Thursday, February 27, 2014
Wednesday, February 26, 2014
English 9--3/3/2014
Jump Off
--Pick up the slip of paper titled "The Grammar Hammer--Errors/Rules Warm-up" from the front table. Find and fix any errors (the comma splice, FANBOYS usage errors, WUBAIS usage errors, and possessive apostrophe usage errors [missing or misplaced]). If any of the phrases and clauses in items #1.)-#4.) are correct as written, write a C next to the item. Good luck!
S. the C.
--agenda/HW
--The following students received an INCOMPLETE for Quarter 2 and need to see Mr. Martin ASAP. Remember that an INCOMPLETE means that a student has not completed essential coursework; if, at the end of the year, a student has an INCOMPLETE, he or she will not advance to English 10 as he or she essentially has not completed the English 9 course:
--The following students have not submitted the Monomyth Writing Assignment at all:
--go over the Jump Off as a quick review of definitions/rules/tips and tricks
Transition
--Pick up the "The Grammar Hammer--Assessment of English 9 Errors/Rules" sheet from the front table.
Assessment -- The Grammar Hammer: English 9 Errors/Rules
--After purposefully reading the directions, carefully complete the task at hand.
--When you finish with the assessment, place your completed work in the black basket on the front table. Then, open your vocabulary book to page 72. Purposefully read through the words, pronunciations, parts of speech, definitions, sample sentences, synonyms, and antonyms for each of the words. As you do so, write the words on the lines as an additional engagement strategy. If you finish this task, turn to page 77 and begin the "Completing the Sentence" exercise. Underline the context clues that help you determine which word you select for each sentence (skill-building).
Looking Ahead -- Vocabulary Unit #6
--go over pronunciations for the Unit #6 word list (pages 72-74) together
--For HW, begin preparing for the Unit #6 vocabulary review activity, which will take place during class on Wednesday. In order to successfully engage in the review activity, you will need to know the meanings of each of the words and be able to use the words in sentences. The quiz will take place on Friday.
Transition -- pick up a copy of "The Homecoming from The Odyssey" packet from the front table
Reading Activity -- "The Homecoming from The Odyssey"
--engage in an oral reading for the gist (Mr. Martin occasionally makes comments/asks questions, and when he does so, you ought to annotate accordingly)--feel free to annotate a little bit more based on your own observations, thoughts, questions, etc. (though this is not the purpose during an initial reading)
--illustrative passages related to Mr. Martin's comments/questions:
HW Time
HW
Optional (but highly encouraged!) vocabulary assignment:
--Complete the "Completing the Sentence" exercise (pages 77 & 78). Underline the context clues that help you determine which word you select for each sentence (skill-building).
--Begin preparing for the Unit #6 vocabulary review activity, which will take place during class on Wednesday. In order to successfully engage in the review activity, you will need to know the meanings of each of the words and be able to use the words in sentences.
--Continue preparing for the quiz itself, which will take place this Friday (3/7/2014). Make sure that you truly know the words by Friday, 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. The incentive plan is in place for this week's quiz!
Mandatory reading assignments:
--Finish your gist reading of "Book Twenty-One: The Test of the Bow" (the first section of "The Homecoming from The Odyssey") if we do not complete the reading together in class.
--Complete a gist reading of "Book Twenty-Two: Death in the Great Hall" (the second section of "The Homecoming from The Odyssey") prior to the beginning of next class.
--Pick up the slip of paper titled "The Grammar Hammer--Errors/Rules Warm-up" from the front table. Find and fix any errors (the comma splice, FANBOYS usage errors, WUBAIS usage errors, and possessive apostrophe usage errors [missing or misplaced]). If any of the phrases and clauses in items #1.)-#4.) are correct as written, write a C next to the item. Good luck!
S. the C.
--agenda/HW
--The following students received an INCOMPLETE for Quarter 2 and need to see Mr. Martin ASAP. Remember that an INCOMPLETE means that a student has not completed essential coursework; if, at the end of the year, a student has an INCOMPLETE, he or she will not advance to English 10 as he or she essentially has not completed the English 9 course:
- L-Dog
- Princess Bell
- Loki (make sure to follow through on the arrangements that you have made :))
- Mike
- The Popmaster
--The following students have not submitted the Monomyth Writing Assignment at all:
- Noble 6
- Pikachu
--go over the Jump Off as a quick review of definitions/rules/tips and tricks
Transition
--Pick up the "The Grammar Hammer--Assessment of English 9 Errors/Rules" sheet from the front table.
Assessment -- The Grammar Hammer: English 9 Errors/Rules
--After purposefully reading the directions, carefully complete the task at hand.
--When you finish with the assessment, place your completed work in the black basket on the front table. Then, open your vocabulary book to page 72. Purposefully read through the words, pronunciations, parts of speech, definitions, sample sentences, synonyms, and antonyms for each of the words. As you do so, write the words on the lines as an additional engagement strategy. If you finish this task, turn to page 77 and begin the "Completing the Sentence" exercise. Underline the context clues that help you determine which word you select for each sentence (skill-building).
Looking Ahead -- Vocabulary Unit #6
--go over pronunciations for the Unit #6 word list (pages 72-74) together
--For HW, begin preparing for the Unit #6 vocabulary review activity, which will take place during class on Wednesday. In order to successfully engage in the review activity, you will need to know the meanings of each of the words and be able to use the words in sentences. The quiz will take place on Friday.
Transition -- pick up a copy of "The Homecoming from The Odyssey" packet from the front table
Reading Activity -- "The Homecoming from The Odyssey"
--engage in an oral reading for the gist (Mr. Martin occasionally makes comments/asks questions, and when he does so, you ought to annotate accordingly)--feel free to annotate a little bit more based on your own observations, thoughts, questions, etc. (though this is not the purpose during an initial reading)
--illustrative passages related to Mr. Martin's comments/questions:
- Page 895: "Alone and exhausted, Odysseus is washed up on the land of the Phaeacians, where Alcinous is king. Alcinous gives a banquet in honor of Odysseus and asks him to reveal who he is and where he came from. Odysseus relates to the king his adventures up to that time. His account makes up Books 9-12 of the Odyssey."
- Page 900: "He left his rams / and he-goats in the yard outside, and swung / high overhead a slab of solid rock / to close the cave. Two dozen four-wheeled wagons, / with heaving wagon teams, could not have stirred / the tonnage of that rock from where he wedged it / over the doorsill" (141-147).
- Page 903: "[Cyclops] whisked away his great door slab / to let his sheep go through--but he, behind, / reset the stone as one would cap a quiver" (217-219).
- "Definition:In literature, juxtaposition is a literary device wherein the author places a person, concept, place, idea or theme parallel to another. The purpose of juxtaposing two directly/indirectly related entities close together in literature is to highlight the contrast between the two and compare them. This literary device is usually used for etching out a character in detail, creating suspense or lending a rhetorical effect" ("Juxtaposition," Literary Devices).
