might your process look like for the poetry section of Friday's midterm exam?
Review Activity #2 -- The Formula for Success
--review the parts of a well-written speech (C, M, A, P, P-S, and A)--consider definitions/purpose of each item and the appropriate order
--view an exemplary Show and Tell Speech "like a detective"--be on the search for each of the parts of a well-written speech "in action"--What's the "Capture step"? Motivate? Etc.
--share out
Closure -- What is your "plan of action" between now and Friday in order to prepare for the vocabulary quiz and the midterm exam?
HW
--Complete the "Completing the Sentence" (pg. 68) and "Choosing the Right Word" (pg. 70) exercises in your vocabulary book. This skills work and practice is meant to improve your performance on the Friday, January 18th vocabulary assessment. Let's fill the board with Diction Doctors!
--Prepare for the Senior English Midterm Exam. This twenty question multiple choice assessment will take place in class on Friday, January 18th. We will do a bit more in-class preparation on Wednesday. Let's try to NAIL this thing!
--Block 1: Pick up the "Jump Off" sheet from the front table. Read the directions and begin filling in the blanks on the front of the page as directed.
--Block 4: The three of you scheduled to speak today--pick up a rubric from the front table.
--Reminder: If you have not scheduled a meeting with Mr. Martin to help score your speech, do so ASAP. If you are not meeting with Mr. Martin, you must fill out and submit a self-assessment rubric.
S. the C.
--Block 1: review parts of speech as needed in order to finish the Jump Off
--Block 1: cards drawn--share MadLibs at the podium (you may exercise the "Right to Pass")
--Block 4: remind students of the speech delivery protocol/attentive listening
--agenda/HW
Public Speaking (Block 4) -- Show and Tell Speech Deliveries
--speeches delivered--Mr. Martin records while audience members engage in attentive listening
--Speech order for Monday, January 14th:
Block 4: Emily Schwerzler, Angelique Gunner, and Elena Welsted
Transition -- pick up the "Purposeful MadLibs--Skill-Building/Word List Introduction" sheet and a pencil (unless you have one of your own) from the front table
Instruction -- Vocabulary Unit #6
--whole-group--look through the chart together and the bolded information about clues
--independent work--go through the twenty sentences, and based on the bolded word in each, determine what part of speech must go in the blank (look back at the chart often!)--MODEL
--whole-group--share out and get necessary parts of speech for #1-20 written up on the front board (cards drawn)
--independent work--go back through the twenty sentences, and using the underlined word(s) in each, fill in the blank with a word from your vocabulary that "fits"--MODEL
--whole-group--share out and get two possible words for #1-20 written up on the front board (cards drawn)
--purposefully go over the Unit #6 word list--Where might each word "fit"?--get inferences up on the front board
--For HW, complete the "Completing the Sentence" (pg. 68) and "Choosing the Right Word" (pg. 70) exercises in your vocabulary book. This skills work and practice is meant to improve your performance on Friday's vocabulary assessment. Let's fill the board with Diction Doctors!
Transition -- pick up the "Midterm Exam Review--Poetry Explication/Multiple Choice Practice" sheet from the front table and return the pencil that you used for the previous agenda item
Review Activity #1 -- "A River Like This"
--read the directions together--What is a reasonable length of time for explication?
--independent poetry explication time--MODEL
--engage in discussion as per explications
--flip the sheet over--read the questions, mark up the poem accordingly in order to help define your purpose, and purposefully re-read the poem--MODEL
--respond to the multiple choice questions
--go over the answers
--What might your process look like for the poetry section of Friday's midterm exam?
Review Activity #2 -- The Formula for Success
--review the parts of a well-written speech (C, M, A, P, P-S, and A)--consider definitions/purpose of each item and the appropriate order
--view an exemplary Show and Tell Speech "like a detective"--be on the search for each of the parts of a well-written speech "in action"--What's the "Capture step"? Motivate? Etc.
--share out
Closure -- What is your "plan of action" between now and Friday in order to prepare for the vocabulary quiz and the midterm exam?
