English 9--1/9/2015 & 1/12/2015

Jump Off
--Turn in your actively read Article of the Week #8 along with your written response stapled on top by placing your work in the black basket on the front table.

S. the C.
--agenda/HW
--Reminders:

• The due date for submission of revisions is Thursday, 1/15 (ACE) or Friday, 1/16 (BDF)--just under one week from today!
• Any writing piece that has already received a score of 80% or higher can be given back to me for submission today if the writer of the piece chooses not to revise.

 
Transition
--pick up a laptop and log in
--parameters set for today's work block
 
ON THE LAPTOPS...

• #1: Students who have not yet completed i-Ready (LIST SHARED) must do this before doing anything else.
• #2: Students who need to complete revisions (LIST SHARED) or are choosing to complete revisions for the "'St. Lucy's...' End-of-Mini-Unit Writing Assignment" will work on improving their essays.
• #3: Student who are both finished with i-Ready and not required to complete revisions and are choosing not to do revisions will engage in free reading.

*During this work block, I will meet with students as per the pre-established order.  Then, I will touch base with several additional students.  Please listen for your name!*

HW
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Writing Assignment" for the Cumulative Writing Portfolio is Thursday, 1/15 (ACE)--just under one week from today or Friday, 1/16 (BDF)--five days from today (THIS Friday!).  Remember that 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.
--One-pagers are due at the end of class on Tuesday, 1/20 (ACE) or Wednesday, 1/21 (BDF) for those students who have yet to complete one. We will use some class time on that Tuesday/Wednesday to complete one-pagers. Students who have already submitted a one-pager will engage in free reading during this time. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--We will continue the lesson that we began last class when we meet again next week.

English 10 Honors--1/9/2015

Jump Off
--Turn in your actively read Article of the Week #11 along with your written response stapled on top by placing your work in the black basket on the front table.
--Engage in some last-minute vocabulary studying quietly and independently.
--When I direct you to do so, pick up the Unit #5 vocabulary assessment from the front table. Complete the quiz quietly and independently. Good luck!
--When you finish taking the vocabulary quiz, place your quiz in the black basket on the front table. While you are up at the front table, pick up a copy of the "MLA Format" document. Then, take a laptop from the cart and log yourself in. Finally, take out your essay introduction and outline so that you are "ready to rock with" the drafting process.

S. the C.
--agenda/HW

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--quick modeling of MLA Format (if necessary)
--set the parameters for work block
--as you work today, it would be in your best interest to check out the following link: http://www.fountainheadpress.com/signs/supportmaterials/AE_Martian%20Essay.pdf

HW
--Continue progressing through writing your essay. Next class, bring a print out of your draft. The final version of your essay (your absolute best effort) is due at the beginning of class on Tuesday, 1/20. Strive for mastery!
--One-pagers are due at the end of class on Tuesday, 1/20 for those students who have yet to complete one.  We will use some class time on that Tuesday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 9--1/7/2015 & 1/8/2015

Jump Off
--Pick up an index card from the front table. Number the index card 1-3, skipping a line after each number. Then, wait quietly for further directions.

S. the C.
--agenda/HW

--list of students needing to complete i-Ready shared--Next time we meet, you will have computer access and can work on completing i-Ready; however, this time with computers is really meant for essay revisions.
--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?

• The due date for submission is Thursday, 1/15 (ACE) or Friday, 1/16 (BDF)--just over one week from today!
• Reminder: Any writing piece that has already received a score of 80% or higher can be given back to me for submission today if the writer of the piece chooses not to revise.

--review via PowerPoint (#1-3--label parts of speech together for first sentence)
--RE-READING vs. re-reading modeled on the SmartBoard as preparation for the activity that will take place after today's assessment. 
--Today, during the second half of the block, we will begin focusing on the final assessment of Quarter 2:

End-of-Mini-Unit Assessment Prompt:
Write a well-developed paragraph in which you use ideas from both Rainer Maria Rilke’s “Letter One” (a nonfictional letter) and Eugenia Collier’s “Marigolds” (a fictional short story) to establish a controlling idea.  (A controlling idea is a unifying central idea/theme statement for a theme word that emerges from both works.)  Develop your controlling idea using strong and thorough textual evidence from both Rilke’s letter and Collier’s short story.

Transition

--Pick up a copy of the grammar hammer assessment from the front table.  

