English 9--12/4/2014 & 12/5/2014

Jump Off (3-5 mins.)
--Pick up a copy of the "Writing--Crafting Introductions" document from the front table.  Then, purposefully read the first page of the document and wait for me to give you further directions.
--PLEASE SEE ME AT THE END OF CLASS: Dakota D., Peter D., Victoria G., and Sierra G.

S. the C. (5-8 mins.)
--You should leave class today with...

• a sound understanding of what a hook is
• a sound understanding of what a bridge is
• a sound understanding of what a thesis statement is
• the ability to craft a hook, bridge, and thesis statement (and, therefore, an introduction!) for your "St. Lucy's Home for Girls Raised by Wolves" End-of-Mini-Unit Assessment/Writing Assignment"
• the wherewithal to find and access additional helpful materials for finishing your essay
• your best effort at a well-written essay closer to completion than it is currently
• i-Ready DONE!

--agenda/HW
--hook, bridge, thesis statement Q & A

Writing Workshop -- Crafting Introductions (15-25 mins.)
--oral reading of sample introductions
--share-out as per purposeful reading directions
--think-aloud:

• how I wrote my introduction
• how I developed my thesis statement

Transition -- grab a laptop from the cart and log in ASAP

Independent Work Time (Writing Workshop & Progress Monitoring) -- End-of-Mini-Unit Assessment/Writing Assignment & i-Ready
--set the parameters for today's work
--continue working on your writing assignment--open up your MLA-formatted document saved to your username

Potential Goals:

• finish your first body paragraph (if you have not done so already)
• outline another body paragraph
• use a completed outline to write another body paragraph
• quick-write your hook via at least one method, then reread/revise/insert (your best option?) into your document
• rough out your thesis statement

--finish i-Ready (if you have not done so already)

Before You Leave
--fully shut down your laptop, shut the laptop, place the laptop in the proper slot, and plug the laptop in with the proper cord

HW
--The final draft of your well-written "St. Lucy's Home for Girls Raised by Wolves" Mini-Unit--End-of-Mini-Unit Assessment/Writing Assignment" essay typed in MLA format is due at the beginning of class next time (Monday, 12/8 [ACE]) or (Tuesday, 12/9 [BDF]). Remember that the following constitutes a well-written essay: introduction (hook, bridge, thesis statement), body paragraphs (topic sentence[s], details, tiebacks, concluding sentence[s]), and conclusion.
--A few reminders:

• The following policy is in place in our classroom as per the "Important Information" document that you read and had signed at the beginning of the school year:
• Long-term assignments (essays, presentations, projects, etc.) will be graded ten (10) points (or 10%) lower per day late, not per class day late.  If you do not have a writing assignment completed on time, you will be required to come in for homeroom detention with me the following day to get assistance and work on completing the assignment.  I expect you to continue coming in during homeroom until the assignment is completed.  Failure to stay for homeroom(s) will result in a central detention.  If after five days you still have not submitted a late long-term assignment, you will receive a “0” (though teachers in the English department have agreed to occasionally use our discretion here). 
• The essay will be placed in your Cumulative Writing Portfolio (see corresponding blog post).
• The assignment sheet and rubrics are meant to help you succeed.  Therefore, you should closely work with the assignment sheet and rubrics as you finish writing.
• Purposeful rereading of your work (for meaning, for organization, for spelling/grammar, etc.) is essential before submission.

--A few potentially helpful links:

• http://www.youtube.com/watch?v=Rnq17dyxyu4 (writing hooks)
• http://writingcenter.unc.edu/handouts/conclusions/ (writing conclusions)

--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

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

• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study

English 10 Honors--12/4/2014

Jump Off
--Pick up a copy of the "QUIZ--Commas with introductory elements" assessment from the front table.  After carefully reading the directions, complete the assessment quietly and independently.  
--When you finish taking the assessment, place your work in the black basket on the front table.  Then, pick up a copy of the "The Old Man and the Sea Novella Unit--Concept Application Assessment--pages 9-25" halfsheet from the front table, which is also a quiz.  You will need to use your copy of TOMatS in order to be successful.  Good luck!

