English 9--5/2/2014

Jump Off (THINK) (10-12 mins.)
--A study of the play "Trifles" is not complete without realizing/considering the following:

• Mrs. Wright killed Mr. Wright.
• Though a crime story, this play is ultimately about stereotypes.
• In order to develop the theme of stereotypes (help readers come up with a theme statement about stereotypes), author Susan Glaspell purposefully uses the following literary elements and devices:
• setting
• symbolism
• irony

--For the first ten minutes of class, complete the following quietly and independently:

• Read page 773 of the play (sorry--not sure how this page got left out of the story packet last class!)--MR. MARTIN RETURNS TICKET-OUT-THE-DOOR HALFSHEETS FROM LAST CLASS
• Look at your Ticket-Out-the-Door--what helpful information can you share with the rest of the class (especially those of you who successfully "solved" the crime)?
• Come up with an idea to share with the rest of the class about any of the following: stereotypes in the play, a potential theme statement for the play about stereotypes, the setting of the play and why it matters, potential symbols in the play and why they matter, and/or examples of irony in the play and why they matter.  Write your idea(s) on the back of your Ticket-Out-the-Door halfsheet.

S. the C. (8-10 mins.)
--agenda/rationale/HW
--PAIR:

• with a neighbor (assigned by Mr. Martin), briefly share what you came up with during the Jump Off as practice for the forthcoming discussion

Discussion -- Susan Glaspell's "Trifles" (15-20 mins.)
--SHARE (whole-group)--discuss the Jump Off via a drawing of cards--Mr. Martin will write notes on the front board, and you are strongly encouraged to copy said notes into your notebooks!

Transition (2 mins.)
--Pick up the "Trifles" extension activity document from the front table.

Extension Activity -- Susan Glaspell's "Trifles" (25-30 mins.)
--The following block of time is intended to more deliberately "attack" the topics discussed during the first part of today's lesson.  In order to aid in the completion of the extension activity, groups of three will be formed via a drawing of cards.  However, if you would prefer to work alone, that is fine--simply politely let your peers know.  You have until 15 minutes remain in class to work through as much of the document as you can in order to help you complete today's closure task, which will then be collected and scored.  Ultimately, today's entire lesson is meant to prepare you for writing your Dragonsong Unit Final Essay (even if you don't use "Trifles" as your second work!).  Good luck!
--form groups
--mindful work time--DURING THIS TIME, MR. MARTIN WILL MEET WITH STUDENTS ABOUT THE DRAGONSONG UNIT FINAL ESSAY--WHAT IS YOUR ROUGH QUESTION AND/OR THESIS STATEMENT?

Transition (2 mins.)
--Pick up the halfsheet titled "Dragonsong Unit--'Trifles' Discussion/Extension Activity Ticket-Out-the-Door" from the front tabel--this is today's exit ticket and needs to be completed quietly and independently before you leave.
--Re-column the desks.

Closure -- Ticket-Out-the-Door (12-15 mins.)
--Leave your halfsheet on your desk when class ends.

HW
--Continue thinking about/preparing for writing your Dragonsong Unit Final Essay.

--Over the course of the next few weeks, we will continue dealing with additional unit material (e.g., Mulan, poetry, etc.) that can be used as the second work in your essay. One of your purposes when viewing, reading, etc. will be taking notes and detail-hunting through the lens of your essay idea.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!
--Enjoy the weekend--you only get so many of 'em!

English 10 Honors--5/1/2014

Jump Off
--Pick up a copy of the "To Kill a Mockingbird Novel Study--Purposeful Reading Guide" document from the front table.  Briefly survey the document while Mr. Martin takes attendance.
--Take out your Mumford and Sons annotated song lyrics from prior to our reading of Lord of the Flies.  Now that you have finished the novel, quickly re-read the lyrics.  Does anything else "stick out" now that didn't before that could illuminate today's discussion?  Jot down additional annotations accordingly.

S. the C.
--agenda/HW
--discuss how to best spend our class time during Mr. Martin's absence (vocab. and reading/novel guide time?  vocab. and ancillary materials time?  etc.)

Transition
--Pick up a copy of the piece of literary criticism titled "Lord of the Flies: Beezlebub Revisited" from the front table.  Briefly survey the piece, taking note of the title, author, and date of publication.

