English 9--10/2/2013

Jump Off
--Pick up an index card from the front table.  Number the index card 1-20.

S. the C.
--agenda/rationale/HW
--a note about materials vs. no materials in blog posts
--a note about postponed homework

Review -- Vocabulary Unit #2
--complete online review--write answers on card--check knowledge/understanding as we go, making note of which words to study more closely
 
http://www.sadlier-oxford.com/vocabulary/Choice/Level%20D/Level%20D%20Unit%202/multiplechoice.html

--For HW, finish preparing for the Unit #2 quiz, which will take place at the beginning of next class.

Transition
--consider the following prompt/question in your head and be ready to share your thoughts:

Mr. Martin is about to have you pick up a piece of writing meant to teach you something powerful--how will you concentrate on the reading/remember what you've read?

Purposeful Reading Instruction -- SQ3R
--discuss thoughts had during "Transition"--develop a "plan of action" for reading the sheet entitled "Purposeful Reading Method for Synergizing Activity"
--purposefully read the SQ3R sheet as per our developed "plan of action"
--Mr. Martin models the SQ3R method using a snippet of reading from The 7 Habits of Highly Effective Teens (pgs. 11-14)

Transition -- copies of The 7 Habits of Highly Effective Teens picked up/habits assigned (SEE WORD DOCUMENT)

HW Time -- SQ3R

HW

--Finish preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of next class.
--Finish "SQ3Ring" your assigned reading from The 7 Habits of Highly Effective Teens by the beginning of next class.  You should come to class with detailed notes, which you have reviewed, pertaining to the questions you developed.  It is imperative that you mindfully complete this task in order to prepare for enlightening your peers--this is SYNERGY at its finest!

The Alchemist up to page 133--Have You... (English 10 Honors)

• reasoned out the purpose of any of Coelho's allusions (to Christianity, Spanish myth, Islam, etc.)?
• noticed any motifs (add this to the list of terms!) and considered the impact of said motifs?
• keyed in on any aphorisms (add this to the list of terms!) such as the following: "'When you want something, all the universe conspires in helping you achieve it.'"  If so, have you developed any opinions regarding the ideas presented/made any personal connections?
• considered the potential symbolism of both the polishing of crystal and travelling through the desert?
• continued applying Coelho's Four Obstacles to the plot of the story?

English 10 Honors--10/1/2013

Jump Off

--LAST-MINUTE STUDY SESH!
--Pick up the vocabulary assessment from the front table. Complete the quiz quietly and independently. Good luck!

--Mr. Martin will interrupt you a few minutes in to let you know about “Diction Doctors” (just an FYI!).

*When finished, look through your purposeful reading notes for the reading up to page 133 as review/preparation for discussion.

S. the C.

--agenda/HW

--trade and grade

--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in your vocabulary book--Mr. Martin collects quizzes

Transition
--Take out a clean sheet of lined paper.  Rip the sheet of paper in half "hamburger-style," and write your first and last name at the top of each half.

Assessment – The Alchemist up to pg. 133
--complete questions 1-3 (60%—basic comprehension)—place on floor next to desk for Mr. Martin to collect

--complete question 4 (40%—higher-level thinking/writing)—may use the text!

--pass quizzes up when all are finished
*If you finish and others are still working, continue looking through your purposeful reading notes for the reading up to page 133 as preparation for discussion.

Transition

--Form an alphabetical circle out of the desks.  Have both your discussion ideas and notebook handy.

 

Discussion -- The Alchemist up to page 133

--reminders: the discussion protocol/"Discussion Contribution Rating Scale"

--engage in discussion via protocol

Items for discussion:

• Purposeful reading notes, paying particular attention to The Alchemist as magical realism
• Application of new terms (e.g., dilemma, fable, foil) to the novel
• The "Have You..." lists

Closure -- NONE AGAIN TODAY--MR. MARTIN WILL DETERMINE "WHERE YOU ARE" VIA TODAY'S ASSESSMENTS

HW

--Finish reading The Alchemist by the beginning of next class (don't skip the Epilogue!)--demonstrate your best skill level in reading purposefully via the Post-it Note strategy (or?), and expect both to discuss your ideas and for Mr. Martin to collect your work next class (especially since he has yet to do so)--reading assessment next class as well?

--The following is a list of terms we should learn/apply in our dealings with The Alchemist (beyond the typical [setting, symbol, theme, etc.]): aphorism, dilemma, fable, foil, genre, interior monologue, leitmotif, magical realism, monomyth (hero's journey), motif, myth, and quest--what is your plan of action for learning/applying these terms?

