Senior English--6/3/2013

Jump Off
--If you are ready to share your final assignment today, write your name up on the front board.

S. the C.
--agenda/HW
--inform students about Obligation Forms

Group Share -- The Final Assignment

Hooked on Books -- The Kite Runner
--If you still need to revise your research paper (or another assignment) to achieve mastery for the Cumulative Writing Portfolio and/or need to meet with Mr. Martin, do so during this block of time.  WE HAVE TWO CLASSES TOGETHER REMAINING AFTER TODAY.
Block 4:
--Habte
--Maier
--Schwerzler
--Etc.

Film -- Marc Forster's The Kite Runner

--continue viewing the film/considering items on the sheet

Closure -- Discuss the Film/Novel

HW

--The Regional Post-Assessment will take place at the beginning of next class (Wednesday, 6/5/2013) . Though the contents of said test are a bit of a mystery, the test will likely be similar to the Regional Pre-Assessment completed on 11/8/2012. Your goal is to show improvement from your pre-assessment to your post-assessment (which, theoretically, indicates that you have mastered certain skills throughout the school year).  If your score improves, a 100% will be added to your Quarter 4 class participation score.
--Sharing of the final assignment will continue next class (Wednesday, 6/5/2013). Mr. Martin's model from last class should set the bar for expectations (a visual and specific details)--look to reach (or go above and beyond!) the bar.
--Finish reading The Kite Runner by our last day of class--the final novel exam will take place on this day (Friday, 6/7/2013). Continue reviewing your "Mini-Research Presentation Notes" as well.
--If you need to continue revising your research paper in order to achieve mastery for the Cumulative Writing Portfolio (your Senior English Final Exam), get the job done.
--Turn in any books that you owe to Mr. Martin ASAP!

English 10 Honors--5/31/2013

Jump Off
--Clear your desk of all but a writing utensil and some lined paper.

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

Assessment -- The Count of Monte Cristo
--carefully complete Part I of the assessment--when finished, submit your work and pick up Part II
--carefully complete Part II of the assessment--when finished, submit your work.  Then, use the remaining time to work on your final project.

Transition -- pick up the enrichment sheet from the front table

Enrichment/Final Project Advice -- Connection to Stephen King's Rita Hayworth and Shawshank Redemption
--complete the task as directed/engage in discussion--final project advice given

HW
--We have three more classes together.  During our next two, some time will be allotted for working on final projects/writing portfolio revisions.  Bring whatever you need to bring so that this time is productive.  Final projects are due for sharing/presenting on our last class day (Monday, June 10th).  Your project must include a list of the essential learnings that you include.

English 9--5/31/2013

Jump Off
--Pick up the "Dragonsong Unit Final Essay--Feedback Analysis" halfsheet from the front table.  You know the drill!  Mr. Martin will be around with your scored essay.

S. the C.
--agenda/HW

REMINDER: CUMULATIVE WRITING PORTFOLIO 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 was 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 (time permitting) 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 two assignments within the Cumulative Writing Portfolio with scores of 82% and 90%, this substantial writing grade would be an 86%.)

--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission today.

Self-Reflection -- Crafting AMAZING Literary Analysis Essays
--independent work time (cont.)--feedback analysis of scored essay
NOTE: Students needing to revise for the Cumulative Writing Portfolio can meet with Mr. Martin during this time--establish an order on the front board/schedule meeting times for next week.
--whole-group share-out--Mr. Martin creates a list on the front board/models where appropriate

Transition 
--BLOCK 1/4: Take out your Act II study guide.  What do we need to discuss in order to mostly understand Act II before moving on?    

Discussion -- Act II

Review/Brain Break (BLOCK 4)
--check out the following links:
http://www.youtube.com/watch?v=bzVyqiskpMk
http://www.youtube.com/watch?v=xKUyq-uCZr0
http://www.youtube.com/watch?v=iS_E-JiIBxo

Closure -- Whip Around

HW

--Continue reviewing your "Background Information Mini-Presentation Notes" page prior to next class, as an upcoming assessment is quite possible!
--The due date for submitting a revised Dragonsong Unit Final Essay for the Cumulative Writing Portfolio is June 10th (approximately 1.5 weeks from today--our last class day)--Do you want to revise (as the opportunity exists even for students who have already demonstrated mastery [80%+])?  The following students need to revise: Jolly Ranchers, Flash Gordon, RanRan, and Benji...Benny Boy, BooBoo, WootWoot, Arcadia, Raven Starshine, Meow, Twig, and Nicknameless Person. Don't forget to schedule a meeting with Mr. Martin to go over your revisions (meeting times will fill up quickly!).

