English 9--11/5/2013

Jump Off
--Take your Cumulative Writing Portfolio from Mr. Martin at the front table.  Read through the notes written on the front of the folder while Mr. Martin takes attendance.

S. the C.

--Today, we will work on:

• writing an argument to support a claim in an analysis of a substantive text, using valid reasoning and relevant and sufficient evidence.  This includes: 
• introducing precise claim(s) and creating an organization that establishes clear relationships among claim(s), reasons, and evidence.
• developing claim(s) fairly, supplying evidence in a manner that anticipates the audience’s knowledge level and concerns.
• using words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons and between reasons and evidence.
• establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which we are writing. 
• providing a concluding statement or section that follows from and supports the argument presented. 
• producing clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• developing and strengthening writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
• demonstrating command of the conventions of standard English grammar and usage when writing.
• demonstrating command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• using accurately words sufficient for writing expression. 

--though all of the standards listed above seem like a lot, Mr. Martin thinks that he has found a way to make it all manageable: M, D, O, L, and C (more on this later!)
--at the end of class, you will practice:

• demonstrating command of the conventions of standard English grammar, usage, and punctuation when writing, specifically using a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. TODAY'S TICKET-OUT-THE-DOOR WILL RE-ASSESS THIS STANDARD. DID THE HOMEWORK THAT WAS DUE A FEW CLASSES AGO HELP YOU IMPROVE WITH REGARD TO THIS STANDARD?

--information provided about the Cumulative Writing Portfolio:

The purposes of creating a Cumulative Writing Portfolio are many. First, a Cumulative Writing Portfolio emphasizes that writing is a process. Instead of viewing writing assignments as mere “assignment completion,” students are meant to see that good writing takes time. Additionally, with the implementation of a portfolio, teachers are able to reach each student individually via conferencing. Finally, with the implementation of the Common Core State Standards, it is clear that the skills gained through writing must be secure for each student prior to graduating from high school. The following criteria have been implemented this year within Mr. Martin’s English 9 classroom:

• Only certain writing pieces from the school year will be included within the Cumulative Writing Portfolio. The first of these assignments is the ___ ("The Lady or the Tiger?") paragraph. 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 (either electronically before printing out or by hand after printing), then 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 also schedule 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. If you schedule a pre-revision meeting with Mr. Martin, come with specific questions so that the meeting can be as productive as possible.
• 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 category of the quarter average.
• As soon as a portfolio assignment is handed back, a student can and should begin the revision process. Upon receipt of the evaluated writing piece, the student will have one month to revise in order to achieve mastery. This is not to say that additional opportunities for further revision of assignments will not occur later in the school year, but Mr. Martin will strictly adhere to these one month deadlines.
• 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 substantial portion of a student’s grade. (For example, if a student has four assignments within the Cumulative Writing Portfolio with scores of 86%, 98%, 90%, and 85%, this substantial writing grade would be an 89.75%.)

--explain purpose behind the "Writing Skills Assessment"--though this assignment is in the CWP, it was not scored
--agenda/HW

Writing Workshop -- "The Lady or the Tiger?" Well-Developed Paragraph Response
--discuss Meaning, Development, Organization, Language Use, and Conventions framework via brief explanations on PowerPoint--based on these descriptions and feedback provided on "Writing Skills Assessment Rubric", what is truly needed to help you succeed in these areas (and, therefore, write well)?--create a list on the front board next to each of the categories--YOUR PARAGRAPH WILL BE SCORED VIA THIS FRAMEWORK
--Mr. Martin works through a similar writing task as that being assigned, but for a different question--YOU MIGHT WANT TO TAKE NOTES! :)--logical steps for success on this type of task:

1. Come up with a basic answer to the question based on numerous readings and discussion.
2. Add to this basic answer by asking why--why have I arrived at this particular answer?
3. Engage in purposeful re-reading of the text and any notes taken--find the evidence that will make the reader believe that your answer (your CLAIM...your ARGUMENT) is "right".  (Keep in mind that, by nature, your reader might be disagreeable. :))
4. Organize your evidence--what will I use/how will I use it?  Add focus words to your basic answer as necessary.
5. Plug all of your "pieces" into the basic paragraph structure.
6. Write your paragraph, bearing in mind M, D, O, L, and C.
7. RE-READ and re-write (if time permits).