Discussion Preparation -- Oldsey and Weintraub's "Lord of the Flies: Beezlebub Revisited"
--oral gist reading as preparation for today's discussion (close reading will occur independently in the future by any students thinking about using this piece within the End-of-Course Assignment)--in the margins next to each paragraph, write a brief summary

Transition -- form a circle

Discussion -- LotF Chs. 1-12--So What?!
--What conclusions should we make sure to draw during today's discussion, bearing in mind both the final novel assessment and the End-of-Course Assignment?
--engage in discussion (you know the drill!)--taking notes is strongly encouraged!

Transition -- re-row the desks and pick up an index card from the front table

Ticket-Out-the-Door -- "The most important conclusion I drew today was..."
--finish the sentence starter above in a specific fashion in no more than three to five sentences
--LEAVE YOUR INDEX CARD ON YOUR DESK WHEN CLASS ENDS.  DON'T FORGET YOUR NAME! (HA...HA......HA.........TOO SOON?)

HW
--Review your notes from purposeful/active reading of Lord of the Flies and the discussions that have occurred in the last few classes as preparation for the final novel assessment.  This assessment will take place during our next block together and will consist of identification of significant passages (quite similar to the "speed dating" activity).  On the assessment, you will be held accountable for knowing and being able to apply the following concepts/terms:

• allusion
• atmosphere/mood
• characterization
• Christological figure
• conflict
• deus ex machina
• diction
• foreshadowing
• imagery
• intertextuality
• juxtaposition
• marked for greatness
• metaphor/simile
• microcosm
• monomyth (hero's journey)
• motif
• personification
• plot
• point of view
• setting
• style
• symbolism
• theme (e.g., fear, good and evil, human nature, loss of identity, loss of innocence, mob mentality, etc.) 

--BRING YOUR END-OF-COURSE ASSIGNMENT MATERIALS TO CLASS DAILY, INCLUDING YOUR COPY OF TO KILL A MOCKINGBIRD AND THE NOVEL GUIDE. YOU NEVER KNOW WHEN THESE MATERIALS MIGHT BE NECESSARY!
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!

English 9--4/30/2014

Jump Off (5-8 mins.)
--If you did not turn in your "S.M.A.R.T. Goal Reflection/Rough S.M.A.R.T. Goal for Quarter 4" halfsheet last class, place the document in the black basket on the front table.
--Pick up a copy of the "'Trifles' Pre-reading/During Gist Reading" sheet from the front table.  Read both the front and back of the document quietly and independently.  Then, brainstorm a list of five more questions under the "Before reading" heading.  Mr. Martin has already come up with one question to get you started!

S. the C. (8-15 mins.)
--agenda/HW
--go over the J.O. by listing questions on the front board

Purposeful Reading Activity -- Susan Glaspell's "Trifles" (35-40 mins.)
--purposefully read "Trifles" quietly and independently--your purpose is three-fold:

• answer as many of the questions on the front board as possible by annotating the text (underlining evidence that answers questions, writing in the margins, etc.)
• complete the back of the "'Trifles' Pre-reading/During Gist Reading" sheet by jotting down questions, facts, and inferences regarding the crime, the crime scene, and the various people involved
• think about your rough essay topic for the Dragonsong Unit Final Essay--will anything in "Trifles" help you prove the point that you are trying to prove?--annotate accordingly

Closure -- Discussion/T-O-D (remainder of class)

• engage in discussion about the questions listed on the front board
• Transition--pick up the halfsheet titled " Dragonsong Unit--'Trifles' Gist Reading Ticket-Out-the-Door" from the front table--this is today's exit ticket and needs to be completed quietly and independently before you leave

HW Time

HW
--Continue thinking about/preparing for writing your Dragonsong Unit Final Essay.

--Over the course of the next few weeks, we will continue dealing with additional unit material (e.g., Mulan, poetry, etc.) that can be used as the second work in your essay. One of your purposes when viewing, reading, etc. will be taking notes and detail-hunting through the lens of your essay idea.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!

Backburner:
--link our Dragonsong Unit Final Essay work to the multitude of well-developed paragraphs that we have written this school year (answering questions, structure, etc.--"building out" from there):

• Chapter 1 paragraph exemplar shared again--keep in mind your own writing piece that was returned last class for the sake of comparison
• Potential essay idea "fleshed out" based on paragraph exemplar

--quiet/independent work time--developing a question and/or thesis statement for Dragonsong aspect of assignment for approval by Mr. Martin--MEETINGS WILL BEGIN OCCURRING
--begin brainstorming, outlining, detail-hunting, etc.
--Closure

• On your index card, write down your question/thesis statement.
• Place your completed index card in the black basket on the front table and pick up the homework assignment halfsheet.

