English 9--5/6/2013

Jump Off
--Attendance taken.
--The following information shared with the class:

• A NOTE FROM MR. MARTIN:  "Today's work block is a golden opportunity to progress through your challenging (but exciting if you chose your topic wisely!) essay assignment.  As such, it is imperative that you remain quiet and on task during the Computer Lab work block.  If you are at all disruptive or off task, your name will be reported to Mr. Martin so that he can write a referral."

S. the C.
--Reminder of goal(s) for today's Computer Lab work block:

• Type your introduction--make sure that you hook the reader (grab his or her attention by way of a method such as sharing a descriptive personal anecdote) and bridge (transition) between your hook and your thesis statement.  YOU MUST HAND IN A PRINTED VERSION OF YOUR INTRODUCTION (AT THE VERY LEAST) BY THE END OF TODAY'S WORK BLOCK.
• If you have not already done so, continue outlining, detail-hunting, etc. so that you can write a meaningful, developed, well-organized essay.
• Continue typing your essay--body paragraphs that match up with your thesis statement (topic sentence[s], detail[s]/tieback[s], concluding sentence[s]) and conclusion (which likely addresses the "so what?")--make sure to attend to language use and conventions as you type--perhaps be halfway finished with your essay by the end of the block?  Totally finished?

Transition -- Take the class down to the Computer Lab (located in the first hallway)

Writing Workshop -- Dragonsong Unit Final Essay Work Block
--Work on achieving goal(s) quietly and independently.

Closure -- Ticket-Out-the-Door
--Hand in a printed version of your essay as it currently stands--bare minimum, you must have your "best crack" at an introduction written.

HW
--Next class (Wednesday), we will have computer access again.  You will re-access your Word document, format the document properly in MLA as per Mr. Martin's instruction, and revise/finish your essay.  If you "play your cards right", you will be mostly (or totally!) finished with your masterpiece by the end of Wednesday's class!  "Do what you need to do" between now and Wednesday in order to be successful.

Senior English--5/3/2013

Jump Off
--Spend the first few minutes of class studying for the forthcoming Unit #9 vocabulary quiz quietly and independently. Mr. Martin will be around after study time with the quiz.
--Complete the vocabulary quiz quietly and independently. Good luck!
--During the vocabulary quiz, take care of any presentation preparation measures to save us time later (e.g., moving materials from your username to Mr. Martin’s computer).

S. the C.
--trade and grade--quizzes returned/self-reflection/Mr. Martin collects
--share list of students needing to revise for the Cumulative Writing Portfolio
--agenda/HW

Transition -- pick up the "The Kite Runner Unit--Mini-Research Presentation Notes" from the front table

Presentations/Notetaking -- The Kite Runner Unit--Mini-Research
--share the "Mini-Research Presentations Protocol" slide from PowerPoint
--any other tips/advisement desired prior to first presentation?
--deliver presentations as per the protocol

Closure -- Whip Around
--Think of one "thing" you learned in class today. (If you need to write your key learning down so that you don't forget, please do so!)
--Toss the ball around the classroom from one to another sharing learnings.

HW 
--The due date for submitting a revised Arguing for a Position Research Paper for the Cumulative Writing Portfolio is May 20th (a little over two weeks from today)--Do you want/need to revise? Don't forget to schedule a meeting with Mr. Martin to go over your revisions (meeting times will fill up quickly!).
--Practice your presentation if you did not deliver it in class today due to lack of time in the block.  We will finish presentations next class as per the established order if necessary.
--Review your "Mini-Research Presentation Notes" prior to next class, as an upcoming assessment is quite possible!

English 10 Honors--5/2/2013

Jump Off
--Take out your notebook and date the page in preparation for the next Key Fact.
--Turn in either your well-developed character motive paragraph or your well-developed paragraph about melodrama, whichever you think is better, for Mr. Martin's perusal.

S. the C.
--share list of students needing to revise the Ayn Rand Essay Contest paper for the Writing Portfolio
--agenda/HW
--Key Fact shared (Sinbad the Sailor)

Activity -- TCoMC pgs. 1-123

HW Time

HW
--The due date for submitting a revised Ayn Rand Essay Contest paper for the Writing Portfolio is May 15th (just under two weeks from today)--do you want/need to revise?  Don't forget to schedule a meeting with Mr. Martin to go over your revisions.
--Make sure that you are reviewing your notes (e.g., Key Facts, Alexandre Dumas notes, Melodrama notes, etc.), as Mr. Martin may "check in" on your knowledge and ask you to apply said knowledge at any time.
--While reading pages 123-179, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-its (focus especially on flagging seemingly important passages).
--As soon as Mr. Martin has approved your final project idea, you can get to work!
--Bring your vocabulary book to class on Monday.