- Page 922: “Sometimes in farmyards when the cows return / well-fed from pasture to the barn, one sees / the pens give way before the calves in tumult, / breaking through to cluster about their mothers, / bumping together, bawling. Just that way / my crew poured round me when they saw me come—/ their faces wet with tears as if they saw / their homeland, and the crags of Ithaca, / even the very town where they were born” (118-126).
- "Dramatic irony, in literature, is a plot device in which the audience’s or reader’s knowledge of events or individuals surpasses that of the characters. The words and actions of the characters therefore take on a different meaning for the audience or reader than they have for the play’s characters. This may happen when, for example, a character reacts in an inappropriate or foolish way or when a character lacks self-awareness and thus acts under false assumptions" ("Dramatic Irony," Encyclopaedia Britannica).
HW Time
HW
Optional (but highly encouraged!) vocabulary assignment:
--Complete the "Completing the Sentence" exercise (pages 77 & 78). Underline the context clues that help you determine which word you select for each sentence (skill-building).
Assessment preparation:
--Continue preparing for the quiz itself, which will take place this Friday (3/7/2014). Make sure that you truly know the words by Friday, 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. The incentive plan is in place for this week's quiz!
Mandatory reading assignments:
--Finish your gist reading of "Book Twenty-One: The Test of the Bow" (the first section of "The Homecoming from The Odyssey") if we do not complete the reading together in class.
--Complete a gist reading of "Book Twenty-Two: Death in the Great Hall" (the second section of "The Homecoming from The Odyssey") prior to the beginning of next class.
English 10 Honors--2/28/2014
Jump Off
--Submit the revised, finalized version of your argumentative literary analysis paragraph writing assignment by placing the writing piece 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 #6 vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!
S. the C.
--Reminder: The few of you still needing to take care of CWP revisions due to my absence--let's get together 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
*+1 awarded to winners from last class*
Transition -- submit your mostly-scored vocabulary quiz and pick up a copy of the essay from the front table
Reading Activity #1 -- Roland Barthes' "The Death of the Author" (1967)
--conduct a gist reading of the first paragraph of the essay orally
--engage in discussion about the first paragraph (e.g., Why Sarrasine? What concept is being introduced in the first sentence? Etc.)--"talk to the text" (and, of course, each other!)
--conduct a gist reading of the rest of the essay (silently or orally?--majority rules!)--feel free to annotate a little bit (though this is not the purpose during an initial reading)
Reading Activity #2/Looking Ahead
--Mr. Martin's "Personal Legend": To create a form/packet/whatever! for us to use each time we analyze nonfiction together to streamline the process/assure we work toward mastering the standards
--elaborate upon goal with reading a poem as an example--when you read a poem, this is just what you do...
--LIFE LESSON: Sometimes, we just need help (the "universe conspir[ing]," an "omen," a friend, a coworker...in this case, fellow scholars!)
--Rough process:
--Close read (SEE MR. MARTIN'S SAMPLE--SIMILAR TO WHAT WE DID WITH "THE MASQUE OF THE RED DEATH") the second paragraph of Barthes' essay ("No doubt it has...author 'confiding' in us."), and be prepared to discuss your observations, thoughts, questions (and answers), etc. formulated when "talking to the text."
--Submit the revised, finalized version of your argumentative literary analysis paragraph writing assignment by placing the writing piece 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 #6 vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!
S. the C.
--Reminder: The few of you still needing to take care of CWP revisions due to my absence--let's get together 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
*+1 awarded to winners from last class*
Transition -- submit your mostly-scored vocabulary quiz and pick up a copy of the essay from the front table
Reading Activity #1 -- Roland Barthes' "The Death of the Author" (1967)
--conduct a gist reading of the first paragraph of the essay orally
--engage in discussion about the first paragraph (e.g., Why Sarrasine? What concept is being introduced in the first sentence? Etc.)--"talk to the text" (and, of course, each other!)
--conduct a gist reading of the rest of the essay (silently or orally?--majority rules!)--feel free to annotate a little bit (though this is not the purpose during an initial reading)
Reading Activity #2/Looking Ahead
--Mr. Martin's "Personal Legend": To create a form/packet/whatever! for us to use each time we analyze nonfiction together to streamline the process/assure we work toward mastering the standards
--elaborate upon goal with reading a poem as an example--when you read a poem, this is just what you do...
--LIFE LESSON: Sometimes, we just need help (the "universe conspir[ing]," an "omen," a friend, a coworker...in this case, fellow scholars!)
--Rough process:
- Visit the following link and study the standards together: http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_standards_ela.pdf
- On the front board, create a list of tasks, prompts, questions, etc. together in order to begin creating the "dream document" (MR. MARTIN MODELS WITH RI.1)--we will begin using this document together next class in our continued grapple with "The Death of the Author"
--Close read (SEE MR. MARTIN'S SAMPLE--SIMILAR TO WHAT WE DID WITH "THE MASQUE OF THE RED DEATH") the second paragraph of Barthes' essay ("No doubt it has...author 'confiding' in us."), and be prepared to discuss your observations, thoughts, questions (and answers), etc. formulated when "talking to the text."
Sunday, February 23, 2014
English 9--2/27/2014
Jump Off
--Pick up the "The Grammar Hammer--Error Review" sheet from the front table. Purposefully read the directions and begin completing the task at hand.
S. the C.
--agenda/HW
--The following students received an INCOMPLETE for Quarter 2 and need to see Mr. Martin ASAP. Remember that an INCOMPLETE means that a student has not completed essential coursework; if, at the end of the year, a student has an INCOMPLETE, he or she will not advance to English 10 as he or she essentially has not completed the English 9 course:
--The following students have not submitted the Monomyth Writing Assignment at all and will be continuously referred for central detention as per policy:
--finish the "The Grammar Hammer--Error Review" sheet quietly and independently
*While you finish up, Mr. Martin will be around to return your Monomyth Writing Assignments*
--beginning with the comma splice, review each of the four grammar items to which the review sheet pertains while going over the sheet (review [basics, rules, tips/tricks], apply rules/tips/tricks, edit accordingly)
--repeat the process for FANBOYS, WUBAIS, and the possessive apostrophe
Application Activity -- Monomyth Writing Assignment Conventions RE-READ
--RE-READ your Monomyth Writing Assignment so as to fix as many of the conventions errors as you can find in the time allotted--Mr. Martin will circulate throughout to check your work/provide assistance
Transition -- pick up a copy of "The Homecoming from The Odyssey" packet from the front table (POSTPONED IN BLOCK 1)
Reading Activity -- "The Homecoming from The Odyssey" (POSTPONED IN BLOCK 1)
--engage in an oral reading for the gist (Mr. Martin occasionally makes comments/asks questions, and when he does so, you ought to annotate accordingly)--feel free to annotate a little bit more based on your own observations, thoughts, questions, etc. (though this is not the purpose during an initial reading)
--illustrative passages related to Mr. Martin's comments/questions:
--Finish preparing for a grammar hammer assessment about the comma splice, FANBOYS, WUBAIS, and the possessive apostrophe. This assessment will take place on Monday of next week (next class) and will be similar to today's grammar work. A review session will be held after school today for anyone who wants/needs the extra aid!