English 10 Honors--4/29/2014

Jump Off
--Pick up a copy of today's agenda from the front table.  Back at your assigned seat, read through the agenda quietly and independently.
--Take out your materials for the Significant Passage "Speed Dating" activity from the past couple of classes.

S. the C.
--agenda/HW

Discussion Activity (cont.) -- Significant Passage "Speed Dating"
--independent work time--finish preparing for the activity by finding a passage (if you have not already done so) and responding to the three prompts for your passage (BLOCK 4 ONLY)
--directions given about timing (5 minutes) and rotation (clockwise--back-facing-south dater moves) for the remainder of activity (BLOCK 4 ONLY)
--set up the room
--engage in "speed dating" process until "movers" get back to where they started--taking notes is strongly encouraged!

Transition -- form a circle out of the desks

Circle Discussion -- LotF Chapter One through Chapter Nine
--it has been a while since we have gotten into the circle and just "talked it out"--what else have you been observing, thinking about, wondering, etc.?
--engage in discussion (you know the drill!)

Transition -- re-column the desks

HW Time

Lord of the Flies Reading Breakdown

• You must finish purposefully/actively reading the novel by next class (5/1).  If you only read up to the end of Chapter Nine prior to today, 47 pages remain.
• Including today, if you read 23 1/2 pages a day, you will finish the novel on time.

HW
--Review your notes from today's discussion activity/circle discussion.
--Finish purposefully/actively reading Lord of the Flies. Focus especially on flagging seemingly important passages.  Expect a final novel assessment in the near future (identification of significant passages).
--BRING YOUR END-OF-COURSE ASSIGNMENT MATERIALS TO CLASS DAILY, INCLUDING YOUR COPY OF TO KILL A MOCKINGBIRD. YOU NEVER KNOW WHEN THESE MATERIALS MIGHT BE NECESSARY!
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!

English 9--4/28/2014

Jump Off (2 mins.) 
--Please pick up the "Dragonsong Unit: Final Novel Exam--Version J" assessment packet, a Grade Master scantron form, and a pencil (if you do not have one of your own) from the front table.

S. the C. (5 mins.)
--agenda/HW

Assessment -- Dragonsong Novel Exam (30-35 mins.)
--purposefully/carefully complete the exam as directed
--When you finish taking the exam, place both your packet and scantron in the black basket on the front table.  Then, do one of the following:

• Take out your essay materials and work on brainstorming, outlining, detail-hunting, etc.
• Pick up the homework halfsheet from the front table and work on completing the assignment.

Writing Workshop -- Dragonsong Unit Final Essay (30-35 mins.)
--before we take another look through the assignment introduction sheet, does anyone have any initial questions from the gist reading?
--purposefully read through assignment introduction sheet together
--link this work to the multitude of well-developed paragraphs that we have written this school year (answering questions, structure, etc.--"building out" from there):

• Chapter 1 paragraph exemplar shared again--keep in mind your own writing piece that was returned last class for the sake of comparison
• Potential essay idea "fleshed out" based on paragraph exemplar

--quiet/independent work time--developing a question and/or thesis statement for Dragonsong aspect of assignment for approval by Mr. Martin--MEETINGS WILL BEGIN OCCURRING
--begin brainstorming, outlining, detail-hunting, etc.
--Closure

• On your index card, write down your question/thesis statement.
• Place your completed index card in the black basket on the front table and pick up the homework assignment halfsheet.

HW Time -- S.M.A.R.T. Goal Reflection/Rough S.M.A.R.T. Goal for Quarter 4 (remainder of class time)

HW
--Continue thinking about/preparing for writing your Dragonsong Unit Final Essay.

--Over the course of the next few weeks, we will deal with additional unit material (e.g., Mulan, poetry, etc.) that can be used as the second work in your essay. One of your purposes when viewing, reading, etc. will be taking notes and detail-hunting through the lens of your essay idea.
--Complete the "S.M.A.R.T. Goal Reflection/Rough S.M.A.R.T. Goal for Quarter 4" halfsheet.  Don't rush it--reflection is all about "pressing the pause button."

--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!

English 10 Honors--4/25/2014

Jump Off
--Engage in some last-minute studying quietly and independently. As you do so, Mr. Martin will return your Unit #8 quiz so that you can take a quick look and reflect. Then, he'll be around with the recycling bin.

S. the C.
--agenda/HW
--information about next  class--assign a "point person" to help the substitute facilitate

Assessment -- Vocabulary Unit #9
--When Mr. Martin directs you to do so, pick up the Unit #9 vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, pick up the "End-of-Course Assignment--2014: Assignment Preview--My Rough Notes (from Mr. Martin!)" page from the front table.  Read the document carefully, paying attention to any questions that pop into your mind.  (I know that Mrs. Martin had a lot of questions when I had her read the document, so I anticipate that you will, too!)