S. the C. (approximately 10 minutes into class)
--Reminder: Keep the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document in mind, as this is where we are headed as we continue working through our first major literature unit of the school year. Do you have any potential ideas in mind already? (Frankly, you should!)
--agenda/HW

Assessment -- TOMatS up to page 25
--When you finish taking the assessment, place your work in the black basket on the front table and begin working on your homework.

Mini-Lesson/Notetaking/Novella Introduction -- Intertextuality
--oral reading of Foster's section for the gist
--share out and jot down notes (12/4/2014--Intertextuality)

--discuss the implications of "intertextuality" with regard to The Old Man and the Sea: The Alchemist IS The Old Man and the Sea!

Closure -- NONE--I WILL DETERMINE "WHERE YOU ARE" VIA TODAY'S ASSESSMENTS

HW Time (cont.)

HW

--Finish your work with Article of the Week #9, which is due at the beginning of class next time (Monday, December 8th).
--Purposefully read up to pg. 72 of TOMatS--continue with high-quality Post-its (or another form of notes) for discussion/assessment preparation:

• The basics (characters, setting, conflict, etc.)
• Christological figure
• Hero as a literary term
• Hemingway's writing style (for which he is famous!)
• Intertextuality with The Alchemist--they're the same story!
• Stoicism

--Bring your vocabulary book to class next time.  PLEASE DO NOT FORGET!
--Don't forget about your free reading book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.

English 9--12/2/2014 & 12/3/2014

Jump Off
--Pick up a copy of the "'St. Lucy's Home for Girls Raised by Wolves' Mini-Unit--End-of-Mini-Unit Assessment/Writing Assignment" packet from the front table.  Back at your desk, purposefully read the first page of the packet and skim the rubric pages.  What questions do you have for me, if any?
--PLEASE SEE ME AT THE END OF CLASS: Jeremy J., Garrett M., Dakota D., Peter D., Victoria G., Shawn H., Katie K., Breonna P., Dakota R., and Sierra G.

S. the C.
--take a look at the "The Cumulative Writing Portfolio (English 9)" blog post
--Q & A
--agenda/HW

Writing Workshop -- Outlining/Drafting "Think-Aloud" for End-of-Mini-Unit Assessment/Writing Assignment
--outlining/drafting documents shared

Transition -- grab a laptop from the cart and log in ASAP

Independent Work Time (Writing Workshop & Progress Monitoring) -- End-of-Mini-Unit Assessment/Writing Assignment & i-Ready
--set the parameters for today's work
--continue brainstorming for and outlining a paragraph or paragraphs for your upcoming writing assignment--open up your MLA-formatted document saved to your username
--finish i-Ready if you have not already done so
*I WILL BE AROUND TO CHECK YOUR FORMAT*

Before You Leave
--fully shut down your laptop, shut the laptop, place the laptop in the proper slot, and plug the laptop in with the proper cord

HW
--Next time we meet, we will have computer access one last time in order to continue (finish?) working on drafting your End-of-Unit Assessment/Writing Assignment following some instruction about crafting thesis statements and writing introductions and conclusions. It would be in your best interest to have the body of your essay fully outlined (or written!) by the beginning of next class (if you do not already). See me if you would like additional paragraph templates.
--The final draft of your well-written essay typed in MLA format is due at the beginning of class on Monday, 12/8 (ACE) or Tuesday, 12/9 (BDF).  Remember that the following constitutes a well-written essay: introduction (hook, bridge, thesis statement), body paragraphs (topic sentence[s], details, tiebacks, concluding sentence[s]), and conclusion.
--If you anticipate finishing your essay at home, you might want to bring a flashdrive next class, as next class marks our last in-class work session with computer access.
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

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

• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study

English 10 Honors--12/2/2014

Jump Off
--Pick up an index card from the front table. On the index card, write the three sentences below. Finally, label the subject and verb of each of the sentences.

• I go walking in my sleep.
• You are another day older.
• They'll tell you I'm insane.

--Please take out your homework (Article of the Week #8 purposeful reading and multiple choice questions).  Then, on the front board, put a tally mark next to the letter that corresponds with your answer for each of the questions.  (For example, if I circled B for the first question, I would put a tally mark next to the B next to the number 1.)
--PLEASE SEE ME AFTER CLASS: Michelle T.