--independent work time--Mr. Martin will meet with students about feedback on the "Writing Skills Assessment" and questions about the current assignment as per random order established on the front board

Transition -- re-submit your Cumulative Writing Portfolio folder, pick up an index card, and write your name at the top of your index card

Closure -- The Semicolon

--via PowerPoint, Mr. Martin shares two models of semicolon use from a few classes ago and labels S (subject)/V (verb) combos--what does the semicolon do again?!

--Directions: Look through what you have written during today's class block.  Then, choose two sentences to combine via a semicolon (if you have not already used a semicolon somewhere within your writing--if you have, simply write this sentence on your index card!).  Then, label your S/V combos. Feel free to look at any materials you have for assistance.

HW
--A formal assessment of grammar skills will take place at the beginning of next class. Make sure that you can recognize and fix a comma splice via a variety of methods, paying particularly close attention to the proper use of a semicolon (and, perhaps, a conjunctive adverb).
--The final version of your "The Lady or the Tiger?" Well-Developed Paragraph Response is due at the end of next  class.  Though you will have class time on Thursday (WHICH IS A HALF-DAY!) to finish your writing piece, if you finish the piece prior to class, you can use the class time to RE-READ, revise, and re-write.  Budgeting your time is essential!
--Bring any work that you have to complete for other classes, as you may have some "study hall" time on Thursday depending on how your time is used.

English 10 Honors--11/4/2013

Jump Off
--Pick up a copy of the reading titled "Is He Serious?  And Other Ironies." This reading is another section from Thomas C. Foster's How to Read Literature Like a Professor. We will read this chapter together in order to A.) get the gist and B.) determine Foster's purpose.  Later in the block, we will finish discussing TOMatS, and this chapter is meant to further inform our discussion as per this question posed last class: Why would Ernest Hemingway portray Santiago as a Christological figure?
--FYI: As far as vocabulary is concerned, we are taking this week off!

S. the C.
--Today, we will work on:

• determining an author’s purpose in a nonfiction text.

--During today's discussion, we will work on:

• analyzing how an author’s ideas or claims are developed and refined by particular sentences or paragraphs of a text.
• interpreting, analyzing, and evaluating narratives aesthetically and ethically by making connections to: other texts, ideas, and personal events and situations. 
• citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (both nonfiction and fiction).
• participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively. This includes:
• coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
• propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
• responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented. 
• ALL OF THE AFOREMENTIONED STANDARDS WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."

--During today's discussion, depending on "what comes up" from the text(s), we will also potentially work on:

• determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• analyzing how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

--Today's Ticket-Out-the-Door will assess your ability to:

• use commas to set off nonrestrictive/parenthetical elements.

--agenda/HW
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours?

Discussion Preparation/Notetaking--Part 1 -- Big Idea: Irony Trumps Everything
--oral reading of Foster's chapter for the gist/purpose
--share out and jot down notes (11/4/2013--Big Idea: Irony Trumps Everything)

Discussion Preparation/Notetaking--Part 2 -- Hemingway Code/Hemingway Code Hero
--Take out your "Literature Terms Notes/Ernest Hemingway Author Background" sheet.
--Complete the "L.T.N./E.H.A.B." sheet as directed (view the following video for the purpose of gathering background information about Ernest Hemingway: http://www.youtube.com/watch?v=0JQDe0GCNHg)

Transition
--Mr. Martin projects the "Discussion Contribution Rating Scale" on the front board--take a quick peek.
--Form an alphabetical circle out of the desks. Have the following handy: Foster's chapter, your "L.T.N./E.H.A.B." sheet, your written response to a "Have You..." blog post item, any discussion ideas, and your notebook.

Discussion -- TOMatS up to the End
--Mr. Martin shares decision made about an end-of-novel/novella assessment and briefly previews the upcoming writing assignment
--finish discussing the novella--Mr. Martin will assess contributions via the "Discussion Contribution Rating Scale"

Transition -- re-column the desks

Closure -- Today, I learned...
--Write your name on a scrap of paper.