English 9--5/2/2013

Jump Off
--Take out your "Dragonsong Unit: Assignment Introduction--Final Essay" sheet from last class.  After attendance, we will continue "wrapping our minds around" the assignment.
--The Dragonsong Final Unit Exams have been scanned.  If you are interested in checking out your score, see Mr. Martin quickly after class.

S. the C.
--agenda/HW--brainstorm "what to do" items together

Writing Workshop -- Dragonsong Unit Final Essay
--Block 4: purposefully read through assignment introduction sheet together picking back up with "DEVELOPMENT"
--really "nail down" the idea of hooking the reader; link this work to the multitude of well-developed paragraphs that we have written this school year (answering questions, structure, etc.--"building out" from there); how can we approach the "so what?" aspect of the assignment?
--Transition
*Pick up the "Dragonsong Unit--Potential Questions/Prompts for Final Essay" sheet from the front table.  Purposefully read through the sheet quietly and independently.  Do the questions/prompts listed help you "firm up" your idea at all?  Will any of these questions/prompts "work for you" (those of you still without an idea)?
*Pick up an index card.
--de-brief
--goal for remaining class time: establish a viable thesis statement for your essay to submit to Mr. Martin--Mr. Martin models with an idea about Dragonsong and The 7 Habits of Highly Effective Teens
--work quietly and independently in order to craft your thesis statement--if you finish this process, begin outlining, detail-hunting, etc.--MEETINGS WITH MR. MARTIN WILL OCCUR DURING THIS BLOCK OF TIME 

Closure -- T-O-D
--On your index card, write your name and your thesis statement for submission.

Brain Break -- Mum Ball

HW
--Next class (Monday), you will head down to the Computer Lab to type.  At the of Monday's class, you must print out and turn in your introduction.  Don't worry about the format of your document just yet--format work has been postponed until later next week.  "Do what you need to do" between now and Monday in order to be successful!

Senior English--5/1/2013

Jump Off

--Block 4:  Pick up the “Senior Future Plans” sheet from the front table.  Fill in the sheet as quickly as possible; then, move on to the next task (review).

--Pick up the sheet entitled “Personal Connection Review--Unit #9” from the front table.  Read the directions.  Then, put a line through the questions/prompts for the words that you are pretty confident about knowing already.

S. the C.

--share list of students needing to revise for the Cumulative Writing Portfolio

--agenda/HW

--Block 4:  Mr. Martin collects “Senior Future Plans” sheets.

Review -- Personal Connections--Vocabulary Unit #9

--complete half of the remaining questions/prompts on the sheet in the time allotted

--Mr. Martin draws a word, asks question of a student, elicits a response--six words total

--Finish preparing for the Unit #9 assessment, which will take place at the beginning of next class.  Including this review sheet as part of your review process wouldn’t hurt (e.g., completing the rest of the questions/prompts and looking over all of the sentences that you wrote).  Don’t forget about our incentive plan!

Transition

--Clear your desk of all but a writing utensil and any personal notes that you took while reading Chapter Two of Khaled Hosseini’s The Kite Runner.

Assessment -- “The Kite Runner Unit--Chapter Two Reading Comprehension Check”

--assessment handed out

--complete the assessment as directed

--Once everyone has finished the assessment, Mr. Martin will deliver a sample mini-research presentation.  Take notes in your notebook under the heading “Afghans in San Francisco”, as you will be held accountable for this information in the future.

Transition

--Hand in your assessment by placing it on the front table.  Pick up a blank index card while you’re up there.

--Discuss the sample presentation (process, speech structure, etc.).

Discussion (cont.) -- The Kite Runner Chapter One

--Block 1:  Finish going back through our discussion notes from Chapter 1 as they currently stand.

--Engage in discussion, attempting to hit as many of the questions/prompts as we can--Mr. Martin takes notes on the front board under the appropriate topic headings.
--Your Chapter 1 packet is for your notes--don't settle for anything less than your best response for each of the questions/prompts.

Discussion Preparation -- The Kite Runner Chapter Two

--Bearing in mind both the “Chapter 1--Close Reading Practice/Discussion Preparation” sheet and the “Chapter Two Reading Comprehension Check” questions/prompts, write a close reading question of your own for Chapter Two of the novel

--When you finish, give your index card to Mr. Martin.

Transition -- form a circle

Discussion – The Kite Runner Chapter Two

--engage in discussion by drawing index cards with questions--Mr. Martin will be using the “Discussion Contribution Rating Scale”

HW

--The due date for submitting a revised Arguing for a Position Research Paper for the Cumulative Writing Portfolio is May 20th (just under 3 weeks from today)--Do you want/need to revise? Don't forget to schedule a meeting with Mr. Martin to go over your revisions.
--Finish preparing for the Unit #9 assessment, which will take place at the beginning of next class.  Don't forget about our incentive plan!
--Finish completing the "Mini-Research Presentation" assignment for delivery next class.  Block aside a minimum of 1.5 hours to work.  All of you need to be ready to present, as the presentation order will be determined randomly.