Assessment -- The Grammar Hammer--Parts of Speech/Commas with Introductory Elements
--purposefully read the directions and carefully complete the assessment as per the directions
--When you finish, place your assessment in the black basket on the front table.  Then, read the directions below and get started!

Application Activity/Writing Workshop -- The Grammar Hammer/"St. Lucy's..." End-of-Mini-Unit Writing Assignment
--Directions: For each of the check marks in the lefthand margin of the "Conventions Check" page of your essay, see if you can find and fix the errors pertaining to Control of Conventions starting with RE-READING for missing commas after introductory elements.

Transition
--Pick up a copy of Eugenia Collier's "Marigolds" from the front table.
--Back at your desk, on a scrap sheet of paper, respond to the following prompt/question via a quick-write:

• Think of a time when you did something in a fit of anger or frustration that you regretted later.  Did you perhaps destroy something or hurt someone, simply because you were mad, depressed, or having a hard time?  Tell the story of what happened.
• I'LL TELL MY STORY FIRST!

Oral Reading -- Eugenia Collier's "Marigolds"
--share-out as per the quick-writing completed during the transition (three students selected at random from volunteer pool)
--Reminder (blog post from late-September): the nature of a typical “first-draft” reading of a difficult text:

• A gist reading--“survival mode” in order to understand/comprehend the text on a literal level
• Ask the “curious questions”
• Basic comprehension is essential if any deeper understanding is to occur.
• Easier with some sort of defined purpose (therefore, often a purposeful reading)
• Most effective when it is still somewhat active reading (annotate: jot down curious questions, jot down notes related to your defined purpose, etc.)
• BASED ON A QUICK ANALYSIS OF WHERE WE ARE HEADED, HOW OUGHT WE PURPOSEFULLY ANNOTATE TODAY?:

End-of-Mini-Unit Assessment Prompt:

Write a well-developed paragraph in which you use ideas from both Rainer Maria Rilke’s “Letter One” (a nonfictional letter) and Eugenia Collier’s “Marigolds” (a fictional short story) to establish a controlling idea.  (A controlling idea is a unifying central idea/theme statement for a theme word that emerges from both works.)  Develop your controlling idea using strong and thorough textual evidence from both Rilke’s letter and Collier’s short story.

--oral first-draft/purposeful/active reading of "Letter One"

Transition
--discussion protocol/"Discussion Contribution Rating Scale" reminder
--3 vs. 4 modeling
--Form an alphabetical-by-first-name circle out of the desks.  Have and be ready to discuss your annotated short story.

Discussion -- Eugenia Collier's "Marigolds"
--share out as per first-draft/purposeful/active reading annotations--as I mark up the text on the SmartBoard, do the same on your personal copy of the text 

Closure -- Tentative Controlling Idea
--On a scrap of paper including your first and last name, respond to the following question:

• Based on your analysis of Rilke's letter and our discussion of Collier's short story, what is your tentative unifying central idea/theme statement?

HW
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Writing Assignment" for the Cumulative Writing Portfolio is Thursday, 1/15 (ACE) or Friday, 1/16 (BDF)--just over one week from today!  Remember that 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.  (Time will permit for BDF students next time we meet!)
--Next class,  you will have computer access in order to work on essay revisions.  Plan accordingly!
--I will be after school today in order to help students work on hook and thesis statement improvements.  Be proactive and attend this session if it pertains to you!
--Finish your work with Article of the Week #8, which is due at the beginning of class next time (Friday, 1/9 [ACE] or Monday, 1/12 [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.
--One-pagers are due at the end of class on Tuesday, 1/20 (ACE) or Wednesday, 1/21 (BDF) for those students who have yet to complete one.  We will use some class time on that Tuesday/Wednesday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 10 Honors--1/7/2015

Jump Off
--Take out your HW (essay outline) and place it in the black basket on the front table.
--Pick up an index card from the front table.  Then, complete the two tasks below:

• #1: For your assigned word, write a sentence on the front of the index card properly using the word.  Write with "voice," and include enough context to clearly show that you have incorporated the "whimsical word" into your vocabulary.  (If you need to determine the meaning of your word, please do so via a SmartPhone or a dictionary from the back of the classroom.)
• Column 2: festoon (v.)
• Column 3: finagle (v.)
• Column 4: flagitious (adj.)
• Column 5: flibbertigibbet (n.)
• Column 6: flummoxed (v.)
• #2: On the back of the index card, develop a plan for using one of the Unit #5 vocabulary words within the essay that you are currently outlining/drafting.  For example, if I was completing this same task for the Unit #4 list, I might write the following on the back of my index card:
• In one section of my essay, I am discussing Hemingway's rise to fame as an author.  I can write something along these lines: Hemingway first gained the esteem of critics with his work... 

