--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?
- 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.
- 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."
- 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.
--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.
--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!
--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!