--Directions: Reflect back upon today's class.  Then, complete the sentence-starter above by writing a few specific sentences.  Somewhere within what you write, you must properly punctuate/use a nonrestrictive element.  Feel free to consult any helpful materials that you have in your possession.
--When finished, submit your work.

HW

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 18th (exactly 2 weeks from today)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--A literary analysis essay wrapping up our work with The Alchemist and TOMatS will be discussed and assigned next class--what will you write about?  Coming to class next time with a few rough essay ideas is highly encouraged!

English 9--11/1/2013

Jump Off
--Pick up the vocabulary quiz from the front table. Get started completing the assessment quietly and independently ASAP. Make sure to purposefully read all of the directions. Good luck!
--As you take the vocabulary quiz, Mr. Martin will be around with your " 'The Lady or the Tiger?' Close Reading/Combining Sentences Ticket-Out-the-Door Reflection".  Now that you have had a chance to reflect, and Mr. Martin has read and reflected upon your reflections, you can keep the materials.  However, you will likely benefit from taking one more peek at your reflections and keeping the information in mind during today's class.
--When you finish with the vocabulary quiz and have had a chance to look over your reflection document, place your quiz in the black basket on the front table.  While you are up there, pick up any materials that you think will help you achieve some of your personal goals.  Begin working with these supplementary materials while waiting for your peers to finish the quiz (MR. MARTIN MODELS).  Here are your options:

• "Semicolon"--this document explains how the semicolon works, provides four practice areas, and includes a chart entitled "Five Useful Ways to Join Ideas" (IT'S AWESOME!)
• "I Need Help!: Citing Strong and Thorough Textual Evidence"--this document describes three types of textual evidence, gives an example of a well-developed paragraph with strong and thorough textual evidence, and allows you to practice purposeful reading (IT'S PRETTY AWESOME, TOO!)

S. the C.
--let's try something a little bit different today! Here, roughly, is what we have done so far and will do for the remainder of class:

• taken a vocabulary quiz
• looked at self-reflections
• picked up additional instructional materials based on self-reflections
• discuss "The Lady or the Tiger?" some more
• complete a Ticket-Out-the-Door

What standards (e.g., RL.1) are we working toward today?  Jot down your thoughts somewhere so that Mr. Martin can take a look.  A few of you will be asked to share out before we go through the rest of the agenda.

--as part of today's vocabulary quiz, Mr. Martin is assessing your ability to:

• determine the meaning of a word by using context (e.g., the overall meaning of a sentence and/or a word’s position or function in a sentence) as a clue to the meaning of the word.

--during today's discussion, we will work on:

• citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. THIS STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."  ADDITIONALLY, THE CULMINATING WRITING ASSIGNMENT, WHICH WE WILL OFFICIALLY BEGIN NEXT CLASS, WILL ASSESS THIS STANDARD.
• participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively. This includes:
• coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
• propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
• responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented. THIS MULTI-PART STANDARD WILL ALSO BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."

--during today's discussion, depending on "what comes up" from the text, we will also potentially work on:

• determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• analyzing how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

--at the end of class, you will practice:

• demonstrating command of the conventions of standard English grammar, usage, and punctuation when writing, specifically using a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. TODAY'S TICKET-OUT-THE-DOOR WILL RE-ASSESS THIS STANDARD. DID THE HOMEWORK THAT WAS DUE A FEW CLASSES AGO HELP YOU IMPROVE WITH REGARD TO THIS STANDARD?

--agenda/HW

Discussion -- Frank R. Stockton's "The Lady or the Tiger?"
--reminders: discussion protocol/"Discussion Contribution Rating Scale" examples

--think: independent preparation time based on bulleted list below
--pair: turn to a neighbor and quickly share one of your ideas for today's circle discussion (building confidence!)
--Transition--form an alphabetical circle out of the desks--have your copy of "The Lady or the Tiger?" and your notebook handy
--continue engaging in discussion via the protocol--we still have plenty to talk about!:

• initial questions/thoughts formulated during gist reading
• annotations from close reading (seemingly significant/important details/sections, ah-ha! moments had when clarifying vocabulary words and/or re-contextualizing, basic clarifying questions, "deep" questions that probe reasoning, connections, other thoughts, etc.)
• responses to the Ticket-Out-the-Door from a few classes ago
• further pursuit of discussion threads begun last class (e.g., "Which door did the princess indicate to her lover?")
• connections to The 7 Habits of Highly Effective Teens (e.g., "What would be a fitting Personal Mission Statement for the king based on the evidence that we have about his character?")