HW
--Complete the "Completing the Sentence" (pg. 68) and "Choosing the Right Word" (pg. 70) exercises in your vocabulary book. This skills work and practice is meant to improve your performance on the Friday, January 18th vocabulary assessment. Let's fill the board with Diction Doctors!
--Prepare for the Senior English Midterm Exam. This twenty question multiple choice assessment will take place in class on Friday, January 18th. We will do a bit more in-class preparation on Wednesday. Let's try to NAIL this thing!
Thursday, January 10, 2013
English 10 Honors--1/11/2013
Jump Off
--Spend a few minutes studying for the forthcoming Unit #6 vocabulary quiz quietly and independently. Mr. Martin will be around momentarily with the quiz.
--Complete the vocabulary quiz quietly and independently. Good luck!
S. the C.
--agenda/HW
--trade and grade--quizzes returned/self-reflection
--Complete the vocabulary quiz quietly and independently. Good luck!
S. the C.
--agenda/HW
--trade and grade--quizzes returned/self-reflection
Transition -- scored quizzes in/LotF books out and opened to page 200/form a circle
Oral Reading/Discussion -- LotF Chs. 1-12 and "Notes on Lord of the Flies" by E.L. Epstein
--purposefully read as preparation for our final discussion
--engage in discussion
--set the parameters for work block
Transition -- re-row desks
Work Block -- LotF Culminating Assignment
HW
--The LotF Culminating Assignment is due on Friday, February 1st for those of you who do not need to present.
--Presentations of the LotF Culminating Assignments will take place during the week of February 4th. During the week of January 28th, we will establish a distinct presentation schedule--at this point, you should have a good sense of how much time you'll need to present, and you'll be allotted a time slot accordingly.
--Tuesday and Thursday of next week will be work days. Plan accordingly. We may have some time to work during the week of January 28th as well, but don't count on it!
Oral Reading/Discussion -- LotF Chs. 1-12 and "Notes on Lord of the Flies" by E.L. Epstein
--purposefully read as preparation for our final discussion
--engage in discussion
--set the parameters for work block
Transition -- re-row desks
Work Block -- LotF Culminating Assignment
HW
--The LotF Culminating Assignment is due on Friday, February 1st for those of you who do not need to present.
--Presentations of the LotF Culminating Assignments will take place during the week of February 4th. During the week of January 28th, we will establish a distinct presentation schedule--at this point, you should have a good sense of how much time you'll need to present, and you'll be allotted a time slot accordingly.
--Tuesday and Thursday of next week will be work days. Plan accordingly. We may have some time to work during the week of January 28th as well, but don't count on it!
English 9--1/11/2013
Jump Off
Writing Workshop -- Controlling Idea Paragraphs
Purposeful Reading -- Richard Connell’s “The Most Dangerous Game”
HW
--Finish reviewing for the 7 Habits Unit Exam, which will take place next class. The bulletted list from the 1/3/2013 blog post will give you some ideas for what to look over. Any notes you've taken/sheets you've completed during the unit will come in handy!
--Spend a few minutes studying for the forthcoming Unit #6 vocabulary quiz quietly and independently. Mr. Martin will be around momentarily with the quiz.
--Complete the vocabulary quiz quietly and independently. Good luck!
S. the C.
--reminder/information about the components of the English 9 midterm score (Odyssey Unit Exam, 7 Habits Unit Exam [next class!], and Controlling Idea Paragraph Common Assessment [next Thursday])
--agenda/HW
--trade and grade--quizzes returned/self-reflection
--Complete the vocabulary quiz quietly and independently. Good luck!
S. the C.
--reminder/information about the components of the English 9 midterm score (Odyssey Unit Exam, 7 Habits Unit Exam [next class!], and Controlling Idea Paragraph Common Assessment [next Thursday])
--agenda/HW
--trade and grade--quizzes returned/self-reflection
Transition -- scored quizzes in/"Controlling Idea Paragraph Exemplar--'Fairness'" up
Writing Workshop -- Controlling Idea Paragraphs
--look at analysis of paragraph (created in Blocks 2 & 4 last time) in terms of structure (topic sentence, details, tiebacks, concluding sentence--also consider Meaning, Development, Organization, Language Use, and Conventions)
--share out (mark-ups/marginalia)
--As part of your preparation for the exam next class, look at both your outlining sheet from last class and this exemplar--you will be asked to craft a paragraph of this nature both next class and on Thursday!