The Alchemist up to page 33--Have You... (English 10 Honors)

• considered why Coelho begins the novel with a "twisted" retelling of the story of Narcissus (the PROLOGUE)?
• considered the potential symbolism present in the setting described on page 3 of our version of the novel?
• found any meaningful quotations that have "spoken to you"?
• questioned why Santiago is a shepherd and what his sheep perhaps represent symbolically?
• noticed the contrast between different types of learning/viewing the world and considered Coelho's purpose?
• considered the significance of the geography of the setting (Spain vs. Africa/the Strait of Gibraltar)?
• reasoned out the purpose of any of Coelho's allusions?

English 9--9/30/2013

Jump Off
--Pick up an index card from the front table.
--Pick up a copy of the reading from the front table (a piece of historical nonfiction titled "Cowgirl Up!"). Back at your desk, purposefully read the piece. Your purpose: Right on the reading itself, do your best to define each of the bolded words using prior knowledge and context clues. Good luck!
*MR. MARTIN MODELS FIRST AS A REMINDER*

S. the C.
--agenda/HW

Instruction -- Vocabulary Unit #2

--Mr. Martin elicits a potential definition from a student for the words "jeered" through "lucrative" and writes the potential meanings on the front board--how did you arrive at your definition?--STUDENTS REASON/ENGAGE WITH THE TEXT AT THE SMARTBOARD
--go over Unit #2 word list (page 24)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence--repeat this process for the entire list
In order to actively engage, students should be:
a.) writing the words on the line for each sentence
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).

--complete the Choosing the Right Word (“50/50”) exercise (pages 27 & 28) quietly and independently--work on additional exercises if waiting for peers to finish up
--go over 50/50s three-in-a-row style--emphasis on context clues
--For HW, begin preparing for the Unit #2 vocabulary quiz, which will take place this Friday (10/4/2013).  Vocabulary review will likely take place next class.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!

Introductory Discussion/Notetaking -- The 7 Habits of Highly Effective Teens
--take out your homework that was due last class (song lyric analysis)--we will use these in a little bit to help us understand the term "principle"--BLOCKS 2 & 4

--look at examples of "paradigms" and quotation about paradigms and work together to build an understanding of the term as well as an understanding of "principle"
--share out regarding the principle of hard work (HW assignment due last class) and reactive language (HW assignment due today)

Closure -- Ticket-Out-the-Door--DID NOT GET TO IN BLOCKS 2 & 4

--On the back of your other index card from earlier in class today, do the following from memory:

• List as many of the 7 Habits of Highly Effective Teens as you can.
• In sentence form, define the term "paradigm" in your own words.  Then, list a few of your own paradigms.
• In your writing, you must properly use one of the Unit #2 vocabulary words--PUT A BOX AROUND THE WORD.
• CIRCLE AND LABEL both a verb and a preposition somewhere within what you have written.

MAKE SURE THAT YOUR NAME IS SOMEWHERE ON THE INDEX CARD.

HW TIME -- "The Great Discovery"
--pick up a copy of the "The Great Discovery" packet from the front table

HW

Mandatory assignments:
--Begin preparing for the Unit #2 vocabulary quiz, which will take place this Friday (10/4/2013). Vocabulary review will likely take place next class. REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--Thoughtfully complete "The Great Discovery" for use during future classes--ALL BLOCKS: THIS HOMEWORK ASSIGNMENT IS POSTPONED!

Optional assignments:
--See Mr. Martin for additional materials if you still need more parts of speech practice: You will be expected to know/apply your knowledge of the eight parts of speech (especially verb, preposition, and conjunction) throughout the remainder of the school year (and beyond!).

English 10 Honors--9/27/2013

BLOCK 2

Jump Off

--Pick up a BINGO board and a highlighter from the front table.  Then, wait for Mr. Martin to give further directions.

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

--directions given for how to fill in BINGO boards (unit word + "helper" word)--MR. MARTIN MODELS
--directions given for writing five sentences on the back of your BINGO board (you may NOT just use the sentences from the book)--MR. MARTIN MODELS/TALKS STRATEGY
--fill in BINGO boards/write sentences quietly and independently--feel free to check your vocabulary homework using the "Teacher's Edition" located on the front table!