English 10 Honors--4/30/2013

Jump Off
--Take out your notebook and date the page in preparation for the next Key Fact.

S. the C.
--share list of students needing to revise the Ayn Rand Essay Contest paper for the Writing Portfolio
--agenda/HW
--Key Fact shared (Abbe Faria)

Transition -- form a circle/take a piece or two of Scotch tape from the front table/stick your character poster(s) to the front of your desk

Discussion -- Melodrama/TCoMC pgs. 1-93
--Mr. Martin passes around "Melodrama" notes page--quietly and independently complete the notes based on what you've read in the novel so far
--supplement notes/apply notes to the novel
--report out on characters (essential information as per goal defined on poster AND rationale for picture chosen) beginning with individuals who did not participate in discussion on Friday--if your character "appears" in multiple sections of the reading, share your information in totality when it is your turn:

Pages 1-30

• Edmond Dantes (Sara D.)--ADDRESSED ON 4/24
• Monsieur Morrel (Laurence L.)--ADDRESSED ON 4/24
• Monsieur Danglars (Grandbear K.)--ADDRESSED ON 4/26
• Louis Dantes (Derrick L.)
• Caderousse (Emily L.)
• Mercedes (Leyla H.)
• Fernand Mondego (Jenna H.)
• Marquis of Saint-Meran (Jenna P.)
• Marquise of Saint-Meran (Alyssa R.)
• Gerard de Villefort (Sara L.)
• Noirtier (Julianna A.)

Pages 30-63

• Edmond Dantes (Sara D.)
• Gerard de Villefort (Sara L.)
• Noirtier (Julianna A.)
• Monsieur Morrel (Laurence L.)
• Monsieur Danglars (Grandbear K.)
• Fernand Mondego (Jenna H.)
• Mercedes (Leyla H.)
• Abbe Faria (Noelle H.)
• Caderousse (Emily L.)

Pages 63-93

• Edmond Dantes (Sara D.)
• Abbe Faria (Noelle H.)
• Jacopo (Gabrielle S.)
• Monsieur Danglars (Grandbear K.)
• Fernand Mondego (Jenna H.)
• Gerard de Villefort (Sara L.)

--draw cards--share prepared contribution(s), read/summarize your "Character Motivation" piece, exhaust topic, repeat
--DURING TODAY'S DISCUSSION, YOU ARE AGAIN LIMITED TO A MAXIMUM OF THREE CONTRIBUTIONS--PLAN ACCORDINGLY :)

HW Time

HW
--The due date for submitting a revised Ayn Rand Essay Contest paper for the Writing Portfolio is May 15th (just over two weeks from today)--do you want/need to revise?  Don't forget to schedule a meeting with Mr. Martin to go over your revisions.
--Make sure that you are reviewing your notes (e.g., Key Facts, Alexandre Dumas notes, Melodrama notes, etc.), as Mr. Martin may "check in" on your knowledge and ask you to apply said knowledge at any time.
--Follow the directions on the back of the Melodrama notes page in order to craft a well-developed paragraph.  Remember that any assigned writing piece is an opportunity to hone your writing skills.
--While reading pages 93-123, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-its (focus especially on flagging seemingly important passages).
--If you have not already done so, RE-READ your "Character Motivation" piece, looking specifically at your tiebacks--have you consistently and meaningfully explained so as to achieve your purpose as defined within your topic sentence(s)?
--As soon as Mr. Martin has approved your final project idea, you can get to work!

English 9--4/30/2013

Jump Off
--Clear your desks of all but a pencil in preparation for the Dragonsong Final Unit Exam.

S. the C.
--agenda/HW
--exam directions shared

Assessment -- Dragonsong Final Unit Exam
--exam and ScanTrons handed out
--complete the exam quietly and independently
--When you finish the exam, jot down any notes from the SmartBoard pertaining to poetry that are not already written on your "Cheat Sheet".

Transition  -- assessment in/"Dragonsong Unit: Assignment Introduction--Final Essay" sheet and an index card up

Writing Workshop -- Dragonsong Unit Final Essay
--purposefully read through assignment introduction sheet together
--link this work to the multitude of well-developed paragraphs that we have written this school year (answering questions, structure, etc.--"building out" from there)
--"flesh out" a potential idea together--anyone have idea notes from the past couple of weeks?
--quiet/independent work time--developing a question and/or thesis statement for approval by Mr. Martin--MEETINGS WILL OCCUR
--begin brainstorming, outlining, detail-hunting, etc.