Looking Ahead -- End-of-Course Assignment--2014
--trade and grade quizzes first--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in your vocabulary book--Mr. Martin collects quizzes
--clarification of assignment/where we're headed between now and year's end
--Transition--sign out a copy of Harper Lee's To Kill a Mockingbird (1960)
--discuss purpose behind handing out novel today and purpose for reading novel

Discussion Activity (cont.) -- Significant Passage "Speed Dating"
--independent work time--finish preparing for the activity by finding a passage (if you have not already done so) and responding to the three prompts for your passage
--directions given about timing (5 minutes) and rotation (clockwise--back-facing-south dater moves) for the remainder of activity
--set up the room
--engage in "speed dating" process--taking notes is strongly encouraged!

Transition -- re-column the desks

HW Time

Lord of the Flies Reading Breakdown

• You must finish purposefully/actively reading the novel by Thursday of next week (5/1).  57 pages remain.
• Including today, if you read 8 pages a day, you will finish the novel on time.
• A reading requirement will be assigned for next class (purposefully/actively reading Chapter Nine) as a bare minimum.  You are strongly advised, however, to read beyond page 154 by next class.
• If you have time this weekend and would prefer to "lighten your load" next week, if you read 28 1/2 pages two out of the next three days (including today), you will finish the novel before school begins on Monday.

HW
--Review your notes from today's discussion activity.
--Purposefully/actively read Chapter Nine of Lord of the Flies. Focus especially on flagging seemingly important passages.
--BRING YOUR END-OF-COURSE ASSIGNMENT MATERIALS TO CLASS DAILY, INCLUDING YOUR COPY OF TO KILL A MOCKINGBIRD.  YOU NEVER KNOW WHEN THESE MATERIALS MIGHT BE NECESSARY!
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!

English 9--4/24/2014

Jump Off (2 mins.)
--Take out your writing piece and feedback analysis halfsheet from the end of last class (Dragonsong Chapter 4).

S. the C. (5 mins.)
--The following student needs to see Mr. Martin at the end of class today for some important information:

• Hannah Montana

--agenda/HW

Writing Workshop (cont.) -- Dragonsong Unit--Chapter 4 Paragraph--Feedback Analysis (10-20 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 IN ORDER TO HELP YOU SUCCEED ON YOUR END-OF-UNIT ESSAY

Transition (1-2 mins.)
--When finished, clip your paragraph and feedback analysis sheet into (the Writing Section of?) your binder.

--Pick up the "Comma Splice/Sentence Combining Assessment" sheet from the front table.  Complete the assessment quietly and independently as a warm up for today's actual grammar hammer assessment.

 

Warm-Up/Review/Self-Reflection -- The Grammar Hammer (8-10 mins.)

--Finish the "assessment" quietly and independently.

--Go over the assessment.

--Assessments returned from 11/7/2013:

• Have your skills improved?
• Have your skills stayed the same?
• Have your skills (eeeeeeekkkkkkkkkk!) gotten worse?

Transition (1-2 mins.)
--Pick up the "The Grammar Hammer--Assessment of English 9 Errors/Rules #2" sheet from the front table.

Assessment -- The Grammar Hammer: English 9 Errors/Rules (20-25 mins.)
--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, pick up the "Dragonsong Unit: Assignment Introduction--Final Essay" sheet and an index card from the front table.  Give the assignment sheet a gist reading.

Writing Workshop -- Dragonsong Unit Final Essay (remainder of class/time permitting)
--purposefully read through assignment introduction sheet together
--link this work to the multitude of well-developed paragraphs that we have written this school year (answering questions, structure, etc.--"building out" from there):

• Chapter 1 paragraph exemplar shared again--keep in mind your own writing piece that was returned last class for the sake of comparison
• Potential essay idea "fleshed out" based on paragraph exemplar

--quiet/independent work time--developing a question and/or thesis statement for Dragonsong aspect of assignment for approval by Mr. Martin--MEETINGS WILL BEGIN OCCURRING IF TIME PERMITS
--begin brainstorming, outlining, detail-hunting, etc.
--Closure--T-O-D

• On your index card, write down your question/thesis statement for submission.