Review -- Vocabulary Unit #1 BINGO
--independent work time--finish writing five sentences
--share "how to win"  boards
--share information about “board validation” (at podium, share words, basic definitions, and a sample sentence)
--play 5ish games (depending on time)--+1 bonus to winners
--Looking Ahead: talk about format of upcoming vocabulary assessment
--For HW, finish preparing for the Unit #1 vocabulary assessment, which will take place at the beginning of next class.  Good luck!

Transition
--recycle or FILE AWAY your BINGO board

HOOKED ON THE ALCHEMIST

HW

--The Unit #1 vocabulary assessment will take place at the beginning of next class. Continue preparing! (What study strategies have brought you success in the past?)
--Read up to pg. 133 of The Alchemist by the beginning of next class--demonstrate your best skill level in reading purposefully via the Post-it Note strategy (or?), and expect both to discuss your ideas and for Mr. Martin to collect your work next class--reading assessment next class as well?
--The following is a list of terms we should learn/apply in our dealings with The Alchemist (beyond the typical [setting, symbol, theme, etc.]): dilemma, fable, foil, genre, interior monologue, leitmotif, magical realism, monomyth (hero's journey), myth, and quest--what is your plan of action for learning/applying these terms?

BLOCK 4

NO CLASS--PEP ASSEMBLY

HW
--SEE ABOVE

English 9--9/26/2013

Jump Off
--Pick up two index cards from the front table. On one of the index cards, provide definitions for as many of the eight parts of speech as you can. (The parts of speech are listed on the front board for you.) Feel free to use any helpful notes/materials from your binder.

S. the C.
--agenda/HW
--OBJECTIVES:
1.) Leave class today having demonstrated a strong understanding of the eight parts of speech--if you still have gaps in your understanding at the end of class, visit the following link for more practice: http://www.rcs.k12.va.us/csjh/speech.htm
2.) Leave class with a solid understanding of what the 7 Habits are and what both a "paradigm" and a "principle" is--if you still have gaps in your understanding at the end of class, see Mr. Martin for a copy of The 7 Habits of Highly Effective Teens and purposefully read pages 13-27 prior to next class.
--add (some) definitions to the list of the parts of speech
--Mr. Martin reminds of helpful tips for the three parts of speech most important to our future "grammar hammer" work

Transition
--highlighter and "Parts of Speech--Post-test" up from the front table--complete quietly and independently--good luck!

Assessment -- Parts of Speech Post-test
--When finished with the assessment, brainstorm examples of each of the 7 Habits "in action".  Do this on the back of your index card from earlier in class. --MR. MARTIN MODELS FIRST
--trade and grade--scored assessments returned to test-takers for self-reflection purposes--Mr. Martin collects

Introductory Discussion/Notetaking -- The 7 Habits of Highly Effective Teens
--take out your homework that was due last class (song lyric analysis)--we will use these in a little bit to help us understand the term "principle"
--continue brainstorming examples of each of the 7 Habits
--share out/discuss examples of the 7 Habits
--look at examples of "paradigms" and quotation about paradigms and work together to build an understanding of the term as well as an understanding of "principle"
--share out regarding the principle of hard work (HW assignment due today)

Closure -- Ticket-Out-the-Door

--On the back of your other index card from earlier in class today, do the following from memory:

• List as many of the 7 Habits of Highly Effective Teens as you can.
• Define the term "paradigm" in your own words and list a few of your own paradigms.
• Circle and label both a verb and a preposition somewhere within what you have written.

MAKE SURE THAT YOUR NAME IS SOMEWHERE ON THE INDEX CARD.

HW

Mandatory assignments:
--Baby Step #3: Listen carefully to your words between now and next class. Count how many times you use reactive language, such as "You make me...", "I have to...", "Why can't they...", "I can't...". Then, take note of the reactive language that you use the most. Be prepared to talk about this baby step next class.
--Bring your vocabulary book on Monday so that we can begin our work with Unit #2.  Don't forget!

Optional assignments:
--Visit the following link for more parts of speech practice: http://www.rcs.k12.va.us/csjh/speech.htm. You will be expected to know/apply your knowledge of the eight parts of speech (especially noun, preposition, and conjunction) throughout the remainder of the school year (and beyond!).

--Purposefully read pages 13-27 of The 7 Habits of Highly Effective Teens in order to deepen your understanding of "paradigm" and "principle."

What to Put on Post-its (English 10 Honors)

· “Ah-ha” moments

· Clarification of confusing aspects

· Connections to other readings, personal experience, etc.

· Favorite lines, sections, etc.