--Finish your gist reading of "Book Twenty-One: The Test of the Bow" (the first section of "The Homecoming from The Odyssey"). (POSTPONED IN BLOCK 1)
--BRING YOUR VOCABULARY BOOK TO CLASS NEXT WEEK.
--Enjoy the weekend!
--Pick up the "The Grammar Hammer--Error Review" sheet from the front table. Purposefully read the directions and begin completing the task at hand.
S. the C.
--agenda/HW
--The following students received an INCOMPLETE for Quarter 2 and need to see Mr. Martin ASAP. Remember that an INCOMPLETE means that a student has not completed essential coursework; if, at the end of the year, a student has an INCOMPLETE, he or she will not advance to English 10 as he or she essentially has not completed the English 9 course:
- L-Dog
- Princess Bell
- Loki
- Mike
- The Popmaster
- General Fishtail
- Miley Stewart
- The Legit Dave Strider
--The following students have not submitted the Monomyth Writing Assignment at all and will be continuously referred for central detention as per policy:
- Noble 6
- Pikachu
--finish the "The Grammar Hammer--Error Review" sheet quietly and independently
*While you finish up, Mr. Martin will be around to return your Monomyth Writing Assignments*
--beginning with the comma splice, review each of the four grammar items to which the review sheet pertains while going over the sheet (review [basics, rules, tips/tricks], apply rules/tips/tricks, edit accordingly)
--repeat the process for FANBOYS, WUBAIS, and the possessive apostrophe
Application Activity -- Monomyth Writing Assignment Conventions RE-READ
--RE-READ your Monomyth Writing Assignment so as to fix as many of the conventions errors as you can find in the time allotted--Mr. Martin will circulate throughout to check your work/provide assistance
Transition -- pick up a copy of "The Homecoming from The Odyssey" packet from the front table (POSTPONED IN BLOCK 1)
Reading Activity -- "The Homecoming from The Odyssey" (POSTPONED IN BLOCK 1)
--engage in an oral reading for the gist (Mr. Martin occasionally makes comments/asks questions, and when he does so, you ought to annotate accordingly)--feel free to annotate a little bit more based on your own observations, thoughts, questions, etc. (though this is not the purpose during an initial reading)
--illustrative passages related to Mr. Martin's comments/questions:
- Page 895: "Alone and exhausted, Odysseus is washed up on the land of the Phaeacians, where Alcinous is king. Alcinous gives a banquet in honor of Odysseus and asks him to reveal who he is and where he came from. Odysseus relates to the king his adventures up to that time. His account makes up Books 9-12 of the Odyssey."
- Page 900: "He left his rams / and he-goats in the yard outside, and swung / high overhead a slab of solid rock / to close the cave. Two dozen four-wheeled wagons, / with heaving wagon teams, could not have stirred / the tonnage of that rock from where he wedged it / over the doorsill" (141-147).
- Page 903: "[Cyclops] whisked away his great door slab / to let his sheep go through--but he, behind, / reset the stone as one would cap a quiver" (217-219).
- "Definition:In literature, juxtaposition is a literary device wherein the author places a person, concept, place, idea or theme parallel to another. The purpose of juxtaposing two directly/indirectly related entities close together in literature is to highlight the contrast between the two and compare them. This literary device is usually used for etching out a character in detail, creating suspense or lending a rhetorical effect" ("Juxtaposition," Literary Devices).
- Page 922: “Sometimes in farmyards when the cows return / well-fed from pasture to the barn, one sees / the pens give way before the calves in tumult, / breaking through to cluster about their mothers, / bumping together, bawling. Just that way / my crew poured round me when they saw me come—/ their faces wet with tears as if they saw / their homeland, and the crags of Ithaca, / even the very town where they were born” (118-126).
- "Dramatic irony, in literature, is a plot device in which the audience’s or reader’s knowledge of events or individuals surpasses that of the characters. The words and actions of the characters therefore take on a different meaning for the audience or reader than they have for the play’s characters. This may happen when, for example, a character reacts in an inappropriate or foolish way or when a character lacks self-awareness and thus acts under false assumptions" ("Dramatic Irony," Encyclopaedia Britannica).
--Finish preparing for a grammar hammer assessment about the comma splice, FANBOYS, WUBAIS, and the possessive apostrophe. This assessment will take place on Monday of next week (next class) and will be similar to today's grammar work. A review session will be held after school today for anyone who wants/needs the extra aid!
--Finish your gist reading of "Book Twenty-One: The Test of the Bow" (the first section of "The Homecoming from The Odyssey"). (POSTPONED IN BLOCK 1)
--BRING YOUR VOCABULARY BOOK TO CLASS NEXT WEEK.
--Enjoy the weekend!
English 10 Honors--2/26/2014
Jump Off
--Turn in your writing assignment by placing it in the black basket on the front table.
--Spend the first few minutes of class reviewing the Unit #6 vocabulary words. Today's review activity requires knowledge of the meanings of the words and the ability to use the words in sentences.
--Please see Mr. Martin:
--Reminder: The few of you still needing to take care of CWP revisions due to my absence--let's get together ASAP! :)
--agenda/HW
--review activity (The Garbage Game) explained
Transition -- two teams formed via a drawing of cards--seats moved accordingly
Review Activity -- Vocabulary Unit #6: The Garbage Game
--play The Garbage Game--+1 bonus point on vocabulary quiz awarded to the members of the winning team
--as the game is being played, when it is not a student's turn, he or she should be looking in his or her vocabulary book
Transition -- re-row desks and pick up an argumentative literary analysis paragraph and a pencil (if you do not already have one) from Mr. Martin at the front of the classroom
Peer Editing -- Argumentative Literary Analysis Paragraph
--Mr. Martin models coded feedback and scoring with a sample paragraph on the SmartBoard (see “HEDI Scale for Writing” written up on the front board for scoring purposes)--a gist reading conducted first
--independent work time (provide coded feedback and a rough score for a peer)
Transition -- pick up an MDOLC halfsheet from the front table/return paragraphs to peers (MR. MARTIN HANDED OUT IN BOTH BLOCKS FOR OPTIONAL HOMEWORK PURPOSES)
Closure
--Use the halfsheet to process through peer feedback (MR. MARTIN MODELS IF NECESSARY).