--The following student still has not reached mastery for the first writing piece that must be included within the portfolio (M, D, O, L, C Revised Odyssey Unit Examination Response): Philosoraptor.
NOTE: You cannot advance to English 10 without a completed Cumulative Writing Portfolio.
--All English 9 students will take both a department final exam and a Regional Post-Assessment next week.  The study guide handed out last class is a great tool for preparing for the department final exam and should also help with preparation for the Regional Post-Assessment.  Though the contents of the regional test are a bit of a mystery, the test will likely be similar to the Regional Pre-Assessment completed on 11/7/2012.  Mr. Martin hopes that you prepare diligently for each of these exams, as the test results are meant to help him determine what you learned throughout the year, and he is confident you have learned a lot!  CONTINUE STUDYING--ALL OF YOU HAVE THE POTENTIAL TO NAIL THESE ASSESSMENTS!

Mr. Martin's Final Assignment

The Pittsburgh Half Marathon

5/5/2013

13.1(ish) miles in 1:36.41

466th out of 14,016 participants

Senior English--5/30/2013

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 the quiz, take out your copy of The Kite Runner and any notes that you have taken while reading.  Flip back through pages 202-292.  We have not talked about the book in a little while--what's on your mind?
--MR. MARTIN COLLECTS VOCABULARY QUIZZES

S. the C.
--agenda/HW
--sample final assignment

Discussion -- The Kite Runner up to page 292

--engage in discussion--Mr. Martin will be assessing contributions 
--Following discussion, take out your The Kite Runner film sheet from last class.

Film -- Marc Forster's The Kite Runner
--continue viewing the film/considering items on the sheet
--If you would prefer to read during this block of time, feel free to do so.
--If you still need to revise your research paper to achieve mastery for the Cumulative Writing Portfolio and/or need to meet with Mr. Martin, do so during this block of time.  WE HAVE ONE WEEK REMAINING AFTER TODAY.

Closure -- Discuss the Film/Novel

--Mr. Martin will be assessing contributions

HW

--Read up to the bottom of page 332 of The Kite Runner. Jot down notes for comprehension/discussion on Post-its, on a sheet of paper, in your notebook...whatever you prefer!  You must finish the novel by our last day of class--the final novel exam will take place on this day (Friday, 6/7/2013).  Continue reviewing your "Mini-Research Presentation Notes" as well.
--If you need to continue revising your research paper in order to achieve mastery for the Cumulative Writing Portfolio, proactively get the job done.  

--The Regional Post-Assessment will take place during our second class next week (Wednesday, 6/5/2013) . Though the contents of said test are a bit of a mystery, the test will likely be similar to the Regional Pre-Assessment completed on 11/8/2012. You might be asking yourself, Can I prepare for this test? The answer is yes, and Mr. Martin hopes that you do, as this test is meant to help him determine what you learned throughout the year.
--The final assignment of the year for Mr. Martin’s Senior English students is an informal sharing of a major accomplishment/prideful moment from your final year of high school.  The sharing process will begin next class (Monday, 6/3/2013).  Mr. Martin's model from today should set the bar for expectations (a visual and specific details)--look to reach (or go above and beyond!) the bar.

English 10 Honors--5/29/2013

Jump Off
--Pick up the piece of literary criticism from the front table.

S. the C.
--agenda/HW
--rationale for oral reading to start

Close Reading/Discussion -- “Death, Resurrection, and Fall in Dumas’ Comte de Monte-Cristo”
--engage in oral initial reading of the piece of literary criticism--your goal is to “get the gist”

--engage in brief discussion based on initial reading
--Mr. Martin delivers paragraph Post-its
--closely re-read the paragraph(s) that correspond(s) with the number(s) written on the Post-it.  (For example, if your Post-it says “2 & 3”, purposefully re-read the second and third paragraphs of the piece of literary criticism, underlining/annotating/etc.  If you have a SmartPhone, feel free to use it appropriately.)
--go through article paragraph-by-paragraph--discuss
--re-visit English 10 literature goals--post novel themes up on the board
--continue discussing--wrap up the novel (Mr. Martin will be using the "Discussion Contribution Rating Scale"—reminder: an overall discussion score will be given for all students at the end of Qtr. 4)
--if time still remains, we will consider the intertextuality that exists between the novel and Stephen King's Rita Hayworth and Shawshank Redemption (enrichment)

HW

--The assessment for The Count of Monte Cristo will take place next class (Quotation Identification)--finish preparing.