· General comments

· Notes about the author’s style

· Predictions

· Questions

· Recognition of literary elements (e.g., flashback, irony, symbolism, etc.) in action 

· Unfamiliar words/allusions (and their definitions/purpose once you’ve looked them up!)

· Visualizations

CONSIDERING AUTHORIAL PURPOSE IS KEY!!!

English 10 Honors--9/25/2013

BLOCK 4--PSAT PRESENTATION FOR THE FIRST 25-30 MINUTES OF CLASS

Jump Off
--Take out your notebook and date the page (9/25/2013)--label the page "Paulo Coelho--Author Background".

S. the C.
--agenda/HW

Notetaking/Discussion Preparation -- Paulo Coelho--Author Background/Coelho's Four Obstacles
--As Mr. Martin reads information aloud about author Paulo Coelho, jot down purposeful notes
--share out
--Transition--Draw a line in your notebook under your Paulo Coelho notes.  Label the next section of your notes "Coelho's Four Obstacles".  After copying down the list of obstacles from the front board, write ideas in your notebook based on the prompt/question below:

• Consider a goal that you either had in the past or are currently working toward.  Then, "place Coelho's template" over your goal.  How did/do his philosophical concepts apply?  
• WHEN YOU FINISH, DRAW YET ANOTHER LINE IN YOUR NOTEBOOK AND LABEL THE NEXT SECTION OF YOUR NOTES "THE ALCHEMIST DISCUSSION UP TO PAGE 33".

Transition
--form an alphabetical circle out of the desks--have both your discussion ideas and notebook handy
*MR. MARTIN RETURNS CLOSURE PIECES FROM PREVIOUS CLASSES*

Discussion -- The Alchemist up to page 33
--go over the discussion protocol/"Discussion Contribution Rating Scale"
--engage in discussion via protocol

Items for discussion:

• Paulo Coelho "writing what he knows"--applying author background to The Alchemist
• Real-life anecdotes relating to/applications of Coelho's Four Obstacles
• Purposeful reading notes, paying particular attention to The Alchemist as magical realism

Closure -- NONE TODAY DUE TO TIME CONSTRAINTS :(

BLOCK 2--PSAT PRESENTATION FOR THE LAST 25-30 MINUTES OF CLASS

HW
--The Unit #1 vocabulary quiz will take place on Tuesday of next week (10/1/2013)--prepare accordingly.
--Read up to pg. 133 of The Alchemist by Tuesday of next week (10/1/2013)--demonstrate your best skill level in reading purposefully via the Post-it Note strategy (or?), and expect both to discuss your ideas and for Mr. Martin to collect your work next class--reading assessment next class as well?
--The following is a list of terms we should learn/apply in our dealings with The Alchemist (beyond the typical [setting, symbol, theme, etc.]): dilemma, fable, foil, genre, interior monologue, leitmotif, magical realism, monomyth (hero's journey), myth, and quest--what is your plan of action for learning/applying these terms?

English 9--9/24/2013

Jump Off

--Pick up a highlighter, the sheet entitled "Parts of Speech--Pretest," and an index card from the front table.  Complete the sheet quietly and independently.  Good luck!
*TAKE OUT YOUR SONG LYRIC HOMEWORK, AS MR. MARTIN WILL BE AROUND TO CHECK FOR COMPLETION*

S. the C.

--agenda/HW

--OBJECTIVES: 

1.) Leave class with a general understanding of each of the eight parts of speech.  

2.) Leave class with a solid understanding of what the 7 Habits are and what both a "paradigm" and a "principle" is--if you still have gaps in your understanding at the end of class, see Mr. Martin for a copy of The 7 Habits of Highly Effective Teens and purposefully read pages 13-27 prior to next class.

--prepare slides for next activity--drop the hammer--share routine/rationale with students and link to work that we've done so far this year (Vocabulary Unit #1 and Writing Skills Assessment)

--directions given for first activity

Transition

--return highlighter and pick up a tile, strip of paper towel, and an Expo marker from the front table

Activity -- The Grammar Hammer--Parts of Speech TILES

--indicate pretest responses as directed by the PowerPoint slides--Mr. Martin garners information for future lesson(s)/reviews parts of speech as needed
--For HW, prepare for the "Parts of Speech--Post-test," which will take place at the beginning of next class.

Transition

--Return/throw out your materials from the previous activity and turn your attention to your song lyric homework.  One of the purposes of this assignment was to help you define the principles by which you live your life.  What are these principles?  Make a bulleted list somewhere on your homework assignment (MR. MARTIN MODELS FIRST).