Transition -- pick up a copy of the essay from the front table (POSTPONED IN BOTH BLOCKS)
Looking Ahead (time permitting) -- Roland Barthes' "The Death of the Author" (1967) (POSTPONED IN BOTH BLOCKS)
--begin conducting a gist reading of the essay--feel free to annotate a little bit (though this is not the purpose during an initial reading)
HW
--Finish preparing for the Unit #6 vocabulary quiz, which will take place at the beginning of class on Friday. Don’t forget about the "Whimsical Words" or should-be-mastered words from previous units. The incentive plan is in place for this week’s quiz.
--The argumentative literary analysis paragraph writing assignment (revised based on today’s class), which will count as a Quarter 3 Writing grade and be included in the Cumulative Writing Portfolio, is officially due at the beginning of next class. Feel free to use the provided halfsheet to process through the feedback provided by your peer before engaging in the process of revising.
--Finish your gist reading of Roland Barthes’ “The Death of the Author.” (POSTPONED IN BOTH BLOCKS)
--Turn in your writing assignment by placing it in the black basket on the front table.
--Spend the first few minutes of class reviewing the Unit #6 vocabulary words. Today's review activity requires knowledge of the meanings of the words and the ability to use the words in sentences.
--Please see Mr. Martin:
- Izzy T.
--Reminder: The few of you still needing to take care of CWP revisions due to my absence--let's get together ASAP! :)
--agenda/HW
--review activity (The Garbage Game) explained
Transition -- two teams formed via a drawing of cards--seats moved accordingly
Review Activity -- Vocabulary Unit #6: The Garbage Game
--play The Garbage Game--+1 bonus point on vocabulary quiz awarded to the members of the winning team
--as the game is being played, when it is not a student's turn, he or she should be looking in his or her vocabulary book
Transition -- re-row desks and pick up an argumentative literary analysis paragraph and a pencil (if you do not already have one) from Mr. Martin at the front of the classroom
Peer Editing -- Argumentative Literary Analysis Paragraph
--Mr. Martin models coded feedback and scoring with a sample paragraph on the SmartBoard (see “HEDI Scale for Writing” written up on the front board for scoring purposes)--a gist reading conducted first
--independent work time (provide coded feedback and a rough score for a peer)
Transition -- pick up an MDOLC halfsheet from the front table/return paragraphs to peers (MR. MARTIN HANDED OUT IN BOTH BLOCKS FOR OPTIONAL HOMEWORK PURPOSES)
Closure
--Use the halfsheet to process through peer feedback (MR. MARTIN MODELS IF NECESSARY).
Transition -- pick up a copy of the essay from the front table (POSTPONED IN BOTH BLOCKS)
Looking Ahead (time permitting) -- Roland Barthes' "The Death of the Author" (1967) (POSTPONED IN BOTH BLOCKS)
--begin conducting a gist reading of the essay--feel free to annotate a little bit (though this is not the purpose during an initial reading)
HW
--Finish preparing for the Unit #6 vocabulary quiz, which will take place at the beginning of class on Friday. Don’t forget about the "Whimsical Words" or should-be-mastered words from previous units. The incentive plan is in place for this week’s quiz.
--The argumentative literary analysis paragraph writing assignment (revised based on today’s class), which will count as a Quarter 3 Writing grade and be included in the Cumulative Writing Portfolio, is officially due at the beginning of next class. Feel free to use the provided halfsheet to process through the feedback provided by your peer before engaging in the process of revising.
--Finish your gist reading of Roland Barthes’ “The Death of the Author.” (POSTPONED IN BOTH BLOCKS)
Thursday, February 13, 2014
English 9--2/25/2014
Jump Off
--Blocks 1, 2, and 4: Take out your explicated copies of "Siren Song" and "Penelope."
--Block 1: Take out your copy of the assessment pertaining to the two poems from last class.
--Blocks 2 and 4: Pick up a copy of the assessment from the front table
S. the C.
--Block 1: http://www.youtube.com/watch?v=qLuDVRz868E (Brain Break)
--agenda/HW
--The following students received an INCOMPLETE for Quarter 2 and need to see Mr. Martin ASAP. Remember that an INCOMPLETE means that a student has not completed essential coursework; if, at the end of the year, a student has an INCOMPLETE, he or she will not advance to English 10 as he or she essentially has not completed the course:
--Mr. Martin models purposeful annotation of questions themselves for the first multiple choice question and then adds to his already-explicated poem copy accordingly with a newly-defined purpose (explication vs. purposeful reading)--answer arrived at for question
--students engage in a similar process quietly and independently
--students with related S.M.A.R.T. Goals: How can you benefit from/use this experience/data?
--Closure--go over multiple choice questions
Transition
--Mr. Martin reads the following aloud: http://zenpencils.com/comic/131-c-p-cavafy-ithaka/--look to get the gist.
--Pick up a copy of "Ithaka" from the front table.
Assessment #2 -- "Ithaka"
--engage in another gist reading quietly and independently
--explicate the poem quietly and independently
--after approximately 10 minutes, Mr. Martin hands out "'Ithaka' Standards-based Multiple Choice and Short Answer (Unit Exam)"
--purposefully annotate the multiple choice questions themselves--then, reread and add to your already-explicated copy of "Ithaka" accordingly
--answer each of the questions
--When finished, submit your assessment and pick up the "The Grammar Hammer--Error Review" sheet from the front table. Purposefully read the directions and complete the task at hand.
Mini-Lesson -- Grammar Hammer Review (POSTPONED TO THURSDAY IN BLOCK 1)
--finish the "The Grammar Hammer--Error Review" sheet quietly and independently
--beginning with the comma splice, review each of the four grammar items to which the review sheet pertains while going over the sheet (review [basics, rules, tips/tricks], apply rules/tips/tricks, edit accordingly)
--repeat the process for FANBOYS, WUBAIS, and the possessive apostrophe (time permitting)
Closure -- S.M.A.R.T. Goal Reflection (POSTPONED TO THURSDAY IN BLOCK 1)
--On a scrap piece of paper, first write your name. Then, in one to two complete sentences, write about your S.M.A.R.T. Goal (e.g., What have you done since setting the goal in terms of working toward improvement, tracking improvement, etc.?). In your writing, you must _______ (grammar-related). CIRCLE YOUR GRAMMAR-RELATED ITEM SO THAT MR. MARTIN DOES NOT MISS IT.
HW
--Begin preparing for a grammar hammer assessment about the comma splice, FANBOYS, WUBAIS, and the possessive apostrophe. This assessment will take place on Monday of next week and will be similar to today's end-of-class task. A review session will be held after school this Thursday for anyone who wants/needs the extra aid!