HW
--If you have not already done so, spend some time reading back through your Post-its/notes for Dragonsong in order to review everything that you have read and your "conversation with the text." Don't forget, too, that some of our notes from class discussion have been posted on the blog. A novel assessment covering the following will take place next class:

• character identification via characterization and plot events (Alemi, Beauty, Brekke, Elgion, Jaxom, Lessa, Mavi, Mirrim, Menolly, Oharan, Robinton, Sella, T'gellan, and Yanus)--do you know who's who?
• application of some of the concepts studied during the 7 Habits Unit (e.g., proactive vs. reactive behavior)--did you internalize material/life lessons from the beginning of the course?
• basic recall of the plot--did you keep up with the reading and get the gist?
• characterization and character motive
• themes
• the three types of irony
• one standards-based question for each of the following Reading Standards for Literature: RL.1, RL.4, and RL.5

--If we do not have much time to complete today's second "Writing Workshop" block, complete a gist reading of the "Dragonsong Unit: Assignment Introduction--Final Essay" sheet prior to next class. 
--Continue thinking about/preparing for writing your Dragonsong Unit Final Essay.
--Over the course of the next few weeks, we will deal with additional unit material (e.g., Mulan, poetry, etc.) that can be used as the second work in your essay. One of your purposes when viewing, reading, etc. will be taking notes and detail-hunting through the lens of your essay idea.

--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!

English 10 Honors--4/23/2014

Jump Off
--Pick up the "Vocabulary Units--Exercise Check" slip from the front table. Write your name on the line and open your vocabulary book to page 115.
--Pick up a BINGO board and a highlighter from the front table. Then, begin filling in your BINGO board (Unit #9 word or Whimsical Word + "helper" word in each box).

S. the C.
--quickly complete exercise check--when finished, pass up facedown
--go over the homework ("Completing the Sentence" exercise on pages 115 & 116) three-in-a-row style
--agenda/HW
--reminder given about writing five sentences on the back of your BINGO board (you may NOT just use the sentences from the book)
--finish filling in BINGO boards/writing sentences quietly and independently

Review -- Vocabulary Unit #9 BINGO
--share "how to win" boards

--share information about “board validation” (at podium, share words, basic definitions, and a sample sentence)

--play 3-5 games (depending on time)--+1 bonus to winners
--For HW, finish preparing for the Unit #9 vocabulary quiz, which will take place at the beginning of next class.

Transition
--recycle or FILE AWAY your BINGO board

Transition -- pick a page range paper from the helmet on the front table

Discussion Activity -- Significant Passage "Speed Dating"
--brainstorm/look at literature-specific goals (have in mind during discussion today)
--read the first two pages of tonight's Lord of the Flies reading assignment together
--directions given for activity preparation (model with passage from page 125)
--independent work time--prepare for activity by finding a passage and responding to three prompts for passage
--give directions for the remainder of activity--view excerpt from speed dating YouTube video
--engage in "speed dating" process until class ends--taking notes is strongly encouraged!

HW

--Finish preparing for the Unit #9 vocabulary quiz, which will take place next class (Friday, 4/25). Don't forget about the Whimsical Words. Good luck!
--Review your notes from today's discussion activity.
--Purposefully/actively read Chapter Eight of Lord of the Flies.  Focus especially on flagging seemingly important passages.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!

English 9--4/22/2104

"Without reflection, we go blindly on our way, creating more unintended consequences and failing to achieve anything useful." (Margaret J. Wheatley, American writer and management consultant)

Jump Off (8-10 mins.)
--Pick up the following items from Mr. Martin at the front of the classroom:

• Your S.M.A.R.T. Goal from the beginning of Quarter 3
• Your Odyssey Unit Exam packet

--Read back through your S.M.A.R.T. Goal.  Hopefully, you did not lose sight of your goal throughout the quarter!
--Purposefully look through your Odyssey Unit Exam.  Do you notice any patterns?  Jot down your observations in a free area on your S.M.A.R.T. Goal document.

S. the C. (10-15 mins.)
--The following students need to see Mr. Martin at the end of class today for some important information:

• Carlos
• Mike
• General Fishtail
• The Popmaster
• Hannah Montana
• That Guy
• Noble 6
• Oranges
• Pikachu
• Loki
• The Legit Dave Strider
• Fidget

--agenda/rationale (consider quotation, future performances, etc.)/HW
--go over the Odyssey Unit Exam three-in-a-row style--what is the correct choice and why?

Transition (2 mins.)
--Return your Odyssey Unit Exam by placing it in the black basket on the front table.
--While you are up there, pick up a copy of the "Chapter 4 Paragraph--Feedback Analysis" halfsheet.  Read the directions quietly and independently back at your desk while Mr. Martin returns your scored writing.