S. the C.
--FYI: Our main focus today during the "Grammar Hammer" portion of the agenda is on the following standard:
English 10 Honors students:

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Editing for conventions should demonstrate command of all grammar hammer rules.

--Reminder: Keep the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document in mind, as this is where we are headed as we continue working through our first major literature unit of the school year. Do you have any potential ideas in mind already? (Frankly, you should!)
--agenda/rationale/HW
--ceremonial dropping of the hammer

Instruction -- The Grammar Hammer--“Missing comma after an introductory element”
--go over the Jump Off by labeling the S/V for each of the provided sentences
--Transition--pick up the "Missing comma after an introductory element" packet from the front table--read the instructions, add commas to the sample sentences, and model rule/tips with sample sentences above
--complete PRACTICE
--go over PRACTICE, reiterating rule/tips
--For HW, prepare for the "Missing comma after an introductory element" assessment--you must really “know your way around” this error and fixing it in order to be successful on said assessment.

Transition

--Pick up your Article of the Week #7 written responses, which were scored based on Organization and Control of Conventions, from the front table.

Application Activity -- The Grammar Hammer/Article of the Week #7

--Reminder: Topic sentences/claims in purpose-driven paragraphs must fully preview the contents of the forthcoming writing.  Here is an example of quality work:

• In the article "What Richard Branson Can Learn from the Virgin Galactic Tragedy", the author, Jeffrey Kluger, claims that the SpaceShipTwo failure could have been avoided.  Ultimately, I do not agree with Kluger's statement.

--re-read your writing piece, paying particularly close attention to the check marks in the lefthand margin
--for each of the check marks in the lefthand margin, see if you can find and fix the errors pertaining to Control of Conventions

• I will model RE-READING vs. re-reading on the SmartBoard before you begin.

Old Business -- Article of the Week #8
--go over the correct responses to some (most? none?) of the multiple choice questions via our class tally and a drawing of cards for sharing text that leads to correct answers
--Fist to Five: How helpful for you was the test-taking strategy that the Article of the Week required?

Transition
--Pick up a copy of each of the following items from the front table:

• "Article of the Week #9 (12/1-12/5)--2014-2015 School Year"
• "Interlude: One Story" (a section from Thomas C. Foster's How to Read Literature Like a Professor [2003]) 

Back at your desk, purposefully read the first page of the Article of the Week document.  What questions do you have for me, if any?
--Q & A

Mini-Lesson/Notetaking/Novella Introduction -- Intertextuality
--oral reading of Foster's section for the gist
--share out and jot down notes (12/2/2014--Intertextuality)

--discuss the implications of "intertextuality" with regard to The Old Man and the Sea: The Alchemist IS The Old Man and the Sea!

Transition

--Clean out all of your notes from The Alchemist. Organize and save your notes! Then, return your copy of The Alchemist and pick up a copy of Ernest Hemingway's The Old Man and the Sea (TOMatS). Write your first and last name and "Mr. Martin" on the inside cover of the novella. Then, write your first and last name and book number on the sheet on the front table.
--While up at the front table, pick up approximately 6-8 Post-its, the quarter-slip titled "What to put on Post-its," and a piece of Scotch tape. Stick the quarter-slip to the inside cover of your copy of TOMatS.
--Take a look through TOMatS in order to get a feel for it.

HW Time
--independent reading

HW

--Prepare for the "Missing comma after an introductory element" assessment, which will take place next class.
--Begin your work with Article of the Week #9, which is due at the beginning of class on Monday, December 8th.
--Purposefully read pgs. 9-25 of TOMatS. Demonstrate your best skill level in reading purposefully via the Post-it Note strategy (or?), and expect both to discuss your ideas and for me to collect your work next class. As with our reading of The Alchemist, I reserve the right to conduct a reading assessment at any time. Consider the list below when dealing with TOMatS:

• the basics (characters, setting, conflict, etc.)
• Christological figure
• Hero as a literary term
• Hemingway's writing style (for which he is famous!)
• Intertextuality with The Alchemist

--Don't forget about your free reading book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.

English 9--12/1/2014

1/2 Day Schedule (No Homeroom)

Block 1 -- 7:35-8:18 (43 minutes)

Block 2 -- 8:23-9:05 (42 minutes)

Block 3 -- 9:10-9:53 (43 minutes)

Block 4 -- 9:58-10:40 (42 minutes)

Jump Off
--Pick up a copy of the "i-Ready Progress Monitoring" halfsheet from the front table. When you hear your name called for attendance, come see me over at my computer where I will give you a strip of paper with your log-in information.