--Blocks 1, 2, and 4: Take out your explicated copies of "Siren Song" and "Penelope."
--Block 1: Take out your copy of the assessment pertaining to the two poems from last class.
--Blocks 2 and 4: Pick up a copy of the assessment from the front table
S. the C.
--Block 1: http://www.youtube.com/watch?v=qLuDVRz868E (Brain Break)
--agenda/HW
--The following students received an INCOMPLETE for Quarter 2 and need to see Mr. Martin ASAP. Remember that an INCOMPLETE means that a student has not completed essential coursework; if, at the end of the year, a student has an INCOMPLETE, he or she will not advance to English 10 as he or she essentially has not completed the course:
- L-Dog
- Princess Bell
- Loki
- Mike
- The Popmaster
- General Fishtail
- Miley Stewart
- Huckleberry Finn
- Noble 6
- Oranges
- Pikachu
- The Legit Dave Strider
--Mr. Martin models purposeful annotation of questions themselves for the first multiple choice question and then adds to his already-explicated poem copy accordingly with a newly-defined purpose (explication vs. purposeful reading)--answer arrived at for question
--students engage in a similar process quietly and independently
--students with related S.M.A.R.T. Goals: How can you benefit from/use this experience/data?
--Closure--go over multiple choice questions
Transition
--Mr. Martin reads the following aloud: http://zenpencils.com/comic/131-c-p-cavafy-ithaka/--look to get the gist.
--Pick up a copy of "Ithaka" from the front table.
Assessment #2 -- "Ithaka"
--engage in another gist reading quietly and independently
--explicate the poem quietly and independently
--after approximately 10 minutes, Mr. Martin hands out "'Ithaka' Standards-based Multiple Choice and Short Answer (Unit Exam)"
--purposefully annotate the multiple choice questions themselves--then, reread and add to your already-explicated copy of "Ithaka" accordingly
--answer each of the questions
--When finished, submit your assessment and pick up the "The Grammar Hammer--Error Review" sheet from the front table. Purposefully read the directions and complete the task at hand.
Mini-Lesson -- Grammar Hammer Review (POSTPONED TO THURSDAY IN BLOCK 1)
--finish the "The Grammar Hammer--Error Review" sheet quietly and independently
--beginning with the comma splice, review each of the four grammar items to which the review sheet pertains while going over the sheet (review [basics, rules, tips/tricks], apply rules/tips/tricks, edit accordingly)
--repeat the process for FANBOYS, WUBAIS, and the possessive apostrophe (time permitting)
Closure -- S.M.A.R.T. Goal Reflection (POSTPONED TO THURSDAY IN BLOCK 1)
--On a scrap piece of paper, first write your name. Then, in one to two complete sentences, write about your S.M.A.R.T. Goal (e.g., What have you done since setting the goal in terms of working toward improvement, tracking improvement, etc.?). In your writing, you must _______ (grammar-related). CIRCLE YOUR GRAMMAR-RELATED ITEM SO THAT MR. MARTIN DOES NOT MISS IT.
HW
--Begin preparing for a grammar hammer assessment about the comma splice, FANBOYS, WUBAIS, and the possessive apostrophe. This assessment will take place on Monday of next week and will be similar to today's end-of-class task. A review session will be held after school this Thursday for anyone who wants/needs the extra aid!
English 10 Honors--2/24/2014
Jump Off
--Pick up the MDOLC halfsheet from the front table. During the first few minutes of class, tap your prior knowledge in order to fill in the sheet as per the following question: When writing an argumentative literary analysis paragraph, what specific aspects of quality writing fit in each of the categories? (MR. MARTIN MODELS ON FRONT BOARD BY BEGINNING TO CREATE AN MDOLC LIST.) This task is meant to help you "get your head back in the game" prior to doing some on-demand writing during class today.
*As students work, Mr. Martin returns both "Unifying Theme Statement Assessment" sheet from 1/23/2014 and Ticket-Out-the-Door writing from last class*
S. the C.
--Reminder: The few of you still needing to take care of CWP revisions due to my absence--let's get together ASAP! :)
--agenda:
--share out as per the "Jump Off" and add items to MDOLC list on the front board
Review/Instruction -- Argumentative Literary Analysis Paragraphs
--exemplary theme statement shared for "Unifying Theme Statement Assessment"--add to MDOLC list on the front board accordingly
--color-coded exemplary unifying theme statement paragraph shared--add to MDOLC list on the front board accordingly
Transition
--Take out a clean sheet of lined paper for outlining purposes.
--Pick up both the "On-Demand Writing" sheet and the "Optional Homework Assignment" sheet from the front table.
Application Activity -- On-Demand Writing: Unifying Theme Statement Paragraph
--Tips:
HW Time
HW
--The following writing assignment, which will count as a Quarter 3 Writing grade and be included in the Cumulative Writing Portfolio, is due at the beginning of next class:
--Engage in purposeful reading of "When the Wall Came Tubmling Down" (an oral history about the Berlin Wall on pages 70 & 71) in order to practice the skill of using prior knowledge and context clues.
Mandatory vocabulary:
--Go over the Unit #6 word list (pages 72-74).
--Complete the "Completing the Sentence" exercise (pages 77 & 78). Underline the context clues that help you determine which word you select for each sentence (skill-building).
--Pick up the MDOLC halfsheet from the front table. During the first few minutes of class, tap your prior knowledge in order to fill in the sheet as per the following question: When writing an argumentative literary analysis paragraph, what specific aspects of quality writing fit in each of the categories? (MR. MARTIN MODELS ON FRONT BOARD BY BEGINNING TO CREATE AN MDOLC LIST.) This task is meant to help you "get your head back in the game" prior to doing some on-demand writing during class today.
*As students work, Mr. Martin returns both "Unifying Theme Statement Assessment" sheet from 1/23/2014 and Ticket-Out-the-Door writing from last class*
S. the C.
--Reminder: The few of you still needing to take care of CWP revisions due to my absence--let's get together ASAP! :)
--agenda:
- Today, you will have an opportunity to show growth in argumentative literary analysis writing--have our discussions and practices aided your understanding and abilities?
--share out as per the "Jump Off" and add items to MDOLC list on the front board
Review/Instruction -- Argumentative Literary Analysis Paragraphs
--exemplary theme statement shared for "Unifying Theme Statement Assessment"--add to MDOLC list on the front board accordingly
--color-coded exemplary unifying theme statement paragraph shared--add to MDOLC list on the front board accordingly
Transition
--Take out a clean sheet of lined paper for outlining purposes.
--Pick up both the "On-Demand Writing" sheet and the "Optional Homework Assignment" sheet from the front table.
Application Activity -- On-Demand Writing: Unifying Theme Statement Paragraph
--Tips:
- Craft a rough unifying theme statement based on your initial purposeful readings of each of the short stories.