Introductory Discussion/Notetaking -- The 7 Habits of Highly Effective Teens

--work together to build an understanding of "The 7 Habits of Highly Effective Teens" (SEE "INTERACTIVE" POWERPOINT SLIDES)

--look at examples of "paradigms" and quotation about paradigms and work together to build an understanding of the term as well as an understanding of "principle"

Closure -- T-O-D

--On the back of your index card from earlier in class today, do the following from memory:

• List as many of the 7 Habits of Highly Effective Teens as you can.
• Define the term "paradigm" in your own words and list a few of your own paradigms.
• Circle and label both a verb and a preposition somewhere within what you have written.

MAKE SURE THAT YOUR NAME IS SOMEWHERE ON THE INDEX CARD.

Looking Ahead

--define "baby step" and explain the rationale behind some of the homework assignments throughout the course of the next few weeks

Brain Break -- Community Circle

--discuss HW assignment and/or items from Day 1

HW

Mandatory assignments:

--Prepare for the "Parts of Speech--Post-test," which will take place at the beginning of next class.  It might be in your best interest to complete some of the activities from the "The Eight Parts of Speech" packet (located on the univent by the window) and/or review via the following website: http://www.uottawa.ca/academic/arts/writcent/hypergrammar/rvpartsp.html.

--Baby Step #2: Prior to next class, employ the principle of hard work. Go the extra mile and do more than is expected. You could do this: while doing chores around the house, at your job (if you have one), when completing a homework assignment, during/after practice, etc. Jot down some notes about your experience on an index card or scrap/sheet of paper, and be ready to talk about your efforts next class.
Optional assignment:

--Purposefully read pages 13-27 of The 7 Habits of Highly Effective Teens in order to deepen your understanding of "paradigm" and "principle."

English 10 Honors--9/23/2013

Jump Off
--Pick up a copy of Paulo Coelho's The Alchemist--write your first and last name and book number on the sheet on the front table/write your first and last name and "Mr. Martin" on the inside cover of the novel.
--Pick up approximately 6-8 Post-its, the quarter-slip titled "What to put on Post-its," and a piece of Scotch tape--stick the quarter-slip to the inside cover of your copy of The Alchemist.
--Pick up a copy of the reading from the front table (a piece of historical nonfiction titled "The Globe Theatre: Then and Now"). Back at your desk, purposefully read the piece. Your purpose: On either an index card (also on the front table) or right on the reading itself, do your best to define each of the bolded words using prior knowledge and context clues. Good luck (and get used to this routine)!
*MR. MARTIN MODELS FIRST*

S. the C.
--agenda/HW
--OBJECTIVES:
You should leave class with:

• some knowledge of the Level E Unit #1 vocabulary words and the "Whimsical Words" and a plan for preparing for the assessment on Tuesday of next week (10/1/2013)
• a copy of the Level E vocabulary book
• an even better thematic understanding of Marquez's "A Very Old Man with Enormous Wings" (Why is the story so "weird"? What is the point of the story? Etc.)
• an even better understanding of magical realism as a literary genre/mode (What is magical realism? What are magical realist authors "up to"? How does "A Very Old Man..." exemplify the genre? Etc.)
• viable predictions about Paulo Coelho's The Alchemist based on our work with magical realism and background information about Coelho
• a copy of Coelho's novel and a "plan of attack" for reading the novel......like a boss

--vote for homecoming royalty (QUICKLY!)

Transition
--Pick up a Level E vocabulary book and a marker from under the whiteboard. Write your name on the inside cover and on the bottom of the pages of your vocabulary book.  Return the marker to the front of the classroom when you finish.

Instruction -- Vocabulary Unit #1
--Mr. Martin elicits a potential definition from a student for each of the words and writes the potential meanings on the front board--how did you arrive at your definition?
--go over Unit #1 word list (page 14)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence--repeat this process for the entire list

In order to actively engage, students should be:
a.) writing the words on the line for each sentence
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).
--pronounce the five "Whimsical Words" (from http://www.dailywritingtips.com/100-whimsical-words/)

--share with students the rationale behind vocabulary work and our routine
--For HW, complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 17 &18).  Expect Mr. Martin to check your work next class.  Also, familiarize yourself with the "Whimsical Words."  The Unit #1 quiz will take place on Tuesday of next week (10/1/2013).

Transition
--See Mr. Martin at the front table for a copy of literary criticism (critical essay [#1] or blog post [#2]).  Quietly and independently back at your desk, carefully read the "Note" located at the top of the page.  The second sentence of the "Note" should help you set your purpose prior to reading.