--preview the forthcoming writing assignment--what can we do next class in order to set ourselves up for success on this assignment?

TIME PERMITTING:
Transition -- re-column the desks, take out a scrap of lined paper for the closure piece, and write your name at the top of the paper

Closure -- Today, I learned...  This relates to my Personal Mission Statement because...

--via PowerPoint, Mr. Martin shares two models of semicolon use from a few classes ago and labels S (subject)/V (verb) combos--what does the semicolon do again?!

--Directions: Reflect back upon today's class. Then, complete the sentence-starters above by writing no more than two sentences. However, somewhere within what you write, you must properly use a semicolon and label your S/V combos. Feel free to look at your homework that was due last class for assistance.

HW

Mandatory assignment:

--Enjoy the weekend--sharpen the saw!

Optional assignment:
--Finish working with the supplemental materials that you picked up after the vocabulary quiz (e.g., finish the practices in the semicolon document).

FYI:

--A more formal assessment of grammar skills is still on the horizon, so be reviewing any helpful notes and comma splice/semicolon materials. Also, self-monitor your own understanding--perhaps you would benefit from seeing Mr. Martin for some extra help/additional materials?

English 10 Honors--10/31/2013

Jump Off
--Take out your mandatory homework assignment (PRACTICE located in the the "Common Error: Missing comma[s] with a nonrestrictive element" document).  We will begin class today by deliberately going over this assignment.

S. the C.
--Today, we will work on:

• using punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.  TODAY'S QUIZ AND TICKET-OUT-THE-DOOR WILL ASSESS THIS STANDARD.

--During today's discussion, we will continue working on:

• citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively. This includes:
• coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
• propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
• responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented. 
• THIS MULTI-PART STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."

--During today's discussion, depending on "what comes up" from the text, we will also potentially work on:

• determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• analyzing how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

--agenda/HW
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours

Review -- "Missing comma(s) with a nonrestrictive element"
--at the SmartBoard, student shares answer, rationale behind answer, and manipulates the text (for #1-5?)
--any final clarifying questions for Mr. Martin prior to the assessment?

Transition -- pick up the quiz from the front table

Assessment -- "QUIZ--Restrictive elements/Non-restrictive elements"
--complete the quiz quietly and independently
--trade and grade--return quizzes to rightful owners--reflect on performance (what, why, and what next?)--Mr. Martin collects quizzes

Transition
--Does anyone object to watching a quick video that will remind us of some key learnings/potentially enrich our TOMatS discussion?!
--Mr. Martin projects the "Discussion Contribution Rating Scale" on the front board--take a quick peek.
--Pick up the “Literature Terms Notes/Ernest Hemingway Author Background” sheet from the front table.
--Form an alphabetical circle out of the desks. Have the following handy: the sheet you just picked up, your written response to a "Have You..." blog post item, any discussion ideas, and your notebook.

Discussion -- TOMatS up to the End
--complete the “L.T.N./E.H.A.B.” sheet as directed
--finish discussing the novella--Mr. Martin will assess contributions via the "Discussion Contribution Rating Scale"
--help Mr. Martin design an end-of-novel/novella assessment!

Transition -- re-column the desks

Closure -- Today, I learned...
--Write your name on a scrap of paper.

--Directions: Reflect back upon today's class.  Then, complete the sentence-starter above by writing a few specific sentences.  Somewhere within what you write, you must properly punctuate/use a nonrestrictive element.  Feel free to consult any helpful materials that you have in your possession.
--When finished, submit your work.

HW

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 18th (approximately 2.5 weeks from today)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--Begin preparing for an end-of-novel/novella assessment--additional information is forthcoming.
--A writing assignment wrapping up our work with The Alchemist and TOMatS is forthcoming as well--just an FYI!