English 9--5/29/2013

Jump Off
--Pick up a copy of the "English 9 Department Exam Study Guide -- June 2013" from the front table.
--Justin Marcy/Sarah Rossborough: Please grab the grammar hammer from the front of the room and give it a drop.  Then, make sure that everyone has a copy of the sheet entitled "Common Error: Missing or misplaced possessive apostrophe".

S. the C.
--briefly discuss the study guide/final exam
--agenda/HW
--discuss next block of instruction as it pertains to the Dragonsong Unit Final Essay assignment, which will be returned next class
--purposefully read through the top half of the first page of the grammar hammer sheet together

Instruction -- Missing or misplaced possessive apostrophe
--independently complete the PRACTICE
--go over the PRACTICE together

Transition 
--Take out your Act I study guide and drama terms notes page.
--Pick up a copy of the Act II study guide from the front table.
--Engage in a "materials assessment" together.  What do we need to discuss in order to mostly understand Act I before moving on?  What are we "looking for" while viewing Act II?  Do any of the drama terms "need defining" in order to find success with the Act II study guide?  If so, let's "take care of business" before moving on.  Etc. 

Film -- Act II of Franco Zeffirelli's Romeo and Juliet 
--purposefully view the film/follow along in the text until a few minutes remaining in class--gather information for discussion/assessment preparation by jotting down notes and responding to study guide prompts/questions

Closure -- Wrap-up Discussion

HW

--Finish Act II (purposeful reading of the play via study guide) if we do not finish in class.
--Continue reviewing your "Background Information Mini-Presentation Notes" page prior to next class, as an upcoming assessment is quite possible!

--Items on the “backburner” of which to be aware:

• Some students still have not reached mastery for writing pieces that must be included within the portfolio; you cannot advance to English 10 without a completed Writing Portfolio.  Mr. Martin will attempt to touch base with you ASAP if this circumstance pertains to you.
• All English 9 students will take both a department final exam and a Regional Post-Assessment next week.  The study guide handed out today will be especially helpful in preparing for the department final exam and should also help with preparation for the Regional Post-Assessment.  Though the contents of the regional test are a bit of a mystery, the test will likely be similar to the Regional Pre-Assessment completed on 11/7/2012.  Mr. Martin hopes that you prepare diligently for each of these exams, as the test results are meant to help him determine what you learned throughout the year, and he is confident you have learned a lot!  START STUDYING ASAP.

Senior English--5/28/2013

Jump Off
--Pick up a BINGO board and a highlighter from the front table. Fill in the board (unit word + "helper" word) with the Unit #11 words using your writing utensil (not the highlighter).
--Mr. Martin returns Cumulative Writing Portfolio revisions--do you need to continue revising in order to achieve mastery?  If so, meet with Mr. Martin later in the block during film time.

S. the C.
--agenda/HW
--directions given for review activities

Review -- Vocabulary Unit #11

• BINGO:
• "how to win" reminder
• play two games--+1 bonus to winners
• PICTIONARY/CHARADES:
• two teams formed via a drawing of cards
• play until about the midway point of class

--For HW, finish preparing for the Unit #11 assessment, which will take place next class.  Don't forget about our incentive plan!

Transition -- pick up the sheet pertaining to the film version of The Kite Runner from the front table

Film -- Marc Forster's The Kite Runner
--take a look through the sheet/briefly discuss
--view the film/consider items on the sheet

Closure -- Discuss the Film/Novel

--Mr. Martin will be assessing contributions

HW

--Finish preparing for the final vocabulary quiz (Unit #11), which will take place next class.  Don’t forget about our incentive plan!
--If you need to continue revising your research paper in order to achieve mastery for the Cumulative Writing Portfolio, proactively get the job done.

--Read up to page 292 of The Kite Runner. Jot down notes for comprehension/discussion on Post-its, on a sheet of paper, in your notebook...whatever you prefer!

