English 9--12/3/2013

Jump Off

--Pick up the slip of paper titled "Complex Sentences/Subordinating Conjunctions Warm-up" from the front table. Find and fix any errors related to commas with WUBAIS words. Good luck!
--Mr. Martin returns Closure pieces from last class.

S. the C.

--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 (posted up on the front board)?

--The due date for submission is Friday, 12/20/2013 (a little over 2.5 weeks from today).

--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.

--turn to a neighbor and quickly go over the Jump Off--do you need Mr. Martin at all?
--share a few grammatically correct sentences from the Closure completed at the end of last class:

Because I find some of the grammar rules arduous, I will get help from Mr. Martin when needed.

I will do this be rectifying all conjunctions errors when I reread.

Although I used good vocabulary words, I will need to use better spelling and check over my work.

--Today's quiz will assess your ability to:

• demonstrate command of the conventions of standard English grammar and usage when writing (L.1).

--Today, we will also work on:

• RI.1a
• RI.4
• SL.1
• L.4

--agenda/HW

Transition/Assessment -- Complex Sentences/Subordinating Conjunctions

--Pick up the "Assessment: Complex sentences/subordinating conjunctions" from the front table. After purposefully reading the directions, carefully complete the task at hand.

--When you finish with the quiz, place your completed work in the black basket on the front table and attend to the "Transition" below:

Transition

--Pick up both the "Annotating Text--A Tried and True Method" document and the "Odyssey Unit--Learning Standards" document from the front table.  Engage in a "gist reading" of the "Odyssey Unit--Learning Standards" document while waiting for your peers to finish the assessment.

Close Reading/Unit Introduction #1 -- Odyssey Unit--Learning Standards

--oral reading of the "Learning Standards" document for the gist

--set our purpose for our second reading of the "Learning Standards" via modeling:

• practice close reading by using the "tried and true method"
• bear in mind the following questions while "conversing" with the contents of the document:
• What standards do you see that we have already worked on this year?
• What standards do you see that are new to this unit?
• What similarities exist between some of the standards?

--engage in close reading/annotating quietly and independently
--at the SmartBoard, summarize each of the standards (draw a card for first contributor--"popcorn" henceforth)
--engage in whole-group discussion by sharing additional close reading annotations/responding to the three questions above
--file away your "Learning Standards" document--DO NOT LOSE THE DOCUMENT, AS WE WILL RETURN TO IT THROUGHOUT THE UNIT

Unit Introduction #2 -- "What Makes a Hero?"--The Monomyth (Hero's Journey)

--view TEDEd video titled "What Makes a Hero?" for the gist--be ready to share out once we've finished viewing the video:
http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler

--share out--create a bulleted list on the front board of items that resonated when viewing for the gist
--HW assigned
--Transition--pick up the "Odyssey Unit--Monomyth (Hero’s Journey) Application Brainstorming" halfsheet from the front table

Closure/HW Time

HW

--The due date for submitting a revised "The Lady or the Tiger?" Well-Developed Paragraph Response for the Cumulative Writing Portfolio is Friday, 12/20/2013 (a little over 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.

--Mr. Martin will be after school today if you'd like to stay and work on revisions. Be proactive!  Kudos to those of you who have already stayed after to work--your efforts are admirable!
--Purposefully complete the "Odyssey Unit--Monomyth (Hero's Journey) Application Brainstorming" halfsheet as directed.  Be prepared to discuss your ideas next class.

English 10 Honors--12/2/2013

Jump Off

--Turn in the final version of your essay by placing it in the black basket on the front table.
--Sign out a copy of Perrine's Story and Structure, as you will need the book in order to complete one of the homework assignments.
--Pick up a copy of the reading from the front table (a speech titled "Democracy: From Athens to America").  Write your name at the top.  Then, survey the text 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!

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.  THIS STANDARD WILL BE ASSESSED VIA THE "COMPLETING THE SENTENCE" SECTION OF THE UNIT #5 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.
• editing work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook).
• strengthening writing as needed by editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the Language standards listed in previous blog posts.)

--agenda/HW
--briefly go over the Jump Off (quick review of strategies worth implementing on any nonfiction text)
--take care of business--you should know the drill by now, but if not, check out the information below:

• 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 via underlining, drawing arrows, writing notes, etc.