English 9--10/30/2013

Jump Off
--Open your vocabulary book to page 39. Complete the "Completing the Sentence" exercise quietly and independently. As you do so, underline the specific context clues within each sentence that help you arrive at your selections for filling in the blanks.  (For example, when selecting the word marauders for #1, I underlined the words broke through and to plunder, as both are examples of what a robber/pirate might do.  Robbers--another name for marauders--typically break in and rob.)
--A few minutes into class, Mr. Martin will ask you to stop so that he can share the answers to the "Choosing the Right Word" exercise for those of you who chose to complete the optional homework assignment.
--After you finish the vocabulary exercise, take a look at your Ticket-Out-the-Door from 10/24/2013, which Mr. Martin will return as you are working on the task described above.  Use the sheet titled "'The Lady or the Tiger?' Close Reading/Combining Sentences Ticket-Out-the-Door Reflection" to reflect upon your performance.  When you are finished, Mr. Martin will re-collect your work.

S. the C.

--during today's vocabulary review, we will work on:

• determining the meaning of an unfamiliar word by using context (e.g., the overall meaning of a sentence and/or a word’s position or function in a sentence) as a clue to the meaning of the word. THIS STANDARD WILL BE SELF-ASSESSED IN CLASS TODAY AS PART OF REVIEW AND OFFICIALLY ASSESSED NEXT CLASS VIA THE "COMPLETING THE SENTENCE" SECTION OF THE UNIT #3 VOCABULARY QUIZ ON FRIDAY.
• consulting specialized reference materials (e.g., a vocabulary book) to find the pronunciation of a word or determine or clarify its precise meaning and/or its part of speech.

--during today's discussion, we will work on:

• citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  THIS STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."
• participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively. This includes:
• coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
• propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
• responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented. THIS MULTI-PART STANDARD WILL ALSO BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."

-during today's discussion, depending on "what comes up" from the text, we will also potentially work on:

• determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• analyzing how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

--at the end of class, you will practice:

• demonstrating command of the conventions of standard English grammar, usage, and punctuation when writing, specifically using a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.  TODAY'S TICKET-OUT-THE-DOOR WILL RE-ASSESS THIS STANDARD.  DID THE HOMEWORK THAT WAS DUE LAST CLASS HELP YOU IMPROVE WITH REGARD TO THIS STANDARD?

--agenda/HW

Review -- Vocabulary Unit #3

--students come up to the SmartBoard (for # 2-8) as per the established order and write in the answer for the sentence/underline the context clues used to arrive at the answer--what "Common Context Clues/What to Look for" list item(s) did you use?
--go over the answers for #9-25
--FYI: The two most common "pitfalls" that occur when taking the vocabulary quizzes are as follows: improvement needed in using context clues AND incomplete knowledge of the function and meaning of words (perhaps due to a lack of good strategies for learning/remembering?).  To which of these pitfalls (if any) have you been succumbing, and how can you improve in the future?
--Transition--pick up the "Drawing Study Strategy" sheet from the front table--Mr. Martin will briefly model this study strategy for you!
--For HW, finish preparing for the Unit #3 vocabulary quiz, which will take place next class.  If you have struggled to master the words in the past, try using the "Drawing Study Strategy" sheet this time around!

Discussion -- Frank R. Stockton's "The Lady or the Tiger?"

--reminders: discussion protocol/"Discussion Contribution Rating Scale" examples
--Transition--form an alphabetical circle out of the desks--have your copy of "The Lady or the Tiger?" and your notebook handy
--engage in discussion via the protocol--having now read the story one-two times-ish, we ought to have a lot to talk about!: 

• initial questions/thoughts formulated during gist reading
• annotations from close reading (seemingly significant/important details/sections, ah-ha! moments had when clarifying vocabulary words and/or re-contextualizing, basic clarifying questions, "deep" questions that probe reasoning, connections, other thoughts, etc.)
• responses to the Ticket-Out-the-Door of the class before last

--preview the forthcoming writing assignment--what can we do next class in order to set ourselves up for success on this assignment?

Transition -- re-column the desks, take out a scrap of lined paper for the closure piece, and write your name at the top of the paper

Closure -- Today, I learned...
--via PowerPoint, Mr. Martin shares two models of semicolon use from a few classes ago and labels S (subject)/V (verb) combos--what does the semicolon do again?!