Writing Workshop -- Dragonsong Unit--Chapter 4 Paragraph--Feedback Analysis (25-30 mins.)
--Mr. Martin models use of the halfsheet (if necessary)
--independent work time (feedback analysis/handwritten revisions)--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..."/"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 IN ORDER TO HELP YOU SUCCEED ON YOUR END-OF-UNIT ESSAY

Transition (2-3 mins.)

--When finished, clip your paragraph and feedback analysis sheet into (the Writing Section of?) your binder. The hole puncher is located on the front table if you need it.

--Pick up your scored "Assessment: Commas with Introductory Elements" from Mr. Martin at the front table.

Review/Instruction -- The Grammar Hammer: Commas with Introductory Elements (5-8 mins.)

--briefly review the rule/tips
--go over the assessment (projected on the SmartBoard), reiterating the rule/tips
--For HW, prepare for a grammar hammer assessment about the comma splice, FANBOYS, WUBAIS, the possessive apostrophe, and introductory elements.

Transition -- take out a clean sheet of lined paper and write your name at the top (1-2 mins.)

Closure -- S.M.A.R.T. Goal Reflection/Rough S.M.A.R.T. Goal for Quarter 4 (Remaining class time)

--Write a brief reflective response in which you respond to the following questions/address the final prompt:

• Did you achieve your Quarter 3 S.M.A.R.T. Goal?
• How do you know that you did or did not achieve your goal?
• Why or why not did you or did you not achieve your goal?  Be specific.
• Set a rough S.M.A.R.T. Goal for Quarter 4 based on today's class.

--Leave both your Quarter 3 S.M.A.R.T. Goal document and your reflection on your desk at the end of class.

HW

--Prepare for a grammar hammer assessment about the comma splice, FANBOYS, WUBAIS, the possessive apostrophe, and introductory elements.  This assessment will take place next class (Thursday, 4/24) and will be similar to the assessment taken in class on 3/3.  Feel free to swing by Mr. Martin's room after school for help/practice.
--Spend some time reading back through your Post-its/notes for Dragonsong in order to review everything that you have read and your "conversation with the text."  Don't forget, too, that some of our notes from class discussion have been posted on the blog.  Expect a novel assessment in the near future.
--As you go through your Dragonsong notes, have this question in mind: about what from the novel could I successfully write/about what would I not mind writing?  It wouldn't hurt to jot down a few ideas.

--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT.  IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY.  YOU NEVER KNOW WHEN YOU MIGHT NEED IT!

English 10 Honors--4/21/2014

Jump Off (3-5 minutes)
--Pick up the “Kid Nation ‘Episode #1: I’m Trying to be a Leader Here!’ Notes” page from the front table.  Read the directions and sample notes quietly and independently as preparation for the first hour of today’s class block.

S. the C. (5-8 minutes)
--agenda/HW

Activity -- Kid Nation “Episode #1: I’m Trying to be a Leader Here!” (60 minutes)
--Actively view the episode by taking notes as directed:

https://www.youtube.com/watch?v=Gu1bly7YhAs

 

--When the episode ends, put your notes page in your binder.  We will return to this notes page in the future.

 

Transition (2 minutes)

--Take out your vocabulary book and open to the nonfiction passage preceding the Unit #9 word list (page 108).

 

Independent Work Block -- Vocabulary Unit #9 (remainder of block)

--Copy down the “Whimsical Words” from the front board.

--Read the nonfiction passage preceding the Unit #9 word list and attempt to determine the meaning of the bolded words using the context.

--Mindfully go over the word list on pages 110-112 (writing words on the lines, starring some of the more difficult words, etc.).

--Mindfully complete the “Completing the Sentence” exercise (pages 115 & 116).

 

HW

--Finish completing the “Completing the Sentence” exercise (pages 115 & 116).  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 #9 vocabulary quiz, which will take place this Friday, 4/25.  Make sure to familiarize yourself with the “Whimsical Words.”

--Read through all of your notes for Chapter One-Chapter Seven of Lord of the Flies.

English 10 Honors--Lord of the Flies Unit: Terms/Concepts to Know/Be Able to Apply

• allusion
• characterization
• Christological figure
• conflict
• diction
• imagery
• marked for greatness
• microcosm
• simile
• symbolism
• theme

English 9--4/11/2014

BLOCK 1

Jump Off
--Take out a clean sheet of lined paper.