S. the C.
--agenda/HW
--set the parameters for today's work

• a note about headphones
• This is an assessment, so...

Transition
--head down to the Computer Lab

Assessment -- i-Ready Progress Monitoring
--Right before the end of the abbreviated class period, click the X in order to save your progress.

HW
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Next time we meet, we will have computer access yet again in order to finish progress monitoring and continue working on drafting your End-of-Unit Assessment/Writing Assignment following some instruction about crafting thesis statements and writing introductions and conclusions. It would be in your best interest to have the body of your essay fully outlined by the beginning of next class. See me if you would like additional paragraph templates.

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

• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study

 

English 9--11/25/2014

Jump Off
--Pick up a copy of the "i-Ready Progress Monitoring" halfsheet from the front table.  When you hear your name called for attendance, come see me over at my computer where I will give you a strip of paper with your log-in information.

S. the C.
--agenda/HW
--set the parameters for today's work

• a note about headphones
• this is an assessment, so...
• any viable goals for the writing assignment?
• When the first person is logged in, I will check out his or her computer screen and give you further directions, as I am learning how this program works along with you!

Transition
--head down to the Computer Lab

Assessment -- i-Ready Progress Monitoring

Writing Workshop -- "St. Lucy's..." Mini-Unit--End-of-Mini-Unit Assessment/Writing Assignment
--continue brainstorming for and outlining a paragraph or paragraphs for your upcoming writing assignment--open up your MLA-formatted document saved to your username
*I WILL BE AROUND TO CHECK YOUR FORMAT*

HW
--Block 4 ACE: Read your free reading book for at least an hour over break (I DARE YOU!). ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Blocks 1, 2, and 4 BDF: Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Next time we meet, we will have computer access yet again in order to continue working on drafting your End-of-Unit Assessment/Writing Assignment following some instruction about crafting thesis statements and writing introductions and conclusions.  It would be in your best interest to have the body of your essay fully outlined by the beginning of next class.  See me if you would like additional paragraph templates.

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

• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study

English 10 Honors--11/25/2014

Jump Off

--Pick up the following documents from the front table and begin familiarizing yourself with the documents back at your desk:

• "Article of the Week #8 (11/24-11/28)--2014-2015 School Year"
• a rubric/HEDI Scale

*I WILL BE AROUND TO RETURN YOUR "INTERTEXTUALITY UNIT--THE ALCHEMIST ACTIVE/PURPOSEFUL READING ASSESSMENT--PGS. 1-47" WRITING PIECES*
--PLEASE SEE ME AFTER CLASS: Wackaflockaflame, Katie Pond, Barack Obama, and Bella Flinn

S. the C.
--Reminder: Keep the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document in mind, as this is where we are headed as we continue working through our first major literature unit of the school year. Do you have any potential ideas in mind already? (Frankly, you should!)
--Reminder--Speaking and Listening Standards: English 10 Honors students can participate effectively in a collaborative discussion, building on others' ideas and expressing their 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 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 their 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."

--agenda/HW
--Article of the Week modeling for the first multiple choice question
--post-assessment reflection:

• score range and average score shared:
• 76%-95%
• 84.86%
• exemplary response shared
• reread your response and all commentary--completing a "pros"/"grows" chart in your notebook might not be a bad idea!
• Having now finished the novella, does your preliminary theme statement "hold up"?

Transition
--Read back through your responses on the "Purposeful Reading Questions" document for Thomas C. Foster's "Everywhere Is Just One Place". Star the two that you feel most prepared to talk about during today's discussion. Then, form a circle out of the desks.