--Continue reviewing your "Mini-Research Presentation Notes" prior to next class.

--Items on the “backburner” of which to be aware:

• All Senior English students will take a Regional Post-Assessment next week. Though the contents of said test are a bit of a mystery, the test will likely be similar to the Regional Pre-Assessment completed on 11/8/2012. You might be asking yourself, Can I prepare for this test? The answer is yes, and Mr. Martin hopes that you do, as this test is meant to help him determine what you learned throughout the year.
• The final assignment of the year for Mr. Martin’s Senior English students involves reconsidering your 100 Goals List, reflecting on your final year of high school, and selecting a major accomplishment/prideful moment about which to talk to the class--you should begin the reflection process ASAP if you have not already done so!  If you still have your 100 Goals List, pull it out and give it a scan.

English 10 Honors--5/24/2013

Jump Off
--Spend the first few minutes of class studying for the forthcoming Unit #12 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 notebook and begin responding to the following prompt in a well-developed paragraph:

On a scale of 1-10 (10 being the highest), how much literary merit does Alexandre Dumas' The Count of Monte Cristo have?  Convincingly justify your ranking via explanation, calling upon specific textual evidence.

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

Close Reading/Discussion -- “Death, Resurrection, and Fall in Dumas’ Comte de Monte-Cristo”
--discuss the prompt posted following the assessment

--discussion based on the following questions: What is close reading? AND What is literary criticism?
--engage in independent initial reading of the piece of literary criticism--your goal is to “get the gist”
--engage in brief discussion based on initial reading
--Mr. Martin delivers paragraph Post-its
--closely re-read the paragraph(s) that correspond(s) with the number(s) written on the Post-it.  (For example, if your Post-it says “2 & 3”, purposefully re-read the second and third paragraphs of the piece of literary criticism, underlining/annotating/etc.  If you have a SmartPhone, feel free to use it appropriately.)
--go through article paragraph-by-paragraph--discuss
--re-visit English 10 literature goals--post novel themes up on the board
--continue discussing--wrap up the novel (Mr. Martin will be using the "Discussion Contribution Rating Scale"—reminder: an overall discussion score will be given for all students at the end of Qtr. 4)
--if time still remains, we will consider the intertextuality that exists between the novel and Stephen King's Rita Hayworth and Shawshank Redemption (enrichment)

HW

--The assessment for The Count of Monte Cristo will take place the class after next (Quotation Identification)--finish preparing--how?!

English 9--5/24/2013

Jump Off
--Spend the first few minutes of class studying for the forthcoming Unit #12 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 copy of the prologue and read it over as last-minute preparation for today's prologue recitation block.

S. the C.
--trade and grade--quizzes returned/self-reflection/Mr. Martin collects
--agenda/HW
--prologue recitation in pairs
--prologue recitation (volunteers first--rest of order determined by a drawing of cards)

Transition 
--Pick up a copy of the play and report your book number to Mr. Martin.
--Take out your drama terms notes page and capture any items from the page below that you do not already have written down:

Film (cont.) -- Act I of Franco Zeffirelli's Romeo and Juliet 
--purposefully view the film/follow along in the text until a few minutes remaining in class--gather information for discussion/assessment preparation by jotting down notes and responding to study guide prompts/questions

Closure -- Wrap-up Discussion

HW

--Finish Act I (purposeful reading of the play via study guide) if we do not finish in class.
--Continue reviewing your "Background Information Mini-Presentation Notes" page prior to next class, as an upcoming assessment is quite possible!

--Items on the “backburner” of which to be aware:

• Some students still have not reached mastery for writing pieces that must be included within the portfolio; you cannot advance to English 10 without a completed Writing Portfolio.  Mr. Martin will attempt to touch base with you ASAP if this circumstance pertains to you.
• All English 9 students will take a Regional Post-Assessment within the next few weeks.  Though the contents of said test are a bit of a mystery, the test will likely be similar to the Regional Pre-Assessment completed on 11/7/2012.  You might be asking yourself, Can I prepare for this test?  The answer is yes, and Mr. Martin hopes that you do, as this test is meant to help him determine what you learned throughout the year.  This test will count as part of your final exam for the course.