S. the C.
--agenda/HW

Review Activity -- Unit #8 Vocabulary, Grammar Hammer Rules, and Dragonsong Chapter 8
--complete the activity using the PowerPoint slides
--Closure--share via a drawing of cards, focusing especially on the vocabulary words used

Transition
--Engage in some last-minute studying quietly and independently. As you do so, Mr. Martin will return your Unit #6 quiz and Unit #7 quiz so that you can take a quick look and reflect. Then, he'll be around with the recycling bin.

Assessment -- Vocabulary Unit #8
--When Mr. Martin directs you to do so, pick up the Unit #8 vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, take out either your copy of Dragonsong or your Hooked on Books book and get reading!

Closure
--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
 
HW Time/Hooked on Books Part 2
 
Dragonsong Reading Breakdown

• You must finish reading the novel by our first class day back from April break, which is Tuesday, 4/22.  56 pages remain (unless you read ahead, in which case, GOOD FOR YOU!).  If you read approximately 6 pages a day, you will finish the novel on time.

 
HW
--Actively read the rest of Dragonsong via the Post-it Note Strategy and expect a final novel assessment in the near future.

--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.

BLOCK 2/BLOCK 4
 
Jump Off
--Engage in some last-minute studying quietly and independently. As you do so, Mr. Martin will return your Unit #6 quiz and Unit #7 quiz so that you can take a quick look and reflect. Then, he'll be around with the recycling bin.
--When Mr. Martin directs you to do so, pick up the Unit #8 vocabulary quiz from the front table. Complete the quiz quietly and independently. Good luck!

--When you finish with the assessment, take out either your copy of Dragonsong or your Hooked on Books book and get reading!

 
S. the C.

--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
--agenda/HW

HOOKED ON BOOKS

Dragonsong Reading Breakdown

• You must finish reading the novel by our first class day back from April break, which is Tuesday, 4/22. 56 pages remain (unless you read ahead, in which case, GOOD FOR YOU!). If you read approximately 6 pages a day, you will finish the novel on time.

HW

--Actively read the rest of Dragonsong via the Post-it Note Strategy and expect a final novel assessment in the near future. 

--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.

English 10 Honors--4/10/2014

Jump Off
--The focus of today's brief wrap-up discussion (a continuation of last class) is clarifying the meaning of "marked for greatness" as a literary concept and applying the concept to the following characters/settings: Piggy (S.N.--Block 4), Simon (___ and A.K.), the birthmarked face boy (S.M. and ___), and the island (J.W. and S.B.). Take your notebooks back out so that you can jot down some notes for future reference.

S. the C.
--agenda/HW

Discussion #1 -- "Marked for Greatness" in Lord of the Flies
--discussion as per the J.O. list

Transition
--Look through your purposeful/active reading notes for Chapter One-Chapter Five of Lord of the Flies in order to re-wrap your mind around your thoughts and ideas. While doing so, plan some contributions for today's discussion.
--group roles defined and modeled:

• Leader
• Scribe
• Runner

-- small groups assigned by Mr. Martin for discussion purposes

Discussion #2 -- Lord of the Flies Chapter One-Chapter Five
--in small groups, share your thoughts and ideas with each other--what, typically, are our focal points when discussing literature/what have been our focal points so far for this novel?
--every so often, Mr. Martin will sound an alarm--when he does so, if he points to your group, send your Runner up to the front board to write a contribution on the front board--the more specific and related to authorial purpose the response, the better!
--place each contribution under a topic heading so that we can try to keep all of this "stuff" somewhat organized!
--during this discussion, it is suggested that you take notes--these notes will come in handy when crafting your end-of-course final assignment!

Transition -- re-row the desks/Scribes: submit your group discussion notes

Closure #1 -- Lord of the Flies Chapter One-Chapter Five
--Mr. Martin processes through the notes written on the front board
--during this summary session/discussion, it is imperative that you take notes--these notes will come in handy when crafting your end-of-course final assignment!
--any final thoughts, questions, etc.?

Transition -- pick up the "Final Countdown" graphic organizer from the front table

Closure #2 -- Final Countdown

HW Time/Hooked on Books Part 2

HW
--Purposefully/actively read Chapters Six and Seven of Lord of the Flies as preparation for analysis/discussion next class (Monday, 4/21).
--Bring your vocabulary book to our next class meeting.
--Enjoy break!

English 9--4/9/2014

BLOCK 1

HOOKED ON BOOKS

Jump Off
--Pick up the "Vocabulary Units--Exercise Check" slip from the corner desk. Write your name on the line and open your vocabulary book to page 105.

