--sit in the same desks as last class (alphabetical order)--your name cards are out to help you get situated
--attendance
Jump Off (5 mins.)
--concept of the Jump Off explained again as a reminder (if necessary)
- Turn in your signed sheet/slip by placing it in the black basket on the front table.
- On the back of the index card on which is written your name, jot down in pen or pencil band names/song titles for Pandora-purposes.
*WHILE STUDENTS WORK, HW CHECKED--NAMES LISTED ON BOARD FOR HR DETENTION (IF NECESSARY)
Anticipatory Set (5 mins.)
--agenda/rationale/HW
--blog reminder
Activity #1 -- Take a Stand/Article of the Week (25-30 mins.)
--explanation of the protocol for Take a Stand (a quick activity we'll likely use often this school year):
- Momentarily, I will make a debatable statement:
- If you agree with the statement, STAND UP next to your desk.
- If you strongly agree with the statement, STAND ON your desk chair.
- If you disagree with the statement, STAY SEATED in your desk chair.
- If you strongly disagree with the statement, SIT ON THE FLOOR next to your desk.
--show your position
--cold-calling--students randomly selected to briefly explain their stand (no more than three sentences)
--Transition--pick up the "English 10 Honors--Article of the Week #1 (9/8-9/12)--2014-2015 School Year" document from the front table
--share rationale behind the Article of the Week (PowerPoint)
--purposeful oral reading of Article of the Week #1 (Jordan Weissmann's "High School Nerds Make More Money, Says Social Science") in order to answer the following closure question:
- What is Weissmann's purpose in this text? In other words, why did he write the piece? Who cares/so what?!
- Write your name at the top of the lined side of the index card on your desk. Then, answer the italicized question above in one-two complete sentence. Good luck!
--As soon as you have completed your best work, submit it to me at the front table.
--Take out any notes that you have about your partner as we will add to said notes during the next segment of today's class block.
Activity #2 -- Thematic Essay Writing Assignment--Partner Interviews/Research (25-30 mins.)
--brief overview of writing assignment given (roughly previewed on Day 1)
--paragraph from a sample essay from the past shared
--Transition--get in pairs (and one group of three) formed last class
--in partnerships/group, conduct interviews/take notes (15 mins.):
- FYI: YOU MUST INCLUDE A DIRECT QUOTATION FROM YOUR PARTNER IN YOUR ESSAY!
--Pick up a copy of the "Day 1 Review - You betcha vs. Nah, not so much" sheet from the front table. Complete the task at hand quietly and independently until the bell rings. If you are unable to finish here in the classroom, finish for homework.
HW
--Finish your work with Article of the Week #1, which is due at the beginning of class on Friday. This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions. I look forward to collecting and reading your work at the end of this week!
--Continue getting in touch with the partner you worked with during class today and engaging in the "research" process. The more intriguing information you have gathered about your partner by the end of this week, the better! Expect to "officially" begin the writing process in class soon!
--If you have not done so already, bring your English 9 binder to Room 203--we will be using the binders for English 9 review soon!
--If you do not finish in class today (which you likely will not), finish the true/false "assessment" titled "Day 1 Review - You betcha vs. Nah, not so much".