Senior English--5/23/2013

Jump Off

--If you happen to have your vocabulary book, open it up to the Unit #11 word list.  Otherwise, pick up a copy of the word list from the front table.  We will begin class today by going over the word list (our final unit of the school year!).  As we read through, you should be considering any tips/tricks for sharing (Mr. Martin will model with the first word on the list: abrogate).  Don't forget about our incentive plan (Block 1 has tentatively earned their incentive for Unit #10 pending the work of Reeder, Saxton, and Shirley)!

S. the C. 

--agenda/HW

--go over the Unit #11 word list--get tips/tricks written up on the board (and in margins of vocabulary books/word list pages)

--devise a vocabulary plan of action for next class

Transition 
--Pick up the sheet entitled “The Three Questions” from the front table--read the directions and respond accordingly.

Activity – The Three Questions

--share responses

--Transition -- move desks--sit on floor for “story time”!

--read the back of the sheet

--read-aloud of The Three Questions--students respond to the three questions as directed

--Transition -- re-row desks/respond to final two questions

Discussion – The Kite Runner up to page 202

--take a look at pictures posted on the blog from our discussion following The Black Donnellys:

To discuss:

--back of the activity sheet

--connections back to where the unit began

--any personal comprehension/discussion notes from the last two sections of the reading
--Mr. Martin, as per usual, will be assessing contributions via the “Discussion Contribution Rating Scale” and hopes to hear from everybody!

HW Time 

--Hooked on The Kite Runner

HW

--Bring your vocabulary book next class for review purposes--the quiz will take place on Thursday, 5/30.  Don’t forget about our incentive plan!

--Read up to page 258 of The Kite Runner.  Jot down notes for comprehension/discussion on Post-its, on a sheet of paper, in your notebook...whatever you prefer!

--Continue reviewing your "Mini-Research Presentation Notes" prior to next class.

--Items on the “backburner” of which to be aware:

• Some students still have not reached mastery for writing pieces that must be included within the portfolio; you cannot graduate without a completed Cumulative Writing Portfolio.  Mr. Martin will attempt to touch base with you if this circumstance pertains to you, yet this should be on your radar!
• All Senior English students will take a Regional Post-Assessment within the next few weeks.  Though the contents of said test are a bit of a mystery, the test will likely be similar to the Regional Pre-Assessment completed on 11/8/2012.  You might be asking yourself, Can I prepare for this test?  The answer is yes, and Mr. Martin hopes that you do, as this test is meant to help him determine what you learned throughout the year.
• The final assignment of the year for Mr. Martin’s Senior English students involves reconsidering your 100 Goals List, reflecting on your final year of high school, and selecting a major accomplishment/prideful moment about which to talk to the class--you should begin the reflection process ASAP!

English 10 Honors--5/22/2013

Jump Off
--Take out your copy of TCoMC and settle in--much of today's block will be spent "Hooked on TCoMC"! 

S. the C.
--agenda/rationale/HW

HW Time 
--Hooked on TCoMC 

Energizer/Review Activity -- Who Am I?
--directions given
--Transition--names taped to back by Mr. Martin 
--wander about classroom engaging in activity

HW Time (cont.)
--quizzes returned--reflect/see Mr. Martin for exemplars

HW
--Prepare for the Unit #12 vocabulary quiz (the last of the school year!), which will take place next time.  Don't forget about the "Whimsical Words".
--Make sure that you are reviewing your notes (e.g., Key Facts, Alexandre Dumas notes, Melodrama notes, character posters, Post-its, discussion notes, etc.), as Mr. Martin may "check in" on your knowledge and ask you to apply said knowledge at any time.
--While finishing the novel, 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!

English 9--5/22/2013

Jump Off
--Spend three-five minutes reciting the prologue (first ten lines +) in a six-inch voice.
--Write your name on the top of the halfsheet of paper on your desk.

S. the C.
--agenda/HW
--prologue recitation in pairs
--first ten lines recall TO HAND IN
--prologue recitation (volunteers [entire prologue only])

Introductory Activity (cont.) -- The Tragedy of Romeo and Juliet Background Information
--last-minute presentation preparation (Block 4)/presentations/notetaking 

Transition 
--Pick up the materials needed for dealing with the play (a copy of the "Vocabulary Work Sheet" (drama terms) notes page, a copy of the study guide, and a copy of the play).
--Engage in a "materials assessment" together.  Are any of the drama terms known entities?  What are we "looking for" while viewing Act I?  What's "the deal" with this version of the play?  Etc. 