TO ACCESS THE CRITICAL ESSAY, EXPLORE THE LIVONIA HIGH SCHOOL LIBRARY DATABASES, SPECIFICALLY TWAYNE'S AUTHOR SERIES.  THE TITLE OF THE READING IS "CHAPTER FIVE THE INCREDIBLE AND SAD TALE OF INNOCENT ERENDIRA AND HER HEARTLESS GRANDMOTHER (1972).

TO ACCESS THE BLOG POST: http://www.missourireview.com/tmr-blog/2013/05/short-story-month-day-18-a-very-old-man-with-enormous-wings/

Discussion Preparation/Discussion -- Gabriel Garcia Marquez's "A Very Old Man with Enormous Wings" 
--collectively set purpose prior to reading literary criticism
--engage in purposeful reading of literary criticism as preparation for discussion (we are looking to meet the third and fourth objectives on the bulleted list!)
--discussion
--Closure

• Consider the theme statement written on the front board.  A theme statement is, quite literally, commentary about the human condition gleaned from a literary work.  As magical realism, Gabriel Garcia Marquez's story contains elements of fantasy, and yet these elements help provide an insight into the true human condition, the way that real human beings think and act. How does Gabriel Garcia Marquez use magical realism to convey the theme statement written on the front board?
• IN YOUR SPECIFIC RESPONSE, YOU MUST PROPERLY USE ONE OF THE UNIT #1 VOCABULARY WORDS/"WHIMSICAL WORDS."  BOOM!
• When you finish, place your index card on the front table.

Transition
--take a look through your copy of The Alchemist--get a feel for the novel
--take out your notebook and date the page (9/23/2013)--label the page "Paulo Coelho--Author Background"

Notetaking/Novel Introduction -- Paulo Coelho--Author Background/The Alchemist
--As Mr. Martin reads information aloud about author Paulo Coelho, jot down notes--based on your understanding of magical realism and significant information about Coelho, what do you think The Alchemist will be like/about?
--share out

HW Time (time permitting)
--oral reading?

HW
--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 17 &18).  Expect Mr. Martin to check your work next class.  Also, familiarize yourself with the "Whimsical Words."  The Unit #1 quiz will take place on Tuesday of next week (10/1/2013).
--Read up to pg. 33 of The Alchemist, including the Introduction and Prologue--demonstrate your best skill level in reading purposefully via the Post-it Note strategy (or?), and expect both to discuss your ideas and for Mr. Martin to collect your work next class--reading assessment next class as well?

English 9--9/20/2013

Jump Off

--Pick up the vocabulary quiz and an index card from the front table.  Complete the quiz quietly and independently.  Good luck!

--Mr. Martin will interrupt you a few minutes in to let you know about “Diction Doctors” (just an FYI!).

*When finished, pick up a copy of the "The 7 Habits of Highly Defective Teens" sheet from the front table.  Read the sheet quietly and independently, and as you do so, underline any items that "feel familiar" to you and jot down anecdotal notes for discussion.  (For example, Mr. Martin might underline the words "If someone yells at you, yell back" and write the following in the margin on his sheet: This reminds me of yesterday when I got a phone call from the main office.)

S. the C.

--agenda/HW (MR. MARTIN MODELS--SEE POWERPOINT SLIDE)

--trade and grade 

--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in your vocabulary book--Mr. Martin collects quizzes
--Mr. Martin hands out flu clinic information

Introductory Activity -- The 7 Habits Unit

--Mr. Martin shares a few "Closure" pieces from last class in order to set the context for our work with the 7 Habits (SEE POWERPOINT SLIDE)
--oral reading of habits--stop after each and share personal anecdotes related to "The 7 Habits of Highly Defective Teens" (establishing relevance)
--work together to build an understanding of "The 7 Habits of Highly Effective Teens" (SEE POWERPOINT SLIDES)

Closure -- T-O-D

--On the back of your index card from earlier in class today, do the following from memory:

• List as many of the 7 Habits of Highly Effective teens as you can.

MAKE SURE THAT YOUR NAME IS SOMEWHERE ON THE INDEX CARD.

Brain Break -- "Mum Ball"/Community Circle

--time permitting, we will play "mum ball" and/or continue Community Circle!

HW
--Pick one song that you listen to often. Then, listen to the lyrics and/or read the lyrics. Evaluate if the lyrics of the song are in harmony with the principles that you believe in. Jot down your ideas on an index card and be ready to talk about your reflections next class! 
--Enjoy the weekend--you only get so many of 'em!