- Purposefully look back through the short stories in order to gather strong and thorough textual evidence in support of your rough unifying theme statement.
- If necessary, tweak/improve your unifying theme statement.
- If time permits, do some additional outlining before you begin writing--it's worth it!
HW Time
HW
--The following writing assignment, which will count as a Quarter 3 Writing grade and be included in the Cumulative Writing Portfolio, is due at the beginning of next class:
- Type either your unifying theme statement paragraph or your purposeful literary technique paragraph (a rewritten version of your ticket-out-the-door from last class using the "Optional Homework Assignment" prompt) in proper MLA Format.
- Align your work to the MDOLC framework, as the assignment will be scored based on the five categories (4 = Highly Effective, 3 = Effective, 2 = Developing, 1 = Ineffective).
--Engage in purposeful reading of "When the Wall Came Tubmling Down" (an oral history about the Berlin Wall on pages 70 & 71) in order to practice the skill of using prior knowledge and context clues.
Mandatory vocabulary:
--Go over the Unit #6 word list (pages 72-74).
--Complete the "Completing the Sentence" exercise (pages 77 & 78). Underline the context clues that help you determine which word you select for each sentence (skill-building).
--Continue preparing for the Unit #6 vocabulary quiz, which will take place this Friday (2/28/2014). Make sure to familiarize yourself with the "Whimsical Words."
--Bring your vocabulary book to class again next time. Vocabulary review will take place.
--Bring your vocabulary book to class again next time. Vocabulary review will take place.
English 9--2/14/2014
Jump Off
--Pick up a sheet of paper from Mr. Martin at the front table. Using either your explicated copy of "Siren Song" or "Penelope," respond quietly and independently to the contents of your sheet of paper. Be prepared to share your work with the rest of the class later on in the block.
--clarification questions answered
--agenda/HW
Jigsaw Activity -- "Siren Song" and "Penelope"
--quiet and independent work time--continue responding fully to the contents of your sheet of paper pertaining to either "Siren Song" or "Penelope"
--Transition--form small groups by like number (consult the number located on your sheet of paper)
--small group work time:
*STUDENTS IN "AUDIENCE" CONTINUE MARKING UP POEMS AND TAKE NOTES ON THE BACK OF THE POEM SHEETS--THESE NOTES CAN BE USED DURING THE ASSESSMENT OCCURRING LATER IN THE CLASS BLOCK*
Transition -- pick up a copy of the assessment from the front table
Assessment -- “Siren Song” and "Penelope" Standards-based Multiple Choice and Short Answer
--students engage in a similar process quietly and independently
--students with related S.M.A.R.T. Goals: How can you benefit from/use this experience/data?
--Closure--go over multiple choice questions
HW
--Pick up a sheet of paper from Mr. Martin at the front table. Using either your explicated copy of "Siren Song" or "Penelope," respond quietly and independently to the contents of your sheet of paper. Be prepared to share your work with the rest of the class later on in the block.
--clarification questions answered
--agenda/HW
Jigsaw Activity -- "Siren Song" and "Penelope"
--quiet and independent work time--continue responding fully to the contents of your sheet of paper pertaining to either "Siren Song" or "Penelope"
--Transition--form small groups by like number (consult the number located on your sheet of paper)
--small group work time:
- discuss notes, answers, etc. to assigned questions--constantly refer back to the text during discussion
- determine how to best share your group's answers, points, conclusions, etc. with the rest of the class (e.g., Will you project the text up on the SmartBoard so that you can mark it up? Who within your group is responsible for sharing what?)
*STUDENTS IN "AUDIENCE" CONTINUE MARKING UP POEMS AND TAKE NOTES ON THE BACK OF THE POEM SHEETS--THESE NOTES CAN BE USED DURING THE ASSESSMENT OCCURRING LATER IN THE CLASS BLOCK*
Transition -- pick up a copy of the assessment from the front table
Assessment -- “Siren Song” and "Penelope" Standards-based Multiple Choice and Short Answer
--students engage in a similar process quietly and independently
--students with related S.M.A.R.T. Goals: How can you benefit from/use this experience/data?
--Closure--go over multiple choice questions
HW
--Study your poem explications and notes from today's class and your theme notes page prior to next class. (It makes the most sense to review a little bit at a time over the course of break.) When we return, you will individually explicate the final poem of the unit and answer similar questions to those you answered at the end of class today as part of the Odyssey Unit Exam.
--Review the rules and tips/tricks for FANBOYS, WUBAIS, and the possessive apostrophe prior to next class as well. The grammar hammer will be showing its face again soon!
--ENJOY FEBRUARY BREAK--WHAT A GIFT!
--Review the rules and tips/tricks for FANBOYS, WUBAIS, and the possessive apostrophe prior to next class as well. The grammar hammer will be showing its face again soon!
--ENJOY FEBRUARY BREAK--WHAT A GIFT!
Monday, February 10, 2014
English 10 Honors--2/13/2014
Jump Off
--Please sit in your assigned seat and take out your purposefully read short stories ("Another Day" by Andy Strasenburgh and "Treasure is More Than Just Treasure" by Ryan Lutz).
S. the C.
--The due date for submission of writing revisions to the CWP is Friday, February 14th (tomorrow).
--agenda/HW
Transition
Story #4 (cont.) and Story #5 -- “Another Day” and "Treasure is More Than Just Treasure"
--continue engaging in discussion about "Another Day"
--engage in discussion about "Treasure is More Than Just Treasure"
*Make sure to really focus in on authorial purpose and theme as preparation for today's Ticket-Out-the-Door and the assessment next class*
Transition -- re-row the desks and take out a sheet of lined paper--write your name at the top
Closure -- Authorial Purpose Ticket-Out-the-Door
--ENJOY FEBRUARY BREAK--WHAT A GIFT!
--Please sit in your assigned seat and take out your purposefully read short stories ("Another Day" by Andy Strasenburgh and "Treasure is More Than Just Treasure" by Ryan Lutz).
S. the C.
--The due date for submission of writing revisions to the CWP is Friday, February 14th (tomorrow).
--agenda/HW
Transition
--get in groups of 2-4 for discussion purposes
Story #4 (cont.) and Story #5 -- “Another Day” and "Treasure is More Than Just Treasure"
--continue engaging in discussion about "Another Day"
--engage in discussion about "Treasure is More Than Just Treasure"
*Make sure to really focus in on authorial purpose and theme as preparation for today's Ticket-Out-the-Door and the assessment next class*
Transition -- re-row the desks and take out a sheet of lined paper--write your name at the top
Closure -- Authorial Purpose Ticket-Out-the-Door
--First, pick an author (either Strasenburgh or Lutz). Then, 0n your sheet of lined paper, explain one "thing" that the author you selected did for a particular purpose. What, specifically, did he do? Use at least one direct quotation from the story in your answer to this question. What was the author's purpose? Do your best to provide a clear explanation.