Film -- Act I of Franco Zeffirelli's Romeo and Juliet 
--purposefully view the film/follow along in text until a few minutes remaining in class--gather information for discussion/assessment preparation by jotting down notes and responding to study guide prompts/questions

Closure -- Wrap-up Discussion

HW
--Finish preparing for the Unit #12 vocabulary quiz (the last of the school year!), which will take place at the beginning of next class.
--Memorize the entire prologue, and be ready to demonstrate your memorization next class when Mr. Martin draws cards for oral recitations.
 --Review your "Background Information Mini-Presentation Notes" page prior to next class, as an upcoming assessment is quite possible!
--We will finish up Act I of the play (hopefully!) on Friday.

Senior English--5/21/2013

Jump Off
--After attendance, pick up a copy of the "Chapter Twelve Reading Comprehension Check/Chapters Thirteen-Fifteen Anticipation" assessment from the front table.  Complete the assessment quietly and independently.  Good luck!

S. the C.
--agenda/HW

Assessment -- Chapter Twelve Reading Comprehension Check/Chapters Thirteen-Fifteen Anticipation
--complete the quiz quietly and independently--when finished, place the quiz on the front table and begin reading quietly and independently

HW Time 

--Hooked on The Kite Runner

Brain Break -- What Would You Do? (http://www.youtube.com/watch?v=XvIDqgyK8fw)

HW
--Read up to page 202 of The Kite Runner.  Jot down notes for comprehension/discussion on Post-its, on a sheet of paper, in your notebook...whatever you prefer!  It is a good idea to continue reading past page 202, as the next reading assignment will be a large one.

--Continue reviewing your "Mini-Research Presentation Notes" prior to next class.

English 10 Honors--5/20/2013

Jump Off
--Take out your TCoMC character poster(s) and discussion notes.  Begin looking through your materials and preparing for discussion.

S. the C.
--agenda/HW
--discussion protocol explained (cards drawn, questions asked/contributions shared [you may want to write "things" down so that you don't forget questions/topics/potential discussion threads!], typical discussion henceforward)

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 up to page 405
--engage in discussion as per protocol, paying particularly close attention to characters and important passages

HW Time

HW
--Prepare for the Unit #12 vocabulary quiz, which will take place on Friday.  You are on your own this week!  Don't forget about the "Whimsical Words".
--Make sure that you are reviewing your notes (e.g., Key Facts, Alexandre Dumas notes, Melodrama notes, character posters, Post-its, discussion notes, etc.), as Mr. Martin may "check in" on your knowledge and ask you to apply said knowledge at any time.
--While reading pages 406-466, 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!

English 9--5/20/2013

Jump Off
--Take out the final copy of your typed in MLA format Dragonsong Unit Final Essay.  Turn the essay in by placing it on the front table.
--Spend three-five minutes reciting the prologue (first five lines +) in a six-inch voice.

S. the C.
--agenda/HW
--prologue recitation in pairs
--prologue recitation (volunteers first [entire prologue...first five lines], then cards drawn)

Transition
--Take out your "Poetry 'Unit' Notes -- English 9"  packet, your "Poetry 'Unit' Notes -- English 9: Effect/Authorial Purpose 'Cheat Sheet'", and your "Romeo and Juliet Unit--Prologue Explication" sheet from the front table.

Introductory/Review Activity -- The Tragedy of Romeo and Juliet Prologue Explication
--engage in explication quietly and independently using your notes pages from earlier in the school year
--share out, focusing on effect/authorial purpose--add to "Cheat Sheet" where appropriate, and begin "Drama Terms" section of notebook

Transition -- see Mr. Martin at the front table, where you will pick up a reading and a purposeful reading page

Introductory Activity -- The Tragedy of Romeo and Juliet Background Information
--engage in purposeful reading quietly and independently
--in groups by reading, prepare a brief presentation (think back to your Greek Mythology presentations--same idea! [share essential information based on answers to questions, but do not just read questions and answers]
--Transition--pick up a copy of the sheet entitled "Background Information Mini-Presentation Notes" and read the directions at the top
--presentations/notetaking

HW Time
--continue memorizing the prologue (first ten lines)--How?!