S. the C.
--go over the Choosing the Right Word ("50/50") vocabulary exercise (pages 65 and 66) by sharing both the circled word and underlined context clues three-in-a-row style 
--"whimsical words" sentences and application of words in own writing plans shared via a drawing of cards (5 total)
--For HW, finish preparing for the Unit #5 vocabulary quiz, which will take place at the beginning of next class (Friday, 1/9). Make sure to familiarize yourself with the "Whimsical Words." REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!
--During today's Writing Workshop, we will work on:

• analyzing how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
• analyzing how an author's ideas or claims are developed and refined by particular sentences or paragraphs of a text.
• delineating and evaluating the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
• participating effectively in one-on-one or group discussions, building on others' ideas and expressing our own clearly and persuasively.
• developing and strengthening writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• producing clear and coherent writing in which the development, organization, andstyle are appropriate to task, puprose, and audience.

Transition
--peer outlines delivered to student pairs (and one threesome)

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--key ideas for part of today's work (same as last class):

• The thesis statement (or argument...whatever you'd like to call it) must present a meaningful and complex idea.
• The evidence gathered via active/critical/purposeful rereading must be both strong and thorough.
• The explanations about the significance of these pieces of evidence in terms of your thesis/argument must be both clear and convincing.
• Overall, the essays that you are currently working on, in their finished forms, must communicate complex ideas effectively. No barriers should exist between you and your audience.

--questions/directives for today's peer feedback block:

• Is the thesis statement both meaningful and complex, or does the thesis statement seem pretty straightforward or as if it's "missing something"? IF THE THESIS STATEMENT NEEDS IMPROVEMENT, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "Your thesis statement is making me think 'so what?' If both Santiagos learn important life lessons, who cares? What does that tell me as a reader about life lessons? And, what specific life lessons are being conveyed to each?").
• Are the pieces of evidence selected both strong and thorough? Can you think of a piece of evidence or two that your peer could/should use in order to improve the quality and/or thoroughness of his/her details? AGAIN, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "You might want to consider using...").
• Are the tiebacks written both clear and convincing? If, as the reader, you are at all confused or skeptical, this becomes a communication breakdown/unnecessary barrier for which the writer is reponsible, but you as the reader can help! IF YOU ARE CONFUSED BY A TIEBACK, WRITE "I am confused?" ON YOUR PEER'S OUTLINE NEXT TO THE TIEBACK. AT THE VERY LEAST, THIS WILL RAISE YOUR PEER'S AWARENESS OF WHERE WORK IS NEEDED. ALSO, WRITE IN ANY ADDITIONAL SPECIFIC FEEDBACK THAT YOUR PEER COULD USE TO MAKE HIS/HER TIEBACKS LESS CONFUSING AND MORE CONVINCING (e.g., "You should probably add one more sentence here--I get that this quote shows that love is important to Santiago, but how so?).

--engage in purposeful reading of your peer's work by attending to the three bullets above
--in partnerships (or threesomes), meet and discuss feedback--help each other be better!
--Transition--return to desks and take out a clean sheet of lined paper
--view TEDEd video about introductions: http://ed.ted.com/lessons/the-power-of-a-great-introduction-carolyn-mohr
--go through slides about writing introductions
--quick-write introductions

Closure -- Quick Write Share (time permitting)

HW
--Finish preparing for the Unit #5 vocabulary quiz, which will take place at the beginning of next class (Friday, 1/9). Make sure to familiarize yourself with the "Whimsical Words." REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!
--Make any necessary revisions to your outline as per today's peer feedback block.
--Finish writing and revise your introduction. It would be a good idea to have one of your peers take a look and offer suggestions for improvement prior to next class.
--Come to class next time with both your introduction and outline, as we will have computer access for typing purposes. It would be a good idea to bring a flashdrive.
--Finish your work with Article of the Week #11, which is due at the beginning of class next time (Friday, 1/9). 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.
--One-pagers are due at the end of class on Tuesday, 1/20 for those students who have yet to complete one.  We will use some class time on that Tuesday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 9--1/5/2015 & 1/6/2015

Jump Off (3-5 mins.) 
--Pick up both a highlighter and the pretest from the front table.  Back at your desk, complete the pretest quietly and independently.