Skill-Building/Instruction -- Vocabulary Unit #5
--students engage in purposeful reading as per directions
--Mr. Martin elicits a potential definition from a student for the words "unfeigned" through "infallible" 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 the Unit #5 word list (pages 62-64)--read word aloud, have students repeat the word, and then read the part(s) of speech/definition(s)/sample sentence(s)--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 "Whimsical Words"
--For HW, complete the "Completing the Sentence" exercise as directed and continue preparing for the Unit #5 vocabulary quiz, which will take place this Friday (12/6/2013).  Make sure to familiarize yourself with the "Whimsical Words."

Transition -- pick up a rubric from the front table

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--Mr. Martin hands out essays for the purpose of peer grading
--use rubric to score peer’s MLA Format (Mr. Martin models with scanned-in essay)
--score peer’s parenthetical references (Mr. Martin models)
--score peer’s Works Cited page (Mr. Martin models)
--score peer’s content (Mr. Martin models)
--determine peer’s overall score (Mr. Martin models)
--return essay to peer
--engage in self-reflection--what revisions should you make to your essay before submitting your work to Mr. Martin?

Transition -- pick up the "Short Story Unit Information Sheet" sheet from the front table

Looking Ahead -- Short Story Unit
--oral reading of information sheet in order to preview our next unit--any questions that Mr. Martin can answer?

Transition -- pick up the "Perrine's Story and Structure--'Reading the Story' (pgs. 3-9)" sheet from the front table

HW Time -- Commercial vs. Literary Fiction
--read through the italicized directions on the sheet
--survey the nonfiction text from Perrine's Story and Structure a la today's Jump Off
--engage in purposeful reading as preparation for follow-up discussion next class (distinguishing between two types of fiction/analyzing our course works thus far through this lens)--complete the top half of the "Perrine's Story and Structure--'Reading the Story' (pgs. 3-9)" sheet

HW

--Complete the "Completing the Sentence" exercise (pages 67 &68).  Underline the context clues that help you determine which word you select for each sentence (skill-building).  BRING YOUR VOCABULARY BOOK AGAIN NEXT CLASS.
--Continue preparing for the Unit #5 vocabulary quiz, which will take place this Friday (12/6/2013).  Make sure to familiarize yourself with the "Whimsical Words."
--Revise your essay as per today's Writing Workshop block.  The final version of your essay (the near-perfect version that Mr. Martin will actually score) is due at the beginning of class next time (Wednesday, 12/4/2013).
--Engage in purposeful reading and complete the top half of the "Perrine's Story and Structure--'Reading the Story' (pgs. 3-9)" sheet.

English 9--11/26/2013

Jump Off
--Pick up the "Common Error: Missing comma in a complex sentence/unnecessary comma before a subordinating conjunction" sheet from the front table. Read the front of the sheet quietly, independently, and purposefully, and then complete the back of the sheet as directed.  Good luck!
--Mr. Martin will be around to A.) return your "Comma Splice/Sentence Combining Assessment" from 11/7/2013, B.) check for understanding on the task at hand, and C.) ask a few of you to write your sentences up on the front board.

S. the C.
--During today's class, we will work on:

• demonstrating command of the conventions of standard English grammar and usage when writing. THIS STANDARD WILL BE SELF-ASSESSED IN CLASS TODAY AS PART OF THE GRAMMAR HAMMER MINI-LESSON, INFORMALLY ASSESSED VIA THE CLOSURE PIECE, AND OFFICIALLY ASSESSED NEXT CLASS VIA A QUIZ.

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

• developing and strengthening writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
• writing routinely over extended time frames, including time for reflection and revision.

--As part of today's closure piece, Mr. Martin is assessing your ability to:

• use accurately domain-specific words, sufficient for reading and writing at the college and career readiness level.

--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 (posted up on the front board)?

--The due date for submission is Friday, 12/20/2013 (approximately 3.5 weeks from today).

--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.
--agenda/HW
--If you have a blue circle at the top of your returned grammar assessment, that means that you missed #1.  Today's grammar hammer instruction directly relates to #1 where the correct version is a complex sentence with a subordinating conjunction (WUBAIS) between two independent clauses.