Transition
--When you finish, place your sheet of lined paper on the front table and pick up the passage and multiple choice questions/prompts. Then, carefully read and annotate the multiple choice questions/prompts, setting yourself up for purposefully reading and annotating the passage itself. After purposefully reading and annotating the passage, choose the best choice for each of the multiple choice questions/prompts. Good luck!
Practice/"Assessment" -- Reading Literature
--after all students have finished the multiple choice questions/prompts, go over the correct choices
Study Hall
--any extra time (if any) can be used by students to work on work for other classes--two students at a time can leave the classroom to go to lockers by taking a wood block hall pass located on the counter near the classroom door
HW
Transition
--When you finish, place your sheet of lined paper on the front table and pick up the passage and multiple choice questions/prompts. Then, carefully read and annotate the multiple choice questions/prompts, setting yourself up for purposefully reading and annotating the passage itself. After purposefully reading and annotating the passage, choose the best choice for each of the multiple choice questions/prompts. Good luck!
Practice/"Assessment" -- Reading Literature
--after all students have finished the multiple choice questions/prompts, go over the correct choices
Study Hall
--any extra time (if any) can be used by students to work on work for other classes--two students at a time can leave the classroom to go to lockers by taking a wood block hall pass located on the counter near the classroom door
HW
--The due date for submitting a revised Intertextuality Unit--Culminating Essay Assignment for the Cumulative Writing Portfolio is Friday, February 14th (tomorrow)--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.
--Be prepared for an assessment about both "Another Day" and "Treasure is More Than Just Treasure" at the beginning of our next class together. You will probably want to re-read each story at the end of break prior to your return.
--Bring your vocabulary book to class next time.
--Be prepared for an assessment about both "Another Day" and "Treasure is More Than Just Treasure" at the beginning of our next class together. You will probably want to re-read each story at the end of break prior to your return.
--Bring your vocabulary book to class next time.
Sunday, February 9, 2014
English 9--2/12/2014
Jump Off
--Pick up both your midterm examination and your "Data/Feedback Analysis and Self-Reflection" document from the front table. Spend the first chunk of class reading through and responding to Mr. Martin's questions/comments and finishing up completing the document.
--The following individuals need to re-quiz for another grammar rule ASAP:
--agenda/HW
Data/Feedback Analysis and Self-Reflection
--quiet/independent work time
--Mr. Martin continues meeting with students to go over documents one-on-one
Transition
Mini-Lesson -- "Siren Song"
--Block 1: Pick back up at the second step.
--read "Siren Song" aloud one more time to get the gist
--project text on front board--share initial thoughts/understandings from gist reading and begin marking up the poem
--Purpose, Rationale, Goals, etc. Moving Forward:
--independent explication
--work through bulleted list of notes above together using independent explications--add to annotations and take notes on back of "Siren Song" poem page
T-O-D -- "Today, I learned..."
--On your index card, write your name and specifically finish the sentence starter above.
--When class ends, leave your index card on your desk.
Transition/HW Time
--Pick up a copy of "Penelope" from the front table and get started on the homework assignment.
HW
--Explicate "Penelope" to the best of your ability based on your learnings and understandings from today's mini-lesson prior to the beginning of next class. Make sure to focus in on authorial purpose and theme. Be prepared for an assessment and/or a discussion about the poem next class.
--Pick up both your midterm examination and your "Data/Feedback Analysis and Self-Reflection" document from the front table. Spend the first chunk of class reading through and responding to Mr. Martin's questions/comments and finishing up completing the document.
--The following individuals need to re-quiz for another grammar rule ASAP:
- Mike (WUBAIS)
- Antwon Jenkins (WUBAIS)
--agenda/HW
Data/Feedback Analysis and Self-Reflection
--quiet/independent work time
--Mr. Martin continues meeting with students to go over documents one-on-one
Transition
--resubmit both your "Data/Feedback Analysis and Self-Reflection" and midterm examination at the front table
--take out both your index card from last class (or pick up a new card from the front table if necessary) and your copy of "Siren Song"
--take out both your index card from last class (or pick up a new card from the front table if necessary) and your copy of "Siren Song"
Mini-Lesson -- "Siren Song"
--read "Siren Song" aloud one more time to get the gist
--project text on front board--share initial thoughts/understandings from gist reading and begin marking up the poem
--Purpose, Rationale, Goals, etc. Moving Forward:
- pull maximum meaning out of the poem (bearing in mind, though, that there is no "key" that unlocks a poem)
- modeling/teaching poetry explication:
- When dealing with poetry, what should a reader have in his or her mind/be on the lookout for?
- continue recognizing the presence and importance of authorial purpose--when explicating, considering authorial purpose is key:
- as a reader, the more you practice gleaning authorial purpose, discussing authorial purpose, and noting common patterns/effects, the easier determining authorial purpose becomes!:
- during our grapple with "Siren Song," constantly address the why question (Why is that phrase repeated? Why that word as opposed to another with a similar meaning? Why are the stanzas short?)
- review tips for determining emergent themes/how to turn a theme word into a theme statement:
- What themes emerge from "Siren Song"?
- How do these themes emerge?
- What are some viable theme statements for "Siren Song"?
- consider the following question: If most of the techniques used by authors are indeed purposeful, how do these techniques help develop theme?
- review/learn the literature term "allusion":
- How is "Siren Song" an allusion to Homer's Odyssey?
- As a reader recognizing an allusion, what effect does the technique have on you?
- take learnings and understandings from today's mini-lesson and apply them to additional pieces of poetry and the final section of Odyssey, as we are constantly trying to get better at annotating
--independent explication
--work through bulleted list of notes above together using independent explications--add to annotations and take notes on back of "Siren Song" poem page
T-O-D -- "Today, I learned..."
--On your index card, write your name and specifically finish the sentence starter above.
--When class ends, leave your index card on your desk.
Transition/HW Time
--Pick up a copy of "Penelope" from the front table and get started on the homework assignment.
HW
--Explicate "Penelope" to the best of your ability based on your learnings and understandings from today's mini-lesson prior to the beginning of next class. Make sure to focus in on authorial purpose and theme. Be prepared for an assessment and/or a discussion about the poem next class.
Friday, February 7, 2014
English 10 Honors--2/11/2014
Jump Off
--Pick up the following items from the front table:
--Would anyone like to schedule a CWP 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 (three days from today).
--agenda/HW
Data Analysis and Self-Reflection
Story #4 -- “Another Day”
--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"
--Pick up the following items from the front table:
- "Data Analysis and Self-Reflection"
- Your midterm examination
--Would anyone like to schedule a CWP 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 (three days from today).