Circle Discussion -- Thomas C. Foster's "Everywhere Is Just One Place" from How to Read Novels Like a Professor
--today's discussion will follow a pre-established order until I indicate otherwise!
--discuss responses to each of the questions as per the protocol

Circle Discussion (cont.) -- Magical Realism, Paulo Coelho Author Background, and The Alchemist up to the End
--Transition--take out the following items: "The Alchemist Novel Unit--Genre Notes" page, notebook, the "Have You..." list from several classes ago, active/purposeful reading notes, and any additional discussion ideas
--continue engaging in discussion as per the protocol

Items for discussion:

• What is magical realism? What are magical realist authors "up to"?
• How does Paulo Coelho's The Alchemist "fit the magical realism bill", so to speak?
• Magical Realism Mini-Lesson closure pieces:
• Reconsider your preliminary theme statement from the assessment a few classes back and those shared by Mr. Martin earlier in the class block. As magical realism, Paulo Coelho’s novella contains elements of fantasy, and yet these elements help provide an insight into the true human condition, the way that real human beings think and act. How so?
• Connections between Paulo Coelho's life and the novella
• The "Have You..." list (e.g., Have you found any meaningful quotations that have "spoken to you"?)
• Application of new terms/concepts (e.g., dilemma, fable, foil) to the novella
• For example, you might attempt to answer this question: What characters in the novella serve as foils to each other? How so? What is Coelho's purpose?
• Active/purposeful reading notes
• Theme statements from "Intertextuality Unit--The Alchemist Active/Purposeful Reading Assessment--pgs. 1-47" writing pieces along with evidence from the novella beyond page 47

Transition -- re-column the desks

Closure -- Final Thoughts
--In your notebook, jot down a one-sentence final thought.
--whip-around

HW
--Complete your work with Article of the Week #8, which is due at the beginning of class next time (Tuesday, December 2nd).  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.
--Remember that I reserve the right to conduct a reading assessment at any time. It would be in your best interest to continuously review your reading notes for The Alchemist and any related materials. Remember, too, that you are expected to both understand and apply your understandings of the following terms/concepts to your reading of the novella (in addition to the typical terms/concepts such as setting, symbolism, theme, etc.): allegory (add this to your "Terms/Concepts/Tips--A Running List" section of your notebook), aphorism, dilemma, everyman (add to notebook), fable, foil, genre, interior monologue, leitmotif, magical realism, monomyth (hero's journey), motif, myth, paradox (add to notebook), and quest. A sample assessment question/prompt, then, might look like the following:

• How is Paulo Coelho's novella The Alchemist a blending of several literary modes/genres? Consider using any or all of the following terms in your response: genre, allegory, fable, and magical realism. What is one likely purpose Coelho was looking to fulfill when he decided to tell such a story?

--Read your free reading book for at least an hour over break (I DARE YOU!). ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 9--11/24/2014 (Blocks 1, 2, & 4 BDF)

Jump Off
--Please do the following:

• Turn in your actively/purposefully read Article of the Week #6 and one-paragraph response by placing your work in the black basket on the front table.
• Sit in your new assigned seat.
• Take out your "Notes/Instruction as per Mr. Martin's Reflections" document (the packet with which we worked two classes ago).
• Take out your "Stage Analysis Tool (RL.5)" homework, which was assigned for completion by the beginning of class two classes ago. Flip the document over to the back and reread your response to the bolded question at the bottom of the page, which reads as follows: "Overall, how do the epigraphs impact the reader's/readers' experience with the text?" Then, underline your main claim and summarize the gist of your response somewhere in the margin. Finally, add a bullet to the list on the front board in response to this prompt: "The epigraphs exist to..." The more information we have in this list, the better off we will be later in the class block when we get started on the End-of-Mini-Unit Assessment.

S. the C.
--agenda/HW

• We will move from left to right-ish across the whiteboards today working together, taking notes, etc.

--AS WITH TWO CLASSES AGO, MASTERY OF TODAY'S LESSON WILL BE ASSESSED VIA OUR NEXT MAJOR WRITING ASSIGNMENT, THE END-OF-MINI-UNIT ASSESSMENT FOR "ST. LUCY'S...".
--Old Business: Wrap up the "Writing Workshop" block from two classes ago (black/blue area of the whiteboard)

Writing Workshop -- "St. Lucy's..." Mini-Unit--End-of-Mini-Unit Assessment/Writing Assignment
--work together to tear apart the upcoming writing assignment and establish a "plan of attack" in order to be set up for success (plum area of the whiteboard)

• as we complete this work, consider the homework assignment due two classes ago (red area of the whiteboard)