Mini-Lesson -- GRAMMAR HAMMER: Missing Comma in a Complex Sentence (before an Independent Clause)/Unnecessary Comma before a Subordinating Conjunction (WUBAIS)

--view 0:00-0:43 and 1:11-3:31 of the following video from TEDEd:

http://ed.ted.com/lessons/comma-story-terisa-folaron

--essential questions for going over today's grammar work with the comma:

• How does the WUBAIS acronym work?
• If complex sentences are formed by combining two complete sentences, what constitutes a complete sentence?
• What is a dependent clause, and how does a dependent clause differ from an independent clause?
• When do writers need a comma when using a WUBAIS word or WUBAIS words to combine two sentences?
• When do writers not need a comma when using a WUBAIS word or WUBAIS words to combine two sentences?

--answer essential questions/work with sample sentences written up on the front board
--Closure

• contextualize today's grammar work with the comma:
• A comma rule that should be mastered at this point is the following: Comma splices are bad! A comma alone is not strong enough to combine two complete sentences!
• Five useful methods exist for fixing comma splices. Using all of these sentence combining methods within your writing creates sentence variety (which improves the "Language Use" aspect of your writing!). 
• One method of combining sentences is adding a coordinating conjunction (FANBOYS word) after the comma in order to create a compound sentence.  The comma rules pertaining to FANBOYS words should also be mastered at this point.
• Another method of combining sentences is adding a subordinating conjunction (WUBAIS word) before one of the two independent clauses.  Depending on where the subordinating conjunction is added, a comma either is or is not needed.
• Two common errors exist when it comes to using WUBAIS words. Avoid making these errors by learning the rules (which improves the "Conventions" aspect of your writing!)!
• answer the following essential question/work with paragraph projected up on the front board: How can I RE-READ and revise for WUBAIS errors?

--For HW, prepare for the quiz based on today's grammar work about WUBAIS words, which will take place at the beginning of next class. You will be presented with sentences that are either incorrect or correct as written, and in instances where sentences are written incorrectly, you will need to find and fix the errors.  You will also be asked to create a few of your own complex sentences.

Transition
--resubmit your "Comma Splice/Sentence Combining Assessment"
--pick up your Unit #4 vocabulary quiz
--pick up your "Paragraph Writing--Skills Assessment Rubric" and Cumulative Writing Portfolio from Mr. Martin at the front table

Writing Workshop (cont.) -- "The Lady or the Tiger?" Well-Developed Paragraph Response
Feedback Analysis--Phase Two
--after reading the top half of the sheet aloud, Mr. Martin models use of the rubric with a student sample
--independent work time--during this time, students with specific questions can continue meeting with Mr. Martin as per the order established on the front board
--Transition -- when finished, submit your completed "Paragraph Writing--Skills Assessment Rubric" and your Cumulative Writing Portfolio
Revisions Work Time
--continue paragraph revisions:

• RE-READ and revise for WUBAIS errors
• deftly add in a Unit #4 vocabulary word
• Etc.

Closure -- "On my next writing assignment, I will make sure to..."

• Based on the self-reflection completed over the course of the last three classes, specifically complete the sentence-starter above on a scrap of paper.
• You must properly use at least one Unit #4 vocabulary word somewhere within what you write.
• You must use a WUBAIS word puctuated properly somewhere within what you write.
• WHEN FINISHED, SUBMIT YOUR SCRAP OF PAPER TO MR. MARTIN. MAKE SURE THAT YOUR NAME IS INCLUDED.  ALSO, TURN IN YOUR UNIT #4 VOCABULARY QUIZ.

TIME PERMITTING

Looking Ahead -- Odyssey Unit
--view TEDEd video titled "What Makes a Hero?" for the gist--be ready to share out once we've finished viewing the video:
http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler

--share out--create a bulleted list on the front board of items that resonated when viewing for the gist
--briefly preview our next steps

HW

--HAVE AN ENJOYABLE AND MEANINGFUL BREAK!
--The due date for submitting a revised "The Lady or the Tiger?" Well-Developed Paragraph Response for the Cumulative Writing Portfolio is Friday, 12/20/2013 (approximately 3.5 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.

--Mr. Martin will be after school today if you'd like to stay and work on revisions. Be proactive!
--Prepare for the quiz based on today's grammar work about WUBAIS words, which will take place at the beginning of next class. You will be presented with sentences that are either incorrect or correct as written, and in instances where sentences are written incorrectly, you will need to find and fix the errors. You will also be asked to create a few of your own complex sentences.

