English 9--10/22/2014 & 10/23/2014

Jump Off (2 mins.)

--Pick up the following items from the front table:

• the "Vocabulary Units--Exercise Check" slip
• a BINGO board
• a highlighter

--Open your vocabulary book to page 37.  Additional directions about the BINGO boards are forthcoming.
--SEE ME AT THE END OF CLASS TODAY: Hannah W.

S. the C. (8-10 mins.)

--quickly complete the exercise check--when finished, pass up facedown
 --a rough objective for today carried over from last class:

• Leave with a better understanding of how most of your written responses this year have and will be scored and how understanding how to write a well-developed paragraph (or paragraphs in the case of an essay) "feeds in" to performing well on written responses

--agenda/rationale/HW

Review -- Vocabulary Unit #3 BINGO (25-30 mins.)
--information shared about the "incentive plan"

--directions given for how to fill in BINGO boards (unit word + "helper" word)--I WILL MODEL

--directions given for writing five sentences on the back of your BINGO board (you may NOT just use the sentences from the book)--I WILL MODEL/TALK STRATEGY

--fill in BINGO boards/write sentences quietly and independently

--share "how to win" boards

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

--play 3ish games (depending on time)--+1 bonus to winners

Writing Workshop (cont.) -- General Writing Rubric and Sample Paragraph (as long as it takes)
--Transition--take out your writing document with which we started working last class
--read the first two rows of the "General Writing Rubric" ("Content and Analysis" and "Command of Evidence") on the fourth page of the document and star an important point in each box
--discuss the "Content and Analysis" category via the following questions:

• What did you annotate in this category?
• What is the "Content and Analysis" category "looking for"?
• What are the distinguishing factors between a 5+, 5, and a 4 in this category?
• What are the distinguishing factors between a 3, 2, and a 1 in this category?

--discuss annotations for the remaining three categories ("Command of Evidence"; "Coherence, Organization, and Style"; and "Control of Conventions")
--purposefully read the directions at the top of the fifth page of the document--follow the directions in order to score the writing piece
--arrive at a class score for the assignment via "heads down/hands up"
--I score assignment: Are we in the same ballpark?
*RL.1 & RL.2 T-O-D (GIST PARAGRAPH) AND RL.1 & RL.3 T-O-D (EPIGRAPH REFLECTED IN THE TEXT PARAGRAPH) RETURNED--PLEASE NOTE THAT ASSESSMENT OF RL.1 & RL.2 T-O-D ONLY ENCOMPASSES THE "CONTENT AND ANALYSIS" AND "COMMAND OF EVIDENCE" CATEGORIES, AND I DID NOT SCORE THE RL.1 & RL.3 T-O-D (AS YOU WILL SELF-ASSESS VIA THE RUBRIC)*

Transition (5-8 mins.)
--discussion protocol/"Discussion Contribution Rating Scale" (both aligned to the Speaking and Listening [SL] standards) reminder
--Take out your personal copy of “St. Lucy’s Home for Girls Raised by Wolves” and skim through your annotations from the end of last week (recall that you were assigned a section, given time to annotate, and then highlighted a few points for discussion) 
--form an alphabetical-by-middle-name circle out of the desks in NO MORE THAN 2 MINUTES

Discussion (cont.) -- "St. Lucy's..."--Stage 1, Stage 2, and Stage 3 Annotations (time permitting)

--engage in discussion as per the protocol--in all four classes, no one else can contribute until the five students named by me have done so

--Perhaps these questions will help you focus your contributions:

• What is one mark or code you included on the text? Where?
• What thinking did you write on the text next to the mark/code?

--As I mark up the text on the SmartBoard, do the same on your personal copy of "St. Lucy's..."

Transition -- re-column the desks (1 min.)

DEAR -- Free Reading Books (time permitting)

--students without books will read Upfront Magazine

HW 
--Finish preparing for the Unit #3 vocabulary quiz, which will take place at the beginning of next class (Friday, 10/24 [ACE] or Monday, 10/27 [BDF]).  I invite you to use the synonym/drawing strategy as preparation.  (I have blank split page notes sheets in the basket by the door!)  You also might want to consider using your BINGO board from today's review session as a tool for studying.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!  Don't forget about the incentive plan!
--Finish your work with Article of the Week #5, which is due at the beginning of class next time (Friday, 10/24 [ACE] or Monday, 10/27 [BDF]). 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.  By reading your annotations, I should be able to tell:

• if you got the gist of the article
• if you can see how the article connects to "St. Lucy's Home for Girls Raised by Wolves"
• how you feel about the concept of popularity in high school.

--Reread your ticket-out-the-door paragraph from the end of two classes ago.  Based on your understandings from last class and today's class, what overall score on the General Writing Rubric would you give your written piece?  What category or categories is/are your strength(s)? In what category or categories can you grow the most, and how?
--Begin organizing/outlining your thoughts and evidence in preparation for writing your Mid-Mini-Unit Assessment/Writing Assignment.  In-class writing will occur next week (Tuesday, 10/28 [ACE] or Wednesday, 10/29 [BDF]).
--Read your free reading book for at least 15 minutes between now and next class. Your book must be finished by early-November. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

Backburner Goals (Mr. Martin's Note-to-Self):

• Revisit methods for finding key details in nonfiction (use notes from last class later in school year)
• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study