--Pick up a copy of the document titled "ENGLISH TEST" from the front table. Complete the test quietly and independently. As you complete the test, make a list (perhaps in the margin?) of what you need to know in order to complete each "question." (For example, for #1, you need to know comma rules and how both the semicolon and long dash function.) Good luck!
*AS YOU WORK, I WILL COME AROUND AND RETURN YOUR AOW #3 WRITTEN RESPONSES. PLEASE NOTE THAT I SCORED YOUR WORK BASED ON “CONTROL OF CONVENTIONS” (WHICH IS WHY YOU ARE GETTING YOUR WORK BACK ON A “GRAMMAR HAMMER” DAY!). THE NUMBERS UNDER “Error Key” ON YOUR DOCUMENT CORRESPOND WITH THE LIST THAT I WILL PROJECT UP FRONT MOMENTARILY.*
S. the C.
--Today, we will generally work on:
- demonstrating
command of the conventions of standard English grammar, usage, and
punctuation.
- applying
knowledge of language to make effective choices for meaning or style.
- strengthening
writing as needed by editing or trying a new approach.
- THESE
STANDARDS WILL BE SELF-ASSESSED VIA YOUR PERFORMANCE ON THE "ENGLISH
TEST". ALSO, PLEASE NOTE YOUR PERFORMANCE ON YOUR AOW #3 WRITTEN
RESPONSE. DO YOU SEE THE CONNECTION BETWEEN TODAY'S WORK AND YOUR CWP
REVISIONS?
- using
punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements. THIS STANDARD WILL BE ASSESSED VIA
THE TICKET-OUT-THE-DOOR. ADDITIONALLY, THIS STANDARD WILL BE PRACTICED AS
HOMEWORK AND ASSESSED NEXT CLASS VIA A QUIZ.
- citing strong
and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
- participating
effectively in a collaborative discussion, building on others' ideas and
expressing our own clearly and persuasively. This includes:
- coming to the
discussion prepared, having read and researched the material under study
and explicitly drawing on that preparation by referring to evidence from
the text (as noted above) and additional reading/research to stimulate a
thoughtful, well-reasoned exchange of ideas.
- propelling
conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively
incorporating others into the discussion; and clarifying, verifying, or
challenging ideas and conclusions.
- responding
thoughtfully to diverse perspectives, summarizing points of agreement and
disagreement, and, when warranted, qualifying or justifying our own views
and understanding and making new connections in light of the evidence and
reasoning presented.
- THIS MULTI-PART
STANDARD WILL BE ASSESSED TODAY VIA THE "DISCUSSION CONTRIBUTION RATING
SCALE."
- determining a
theme or central idea of a text and analyzing in detail its development
over the course of the text, including how it emerges and is shaped and
refined by specific details.
- analyzing how
complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
- determining the
meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyzing the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
- analyzing how an
author’s choices concerning how to structure a text, order events within
it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
--list of students needing to revise for the Cumulative Writing Portfolio shared--would anyone like to schedule a meeting for a time slot during my Office Hours?
--go over the J.O. (portion of an ACT English Test) question-by-question--arrive at an answer for each, create list of "need to knows", analyze the list of "need to knows" (what is really/mostly tested?), determine a score, contextualize your score via the information written up on the front board, etc.
--rationale for next portion of the agenda--I can help (and you, of course, can help yourself)!!!
Transition
--After a ceremonial dropping of the grammar hammer, pick up a copy of the "Missing comma(s) with a nonrestrictive element" document from the front table. We will purposefully read through the top two thirds of the first page of this grammar hammer document together.
Instruction -- Missing comma(s) with a nonrestrictive element
--purposeful reading
--For HW, mindfully complete the PRACTICE. Also, if you feel it is necessary, read through the packet of additional information pertaining to this error and complete PRACTICE #4 (located in a manila folder in the "Grammar Hammer Extras" area of the classroom). These instructional materials and practices are meant to help you master the fourth standard listed in today's agenda. A quiz about this error will take place next class.
Transition
--discussion protocol/"Discussion Contribution Rating Scale" reminder
--3 vs. 4 modeling
--Take out your copy of Paulo Coelho’s The Alchemist. Spend a few minutes reviewing your purposeful Post-its completed in preparation for last class. What can you contribute to today’s discussion?
--form an alphabetical-by-street-name-on-which-you-currently-live circle out of the desks in no more than 2 MINUTES
Circle Discussion -- Applying Foster's Work to Coelho's Work
--draw connections between Foster's "list of 18" and the beginning of Coelho's novel/closely read the beginning of The Alchemist
Transition -- re-column the desks
Closure -- Today, I learned...
--Write your name on a scrap of paper.
--Directions: Reflect back upon today's class. Then, complete the sentence-starter above by writing a few specific sentences. Somewhere within what you write, you must properly punctuate/use a nonrestrictive element. Feel free to consult any helpful materials from today's class.
--When finished, submit your work.
HW
--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 17th (just under three weeks from today)--YOU MUST schedule a meeting with me 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.
--Mindfully complete the PRACTICE located in today's grammar hammer document. Also, if you feel it is necessary, read through the packet of additional information pertaining to this error and complete PRACTICE #4 (located in a manila folder in the "Grammar Hammer Extras" area of the classroom). These instructional materials and practices are meant to help you master the fourth standard listed in today's agenda. A quiz about this error will take place next class. MAKE SURE TO PICK UP THE NECESSARY MATERIALS FROM THE FRONT TABLE OF THE CLASSROOM IF YOU DID NOT DO SO AT THE END OF CLASS TODAY!
--Expect an assessment of your knowledge and understanding regarding the exposition of Paulo Coelho's The Alchemist soon. Consider the concepts that we have discussed in our circles. What are some logical questions/prompts that I could use for assessment purposes?
--FYI: This was the question: According to Thomas C. Foster, "every novel wants to be read in a certain way." This phrase presents the idea that once a reader has read 10 or so pages of a novel, he or she will have a sense of what to look for/how to annotate and "converse" with the text moving forward. Having now read and discussed the beginning of Paulo Coelho's The Alchemist, what is one "thing" that you are now looking for as you continue reading? These are the responses:
- characterization and character development
- irony
- theme (e.g., "dreams", "paths", "destinations", "challenges", "growth", "religion", etc.)
- narrative presence
- comparisons (in the form of allusions, metaphors (extended or otherwise), symbols, etc.)
- Santiago as a Christological figure
- justification for any claims about the text, author's purpose, etc.
Backburner:
- hand out end-of-unit writing assignment (clarity in terms of where we’re headed)