English 10 Honors--11/25/2013

Jump Off
--Pick up a copy of the grading sheet from the front table.  Spend the first 8-10 minutes of class closely reading through both the front and back of the sheet.  As you read the front of the sheet, engage in purposeful reading as per the following question: What questions do you have about any of the items on this section of the grading sheet?  As you read the back of the sheet, engage in purposeful reading as per the following question: What distinguishes a 5 from a 6 in each of the five categories?

S. the C.
--During today's Writing Workshop, we will continue working on the following standards:
Grade 10 students:

• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
  • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • Provide a concluding statement or section that follows from and supports the argument presented.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• Develop and strengthen 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. (Editing for conventions should demonstrate command of the Language standards below.)
• Draw evidence from literary or informational texts to support analysis, reflection, and research.
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Use parallel structure.*
• Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
• Use a colon to introduce a list or quotation.
• Spell correctly.
• Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
• Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

--discuss the grading sheet as per the purposeful reading questions
--agenda/HW

Transition
--Pick up the "Writing Skills--A Handbook" sheet from the front table.  As you look through the sheet, fill in as much as you can based on prior knowledge.  This will save us time going through the sheet together!

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--discuss front page of "A Handbook"--create a sample Works Cited page
--discuss back page of "A Handbook"--look at the following sample essay: http://www.fountainheadpress.com/signs/supportmaterials/AE_Martian%20Essay.pdf
--read through some of the sample essay with M, D, O, L, C in mind--strengths? weaknesses?
--independent work time--revise/add to essay draft based on today's instruction

HW
--The final version of your essay (your absolute best effort) is due at the beginning of class next time (Monday, 12/2/2013).  Strive for mastery!
--Bring your vocabulary book to class next time.

English 9--11/22/2013

Jump Off
--Engage in some last-minute studying quietly and independently.
--When Mr. Martin directs you to do so, pick up the Unit #4 vocabulary assessment from the front table. Complete the quiz quietly and independently.  Make sure to purposefully read all of the directions.  Good luck!

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.
• use accurately domain-specific words, sufficient for reading and writing at the college and career readiness level (ALSO ASSESSED VIA WRITING WORKSHOP CLOSURE).

--Today, we will continue working on:

• developing and strengthening writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
• writing routinely over extended time frames, including time for reflection and revision.

--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 (posted up on the front board)?

--The due date for submission is Friday, 12/20/2013 (just about one month from today).

--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission ASAP.
--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 Writing Workshop materials from last class (halfsheet and evaluated paragraph)

Writing Workshop (cont.) -- "The Lady or the Tiger?" Well-Developed Paragraph Response--Feedback Analysis in Two Phases
Phase One (cont.)

--What are we up to again?!
--independent work time--during this time, students with specific questions can meet with Mr. Martin as per the order established on the front board (order from last class got erased--SORRY!)
--whole-group share-out ("I wrote...in the category...")--Mr. Martin adds to the sample halfsheet on the front board and models where appropriate--TAKE NOTES EITHER IN YOUR NOTEBOOK OR ON THE FRONT/BACK OF YOUR HALFSHEET
--Transition--clip halfsheet into (Writing Section of?) your binder and pick up your "Paragraph Writing--Skills Assessment Rubric" and Cumulative Writing Portfolio from Mr. Martin at the front table
Phase Two
--after reading the top half of the sheet aloud, Mr. Martin models use of the rubric with a student sample
--independent work time--during this time, students with specific questions can continue meeting with Mr. Martin as per the order established on the front board
--Transition -- when finished, submit your writing assignment (if you are not required/do not intend to make revisions), your completed "Paragraph Writing--Skills Assessment Rubric", and your Cumulative Writing Portfolio
--Closure -- "On my next writing assignment, I will make sure to..."

• Based on today's self-reflection, specifically complete the sentence-starter above on a scrap of paper.
• You must properly use at least one Unit #4 vocabulary word somewhere within what you write.
• WHEN FINISHED, SUBMIT YOUR SCRAP OF PAPER TO MR. MARTIN. MAKE SURE THAT YOUR NAME IS INCLUDED.