HW
--Memorize the first ten lines of the prologue, and be ready to demonstrate your memorization next class.  If you "have" the whole prologue by next class, that's even better!
--Prepare for the Unit #12 vocabulary quiz, which will take place on Friday.  You are on your own this week! 
--Review your "Background Information Mini-Presentation Notes" page prior to next class, as an upcoming assessment is quite possible!

Senior English--5/17/2013

Jump Off
--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!

S. the C.
--share list of students needing to revise for the Cumulative Writing Portfolio--execute your plan for revising developed on 4/17/2013
--trade and grade--quizzes returned/self-reflection/Mr. Martin collects
--agenda/HW
--Block 4:  Emily S.'s mini-research presentation (Lake Elizabeth Park)

Transition -- take out your copy of The Kite Runner and your discussion notes/form a circle

Discussion -- The Kite Runner Chapters Seven-Eleven (pgs. 59-142)

--engage in discussion--Mr. Martin assesses via the "Discussion Contribution Rating Scale"

Transition -- re-row desks

HW Time

--audio book files reminder
--Hooked on The Kite Runner

HW
--The due date for submitting a revised Arguing for a Position Research Paper for the Cumulative Writing Portfolio is May 20th (Monday of next week)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.
--Read up to page 165 of The Kite Runner. Jot down notes for comprehension/discussion on Post-its, on a sheet of paper, in your notebook...whatever you prefer!  An upcoming assessment is quite possible.

--Review your "Mini-Research Presentation Notes" prior to next class, as an upcoming assessment is quite possible.

English 10 Honors--5/16/2013

Jump Off
--Pick up the "Missing or misplaced possessive apostrophe" assessment from the front table.  Carefully read the directions and begin working on the assessment quietly and independently.  Good luck!

S. the C.
--share list of students needing to revise the Ayn Rand Essay Contest paper for the Writing Portfolio--as you have missed the due date, expect a referral before the end of the week
--agenda/HW

Assessment -- Missing or misplaced possessive apostrophe
--Finish completing the assessment quietly and independently.
--When finished with the quiz, take out your "speed dating" materials, as we will continue the discussion activity today.
--trade and grade--quizzes returned/self-reflection

Transition -- assessments in/room re-arranged for activity

Discussion Activity -- Significant Passage "Speed Dating"
--continue engaging in "speed dating" process

HW Time

HW
--Make sure that you are reviewing your notes (e.g., Key Facts, Alexandre Dumas notes, Melodrama notes, character posters, Post-its, discussion notes, etc.), as Mr. Martin may "check in" on your knowledge and ask you to apply said knowledge at any time.
--While reading pages 366-405, 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! 

English 9--5/16/2013

Jump Off
--Take out your copy of the "Dragonsong Unit Final Essay Grading Sheet" and your typed in MLA format Dragonsong Unit Final Essay.

S. the C.
--agenda/HW

Writing Workshop -- Dragonsong Unit Final Essay Self and Peer-Editing
--engage in self-editing using your essay and rubric--Mr. Martin models/scaffolds with part of Anita Bath's essay
--essays collected/handed out
--engage in peer-editing using your peer's essay and rubric
--For HW, make any necessary revisions based on today's work block.  Your FINAL essay is due at the beginning of next class (Monday, May 20th).

Transition
--Take out your "Poetry 'Unit' Notes -- English 9"  packet and your "Poetry 'Unit' Notes -- English 9: Effect/Authorial Purpose 'Cheat Sheet'".
--Pick up a copy of the "Romeo and Juliet Unit--Prologue Explication" sheet from the front table.

Introductory/Review Activity -- The Tragedy of Romeo and Juliet Prologue Explication
--engage in explication quietly and independently using your notes pages from earlier in the school year--when finished with your explication, respond to the prompt on the bottom of the page
--share out, focusing on effect/authorial purpose--add to notes where appropriate

Closure -- Looking Ahead
--discuss plot of play/make predictions based on prior knowledge and prologue (rationale shared)

HW Time
--begin memorizing the prologue (first five lines)--How?!

HW
--Your final essay is due at the beginning of class next time (Monday, May 20th).  Make sure to align your work with the rubric--strive for mastery, as you are all quite capable! :)
--Memorize the first five lines of the prologue, and be ready to demonstrate your memorization next class.  If you "have" the whole prologue by next class, you have achieved excellence!