S. the C. (15-20 mins.)
--agenda/HW
--list of students needing to complete i-Ready shared--You will have class time with computer access soon and can work on completing i-Ready; however, this time with computers is really meant for essay revisions.
--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?

• The due date for submission is Thursday, 1/15 (ACE) or Friday, 1/16 (BDF)--approximately two weeks from today!
• Reminder: Any writing piece that has already received a score of 80% or higher can be given back to me for submission today if the writer of the piece chooses not to revise.

Instruction #1 -- The Grammar Hammer--The Eight Parts of Speech (8-10 mins.)
--discuss the "grammar hammer"--rationale and necessity of parts of speech mastery
--ceremonial dropping of the hammer
--discuss application of parts of speech mastery to our work with vocabulary
--go over the Jump Off and define each of the eight parts of speech on the front board--copy down each of the definitions on the back of your pretest so that you have a document from which to study

Transition (8-10 mins.)

--Pick up an index card from the front table. On the index card, write the three sentences below. Finally, label the verb (V) of each of the sentences. 

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

--FYI: Our main focus today during the next part of the agenda is on the following standard:
English 9 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 English 9 grammar hammer rules.

Instruction #2 -- The Grammar Hammer--Missing Comma After An Introductory Element (20-25 mins.)
--go over the work completed during the Transition by labeling the verb (V) of each of the provided sentences on the front board
--FYI: The subject of a sentence is the person, place, thing, or idea that is doing or being something.  If you have found and labeled the verb (V) of a sentence, the subject (S) can be found to the left.

• Label the subject (S) of each of the sentences on your index card.

--label the subject (S) of each of the provided sentences on the front board
--Transition--pick up the "Missing comma after an introductory element" document 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

Application Activity/Writing Workshop -- The Grammar Hammer/"St. Lucy's..." End-of-Mini-Unit Writing Assignment (10-15 mins.)
--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 and encourage you to RE-READ for any missing commas after introductory elements in your own writing. 

Looking Ahead -- Article of the Week #8 (remainder of class)

--view a clip from the trailer of Season 2 of the television show "NY Med":
http://www.youtube.com/watch?v=8OSrtxSya2k (0:00-0:58)

--Momentarily, I will pose a question:

• If your response to the question is "yes," STAND UP next to your desk.
• If your response to the question is "no," SIT ON THE FLOOR next to your desk.

--My question: Should the makers of this television show have to get consent from the family members of patients such as the man who went into cardiac arrest before airing footage?
--show your response
--cold-calling--students randomly selected to briefly explain their thoughts (no more than three sentences)
--Transition

• Pick up a copy of the "English 9--Article of the Week #8 (1/5-1/9)--2014-2015 School Year" document from the front table.  Purposefully read the directions in the box on the first page and the written response prompt on the last page. When you have finished reading, put your head down on your desk.

--Q & A

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront Magazine

HW
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Writing Assignment" for the Cumulative Writing Portfolio is Thursday, 1/15 (ACE) or Friday, 1/16 (BDF)--approximately two weeks from today!  Remember that 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.
--I will be after school this Wednesday, 1/7 in order to help students work on hook and thesis statement improvements.  Be proactive and attend this session if it pertains to you!
--Prepare for the parts of speech post-test/missing comma after an introductory element assessment, which will take place next class.  See me if you would like additional materials to help you prepare.
--Begin your work with Article of the Week #8, which is due at the beginning of class on Friday, 1/9 (ACE) or Monday, 1/12 (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.
--One-pagers are due at the end of class on Tuesday, 1/20 (ACE) or Wednesday, 1/21 (BDF) for those students who have yet to complete one.  We will use some class time on that Tuesday/Wednesday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 10 Honors--1/5/2015

Jump Off
--Open your vocabulary book to page 62.  Look through the list of words and put a check mark next to all of the words that you are pretty confident about knowing already.  Also, jot down the "Whimsical Words" from the front board, and, time permitting, begin finding definitions for said words.
*AS YOU WORK, I WILL BE AROUND TO RETURN YOUR WORK FOR THE LAST TWO ARTICLES OF THE WEEK.*

S. the C. 

--agenda/HW

--pronounce each of the Unit #5 vocabulary words (pages 62-64) and the five "Whimsical Words"

Old Business -- Articles of the Week (#9 and #10)
--scoring explained

Looking Ahead -- Article of the Week #11
--view a clip from the trailer of Season 2 of the television show "NY Med":
http://www.youtube.com/watch?v=8OSrtxSya2k (0:00-0:58)

--Momentarily, I will pose a question:

• If your response to the question is "yes," STAND UP next to your desk.
• If your response to the question is "no," SIT ON THE FLOOR next to your desk.

