English 9--10/6/2014 & 10/7/2014

Jump Off (3 mins.)

--Turn in your actively read Article of the Week #3 by placing your work in the black basket on the front table.  I look forward to looking through these and hope to witness some growth!
--Pick up the following documents from the front table:

• the document containing sample work (AoW #2 sample writing piece)
• "English 9--Article of the Week #4 (10/6-10/10)--2014-2015 School Year" (Version A or Version B depending on what I give you)

Teambuilding Activity -- Artifact Bags (TWO-FOUR BAGS--5-8 mins.)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag repeats first and last name and further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers

--REPEAT THE PROCESS...

S. the C. (5-8 mins.)

--agenda/HW

Old Business -- Articles of the Week (#2 and #3) (15-20 mins.)

--exemplary AoW #2 written response shared, focusing on execution of the logical moves embedded within the template and command of evidence
--reminder of the protocol for Take a Stand:

• 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.

--The claim: The greater majority of Livonia High School students have a fixed mindset toward learning.
--show your position
--cold-calling--students randomly selected to briefly explain their stand (no more than three sentences)
--Closure Question--How can the key understandings gleaned from this article help us in English 9 over the course of the next 35 weeks?

Looking Ahead -- Article of the Week #4 (20-25 mins.)
--view the following video clips from www.upfrontmagazine.com in order to build background related to this week's article:

• "Crisis in Syria"
• "ISIS's Goals for Iraq and Syria"

--view and discuss John Cole's political cartoon from The Scranton Times-Tribune (8/30/2014) via PowerPoint slide
--another Take a Stand--The claim: President Obama's decision to authorize airstrikes in Syria was a wise move, as these airstrikes will swiftly end the turmoil in the Middle East.

Transition (2 mins.)
--Pick up a copy of the reading from the front table (a piece of historical nonfiction titled "Cowgirl Up!"). Back at your desk, conduct a gist reading of the text: What is the gist?

• Write your summary of the gist at the top of the page.

Instruction -- Vocabulary Unit #2 (remainder of class)

--What is the gist?

--rationale (continuation of R.4 skills work begun last class block with literature/introduction to this week's words)
--directions for purposeful reread of the text:

• circle or box all of the bolded words
• pick five of the words--"guess" the meaning of each of the words via context clues, writing an appropriate synonym or definition right on your copy of the text near the word itself. 

--I will draw cards--each selected student will come to the SmartBoard and pick a word, providing a potential definition and explaining his/her reasoning while annotating the text--I will model first with "jeered"
--go over Unit #2 word list (page 24)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence--repeat this process for the entire list
In order to actively engage, students should be:
a.) writing the words on the lines for each of the sentences
b.) comparing actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
c.) putting a star next to "foreign" words (those that will definitely need to be studied).

HW

--Begin your work with Article of the Week #4, which is due at the beginning of class on Tuesday, 10/14 (ACE) or Wednesday, 10/15 (BDF). This task will include purposefully reading the directions in the box at the top of the page (which include some additions this week!) and completing your best work with regard to the directions.
--Begin preparing for the Unit #2 vocabulary quiz, which will take place on Tuesday, 10/14 (ACE) or Wednesday, 10/15 (BDF).  You might want to consider completing each of the exercises in the vocabulary book.  Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you'll be in good shape!  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--Bring your vocabulary book to class again next time--please do not forget!
--Read your free reading book for at least 15 minutes between now and next class.  For those of you still struggling to find the "reading flow", I suggest you actually set a timer and commit!  Your book must be finished by early-November.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--FYI: We will pick back up with "St. Lucy's..." next time!

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

• Teambuilding (first and last name prior to participating)
• 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
• Share "tried and true" vocabulary study method (word and easy-to-remember synonym