Closure -- T-O-D
--On your index card, write down your question/thesis statement for submission.

Brain Break -- Mum Ball

HW
--Come to class next time ready to move forward in the essay-writing process.  You will learn more about the format of your essay next class and have some time to continue brainstorming, outlining, detail-hunting, drafting, etc.  We will spend a block in the computer lab on Monday of next week, at which point you should be ready to type!

Senior English--4/29/2013

Jump Off
--Open your vocabulary book to Unit #9.  Look through the list of words and put a star next to all of the words that you are pretty confident about knowing already.

S. the C. 
--share list of students needing to revise for the Cumulative Writing Portfolio
--agenda/HW

Instruction -- Vocabulary Unit #9
--go over the Unit #9 word list
--complete the Choosing the Right Word exercise quietly and independently--if you finish the exercise before the rest of your classmates, go ahead and complete another of the exercises
--go over Choosing the Right Word three-in-a-row style
--For HW, continue preparing for the Unit #9 assessment, which will take place this Friday.  Don't forget about our incentive plan!

Transition -- pick up the "Mini-Research Presentation" assignment sheet from the front table

Looking Ahead -- Mini-Research Presentation
--topic verification
--read/discuss assignment sheet (sample presentation delivered next class)
--For HW, work on completing the assignment for delivery of presentations on Friday. 

Instruction/Close Reading Activity/Discussion (cont.) -- The Kite Runner Chapter 1 

--read the sheet directions quietly and independently--when you've finished reading, look up--BLOCK 4 ONLY

--student selected at random to clarify our purpose--BLOCK 4 ONLY

--work together to deconstruct a few of the questions/prompts--mark up a copy of the sheet on the SmartBoard--BLOCK 4 ONLY
--Mr. Martin shares question/prompt and sample response from English 9--clarifying rationale--BLOCK 4 ONLY
--select a question/prompt for Mr. Martin to complete as a model--Mr. Martin models--BLOCK 4 ONLY

--begin (BLOCK 4)/continue (BLOCK 1) re-reading Chapter 1 of the novel via oral reading (rationale explained)--work on "Chapter 1--Close Reading Practice/Discussion Preparation" sheet
--continue working quietly and independently
--engage in discussion, attempting to hit as many of the questions/prompts as we can prior to class ending--Mr. Martin takes notes on the front board under the appropriate topic headings
--your Chapter 1 sheet is for your notes--don't settle for anything less than your best response for each of the questions/prompts

Closure -- Whip Around

--Think of one "thing" you learned in class today.  (If you need to write your key learning down so that you don't forget, please do so!)

--Toss the ball around the classroom from one to another sharing learnings.

Brain Break -- Senior Future Plans

HW Time

HW

--The due date for submitting a revised Arguing for a Position Research Paper for the Cumulative Writing Portfolio is May 20th (just over 3 weeks from today)--Do you want/need to revise? Don't forget to schedule a meeting with Mr. Martin to go over your revisions.
--Bring your vocabulary book to class again next time in case the book is needed for review purposes.  The Unit #9 quiz will take place on Friday.  Don't forget about our incentive plan!
--Work on completing the "Mini-Research Presentation" assignment for delivery on Friday.
--If we do not conclude in class, finish re-reading Chapter 1 and complete the "Chapter 1--Close Reading Practice/Discussion Preparation" packet questions.  We will continue discussing in class next time if necessary.
--Begin/finish reading Chapter 2 (taking notes is highly encouraged)--a basic comprehension quiz will take place next class.

English 9--"Fable for When There's No Way Out" Explication Notes from 4/22/2013

English 10 Honors--4/26/2013

Jump Off
--Pick up three mini-sheets of paper from the front table. 
--Spend the first few minutes of class studying for the forthcoming Unit #10 vocabulary quiz quietly and independently. Mr. Martin will be around after study time with the quiz.
--Complete the vocabulary quiz quietly and independently. Good luck!
--Take out your notebook and date the page in preparation for the next Key Fact.
--When you finish with your quiz, take out your TCoMC character poster(s) and discussion notes.  Begin looking through your materials and preparing for discussion.

S. the C.
--trade and grade--quizzes returned/self-reflection/Mr. Martin collects
--agenda/HW
--Key Fact shared (The Chateau D'If)

Discussion Preparation -- TCoMC pgs. 1-63
--on the wadded up sheet of computer paper that you picked up last class, jot down a question, topic, planned contribution, etc. from pages 30-63 for today's discussion by looking through your Post-its--what would you like to talk about today?