--Transition--pick up a copy of the "A Paragraph's a Paragraph's a Paragraph!--Template for Crafting a Purpose-Driven, Tightly-Written Paragraph" document from the front table
--begin brainstorming for/outlining a paragraph about structure for your upcoming writing assignment (green area of the whiteboard)--I will model a bit, then set you free!
--Transition--grab a laptop from the cart, log in, and open up Microsoft Word as quickly as possible
--MLA Format quickly modeled--follow along and properly set up your paper
--set the parameters for work block (structure paragraph)

Before You Leave
--fully shut down your laptop, shut the laptop, place the laptop in the proper slot, and plug the laptop in with the proper cord
--pick up a copy of the "MLA Format" document from the podium by the door and file the document away in your binder--you will need this frequently this school year and beyond!

HW
--Read your free reading book for at least an hour over break (I DARE YOU!). ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Next time we meet, we will have computer access again for progress monitoring (i-Ready) and continued work drafting your End-of-Unit Assessment/Writing Assignment. It would be in your best interest to outline another body paragraph for your essay between now and next week. If you decide to do so (a wise decision!), additional paragraph templates are available on the podium next to the door.

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

• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study

English 9--11/21/2014 (Block 4 ACE)

Jump Off
--Turn in your actively/purposefully read Article of the Week #6 and one-paragraph response by placing your work in the black basket on the front table.

S. the C.
--Reminder:
--CONTINUE THINKING ABOUT YOUR NEXT MAJOR WRITING ASSIGNMENT:

End-of-Mini-Unit Assessment Writing Prompt:
When writing “St. Lucy’s Home for Girls Raised by Wolves,” author Karen Russell decided to begin each section of the text with information about a stage of Lycanthropic Culture Shock in the form of an epigraph. Russell also decided to depict each of her characters in certain ways in relation to the five stages of Lycanthropic Culture Shock. How do these decisions by the author help develop an emergent theme/central idea of the short story?

--HW list shared

FREE READING

HW
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Next class, we will have computer access again for progress monitoring (i-Ready) and continued work drafting your End-of-Unit Assessment/Writing Assignment. It would be in your best interest to outline another body paragraph for your essay between now and next week. If you decide to do so (a wise decision!), additional paragraph templates are available on the podium next to the door.

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

• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study

English 10 Honors--11/21/2014

Jump Off
--Turn in your actively read Article of the Week #7 along with your one-paragraph response stapled on top of the article by placing your work in the black basket on the front table.
--If you are hoping to meet with me about Cumulative Writing Portfolio revisions during today's class block, please add your name to the list on the front board underneath Josh B. and Ronald L.

S. the C.
--Reminder: Keep the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document in mind, as this is where we are head as we continue working through our first major literature unit of the school year. Do you have any potential ideas in mind already? (Frankly, you should!)
--HW list shared

FREE READING

HW
--Remember that I reserve the right to conduct a reading assessment at any time. It would be in your best interest to continuously review your reading notes for The Alchemist and any related materials. Remember, too, that you are expected to both understand and apply your understandings of the following terms/concepts to your reading of the novella (in addition to the typical terms/concepts such as setting, symbolism, theme, etc.): allegory (add this to your "Terms/Concepts/Tips--A Running List" section of your notebook), aphorism, dilemma, everyman (add to notebook), fable, foil, genre, interior monologue, leitmotif, magical realism, monomyth (hero's journey), motif, myth, paradox (add to notebook), and quest. A sample assessment question/prompt, then, might look like the following:

• How is Paulo Coelho's novella The Alchemist a blending of several literary modes/genres? Consider using any or all of the following terms in your response: genre, allegory, fable, and magical realism. What is one likely purpose Coelho was looking to fulfill when he decided to tell such a story?

--Don't forget about your free reading book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Expect a continuation of last class next week.

English 9--11/20/2014 (Blocks 1, 2, & 4 BDF)

FREE READING

Reminder (at some point before the end of class):
--CONTINUE THINKING ABOUT YOUR NEXT MAJOR WRITING ASSIGNMENT:

End-of-Mini-Unit Assessment Writing Prompt:
When writing “St. Lucy’s Home for Girls Raised by Wolves,” author Karen Russell decided to begin each section of the text with information about a stage of Lycanthropic Culture Shock in the form of an epigraph. Russell also decided to depict each of her characters in certain ways in relation to the five stages of Lycanthropic Culture Shock. How do these decisions by the author help develop an emergent theme/central idea of the short story?