English 10 Honors--9/19/2013

Jump Off
--Pick up a copy of the sheet titled "The Alchemist Novel Unit--Genre Notes" from the front table and write your name at the top of the page.

S. the C.
--agenda/HW
--OBJECTIVES:
You should leave class with:

• the ability to effectively use the Post-it Note strategy as preparation for rich discussions
• a better understanding of Marquez' "A Very Old Man with Enormous Wings"  (Why is the story so "weird"?  What is the point of the story?  Etc.)
• a complete understanding of magical realism as a literary genre/mode  (What is magical realism?  What are magical realist authors "up to"?  Etc.)
• viable predictions about Paulo Coelho's The Alchemist based on our work with magical realism and background information about Coelho
• a copy of Coelho's novel and a "plan of attack" for reading the novel......like a boss

--Mr. Martin hands out flu clinic information (and any magnets in Block 4 to those students yet to receive said magnets)

Instruction (cont.)/Discussion -- The Post-it Note Strategy/Gabriel Garcia Marquez' "A Very Old Man with Enormous Wings"
--rationale behind strategy (possibilities!)/how the strategy will be used in English 10 Honors (reminder)
--list of potentially "Post-itable" items shared (projected on front board from blog post)--any other ideas now that you've purposefully read a story/tried out the strategy?
--Mr. Martin shares his pg. 281 notes--where do his items "fit" on the list?
--independent work time--process through/add Post-its as preparation for discussion/answer the following question on a blank Post-it:

• What is a potential theme statement for this story?

--engage in discussion (our first one--yippee!)--Post-its/responses to question above--segue into concept of magical realism

Transition -- Mr. Martin assigns numbers (1-3)--each number corresponds with a portion of text from the "The Alchemist Novel Unit--Genre Notes" page

Mini-Lesson -- Magical Realism
*SMARTPHONES ARE ALLOWED DURING THIS BLOCK OF TIME!*
--read assigned "chunk" of text for the gist
--read assigned chunk a second time and annotate--let's set our purpose here!
--in small groups based on like chunk, discuss annotations, looked-up items, etc., considering how "A Very Old Man with Enormous Wings" fits the bill, so to speak
--whole-group discussion
--Closure

• Reconsider your theme statement (and those shared by others) from earlier in class.  As magical realism, Gabriel Garcia Marquez' story contains elements of fantasy, and yet these elements help provide an insight into the true human condition, the way that real human beings think and act.  How so?  Write your response somewhere on your magical realism notes page--Mr. Martin will be around to take a look.

Transition
--return your short story book and pick up a copy of Paulo Coelho's The Alchemist--write your first and last name and book number on the sheet on the front table/write your first and last name and "Mr. Martin" on the inside cover of the novel
--pick up approximately 6-8 Post-its, the quarter-slip titled "What to put on Post-its," and a piece of Scotch tape--stick the quarter-slip to the inside cover of your copy of The Alchemist
--take a look through The Alchemist--get a feel for it
--take out your notebook and date the page (9/19/2013)--label the page "Paulo Coelho--Author Background"

Notetaking/Novel Introduction -- Paulo Coelho--Author Background/The Alchemist
--as Mr. Martin reads information aloud about author Paulo Coelho, jot down notes--based on your understanding of magical realism and significant information about Coelho, what do you think The Alchemist will be like/about?
--share out

HW Time
--oral reading?

HW
--read up to pg. 33 of The Alchemist, including the Introduction and Prologue--demonstrate your best skill level in reading purposefully via the Post-it Note strategy (or?), and expect both to discuss your ideas and for Mr. Martin to collect your work next class--reading assessment next class as well?
--Block 2/Block 4:  Scratch the above objective.  Instead, make sure that you have "a complete understanding of magical realism as a literary genre/mode  (What is magical realism?  What are magical realist authors "up to"?  Etc.)."  To do so, you might consider re-reading today's notes page in its entirety, looking up sources on the internet pertaining to the mode for additional information, etc.  Good luck! 
--Enjoy the weekend--you only get so many of 'em!

English 9--9/18/2013

Jump Off

--Pick up a BINGO board and a highlighter from the front table.  Then, wait for Mr. Martin to give further directions.