Transition -- form a circle/take a piece or two of Scotch tape from the front table/stick your character poster(s) to the front of your desk

Discussion -- TCoMC pgs. 1-63
--"Final Examination 2013--Alternative Assessment Assignment Sheet" read/discussed
--report out on characters (essential information as per goal defined on poster AND rationale for picture chosen)--if your character "appears" in both sections of the reading, share your information in totality when it is your turn:

Pages 1-30

• Edmond Dantes (Sara D.)--ADDRESSED ON 4/24
• Monsieur Morrel (Laurence L.)--ADDRESSED ON 4/24
• Monsieur Danglars (Grandbear K.)
• Louis Dantes (Derrick L.)
• Caderousse (Emily L.)
• Mercedes (Leyla H.)
• Fernand Mondego (Jenna H.)
• Marquis of Saint-Meran (Jenna P.)
• Marquise of Saint-Meran (Alyssa R.)
• Gerard de Villefort (Sara L.)
• Noirtier (Julianna A.)

Pages 30-63

• Edmond Dantes (Sara D.)
• Gerard de Villefort (Sara L.)
• Noirtier (Julianna A.)
• Monsieur Morrel (Laurence L.)
• Monsieur Danglars (Grandbear K.)
• Fernand Mondego (Jenna H.)
• Mercedes (Leyla H.)
• Abbe Faria (Noelle H.)
• Caderousse (Emily L.)

--draw cards--share prepared contribution(s), read/summarize your "Character Motivation" piece, exhaust topic, repeat
--DURING TODAY'S DISCUSSION, EACH TIME YOU PARTICIPATE, YOU MUST THROW ONE OF YOUR THREE PIECES OF PAPER INTO THE RECYCLING BIN--WHEN YOU ARE OUT OF PAPER, YOU ARE DONE CONTRIBUTING FOR THE DAY--PLAN ACCORDINGLY :)

HW
--Make sure that you are reviewing your notes (e.g., Key Facts, Alexandre Dumas notes, etc.), as I may "check in" on your knowledge and ask you to apply said knowledge at any time.
--While reading pages 63-93, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-its (focus especially on flagging seemingly important passages).
--If you have not already done so, RE-READ your "Character Motivation" piece, looking specifically for the errors with which we've dealt this year (e.g., circle all FANBOYS words--look for Subject/Verb combinations--add or subtract commas accordingly).

English 9--4/26/2013

Jump Off
--Spend the first few minutes of class studying for the forthcoming Unit #11 vocabulary quiz quietly and independently. Mr. Martin will be around after study time with the quiz.
--Complete the vocabulary quiz quietly and independently. Good luck! 
--When you finish with your quiz, take out your copies of both "Fable for When There's No Way Out" and "The Journey".  Can you add anything to either of your explications?

S. the C.
--trade and grade--quizzes returned/self-reflection/Mr. Martin collects
--agenda/HW

Activity -- "Fable for When There's No Way Out"/"The Journey"--Explication/Discussion/Notetaking
--finish "Fable for When There's No Way Out" explication--fill in effect/authorial purpose chart accordingly
--repeat the process with "The Journey" using explications completed for homework
--connect this work to our future Dragonsong Unit and Romeo and Juliet Unit endeavors (essay writing and poetry explication)

Oral Reading/Discussion -- Dragonsong--The End!
--talk about the Dragonsong Final Unit Exam (format, what to study, etc.)
--review the definition of "denouement"--based on everything we have discussed when reading the novel, what are our expectations?
--read the last 3ish pages aloud together
--preliminary wrap-up discussion

HW
--Prepare for the Dragonsong Final Unit Exam, which will take place next class.
--We will begin working in earnest on the essays to which Mr. Martin has been referring next class.

Senior English--4/25/2013

Jump Off

--Block 1:  Take out your "Mini-Research Presentation Topics" sheet from last class.  We will spend the first few minutes of class after announcements finishing up the topic selection process.  Mr. Martin will let you know which topics are "off the board", so to speak.  Remember that all bolded topics NEED to be covered.
--Block 4:  Pick up the sheet entitled "Mini-Research Presentation Topics" from the front table.  Look through the sheet and put an asterisk next to any topic that seems interesting to you.  Feel free to ask Mr. Martin for a brief explanation of some of the topics, as many of the topics will likely be unfamiliar to you.

S. the C.
--share list of students needing to revise for the Cumulative Writing Portfolio
--information given about mini-research assignment: rationale/format/accountability
--topic selection (cont.)
--agenda/HW

Pre-reading Activity -- "Reading" Visuals
--directions
--in small groups (assigned by Mr. Martin), discuss the picture given to your group using the questions/prompt provided below--basically, "read" the visual!

• What do you see?
• What's going on?
• Tell the story of what you see in this visual.