--HW list shared

HW

--Finish your work with Article of the Week #6, which is due at the beginning of class next time (Monday, 11/24 [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. I hope that you see the connection between the quotation integration portion of this week's assignment and other writing assignments that you have completed and will complete this school year!
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Next time, we will discuss the homework that was due last class, tear apart and develop a "plan of attack" for the End-of-Mini-Unit Assessment prompt, begin the essay-writing process by reviewing basic paragraph structure and brainstorming/outlining the components necessary for a purpose-driven paragraph about author Karen Russell's structure, and set up Microsoft Word documents in MLA format.  If you come to class with somewhat of a rough outline in place, you will be in GREAT SHAPE!

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

• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study

English 9--11/19/2014 (Block 4 ACE)

Jump Off
--Please do the following:

• Sit in your new assigned seat.
• Take out your "Notes/Instruction as per Mr. Martin's Reflections" document (the packet with which we worked last class).
• Take out your "Stage Analysis Tool (RL.5)" homework, which was assigned for completion by the beginning of last class.  Flip the document over to the back and reread your response to the bolded question at the bottom of the page, which reads as follows: "Overall, how do the epigraphs impact the reader's/readers' experience with the text?"  Then, underline your main claim and summarize the gist of your response somewhere in the margin.  Finally, add a bullet to the list on the front board in response to this prompt: "The epigraphs exist to..."  The more information we have in this list, the better off we will be later in the class block when we get started on the End-of-Mini-Unit Assessment.

S. the C.
--agenda/HW

• We will move from left to right-ish across the whiteboards today working together, taking notes, etc.

--AS WITH LAST CLASS, MASTERY OF TODAY'S LESSON WILL BE ASSESSED VIA OUR NEXT MAJOR WRITING ASSIGNMENT, THE END-OF-MINI-UNIT ASSESSMENT FOR "ST. LUCY'S...".
--Old Business: Wrap up the "Writing Workshop" block from last class (black/blue area of the whiteboard)

Writing Workshop -- "St. Lucy's..." Mini-Unit--End-of-Mini-Unit Assessment/Writing Assignment
--work together to tear apart the upcoming writing assignment and establish a "plan of attack" in order to be set up for success (plum area of the whiteboard)

• as we complete this work, consider the homework assignment due last class (red area of the whiteboard)

--Transition--pick up a copy of the "A Paragraph's a Paragraph's a Paragraph!--Template for Crafting a Purpose-Driven, Tightly-Written Paragraph" document from the front table
--begin brainstorming for/outlining a paragraph about structure for your upcoming writing assignment (green area of the whiteboard)--I will model a bit, then set you free!
--Transition--grab a laptop from the cart, log in, and open up Microsoft Word as quickly as possible
--MLA Format quickly modeled--follow along and properly set up your paper
--set the parameters for work block (structure paragraph)

Before You Leave
--shutdown your laptop fully, shut the laptop, place the laptop in the proper slot, and plug the laptop in with the proper cord
--pick up a copy of the "MLA Format" document from the podium by the door and file the document away in your binder--you will need this frequently this school year and beyond!

HW
--Finish your work with Article of the Week #6, which is due at the beginning of class next time (Friday, 11/21 [ACE]). 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 hope that you see the connection between the quotation integration portion of this week's assignment and other writing assignments that you have completed and will complete this school year!
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  We will definitely read in class next time.
--Next week, we will have computer access again for progress monitoring (i-Ready) and continued work drafting your End-of-Unit Assessment/Writing Assignment.  It would be in your best interest to outline another body paragraph for your essay between now and next week.  If you decide to do so (a wise decision!), additional paragraph templates are available on the podium next to the door.

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

• Review the parts of speech as introduction to our grammar work/in order to aid in vocabulary study

English 10 Honors--11/19/2014

Jump Off
--Please pick up a copy of Thomas C. Foster's chapter titled "Everywhere Is Just One Place" from How to Read Novels Like a Professor.  We will begin class today by gist reading Foster's work, briefly summarizing each of the paragraphs in the lefthand margin.  I will model with the first paragraph as we get started.
--PLEASE SEE ME AFTER CLASS: Bon-Kwee-Kwee

S. the C.
--agenda/HW
--Reminder: Keep the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document in mind, as this is where we are head as we continue working through our first major literature unit of the school year.
--Reminder--Speaking and Listening Standards: English 10 Honors students can participate effectively in a collaborative discussion, building on others' ideas and expressing their 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 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 their 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."