S. the C.
--quickly complete exercise check--when finished, pass up facedown
--go over the homework ("Completing the Sentence" exercise on pages 105 & 106) three-in-a-row style
--For HW, finish preparing for the Unit #8 vocabulary quiz, which will take place at the beginning of next class.
--agenda/HW

Review Activity/Discussion/Notetaking -- Majority Rules! (Dragonsong Chapters 1-7)

--quick review of how the activity "works"
--during the playing of the game, take notes--much will come out of today's review/discussion that will come in handy when coming up with an idea for and writing your final essay at the close of the unit
--finish reviewing/discussing/notetaking

Transition
--Pick up an index card and write your name at the top of it.
--Re-column the desks normally.

Closure -- During the review activity/discussion, I drew the following conclusion about Anne McCaffrey's purpose:
--respond in detail to this prompt on your index card--when finished, submit
--responses shared--notes/connections on front board

HW Time

Dragonsong Reading Breakdown

• You must finish reading the novel by our first class day back from April break, which is Tuesday, 4/22.  71 pages remain.
• Including today, if you read 5 1/2 pages a day, you will finish the novel on time.
• Another reading requirement will be assigned for Friday (actively reading Chapter 9) in order to help you stay on track.  Reading up to the end of Chapter 9 for Friday will leave you with 56 pages to read over break (approximately 6 pages a day).
• If you have read up to the end of Chapter 8 and would prefer to finish the novel by the end of the day this Friday so that you do not have any reading obligations over April Break, if you read 24 pages a day including today, you will have the novel finished after reading 24 final pages on Friday.
• If you have committed yourself to reading 17 pages a day as per the suggestion in the last blog post, stay committed!
• Hooked on Books is this week, and you are free to read Dragonsong during your reading blocks. However, the true purpose of Hooked on Books is to read something that you have chosen!

HW

--Finish preparing for the Unit #8 vocabulary quiz, which will take place next class (Friday, 4/11).

--Actively read Chapter 9 of Dragonsong via the Post-it Note Strategy.

--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--Bring something good that you want to read to class the rest of the week for Hooked on Books (unless you prefer to read Dragonsong).

BLOCK 2/BLOCK 4

Jump Off
--Pick up the "Vocabulary Units--Exercise Check" slip from the corner desk. Write your name on the line and open your vocabulary book to page 105.

S. the C.
--quickly complete exercise check--when finished, pass up facedown
--go over the homework ("Completing the Sentence" exercise on pages 105 & 106) three-in-a-row style
--For HW, finish preparing for the Unit #8 vocabulary quiz, which will take place at the beginning of next class.
--agenda/HW

Review Activity/Discussion/Notetaking -- Majority Rules! (Dragonsong Chapters 1-7)

--quick review of how the activity "works"
--during the playing of the game, take notes--much will come out of today's review/discussion that will come in handy when coming up with an idea for and writing your final essay at the close of the unit
--finish reviewing/discussing/notetaking
--Transition--pick up an index card and write your name at the top of it--re-column the desks normally
--Closure--During the review activity/discussion, I drew the following conclusion about Anne McCaffrey's purpose:
--respond in detail to this prompt on your index card--when finished, submit
--responses shared--notes/questions on front board

Review Activity -- Unit #8 Vocabulary, Grammar Hammer Rules, and Dragonsong Chapter 8 
--take out a clean sheet of lined paper
--complete the activity using the PowerPoint slides
--Closure--share via a drawing of cards

HW Time

Dragonsong Reading Breakdown

• You must finish reading the novel by our first class day back from April break, which is Tuesday, 4/22. 71 pages remain.
• Including today, if you read 5 1/2 pages a day, you will finish the novel on time.
• Another reading requirement will be assigned for Friday (actively reading Chapter 9) in order to help you stay on track. Reading up to the end of Chapter 9 for Friday will leave you with 56 pages to read over break (approximately 6 pages a day).
• If you have read up to the end of Chapter 8 and would prefer to finish the novel by the end of the day this Friday so that you do not have any reading obligations over April Break, if you read 24 pages a day including today, you will have the novel finished after reading 24 final pages on Friday.
• If you have committed yourself to reading 17 pages a day as per the suggestion in the last blog post, stay committed!
• Hooked on Books is this week, and you are free to read Dragonsong during your reading blocks. However, the true purpose of Hooked on Books is to read something that you have chosen!

 HW

--Finish preparing for the Unit #8 vocabulary quiz, which will take place next class (Friday, 4/11).

--Actively read Chapter 9 of Dragonsong via the Post-it Note Strategy.

--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--Bring something good that you want to read to class the rest of the week for Hooked on Books (unless you prefer to read Dragonsong).