--Directions: Reflect back upon today's class.  Then, complete the sentence-starter above by writing no more than one sentence.  However, in the sentence that you write, you must properly use a semicolon and label your S/V combos.  Feel free to look at your homework that was due last class for assistance.

HW

FYI:

--A more formal assessment of grammar skills is still on the horizon, so be reviewing any helpful notes and comma splice/semicolon materials.  Also, self-monitor your own understanding--perhaps you would benefit from seeing Mr. Martin for some extra help/additional materials?

Mandatory assignment:

--Finish preparing for the Unit #3 vocabulary quiz, which will take place next class.  If you have struggled to master the words in the past, try using "Drawing Study Strategy" sheet this time around!  Also, make sure that you truly know the words, as Mr. Martin will be adding a section to the quiz that requires you to write your own sentences for a few of the words using enough context to clearly show that you have incorporated the chosen words into your own vocabulary. FINALLY, REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (THOUGH MR. MARTIN WILL NOT INCLUDE ANY WORDS FROM PAST UNITS ON THE SENTENCE-WRITING SECTION OF THE EXAM)!

English 10 Honors--10/29/2013

Jump Off
--Pick up a copy of the document titled "ENGLISH TEST" from the front table.  Complete the test quietly and independently.  As you complete the test, make a list (perhaps in the margin?) of what you need to know in order to complete each "question."  (For example, for #1, you need to know comma rules and how both the semicolon and long dash function.)  Good luck!
--As you work, Mr. Martin will return your vocabulary quizzes.  Please reflect upon your performance and consider the two most common "pitfalls" that occur when taking these quizzes: incomplete knowledge of the function and meaning of words AND improvement needed in using context clues. To which of these pitfalls (if any) did you succumb, and how can you improve in the future?  MR. MARTIN NEEDS TO RE-COLLECT YOUR QUIZZES AFTER YOU HAVE HAD A CHANCE TO TAKE A LOOK!

S. the C.
--Today, we will generally work on:

• demonstrating command of the conventions of standard English grammar, usage, and punctuation.
• applying knowledge of language to make effective choices for meaning or style.
• strengthening writing as needed by editing or trying a new approach.
• THESE STANDARDS WILL BE SELF-ASSESSED VIA YOUR PERFORMANCE ON THE "ENGLISH TEST."  DO YOU SEE THE CONNECTION BETWEEN TODAY'S WORK AND YOUR CWP REVISIONS?

--Today, we will specifically work on:

• using punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.  THIS STANDARD WILL BE ASSESSED VIA THE TICKET-OUT-THE-DOOR.  ADDITIONALLY, THIS STANDARD WILL BE PRACTICED AS HOMEWORK AND ASSESSED NEXT CLASS VIA A QUIZ.  

--During today's discussion, we will continue working on:

• citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively. This includes:
• coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
• propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
• responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented. 
• THIS MULTI-PART STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."

--During today's discussion, depending on "what comes up" from the text, we will also potentially work on:

• determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• analyzing how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

--agenda/HW
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours?
--go over the J.O. (portion of an ACT English Test) question-by-question--arrive at an answer for each, create list of "need to knows", analyze the list of "need to knows" (what is really/mostly tested?), determine a score, contextualize your score via the information written up on the front board, etc.
--rationale for next portion of the agenda--Mr. Martin can help (and you, of course, can help yourself)!!!

Transition
--After a ceremonial dropping of the grammar hammer, pick up a copy of the "Missing comma(s) with a nonrestrictive element" document from the front table.  We will purposefully read through the top two thirds of the first page of this grammar hammer document together.

Instruction -- Missing comma(s) with a nonrestrictive element
--purposeful reading
--For HW, mindfully complete the PRACTICE.  Also, if you feel it is necessary, read through the packet of additional information pertaining to this error and complete PRACTICE #4 (located in a manila folder in the "Grammar Hammer Extras" area of the classroom).  These instructional materials and practices are meant to help you master the fourth standard listed in today's agenda.  A quiz about this error will take place next class.

Transition
--Mr. Martin projects the "Discussion Contribution Rating Scale" on the front board--take a quick peek.
--Form an alphabetical circle out of the desks. Have your written response to a "Have You..." blog post item, discussion ideas, and notebook handy.