TIME PERMITTING

Looking Ahead -- Odyssey Unit
--view TEDEd video titled "What Makes a Hero?" for the gist--be ready to share out once we've finished viewing the video

--share out--create a bulleted list on the front board of items that resonated when viewing for the gist
--briefly preview our next steps

HW

--Enjoy the weekend--sharpen the saw!
--The due date for submitting a revised "The Lady or the Tiger?" Well-Developed Paragraph Response for the Cumulative Writing Portfolio is Friday, 12/20/2013 (just about one month 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.
--Mr. Martin will be after school today if you'd like to stay and work on revisions.  Be proactive!

English 10 Honors--11/21/2013

Jump Off
--Take a laptop from the cart and log in.
--Take out your HW (introduction and essay outline).
--Block 4: Who won BINGO?

S. the C.
--During today's Writing Workshop, we will work on the following standards:
Grade 10 students:

• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
  • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • Provide a concluding statement or section that follows from and supports the argument presented.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• Develop and strengthen 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. (Editing for conventions should demonstrate command of the Language standards below.)
• Draw evidence from literary or informational texts to support analysis, reflection, and research.
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Use parallel structure.*
• Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
• Use a colon to introduce a list or quotation.
• Spell correctly.
• Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
• Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

--agenda/HW

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--Mr. Martin quickly models MLA Format--follow along and properly set up your paper--TAKE NOTES FOR USE ON FUTURE WRITING ASSIGNMENTS WRITTEN IN MLA?
--set the parameters for work block
--as you work today, it would be in your best interest to check out the following link: http://www.fountainheadpress.com/signs/supportmaterials/AE_Martian%20Essay.pdf
--Mr. Martin returns "Restrictive elements/Non-restrictive elements" assessment and schedules reassessments

HW
--Continue progressing through writing your essay.  Next class, bring a print out of your draft.  The final version of your essay (your absolute best effort) is due at the beginning of class on Monday, 12/2/2013.  Strive for mastery!

English 9--11/20/2013

Jump Off
--Pick up both a small paper scrap and an index card from the front table. 
--Come up with a random nickname for yourself that Mr. Martin can use to convey information to the class in a non-threatening manner  (e.g., Jonah Martin--"Max Tivoli"). Write both your first and last name and the nickname on the small paper scrap.  Mr. Martin will be around to collect your nicknames momentarily.
--Number the index card 1-20 as per the model on the front board.
--Open your vocabulary book to page 52. Spend the first five minutes of class quietly and independently looking over the words, as we will spend the first portion of today's class reviewing.

S. the C.

--Review activity goals:
1.) Leave class mostly familiar with the meaning of and able to pronounce the Unit #4 vocabulary words
2.) Leave class with a sense of which words to study in preparation for the vocabulary quiz next class

--Today, we will also work on:

• developing and strengthening writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
• writing routinely over extended time frames, including time for reflection and revision.

--information provided (again!) 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?" Well-Developed 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%.)

--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 (posted up on the front board)?
--The due date for submission is Friday, 12/20/2013 (one month from today). 
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to Mr. Martin for submission today.
--agenda/HW

Review -- Vocabulary Unit #4

--PowerPoint slides shared--use word list on front board/write answers on card--check knowledge/understanding as we go, making note of which words to study more closely

--For HW, finish preparing for the Unit #4 vocabulary quiz, which will take place at the beginning of next class.

Transition -- pick up the halfsheet titled "'The Lady or the Tiger?' Well-Developed Paragraph--Feedback Analysis" from the front table and read the directions.

Writing Workshop -- "The Lady or the Tiger?" Well-Developed Paragraph Response--Feedback Analysis in Two Phases
Phase One

--briefly review Meaning, Development, Organization, Language Use, and Conventions framework via explanations on PowerPoint and brainstorm what fits in each category--create a list on the front board next to each of the categories
--after reading the directions aloud, Mr. Martin models use of the halfsheet with a student paragraph
--Mr. Martin returns writing assignments for quiet and independent feedback analysis
--independent work time--during this time, students with specific questions can meet with Mr. Martin as per the order established on the front board
--whole-group share-out ("I wrote...in the category...")--Mr. Martin adds to the sample halfsheet on the front board and models where appropriate--TAKE NOTES EITHER IN YOUR NOTEBOOK OR ON THE FRONT/BACK OF YOUR HALFSHEET
--Transition--clip halfsheet into (Writing Section of?) your binder and pick up your "Paragraph Writing--Skills Assessment Rubric" and Cumulative Writing Portfolio from Mr. Martin at the front table
Phase Two
--after reading the top half of the sheet aloud, Mr. Martin models use of the rubric with a student sample
--independent work time--during this time, students with specific questions can continue meeting with Mr. Martin as per the order established on the front board

Transition -- when finished, submit your writing assignment (if you are not required/do not intend to make revisions), your completed "Paragraph Writing--Skills Assessment Rubric", and your Cumulative Writing Portfolio

Closure -- "On my next writing assignment, I will make sure to..."

