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?