Activity #1/Discussion Preparation -- Thomas C. Foster's "Everywhere Is Just One Place" from How to Read Novels Like a Professor
--conduct a gist reading of the text, briefly summarizing each of the paragraphs in the lefthand margin (an intelligent active reading strategy!)
--Transition--pick up a copy of the "Purposeful Reading Questions" from the front table and read and attend to the directions back at your desk

• Q & A
• I will model one response--majority rules!

--independent work time
--partner work time

Transition
--Read back through your responses.  Star the two that you feel most prepared to talk about during today's discussion.  Then, form a circle out of the desks.

Circle Discussion -- Thomas C. Foster's "Everywhere Is Just One Place" from How to Read Novels Like a Professor
--set the context for the discussion--as learners, what do you stand to gain?
--today's discussion will follow a pre-established order until I indicate otherwise!
--discuss responses to each of the questions as per the protocol

Circle Discussion (cont.) -- Magical Realism, Paulo Coelho Author Background, and The Alchemist up to the End
--Transition--take out the following items: "The Alchemist Novel Unit--Genre Notes" page, notebook, the "Have You..." list from several classes ago, active/purposeful reading notes, and any additional discussion ideas
--continue engaging in discussion as per the protocol

Items for discussion:

• What is magical realism?  What are magical realist authors "up to"?
• How does Paulo Coelho's The Alchemist "fit the magical realism bill", so to speak?
• Magical Realism Mini-Lesson closure pieces:
• Reconsider your preliminary theme statement from the assessment a few classes back and those shared by Mr. Martin earlier in the class block. As magical realism, Paulo Coelho’s novella contains elements of fantasy, and yet these elements help provide an insight into the true human condition, the way that real human beings think and act. How so?
• Connections between Paulo Coelho's life and the novella
• The "Have You..." list (e.g., Have you found any meaningful quotations that have "spoken to you"?)
• Application of new terms/concepts (e.g., dilemma, fable, foil) to the novella
• For example, you might attempt to answer this question: What characters in the novella serve as foils to each other?  How so?  What is Coelho's purpose?
• Active/purposeful reading notes

Transition -- re-column the desks

Closure -- "Today, I learned..."
--On a scrap of paper (or an index card from the front table if you prefer), finish the sentence-started above in no fewer than three sentences.  Practice writing in a detailed and explanatory fashion.
--You must properly use at least one of the 75 vocabulary words with which we have dealt somewhere within what you write, and try not to force it!

HW
--Remember that I reserve the right to conduct a reading assessment at any time.  It would be in your best interest to continuously review your reading notes for The Alchemist and any related materials.  Remember, too, that you are expected to both understand and apply your understandings of the following terms/concepts to your reading of the novella (in addition to the typical terms/concepts such as setting, symbolism, theme, etc.): allegory (add this to your "Terms/Concepts/Tips--A Running List" section of your notebook), aphorism, dilemma, everyman (add to notebook), fable, foil, genre, interior monologue, leitmotif, magical realism, monomyth (hero's journey), motif, myth, paradox (add to notebook), and quest.  A sample assessment question/prompt, then, might look like the following:

• How is Paulo Coelho's novella The Alchemist a blending of several literary modes/genres?  Consider using any or all of the following terms in your response: genre, allegory, fable, and magical realism.  What is one likely purpose Coelho was looking to fulfill when he decided to tell such a story?

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is the end of the day on Friday, November 21st (two days 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.  Time for meetings will exist in class on Friday, which is a half-day, on a first-come, first-served basis beginning with Josh B.
--Finish your work with Article of the Week #7, which is due at the beginning of class next time (Friday, November 21st).  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.  You might consider visiting the following web address in order to have access to the hyperlinks included within the article:
http://time.com/3554609/branson-twitter-virgin-galactic/
--Don't forget about your free reading book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  We will definitely read in class next time.