Transition--pick up the "'The Most Dangerous Game' Analysis/Application Questions" sheet from the front table/grab a book from the "Man Cave of Learning"
--share out (mark-ups/marginalia)
--As part of your preparation for the exam next class, look at both your outlining sheet from last class and this exemplar--you will be asked to craft a paragraph of this nature both next class and on Thursday!
Transition--pick up the "'The Most Dangerous Game' Analysis/Application Questions" sheet from the front table/grab a book from the "Man Cave of Learning"
Purposeful Reading -- Richard Connell’s “The Most Dangerous Game”
--purposeful reading of questions sheet--define as many of the bolded terms as you can on your own on the back of the sheet
--share out/discuss
--oral reading--purposefully read the story. Your purpose during this reading is to answer the questions on the “‘The Most Dangerous Game' Analysis/Application Questions" sheet in order to deepen your understanding.
Closure -- 7 Habits Application
--On your index card, pick one of the following terms to define and apply to our reading of "The Most Dangerous Game": habit, proactive behavior, reactive behavior, personal mission statement, priorities, relationship dynamics (Win-Win, Win-Lose, Lose-Win, and Lose-Lose).
--share out/discuss
--oral reading--purposefully read the story. Your purpose during this reading is to answer the questions on the “‘The Most Dangerous Game' Analysis/Application Questions" sheet in order to deepen your understanding.
Closure -- 7 Habits Application
--On your index card, pick one of the following terms to define and apply to our reading of "The Most Dangerous Game": habit, proactive behavior, reactive behavior, personal mission statement, priorities, relationship dynamics (Win-Win, Win-Lose, Lose-Win, and Lose-Lose).
HW
--Begin preparing for the Controlling Idea Paragraph Common Assessment using your outlining sheet and the exemplary paragraph--this assessment will take place on Thursday, 1/17/2013.
--If you need to finish purposefully reading "The Most Dangerous Game", the story can be found here: http://fiction.eserver.org/short/the_most_dangerous_game.html
--If you need to finish purposefully reading "The Most Dangerous Game", the story can be found here: http://fiction.eserver.org/short/the_most_dangerous_game.html
Monday, January 7, 2013
Senior English--1/10/2013
Jump Off
--Hand in your carefully completed homework ("Potential Topic Proposal Sheet#1").
--Pick up the "Potential Topic Proposal Sheet #2" from the front table/take out "Paper Topic Brainstorming" sheet from two classes ago.
--If you are scheduled to speak today, pick up a rubric from the front table.
Block 1:
--Danielle Freeman--I need your self-assessment rubric; Corey Lucey, Cody Pascalar, Adam Reeder, and Taylor Stephens--when do you want to meet/reschedule?
Block 4:
--Andy Witzel, Sean Kidder, Kayla Koch, and Matt Linsner--I need your self-assessment rubric.
S. the C.
--agenda/HW
--Mr. Martin provides another tip ("poking around" on the Livonia High School databases) for using the "Paper Topic Brainstorming" sheet in order to complete the "Potential Topic Proposal Sheet #2" (due at the beginning of next class)--MODEL
--remind students of method of scoring speeches (recorded, scored via rubric, speakers can schedule meetings with Mr. Martin to help him arrive at a score)--schedule scoring meetings
--remind students of last section of the rubric--speakers must complete a self-assessment rubric following speeches (unless a meeting with Mr. Martin is scheduled)
--remind students about speech score counting as a portion of the midterm score (The Alchemist Novel Exam, Show and Tell Speech, and Midterm Multiple Choice Exam [end of next week--we will engage in review using the pre-assessment from earlier in the course])
--remind students of the speech delivery protocol
--remind students about attentive listening (GREAT job on Tuesday!)