Discussion -- TOMatS up to the End
--keep the discussion going--Mr. Martin will assess contributions via the "Discussion Contribution Rating Scale"

Transition -- re-column the desks

Closure -- Today, I learned...
--Write your name on a scrap of paper.
--Directions: Reflect back upon today's class.  Then, complete the sentence-starter above by writing a few specific sentences.  Somewhere within what you write, you must properly punctuate/use a nonrestrictive element.  Feel free to consult any helpful materials from today's class.
--When finished, submit your work.

HW

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 18th (just under 3 weeks from today)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--Mindfully complete the PRACTICE located in today's grammar hammer document.  Also, if you feel it is necessary, read through the packet of additional information pertaining to this error and complete PRACTICE #4 (located in a manila folder in the "Grammar Hammer Extras" area of the classroom).  These instructional materials and practices are meant to help you master the fourth standard listed in today's agenda.  A quiz about this error will take place next class.
--A writing assignment wrapping up our work with The Alchemist and TOMatS is forthcoming--just an FYI!

English 9--10/28/2013

Jump Off
--Pick up a copy of the reading from the front table (a piece of historical nonfiction titled "A Polar Controversy").  Write your name at the top.  Then, survey the piece by making a prediction based on the title and locating what you believe to be the thesis statement.  Does a logical connection exist between the title and the thesis?  If necessary, raise your hand and advocate for your understanding of these directions!
--If you did not submit your Ticket-Out-the-Door at the end of last class, you must do so now by placing your work in the black basket on the front table.
--As you work, Mr. Martin will be around to discuss with all of you/return your Personal Mission Statements.

S. the C.
--Today, we will work on:

• determining an author's purpose in a text (albeit briefly).
• determining the meaning of an unfamiliar word based on grades 9-10 reading and content, choosing flexibly from a range of strategies.  More specifically, we will work on using context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word.  Do you see the link between this work and that which we completed last class (close reading)?  THIS STANDARD WILL BE WORKED ON AGAIN NEXT CLASS AND ASSESSED VIA THE "COMPLETING THE SENTENCE" SECTION OF THE UNIT #3 VOCABULARY QUIZ ON FRIDAY.
• consulting specialized reference materials (e.g., a vocabulary book) to find the pronunciation of a word or determine or clarify its precise meaning and/or its part of speech.
• participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively.  MR. MARTIN WILL SHARE MORE SPECIFIC INFORMATION ABOUT THIS STANDARD IN THE FUTURE.  THIS STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."
• citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (building, again, on our work from last class).  THIS STANDARD WILL ALSO BE ASSESSED VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."
• demonstrating command of the conventions of standard English grammar, usage, and punctuation when writing, specifically using a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.  TODAY'S TICKET-OUT-THE-DOOR WILL RE-ASSESS THIS STANDARD.  DID THE HOMEWORK HELP YOU IMPROVE SINCE LAST CLASS?

--agenda/HW
--briefly go over the Jump Off (quick review of SQ3R elements worth implementing on any piece of nonfiction)
--set the purpose for reading of nonfiction piece: right on the reading itself, do your best to define each of the bolded words using prior knowledge and context clues, annotating the text accordingly--MR. MARTIN DELIBERATELY MODELS for the word "abridges" and begins a list of "Methods of Determining Unfamiliar Words & Common Context Clues/What to Look for" on the front board (take notes--today is 10/28/2013)

Skill-Building/Instruction -- Vocabulary Unit #3
--students engage in purposeful reading as per directions
--Mr. Martin elicits a potential definition from a student for the words "surmount" through "pilfering" 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 AND CONTINUE ADDING TO THE LIST ON THE FRONT BOARD--KEEP TAKING NOTES!
--go over the Unit #3 word list (pages 34-36)--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).
--For HW, begin preparing for the Unit #3 vocabulary quiz, which will take place this Friday (11/1/2013).