--Mr. Martin models with the picture below:

--Transition--groups formed via a drawing of cards

--in groups, "read"/discuss for approximately 5 minutes in preparation for independent writing

--Transition--re-row desks/take out notebook or a sheet of lined paper for writing purposes

--quick-write about your visual for approximately 5 minutes

--Transition--re-convene in groups--determine which group member will begin presentation of visual for the whole group--then, discuss quick-writes and put together presentation notes 

--picture presentations--visual projected, group notes shared, ensuing discussion (repeat process for all six visuals)

--activity wrap-up--so what?

Transition -- pick up the sheet entitled "Chapter 1--Close Reading Practice/Discussion Preparation" and sign out a copy of The Kite Runner at the front table

Instruction/Close Reading Activity/Discussion -- The Kite Runner Chapter 1 
--oral reading of Chapter 1 for the purpose of "getting the gist"--brief follow-up discussion

--read the sheet directions quietly and independently--when you've finished reading, look up

--student selected at random to clarify our purpose

--work together to deconstruct the questions/prompts--mark up a copy of the sheet on the SmartBoard
--Mr. Martin shares question/prompt and sample response from English 9--clarifying rationale
--select a question/prompt for Mr. Martin to complete as a model--Mr. Martin models

--begin re-reading Chapter 1 of the novel via oral reading (rationale explained)--work on "Chapter 1--Close Reading Practice/Discussion Preparation" packet
--continue working quietly and independently
--engage in discussion, attempting to hit as many of the questions/prompts as we can prior to class ending--Mr. Martin takes notes on the front board under the appropriate topic headings
--your Chapter 1 packet is for your notes--don't settle for anything less than your best response for each of the questions/prompts

Closure -- Whip Around

--Think of one "thing" you learned in class today.  (If you need to write your key learning down so that you don't forget, please do so!)

--Toss the ball around the classroom from one to another sharing learnings.

HW

--The due date for submitting a revised Arguing for a Position Research Paper for the Cumulative Writing Portfolio is May 20th (approximately 3.5 weeks from today)--Do you want/need to revise? Don't forget to schedule a meeting with Mr. Martin to go over your revisions.
--If we do not conclude in class, finish re-reading Chapter 1 and complete the "Chapter 1--Close Reading Practice/Discussion Preparation" packet questions.  We will continue discussing in class next time if necessary.
--Bring your vocabulary book to class next time, as we will work with our next unit next week.

English 10 Honors--4/24/2013

Jump Off
--Take out your notebook and date the page in preparation for the next Key Fact.
--Pick up the listening activity sheet and a sheet of computer paper from the front table.

S. the C.
--agenda/HW
--Key Fact shared (The Monte Cristo islet)

Listening Activity -- Alexandre Dumas
--complete activity as per directions
--for HW, make sure that you are reviewing your notes, as I may "check in" on your knowledge and ask you to apply said knowledge at any time

Discussion Preparation -- TCoMC pgs. 1-30
--on your sheet of computer paper, jot down a question, topic, etc. for today's discussion by looking through your Post-its--what would you like to talk about today?--Mr. Martin models with one of our past pieces of literature
--once you have finished, wad your paper up into a ball
--throw papers at Mr. Martin
--Transition--come up front and pick up a paper wad--make sure that you do not have your own
--using your brain, copy of the novel, and Post-its, prepare a contribution for today's discussion as per the sheet of paper you picked up--Mr. Martin models with one of our past pieces of literature

Transition -- form a circle/take a piece or two of Scotch tape from the front table/stick your character poster(s) to the front of your desk

Discussion -- TCoMC pgs. 1-30
--report out on characters (essential information as per goal defined on poster AND rationale for picture chosen):

• Edmond Dantes (Sara D.)
• Monsieur Morrel (Laurence L.)
• Monsieur Danglars (Grandbear K.) 
• Louis Dantes (Derrick L.) 
• Caderousse (Emily L.)
• Mercedes (Leyla H.) 
• Fernand Mondego (Jenna H.) 
• Marquis of Saint-Meran (Jenna P.) 
• Marquise of Saint-Meran (Alyssa R.)
• Gerard de Villefort (Sara L.)
• Noirtier (Julianna A.)

--draw cards--share prepared contribution, exhaust topic, repeat

Transition -- re-row desks/take out a clean sheet of lined paper for "Closure"

Closure -- Character Motivation
--Choose one of the characters listed above.  In a well-developed paragraph, complete the following:

• Summarize a significant action that the character takes
• Suggest a motive for the character's action
• Justify your suggested motive with specific textual evidence
• When writing, keep in mind Meaning, Development, Organization, Language Use, and Conventions

HW
--Don't forget to prepare for the Unit #10 vocabulary quiz, which will take place at the beginning of next class.
--Make sure that you are reviewing your notes (e.g., Alexandre Dumas notes), as I may "check in" on your knowledge and ask you to apply said knowledge at any time.
--While reading pages 30-63, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-its (focus especially on flagging seemingly important passages).
--Finish the "Closure" piece if we run out of class time to do so.