• Based on today's self-reflection, specifically complete the sentence-starter above on the back of your index card from the vocabulary review activity.
• You must properly use at least one Unit #4 vocabulary word somewhere within what you write
• WHEN FINISHED, SUBMIT YOUR INDEX CARD TO MR. MARTIN.  MAKE SURE THAT THE CARD INCLUDES YOUR NAME.

HW

--Finish preparing for the Unit #4 vocabulary quiz, which will take place at the beginning of next class.  Make sure that you truly know the words, as you will be asked on the quiz 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)! 

--The due date for submitting a revised "The Lady or the Tiger?" Well-Developed Paragraph Response for the Cumulative Writing Portfolio is Friday, 12/20/2013 (one month 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.

English 10 Honors--11/19/2013

Jump Off
--Take out your HW (essay outline) and place it in the black basket on the front table.
--Engage in some last-minute studying quietly and independently.
--When Mr. Martin directs you to do so, pick up the Unit #4 vocabulary assessment from the front table. Complete the quiz quietly and independently. Good luck!
--Mr. Martin delivers peer outlines to students.
*When finished, begin reading and providing feedback on your peer's outline via the questions/directives below:

• Is the thesis statement both meaningful and complex, or does the thesis statement seem pretty straightforward or as if it's "missing something"? IF THE THESIS STATEMENT NEEDS IMPROVEMENT, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "Your thesis statement is making me think 'so what?' If both Santiagos learn important life lessons, who cares? What does that tell me as a reader about life lessons? And, what specific life lessons are being conveyed to each?").
• Are the pieces of evidence selected both strong and thorough? Can you think of a piece of evidence or two that your peer could/should use in order to improve the quality and/or thoroughness of his/her details? AGAIN, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "You might want to consider using...").
• Are the tiebacks written both clear and convincing? If, as the reader, you are at all confused or skeptical, this becomes a communication breakdown/unnecessary barrier for which the writer is reponsible, but you as the reader can help! IF YOU ARE CONFUSED BY A TIEBACK, WRITE "I am confused?" ON YOUR PEER'S OUTLINE NEXT TO THE TIEBACK. AT THE VERY LEAST, THIS WILL RAISE YOUR PEER'S AWARENESS OF WHERE WORK IS NEEDED. ALSO, WRITE IN ANY ADDITIONAL SPECIFIC FEEDBACK THAT YOUR PEER COULD USE TO MAKE HIS/HER TIEBACKS LESS CONFUSING AND MORE CONVINCING (e.g., "You should probably add one more sentence here--I get that this quote shows that love is important to Santiago, but how so?).

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 Writing Workshop, we will work on:

• analyzing how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
• analyzing how an author's ideas or claims are developed and refined by particular sentences or paragraphs of a text.
• delineating and evaluating the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
• participating effectively in one-on-one or group discussions, building on others' ideas and expressing our own clearly and persuasively.
• developing and strengthening writing as needed by planning, revising, editing, rewriting, or trying a new approach.  
• producing clear and coherent writing in which the development, organization, and style are appropriate to task, puprose, and audience.

--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

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment

--key ideas for part of today's work (same as last class):

• The thesis statement (or argument...whatever you'd like to call it) must present a meaningful and complex idea.
• The evidence gathered via active/critical/purposeful rereading must be both strong and thorough.
• The explanations about the significance of these pieces of evidence in terms of your thesis/argument must be both clear and convincing.
• Overall, the essays that you are currently working on, in their finished forms, must communicate complex ideas effectively. No barriers should exist between you and your audience.