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

--tab divider set-up suggestion given (SEE POWERPOINT)
--directions given for how to fill in BINGO boards (unit word + "helper" word)--MR. MARTIN MODELS
--directions given for writing five sentences on the back of your BINGO board (you may NOT just use the sentences from the book)--MR. MARTIN MODELS/TALKS STRATEGY
--fill in BINGO boards/write sentences quietly and independently--feel free to check your vocabulary classwork/homework using the "Teacher's Edition" located on the front table!

Review -- Vocabulary Unit #1 BINGO
--independent work time--finish writing five sentences
--share "how to win"  boards
--share information about “board validation” (at podium, share words, basic definitions, and a sample sentence)
--play 3-5 games (depending on time)--+1 bonus to winners
--Looking Ahead: talk about format of upcoming vocabulary assessment
--For HW, finish preparing for the Unit #1 vocabulary assessment, which will take place at the beginning of next class.  Good luck!

Transition
--recycle or FILE AWAY your BINGO board
--pick up an index card from the front table
--on your index card, write your thoughts pertaining to the two words posted on PowerPoint ("The Journey")
--add to thoughts/make predictions based on additional information provided by Mr. Martin (journey as framework for school year, poem as a window in, etc.)
--pick up a copy of Mary Oliver's "The Journey" from the front table

http://peacefulrivers.homestead.com/MaryOliver.html

Introductory Activity -- The 7 Habits Unit
--briefly explicate (using skills built in past English classes) Mary Oliver's poem--add to index card notes accordingly
--Transition--pick up a copy of the "The 7 Habits of Highly Defective Teens" sheet from the front table--after Mr. Martin gives directions for purposeful reading, complete the task at hand quietly and independently

http://www6.grafton.k12.wi.us/ghs/teacher/awagner/documents/DefectiveHabits.pdf

--share personal anecdotes related to "The 7 Habits of Highly Defective Teens"
--time permitting, work together to build an understanding of "The 7 Habits of Highly Effective Teens" (SEE POWERPOINT SLIDES)

Closure

--First, make sure that your name is on your index card.  Then, on the back of the index card, thoughtfully respond to the following question:

• How does our discussion during the "Introductory Activity" about the 7 Habits relate to the journey framework that overarches our school year in English 9?
• IN YOUR RESPONSE, YOU MUST PROPERLY USE ONE OF THE UNIT #1 VOCABULARY WORDS.  BOOM!

HW

--The Unit #1 vocabulary assessment will take place at the beginning of next class. Continue preparing! (What study strategies have brought you success in the past?) 

Opening with an Attention-Grabber/Hook (English 10 Honors)

The following is a list of suggestions for opening an essay with something catchy.  Note that these are merely suggestions, not explanations--you may want to browse the internet for additional information:

• an intriguing example
• a provocative quotation (though this, at times, can be cliche!)
• a puzzling scenario
• a vivid and perhaps unexpected anecdote
• a thought-provoking question

English 10 Honors--9/17/2013

Jump Off
--Turn in your typed-in-MLA format Thematic Writing Assignment--Partner Interviews essay by placing it in the black basket on the front table.  Mr. Martin is looking forward to reading these essays (but please be patient--it will take a while)!
--Pick up approximately 10 Post-its from the front table.
--If you have your English 9 binder, pick it up from the front of the room.

S. the C.
--agenda/rationale (establishing "givens" for English 10 Honors and routines for purposeful reading)/HW

Review/Discussion -- English 9
--directions given
--"process through" English 9 binder independently or in groups of two--on Post-its, write down all important definitions, ideas, concepts, understandings, learnings, etc.--MR. MARTIN MODELS
--Transition--stick all Post-its on the front board, "lumping" Post-its together categorically--MR. MARTIN MODELS
--go through all Post-its, "clumping" items by creating headings--"crash course" instruction and discussion will occur here--TAKING NOTES IS HIGHLY ENCOURAGED!

Transition
--pick up a copy of Perrine's Story and Structure from the front of the classroom--write your book number on the sheet on the front table
--pick up approximately 3-5 more Post-its if you ran out during the last activity

Instruction/Practice -- The Post-it Note Strategy with Gabriel Garcia Marquez' "A Very Old Man with Enormous Wings" (pg. 281)
--rationale behind strategy (possibilities!)/how the strategy will be used in English 10 Honors
--list of potentially "Post-itable" items shared (listed on front board)--any other ideas?
--oral reading--MR. MARTIN MODELS--independent strategy practice

Closure -- Share Out
--elicit contributions from class members--what did we learn?

HW
--Finish purposefully reading "A Very Old Man with Enormous Wings," completing Post-its as you do so.  Expect to engage in scholarly discussion about the reading next class.