Public Speaking -- Show and Tell Speech Deliveries
--speeches delivered--Mr. Martin records while audience members engage in attentive listening
--HW CHECKED
--Speech order for Thursday, January 10th:
Block 1: Josh Wester, Robert Etzel, Reggie Bronecki, Luke Terry, Xavier Shaver, John Bartles, Natalie Pope, Mitch Kinney, Amanda VanBuskirk, BrieAnna Ellis, Kiersten Saxton, Emma Shirley, and Josh Lyons
Block 4: Katie Salter, Robbie Kelley, Erica Duris, Wansi Habte, Jordan Healy, Joey Lynch, Carter Ellis, Kerstyn Ganshaw, Emily Schwerzler, Patrick Mattice, Angelique Gunner, Spencer Brisbane, and Jacob Maier
Review -- Midterm Exam (time permitting)
HW
--Students who have yet to hand in the Tuesdays with Morrie Analysis Essay--it has been over five days since the assignment was due, so you have lost credit (though you still must complete the assignment to mastery for inclusion within the Cumulative Writing Portfolio).
--The final day of Show and Tell Speech deliveries will be next class (January 14th) for students who were absent today.
--Spend 15 minutes exploring your interests with argumentation in mind ("Stumble", consult the Livonia High School Library databases, etc.). At the beginning of next class, you must turn in a thoughtfully completed "Potential Topic Proposal Sheet #2".
--Hand in your carefully completed homework ("Potential Topic Proposal Sheet#1").
--Pick up the "Potential Topic Proposal Sheet #2" from the front table/take out "Paper Topic Brainstorming" sheet from two classes ago.
--If you are scheduled to speak today, pick up a rubric from the front table.
Block 1:
--Danielle Freeman--I need your self-assessment rubric; Corey Lucey, Cody Pascalar, Adam Reeder, and Taylor Stephens--when do you want to meet/reschedule?
Block 4:
--Andy Witzel, Sean Kidder, Kayla Koch, and Matt Linsner--I need your self-assessment rubric.
S. the C.
--agenda/HW
--Mr. Martin provides another tip ("poking around" on the Livonia High School databases) for using the "Paper Topic Brainstorming" sheet in order to complete the "Potential Topic Proposal Sheet #2" (due at the beginning of next class)--MODEL
--remind students of method of scoring speeches (recorded, scored via rubric, speakers can schedule meetings with Mr. Martin to help him arrive at a score)--schedule scoring meetings
--remind students of last section of the rubric--speakers must complete a self-assessment rubric following speeches (unless a meeting with Mr. Martin is scheduled)
--remind students about speech score counting as a portion of the midterm score (The Alchemist Novel Exam, Show and Tell Speech, and Midterm Multiple Choice Exam [end of next week--we will engage in review using the pre-assessment from earlier in the course])
--remind students of the speech delivery protocol
--remind students about attentive listening (GREAT job on Tuesday!)
Public Speaking -- Show and Tell Speech Deliveries
--speeches delivered--Mr. Martin records while audience members engage in attentive listening
--HW CHECKED
--Speech order for Thursday, January 10th:
Block 1: Josh Wester, Robert Etzel, Reggie Bronecki, Luke Terry, Xavier Shaver, John Bartles, Natalie Pope, Mitch Kinney, Amanda VanBuskirk, BrieAnna Ellis, Kiersten Saxton, Emma Shirley, and Josh Lyons
Block 4: Katie Salter, Robbie Kelley, Erica Duris, Wansi Habte, Jordan Healy, Joey Lynch, Carter Ellis, Kerstyn Ganshaw, Emily Schwerzler, Patrick Mattice, Angelique Gunner, Spencer Brisbane, and Jacob Maier
Review -- Midterm Exam (time permitting)
HW
--Students who have yet to hand in the Tuesdays with Morrie Analysis Essay--it has been over five days since the assignment was due, so you have lost credit (though you still must complete the assignment to mastery for inclusion within the Cumulative Writing Portfolio).
--The final day of Show and Tell Speech deliveries will be next class (January 14th) for students who were absent today.
--Spend 15 minutes exploring your interests with argumentation in mind ("Stumble", consult the Livonia High School Library databases, etc.). At the beginning of next class, you must turn in a thoughtfully completed "Potential Topic Proposal Sheet #2".
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