English 9--10/24/2013

Jump Off

--Follow the directions on PowerPoint in order to review the purpose of the semicolon using student work from last class.

S. the C.

--Today, we will work on:

• demonstrating command of the conventions of standard English grammar, usage, and punctuation when writing, specifically using independent and dependent clauses to convey specific meanings and add variety and interest to writing and using a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.  PART OF THIS STANDARD WILL BE PRACTICED AS HOMEWORK.  ADDITIONALLY, TODAY'S TICKET-OUT-THE-DOOR WILL ASSESS THIS STANDARD, AND THE STANDARD WILL ALSO BE ASSESSED IN THE FUTURE VIA A FORMAL ASSESSMENT--MAKE SURE TO REVIEW YOUR MATERIALS.
• determining the meaning of words and phrases as they are used in a 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).  TODAY'S TICKET-OUT-THE-DOOR WILL ALSO ASSESS THIS STANDARD.
• citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  TODAY'S TICKET-OUT-THE-DOOR WILL ALSO ASSESS THIS STANDARD. 

--agenda/HW
--go over the Jump Off in order to review the purpose of/appropriate uses of the semi-colon--focus on S/V

Transition -- pick up the "34 The semicolon" document from the front table

Purposeful Reading/Skills Practice -- Grammar Hammer: The Semicolon
--establish purpose prior to reading the "34 The semicolon" document
--oral reading of document as per established purpose
--independent work time (3-5 minutes)--begin working on EXERCISE 34-1
--For HW, finish EXERCISE 34-1.  This exercise is meant to help you master the first standard listed in today's agenda.  Remember that a future assessment is likely.

Transition -- take out your copy of "The Lady or the Tiger?" from our last two classes

Mini-Lesson (cont.)--Purposeful Reading #2 -- Frank R. Stockton's "The Lady or the Tiger?"
--set our purpose for our second reading of "The Lady or the Tiger?" via an exemplar (think-aloud)/sample annotation method/modeling (close reading)

Block 1: paragraphs have been assigned--begin close reading--project slide for students needing a method
Block 2: must assign paragraphs--begin close reading--project slide for students needing a method
Block 4: pick think-aloud back up at "...a little hitch, he was..."--share tried and true method--etc.
--Mr. Martin assigns a paragraph or paragraphs for close reading/annotating

--independent work time--close reading/annotating of assigned paragraph (DURING THIS TIME, MR. MARTIN WILL DISCUSS WITH YOU/RETURN YOUR PERSONAL MISSION STATEMENTS)

--oral reading of (first half of?) story paragraph-by-paragraph--students share annotations from close reading--Mr. Martin encourages a "deeper dig" via prompting, follow-up questions, etc.

Transition -- pick up an index card from the front table

Closure -- Ticket-Out-the-Door

--After first writing your name on your index card, do the following in complete sentences (Mr. Martin has modeled the directions right here for you in italics): 

• Define in your own words one of the vocabulary words from "The Lady or the Tiger?" that you circled (or boxed, or whatever...) when engaging in close reading.  

"Self-communing" basically means talking to oneself.  For example, if I were trying to make a difficult decision and did so by way of self-communing, I wouldn't talk to my friends, parents, wife, or anyone else about the issue; instead, I would decide to do what I, personally, saw fit after thinking it over in my own mind.

• Explain how Frank R. Stockton's use of the word you have chosen relates to one of the five elements of plot reviewed a few classes back.  Cite evidence from the text (in addition to the word you have defined) in your response. 

Frank R. Stockton uses the term "self-communing" during the exposition of the story.  During the exposition of a story, which occurs at the beginning, readers learn essential background information, such as who the characters are and when and where the story takes place (setting).  In the exposition of "The Lady of the Tiger?", not only are readers being introduced to the "semi-barbaric king" as a character, but readers are also learning a bit about his personality--the idea of the king "self-communing" suggests that the king essentially does whatever he pleases.  This early characterization of the king will likely have implications later in the story, especially considering that he is about 50% savage.  Will he later make a savage decision without consulting anyone else but himself?

• Somewhere within your writing, you must use one of the sentence combining methods (#2-5) from the "THE GRAMMAR CRIME: Comma splice" sheet.   Underline your method so that Mr. Martin does not miss it!

HW Time

HW

Mandatory assignments:

--Finish EXERCISE 34-1 pertaining to the semicolon.  This exercise is meant to help you master the first standard listed in today's agenda.  Remember that a future assessment is likely.  Reviewing your comma splice documents from last class would also be beneficial.
--Bring your copy of "The Lady or the Tiger?" again next class.  We're STILL not done yet!
--Bring your vocabulary book next class since we will be starting the next unit.
FYI:

--At this point, you are expected to have "mastered" the contents of the "Deepening Our Understanding..." notes document (especially Habits 1-4).  Expect Mr. Martin to check on your knowledge of, understanding of, and ability to apply the information next class (finally!).