--agenda/HW
Data Analysis and Self-Reflection
--Block 4: clarification of task (if necessary)
--Block 2: Mr. Martin hands out highlighters to those who need them/Block 4: Mr. Martin hands out highlighters
--quiet/independent work time
--break up work time by sharing "trip-ups" and sharing potential S.M.A.R.T. Goals
Transition
Transition
--resubmit both your "Data Analysis and Self-Reflection" and midterm examination at the front table
--pick up an index card from the front table
--pick up an index card from the front table
--take out your purposefully read copy of "Another Day"
--form an alphabetical circle by middle name (my middle name is "Dale"...no big deal...)
--form an alphabetical circle by middle name (my middle name is "Dale"...no big deal...)
Story #4 -- “Another Day”
--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"
Transition--re-row the desks and pick up the following items from the front table:
- "Short Story Analysis Sheet"
- "Treasure is More Than Just Treasure," by Ryan Lutz
Closure -- Authorial Purpose
--On your index card, explain one "thing" that author Andy Strasenburgh did for a particular purpose. What, specifically, did he do? Use at least one direct quotation from the story in your answer to this question. What was Andy's purpose? Do your best to provide a clear explanation. When you finish, place your index card on the front table.
HW Time
HW
--On your index card, explain one "thing" that author Andy Strasenburgh did for a particular purpose. What, specifically, did he do? Use at least one direct quotation from the story in your answer to this question. What was Andy's purpose? Do your best to provide a clear explanation. When you finish, place your index card on the front table.
HW Time
HW
--The due date for submitting a revised Intertextuality Unit--Culminating Essay Assignment for the Cumulative Writing Portfolio is Friday, February 14th <3 (three days 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 “Treasure is More Than Just Treasure” prior to the beginning of next class. Make sure to focus in on authorial purpose and theme. Be prepared for an assessment and/or a discussion about the reading next class.
Wednesday, February 5, 2014
English 9--2/10/2014
Jump Off (8-10 mins.)
--You have the first five minutes of class to submit the revised, finalized, marked-up hard copy of your "Monomyth Writing Assignment" by placing it in the black basket on the front table. You should use this time to make sure that you haven't forgotten to do anything (e.g., Did you put a star before a properly punctuated FANBOYS sentence?). Make sure that your "Grading Worksheet/Marking and Labeling Directions" (the back of the assignment sheet) is stapled to your writing piece.
--Pick up the "Data/Feedback Analysis and Self-Reflection" document from the front table. Spend the next five minutes of class reading through the document in order to get the gist. After five minutes, Mr. Martin will answer questions in order to clarify the upcoming task.
--The following individuals need to re-quiz for another grammar rule ASAP:
S. the C. (3-5 mins.)
--agenda/HW
Data/Feedback Analysis and Self-Reflection (30-35 mins.)
--read "Siren Song" aloud one more time to get the gist
--project text on front board--share initial thoughts/understandings from gist reading and begin marking up the poem
--Purpose, Rationale, Goals, etc. Moving Forward:
--independent explication
--begin working through bulleted list of notes above together--add to annotations and take notes on back of "Siren Song" poem page
T-O-D -- "Today, I learned..." (5 mins.)
--on your index card, write your name and specifically finish the sentence starter above
HW
--Continue explicating "Siren Song" prior to the beginning of next class. Make sure to focus in on authorial purpose and theme. Be prepared for an assessment and/or a discussion about the poem next class.
--You have the first five minutes of class to submit the revised, finalized, marked-up hard copy of your "Monomyth Writing Assignment" by placing it in the black basket on the front table. You should use this time to make sure that you haven't forgotten to do anything (e.g., Did you put a star before a properly punctuated FANBOYS sentence?). Make sure that your "Grading Worksheet/Marking and Labeling Directions" (the back of the assignment sheet) is stapled to your writing piece.
--Pick up the "Data/Feedback Analysis and Self-Reflection" document from the front table. Spend the next five minutes of class reading through the document in order to get the gist. After five minutes, Mr. Martin will answer questions in order to clarify the upcoming task.
--The following individuals need to re-quiz for another grammar rule ASAP:
- Mike (WUBAIS)
- Antwon Jenkins (WUBAIS)
S. the C. (3-5 mins.)
--agenda/HW
Data/Feedback Analysis and Self-Reflection (30-35 mins.)
--clarification of task
--Mr. Martin hands out highlighters and hands back midterm examinations
--quiet/independent work time
--break up work time by sharing "trip-ups," modeling a S.M.A.R.T. Goal, and sharing potential S.M.A.R.T. Goals
--Mr. Martin begins meeting with students to go over documents one-on-one
Transition (2 mins.)
Transition (2 mins.)
--resubmit both your "Data/Feedback Analysis and Self-Reflection" and midterm examination at the front table
--pick up an index card from the front table
--pick up an index card from the front table
--take out your copy of "Siren Song" from last class
Mini-Lesson (Part 1) -- "Siren Song" (25 mins.)
Mini-Lesson (Part 1) -- "Siren Song" (25 mins.)
--project text on front board--share initial thoughts/understandings from gist reading and begin marking up the poem
--Purpose, Rationale, Goals, etc. Moving Forward:
- pull maximum meaning out of the poem (bearing in mind, though, that there is no "key" that unlocks a poem)
- modeling/teaching poetry explication:
- When dealing with poetry, what should a reader have in his or her mind/be on the lookout for?
- continue recognizing the presence and importance of authorial purpose--when explicating, considering authorial purpose is key:
- as a reader, the more you practice gleaning authorial purpose, discussing authorial purpose, and noting common patterns/effects, the easier determining authorial purpose becomes!:
- during our grapple with "Siren Song," constantly address the why question (Why is that phrase repeated? Why are the stanzas short?)
- review tips for determining emergent themes/how to turn a theme word into a theme statement:
- What themes emerge from "Siren Song"?
- How do these themes emerge?
- What are some viable theme statements for "Siren Song"?
- consider the following question: If most of the techniques used by authors are indeed purposeful, how do these techniques help develop theme?
- review/learn the literature term "allusion":
- How is "Siren Song" an allusion to Homer's Odyssey?
- As a reader recognizing an allusion, what effect does the technique have on you?
- take learnings and understandings from today's mini-lesson and apply them to additional pieces of poetry and the final section of Odyssey, as we are constantly trying to get better at annotating
--independent explication
--begin working through bulleted list of notes above together--add to annotations and take notes on back of "Siren Song" poem page
T-O-D -- "Today, I learned..." (5 mins.)
--on your index card, write your name and specifically finish the sentence starter above
HW
--Continue explicating "Siren Song" prior to the beginning of next class. Make sure to focus in on authorial purpose and theme. Be prepared for an assessment and/or a discussion about the poem next class.
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