English 9--4/24/2013

Jump Off
--Pick up the "Poetry 'Unit' Notes -- English 9" page from the front table.  Then, work quietly and independently to fill in as many of the blanks as you can based on prior knowledge.  (If you don't "feel good" about using a pen to complete this task, exchange your pen with one of Mr. Martin's pencils.)

S. the C.
--agenda/HW

Notetaking -- Poetry "Unit" Notes -- English 9
--work together to accurately fill in the blanks--review/learn essential definitions

Transition -- pick up the "Poetry 'Unit' Notes -- English 9: Effect/Authorial Purpose 'Cheat Sheet'" from the front table

Activity (cont.) -- "Fable for When There's No Way Out"
--rationale behind sheet just picked up and information about filling in the chart (via application)
--a note about multi-tasking (today, multi-tasking involves continuously marking up poem AND adding in effect/authorial purpose notes to your chart)
--continue considering preliminary deeper meaning notes from last class--fill in effect/authorial purpose chart accordingly
--keep going...
--connect this work to our future Dragonsong Unit and Romeo and Juliet Unit endeavors

Transition -- pick up Mary Oliver's "The Journey" from the front table
--HW assignment clarified

Review (time permitting) -- Choosing the Right Word
--go over the exercise answers

HW Time

HW
--Explicate Mary Oliver's "The Journey" to the best of your ability.  Be prepared to work with your explication next class.
--Finish preparing for the Unit #11 vocabulary quiz, which will take place at the beginning of next class.
--If you have not already done so, finish reading up to page 173 of Dragonsong and take notes for review/discussion by next class. We will read the last few pages of the novel together.

English 9--Poetry "Unit" Notes--ROUGH

Senior English--4/23/2013

Jump Off

--Pick up three strips of paper from the front table.
--The following students must see me before leaving class today: Spencer Brisbane and Amanda VanBuskirk.

S. the C.
--share list of students needing to revise for the Cumulative Writing Portfolio
--agenda/HW
--revisit the idea of ethical discussinng

Transition

--Form a circle.

Presentations/Discussion -- Arguing for a Position Research Papers
Protocol
--card drawn--student shares four items from checklist and opens the floor up for questions (if all four checklist items adequately addressed, 1 point is earned)

Checklist of "Must Includes":

• Your thesis statement
• The strongest point you include in support of your thesis statement (be specific!)
• An explanation of the main opposition you address and how you attempt to refute the opposition
• The most surprising/interesting piece of information you discovered during the research process

--peers ask questions (e.g., Did you find out anything about…?  What about…? [playing Devil’s Advocate]  Etc.)--1 point is earned for asking a question that pushes the discussion forward/1 point is earned for providing a thoughtful response to a question (about one’s own argument OR a peer’s)
--in order to contribute, raise hand with wadded up piece of paper--Mr. Martin will do his best to select contributors based on the order of hands raised--after contributing, throw paper at the recycling bin in the middle of the circle

--CLASS PARTICIPATION SCORING SCALE: 1 point = 80%; 2 points = 90%; 3 points = 100% (once three strips of paper are gone, a student may no longer contribute to discussion for the remainder of the block)--this is your first grade for Quarter 4!

--process repeats until all presentations have been delivered--OUR GOAL IS TO FINISH PRESENTATIONS TODAY

Transition -- re-row desks/pick up the sheet entitled "Mini-Research Presentation Topics" from the front table

Looking Ahead

--look through the sheet and put an asterisk next to any topic that seems interesting to you
--feel free to ask Mr. Martin for a brief explanation of some of the topics, as many of the topics will likely be unfamiliar to you
--information given about mini-research rationale/format/accountability
--topic selection--Mr. Martin creates a list (time permitting)

HW

--The due date for submitting a revised Arguing for a Position Research Paper for the Cumulative Writing Portfolio is May 20th (approximately one month from today)--Do you want/need to revise? Don't forget to schedule a meeting with Mr. Martin to go over your revisions.

English 10 Honors--4/22/2013

Jump Off
--Take out any notes you have taken while viewing Les Miserables.

S. the C.
--share list of students needing to revise the Ayn Rand Essay Contest paper for Writing Portfolio
--pronunciation of Unit #10 vocabulary words and "Whimsical Words"
--agenda/HW

Film -- Tom Hooper's Les Miserables

--while viewing, jot down notes for discussion/future writing

--reminder:

• Track themes, historical events depicted, etc., as we will engage in literary analysis drawing meaningful connections between Les Miserables and The Count of Monte Cristo

Discussion -- Tom Hooper's Les Miserables
--engage in discussion in order to wrap up the film/brainstorm additional potential literary analysis essay topics (as this is our "endgame")

Transition -- sign out a The Count of Monte Cristo book at the front table--Mr. Martin will assign characters

Instruction/HW Time -- The Count of Monte Cristo
--"set the table" for some of our work with the novel (go over the purpose of and expectations for character posters and re-visit the Post-It Strategy)--see HW below
--talk about the purpose of the "Key Facts" and share the first two
--begin mindfully reading (orally? independently?)

