Jump Off (1 min.)
--Turn back to the "Intertextuality Unit--Culminating Essay Assignment Notes/Mini-lessons" section of your notes.
S. the C. (10 mins.)
--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, February 14th <3 (five weeks from today).
--agenda/HW
Writing Workshop -- Intertextuality Unit--Culminating Essay Assignment Notes/Mini-lessons (45-50 mins. total)
HW
--The due date for submitting a revised Intertextuality Unit--Culminating Essay Assignment for the Cumulative Writing Portfolio is Friday, February 14th <3 (five 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.
--Bring your copy of "The Necklace" again next class. We're still not quite done with the story yet!
--Finish the "Unifying Theme Statement Practice--'Social Class'" sheet (explicate poem, craft unifying theme statement, cite strong textual evidence supporting theme statement, and tie back via explanation) by the beginning of next class. Mr. Martin will likely collect this work.
--Turn back to the "Intertextuality Unit--Culminating Essay Assignment Notes/Mini-lessons" section of your notes.
S. the C. (10 mins.)
--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, February 14th <3 (five weeks from today).
--agenda/HW
Writing Workshop -- Intertextuality Unit--Culminating Essay Assignment Notes/Mini-lessons (45-50 mins. total)
--finish taking notes/completing mini-lessons as per PowerPoint slides--this information will prove helpful when revising your writing piece and writing your next literary analysis essay (15 mins.)
--Transition (1 min.)--take out both your scored essay and your "Culminating Essay Assignment--Feedback Analysis" sheet from last class
--Closure (10 mins.)
--When finished, resubmit your writing assignment (if you are not required/do not intend to make revisions [85% or higher]) and clip your feedback analysis sheet into (Writing Section of?) your binder. The hole puncher is located on the front table.
--Pick up a copy of the "Unifying Theme Statement Practice--'Social Class'" sheet from the front table, which is part of your homework for over the weekend.
--Pick up an index card for today's closure piece. Write your name at the top of the index card.
--Form an alphabetical by first name circle out of the desks.
Story #2 -- “The Necklace”
--independent work time (feedback analysis/revisions)--during this time, students with specific questions can meet with Mr. Martin as per the order established on the front board (10 mins.)
--whole-group share-out ("I wrote...in the _____ category..."/"I improved...by...")--Mr. Martin adds items under the appropriate categories on the front board and models where appropriate--TAKE NOTES EITHER IN YOUR NOTEBOOK OR ON THE FRONT/BACK OF YOUR FEEDBACK ANALYSIS SHEET (10 mins.)--Closure (10 mins.)
- Set a SMART Goal for revising your writing piece--What is a SMART Goal? What might a SMART Goal pertaining to this directive look like?
--When finished, resubmit your writing assignment (if you are not required/do not intend to make revisions [85% or higher]) and clip your feedback analysis sheet into (Writing Section of?) your binder. The hole puncher is located on the front table.
--Pick up a copy of the "Unifying Theme Statement Practice--'Social Class'" sheet from the front table, which is part of your homework for over the weekend.
--Pick up an index card for today's closure piece. Write your name at the top of the index card.
--Form an alphabetical by first name circle out of the desks.
Story #2 -- “The Necklace”
--when in the circle today, bear in mind the following Reading Literature standards, the bolded of which link directly to your "Short Story Writing Assignment":
Post-class
--If anyone can stay and help Mr. Martin re-row the desks, he'd greatly appreciate it!
English 10 students:
- RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
- RL.3: Analyze 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.
- RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze 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).
- RL.5: Analyze 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.
- Recognize specific literary techniques (e.g., figurative language, irony, symbolism, etc.) used by authors, and, via strong and thorough textual evidence, can show how authors use these techniques to develop their texts.
--engage in discussion via a modified version of the protocol (one contribution minimum/three contributions maximum today--third contributions cannot be shared until all have contributed once :))--contributions assessed via the "Discussion Contribution Rating Scale"):
- notes written on the "Short Story Analysis Sheet" (especially thoughts/questions formulated during purposeful reading of the story)
- miscellaneous (Essential Questions/Standards/"Short Story Writing Assignment" Preparation):
- What is a short story?
- Maupassant's command over short story as a genre
- How does purposefully reading a short story enhance our understanding of the human experience?
- What are some themes that emerge in "The Necklace"?
- When and how do these themes emerge?
- What literary techniques does Maupassant use to develop some of the emergent themes, and how does he use effectively these techniques?
- What does Maupassant want readers to think about these themes/what insights into the human experience is he presenting (theme statement vs. mere theme)?
- How often do we really stop to think about the ideas about the human experience conveyed to us in literature, from story-to-story, etc.?
Post-class
--If anyone can stay and help Mr. Martin re-row the desks, he'd greatly appreciate it!
HW
--The due date for submitting a revised Intertextuality Unit--Culminating Essay Assignment for the Cumulative Writing Portfolio is Friday, February 14th <3 (five 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.
--Bring your copy of "The Necklace" again next class. We're still not quite done with the story yet!
--Finish the "Unifying Theme Statement Practice--'Social Class'" sheet (explicate poem, craft unifying theme statement, cite strong textual evidence supporting theme statement, and tie back via explanation) by the beginning of next class. Mr. Martin will likely collect this work.
--Continue outlining/drafting your short story. The final draft of the assignment is due at the beginning of class on Thursday, January 16th (six days from today!).
--The English 10 Honors Midterm Examination will take place on Monday, January 27th from 8:45 to 10:15.
--The English 10 Honors Midterm Examination will take place on Monday, January 27th from 8:45 to 10:15.