Discussion -- Frank R. Stockton's "The Lady or the Tiger?"
--go over the discussion protocol/"Discussion Contribution Rating Scale"
--Transition -- form an ALPHABETICAL circle out of the desks
--engage in discussion via the protocol--having now read the story one-two times-ish, we ought to have a lot to talk about!: 

• initial questions/thoughts formulated during gist reading
• annotations from close reading (seemingly significant/important details/sections, ah-ha! moments had when clarifying vocabulary words and/or re-contextualizing, basic clarifying questions, "deep" questions that probe reasoning, connections, other thoughts, etc.)
• responses to the Ticket-Out-the-Door of last class

Transition -- re-column the desks, take out a scrap of lined paper for the closure piece, and write your name at the top of the paper

Closure -- Today, I learned...
--via PowerPoint, Mr. Martin shares two models of semicolon use from last class and labels S (subject)/V (verb) combos--what does the semicolon do again?!
--Directions: Reflect back upon today's class.  Then, complete the sentence-starter above by writing no more than once sentence.  However, in the sentence that you write, you must properly use a semicolon and label your S/V combos.  Feel free to look at your homework for assistance.

HW
FYI:
--A more formal assessment of grammar skills is still on the horizon, so be reviewing any helpful notes and comma splice/semicolon materials.  Also, self-monitor your own understanding--perhaps you would benefit from seeing Mr. Martin for some extra help/additional materials?
Mandatory assignment:
--Begin preparing for the Unit #3 vocabulary quiz, which will take place this Friday (11/1/2013). Vocabulary review focusing on study strategies and context clues will take place next class. Make sure that you truly know the words, as Mr. Martin will be adding a section to the quiz that requires you to write your own sentences for a few of the words using enough context to clearly show that you have incorporated the chosen words into your own vocabulary. ALSO, REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (THOUGH MR. MARTIN WILL NOT INCLUDE ANY WORDS FROM PAST UNITS ON THE SENTENCE-WRITING SECTION OF THE EXAM)!
Optional assignment:
--Complete the "Choosing the Right Word" exercise (pages 37 & 38).  Underline the context clues that you help determine which word you select for each sentence (skill-building).

English 10 Honors--10/25/2013

Jump Off
--As you do some last-minute studying quietly and independently, Mr. Martin will be around with your "The Old Man and the Sea Novella Unit Concept Application Assessment--pages 9-25".  Now that you have had a chance to reflect, and Mr. Martin has read and reflected upon your reflections, you can keep the assessment.
--When Mr. Martin directs you to do so, pick up the vocabulary assessment from the front table. Complete the quiz quietly and independently. Good luck!
*When finished, pick up a copy of the reading titled "Yes, She's a Christ Figure, Too" from the front table (thanks for the suggestions last class!).  Then, look through your items for today's discussion (written response to a "Have You..." blog post item and discussion ideas from Post-its, notes, etc.).

S. the C.
--as part of today's vocabulary quiz, Mr. Martin is assessing your ability to:

• determine the meaning of a word by using context (e.g., the overall meaning of a sentence and/or a word’s position or function in a sentence) as a clue to the meaning of the word.

--during today's discussions, we will work on:

• citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively. This includes:
• coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
• propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
• responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented. THIS MULTI-PART STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."

--during today's discussions, depending on "what comes up" from the text, we will also potentially work on:

• determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
• analyzing how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

--agenda/HW
--Mr. Martin shares list of students needing to revise for the Cumulative Writing Portfolio--would anyone like to schedule a meeting for a time slot during Mr. Martin's office hours?
--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 projects an updated version of the "Discussion Contribution Rating Scale" on the front board--do you notice any changes?

Transition -- form groups of 2-4 for discussion purposes

Small-Group Discussions -- TOMatS up to the End
--in groups of 2-4, engage in discussion as per the topics listed on the front board (and whatever else related comes up!)
--CWP meetings with Mr. Martin will occur during this time as per the order written up on the front boardTransition
--Form an alphabetical circle out of the desks. Have your written response to a "Have You..." blog post item, discussion ideas, and notebook handy.

Large-Group Discussion -- TOMatS up to the End
--keep the discussion going--Mr. Martin will assess contributions via the "Discussion Contribution Rating Scale"

HW

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 18th (just over 3 weeks from today)--YOU MUST schedule a meeting with Mr. Martin to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
--Purposefully read the chapter titled "Yes, She's a Christ Figure, Too" from Thomas C. Foster's How to Read Literature Like a Professor.
On the back burner:

--creating a SMART Goal for revisions