--questions/directives for today's peer feedback block:

• Is the thesis statement both meaningful and complex, or does the thesis statement seem pretty straightforward or as if it's "missing something"? IF THE THESIS STATEMENT NEEDS IMPROVEMENT, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "Your thesis statement is making me think 'so what?' If both Santiagos learn important life lessons, who cares? What does that tell me as a reader about life lessons? And, what specific life lessons are being conveyed to each?").
• Are the pieces of evidence selected both strong and thorough? Can you think of a piece of evidence or two that your peer could/should use in order to improve the quality and/or thoroughness of his/her details? AGAIN, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "You might want to consider using...").
• Are the tiebacks written both clear and convincing? If, as the reader, you are at all confused or skeptical, this becomes a communication breakdown/unnecessary barrier for which the writer is reponsible, but you as the reader can help! IF YOU ARE CONFUSED BY A TIEBACK, WRITE "I am confused?" ON YOUR PEER'S OUTLINE NEXT TO THE TIEBACK. AT THE VERY LEAST, THIS WILL RAISE YOUR PEER'S AWARENESS OF WHERE WORK IS NEEDED. ALSO, WRITE IN ANY ADDITIONAL SPECIFIC FEEDBACK THAT YOUR PEER COULD USE TO MAKE HIS/HER TIEBACKS LESS CONFUSING AND MORE CONVINCING (e.g., "You should probably add one more sentence here--I get that this quote shows that love is important to Santiago, but how so?).

--continue engaging in purposeful reading of your peer's work by attending to the three bullets above
--in partnerships (or threesomes), meet and discuss feedback--help each other be better!
--Transition--return to desks and take out a clean sheet of lined paper
--view TEDEd video about introductions: http://ed.ted.com/lessons/the-power-of-a-great-introduction-carolyn-mohr
--go through slides about writing introductions
--quick-write introductions

HW
--Make any necessary revisions to your outline as per today's peer feedback block.
--Finish writing and revise your introduction.  It would be a good idea to have one of your peers take a look and offer suggestions for improvement prior to next class.
--Come to class next time with both your introduction and outline, as we will have computer access for typing purposes.  It would be a good idea to bring a flashdrive.

English 9--11/18/2013

Jump Off
--Take out your "'The Most Dangerous Game' Analysis" document.  We will spend the first ten minutes of class engaging in a brief discussion to wrap up the short story prior to today's assessment.

S. the C.
--After today's assessment, we will work on:

• 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.  THIS STANDARD WILL BE ASSESSED VIA THE "COMPLETING THE SENTENCE" SECTION OF THE UNIT #4 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.

--agenda/HW
--brief discussion
--directions given for during and after the assessment

Transition -- pick up a copy of the assessment from the front table

Assessment -- 7 Habits Unit Exam
--complete questions #1-17
--Transition--turn in questions #1-17 and pick up questions #18-20
--complete questions #18-20
--Transition

• turn in questions #18-20 and pick up a copy of the expository writing piece titled "Elephant Culture and Conservation"
• take care of business back at your desk--you should know the drill by now, but if not, check out the information below:
• 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 via underlining, drawing arrows, writing notes, etc.
• continue working on vocabulary tasks (including beginning the HW) until the entire class has finished taking the exam

Skill-Building/Instruction -- Vocabulary Unit #4
--students engage in purposeful reading of "Elephant Culture and Conservation"
--independently begin going over the Unit #4 word list (pages 52-54)--read a word and read the part(s) of speech/definition(s)/sample sentence(s)
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).
--Once the entire class has finished taking the exam and had some time to work with "Elephant Culture and Conservation": Mr. Martin elicits a potential definition from a student for the words "intrepid" through "prototype" 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 the Unit #4 word list together--read word aloud, have students repeat the word, and then read the part(s) of speech/definition(s)/sample sentence(s)--repeat this process for the entire list
Students should be actively engaging as per the list above.
--For HW, complete the "Completing the Sentence" exercise as directed and begin preparing for the Unit #4 vocabulary quiz, which will take place this Friday (11/22/2013).

Brain Break/Sharpening the Saw -- Mum Ball

HW

--Complete the "Completing the Sentence" exercise (pages 57 & 58).  Underline the context clues that help you determine which word you select for each sentence (skill-building).
--Continue preparing for the Unit #4 vocabulary quiz, which will take place this Friday (11/22/2013). Vocabulary review will take place next class. Make sure that you truly know the words, as you will be asked on the quiz 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)!