T-O-D -- Respond to the following question on a scrap of paper to hand in: What motivates Danglars? Pick a direct quotation that helped lead you to your conclusion.

HW
--The due date for submitting a revised literary analysis paragraph for the Writing Portfolio is April 24th (our next class day)--do you want/need to revise? Don't forget to schedule a meeting with Mr. Martin to go over your revisions.
--The due date for submitting a revised Ayn Rand Essay Contest paper for the Writing Portfolio is May 15th (approximately 3.5 weeks from today)--do you want/need to revise? Don't forget to schedule a meeting with Mr. Martin to go over your revisions.
--The Unit #10 vocabulary quiz will take place this Friday.  Don't forget about the "Whimsical Words"!
--Figure out enough about your character (flip through the book, use the internet, etc.) to find an accurate picture to use as a visual representation. Print picture and attach it to poster BEFORE NEXT CLASS. Be prepared to share with the class why you picked the picture that you did.
--While reading pgs. 1-30, work on character posters (if any of your characters "show up" in this section of the reading) and complete Post-its (focus especially on flagging seemingly important passages).

English 9--4/22/2013

Jump Off
--Clear your desks of all but a writing utensil and any personal notes that you took while reading Chapters 8-10 of Dragonsong.
--SEE MR. MARTIN ASAP: Hannah Maneiro and Olivia Taylor.

S. the C.
--agenda/rationale
--assessment directions

Assessment -- "Chapters 8-10 Reading Quiz/'Digging Deeper' Writing Response"
--complete the quiz quietly and independently--good luck!
--when you finish with the quiz, work on your homework until everyone has finished taking the quiz

Transition 
--Pronounce the vocabulary words together.
--Pick up a copy of the poem from the front table.


Activity (cont.) -- "Fable for When There's No Way Out"
--finish up our rough Poetry "Unit" Notes from last class
--oral reading for deeper meaning--as poem is read aloud twice, jot down notes on the poem itself as per our Poetry "Unit" Notes (divide and conquer?)
--continue jotting down notes via independent reading
--share out, focusing on effect/authorial purpose
--connect this work to our future Dragonsong Unit and Romeo and Juliet Unit endeavors

HW Time (cont.)

HW
--Read through all of the Unit #11 vocabulary words on pages 124-126 and fill in the blanks.  Then, complete the Choosing the Right Word exercise on page 129.
--Bring your vocabulary book to class next time in case it is needed for review purposes.  The Unit #11 quiz will take place on Friday.
--Finish reading up to page 173 of Dragonsong and take notes for review/discussion by next class.  We will read the last few pages of the novel together.

Senior English--4/19/2013

Jump Off
--Spend the first few minutes of class studying for the forthcoming Unit #8 vocabulary quiz quietly and independently. Mr. Martin will be around after study time with the quiz.
--Complete the vocabulary quiz quietly and independently. Good luck!

S. the C.
--trade and grade--quizzes returned/self-reflection/Mr. Martin collects
--share list of students needing to revise for the Cumulative Writing Portfolio
--agenda/HW
--ETHICAL DISCUSSING ADDRESSED

Transition

--Form a circle.

Presentations/Discussion -- Arguing for a Position Research Papers
Protocol
--card drawn--student shares four items from checklist and opens the floor up for questions (if all four checklist items adequately addressed, 1 point is earned)

Checklist of "Must Includes":

• Your thesis statement
• The strongest point you include in support of your thesis statement (be specific!)
• An explanation of the main opposition you address and how you attempt to refute the opposition
• The most surprising/interesting piece of information you discovered during the research process
 

--peers ask questions (e.g., Did you find out anything about…? What about…? [playing Devil’s Advocate] Etc.)--1 point is earned for asking a question that pushes the discussion forward/1 point is earned for providing a thoughtful response to a question (about one’s own argument OR a peer’s)

--CLASS PARTICIPATION SCORING SCALE: 1 point = 80%; 2 points = 90%; 3 points = 100% (once three points are earned, a student may no longer contribute to discussion for the remainder of the block)--this is your first grade for Quarter 4!

--process repeats until all presentations have been delivered

HW

--The due date for submitting a revised Arguing for a Position Research Paper for the Cumulative Writing Portfolio is May 20th (approximately one month from today)--Do you want/need to revise?  Don't forget to schedule a meeting with Mr. Martin to go over your revisions.