--My question: Should the makers of this television show have to get consent from the family members of patients such as the man who went into cardiac arrest before airing footage?
--show your response
--cold-calling--students randomly selected to briefly explain their thoughts (no more than three sentences)
--Transition

• Take our your HW (outline) and place it in the black basket on the front table.
• Pick up a copy of the "English 10 Honors--Article of the Week #11 (1/5-1/9)--2014-2015 School Year" document from the front table.  Purposefully read the directions in the box on the first page and the written response prompt on the last page. When you have finished reading, put your head down on your desk.

--Q & A
 
Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--view the following video for A.) inspiration?, B.) new ideas about literature to bring to future discussions about literature, and C.) key ideas for today's work:

http://www.youtube.com/watch?v=MSYw502dJNY

--key ideas for today's work:

• The thesis statement (or argument...whatever you'd like to call it) must present a meaningful and complex idea.
• The evidence gathered via active/critical/purposeful rereading must be both strong and thorough.
• The explanations about the significance of these pieces of evidence in terms of your thesis/argument must be both clear and convincing.
• Overall, the essays that you are currently working on, in their finished forms, must communicate complex ideas effectively. No barriers should exist between you and your audience.

 
--questions/directives for today's peer feedback block:

• Is the thesis statement both meaningful and complex, or does the thesis statement seem pretty straightforward or as if it's "missing something"? IF THE THESIS STATEMENT NEEDS IMPROVEMENT, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "Your thesis statement is making me think 'so what?' If both Santiagos learn important life lessons, who cares? What does that tell me as a reader about life lessons? And, what specific life lessons are being conveyed to each?").
• Are the pieces of evidence selected both strong and thorough? Can you think of a piece of evidence or two that your peer could/should use in order to improve the quality and/or thoroughness of his/her details? AGAIN, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S OUTLINE (e.g., "You might want to consider using...").
• Are the tiebacks written both clear and convincing? If, as the reader, you are at all confused or skeptical, this becomes a communication breakdown/unnecessary barrier for which the writer is reponsible, but you as the reader can help! IF YOU ARE CONFUSED BY A TIEBACK, WRITE "I am confused?" ON YOUR PEER'S OUTLINE NEXT TO THE TIEBACK. AT THE VERY LEAST, THIS WILL RAISE YOUR PEER'S AWARENESS OF WHERE WORK IS NEEDED. ALSO, WRITE IN ANY ADDITIONAL SPECIFIC FEEDBACK THAT YOUR PEER COULD USE TO MAKE HIS/HER TIEBACKS LESS CONFUSING AND MORE CONVINCING (e.g., "You should probably add one more sentence here--I get that this quote shows that love is important to Santiago, but how so?).

--peer outlines delivered to students--engage in purposeful reading of your peer's work by attending to the three bullets above--meetings with me will occur during this time about the current assignment as per the order established on the front board
--in partnerships (or threesomes), meet and discuss feedback--help each other be better!
--independent work time--continue outlining essays

HW Time

HW
--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 65 and 66).  As you do so, underline the specific context clues within each sentence that help you arrive at your selections.  Expect me to check your work next class.  Also, familiarize yourself with the "Whimsical Words".  The Unit #5 vocabulary quiz will take place at the beginning of class on Friday, 1/9.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!

--Bring your vocabulary book to class again next time in case we end up reviewing--please do not forget!
--Begin your work with Article of the Week #11, which is due at the beginning of class on Friday, 1/9. 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.

--Finish crafting your outline for the "The Alchemist and The Old Man and the Sea Culminating Essay Assignment" prior to next class:

• Make any necessary revisions as per today's peer feedback block.
• Continuously re-write your thesis statement whenever any revisions are necessary during the outlining process.
• Write a rough topic sentence for each of your remaining body paragraphs. (If your thesis statement is strong, simply look at it to determine what the rest of your body paragraphs should address!)
• Roughly outline the contents of your remaining body paragraphs (details, tiebacks, details, tiebacks, etc.)

Though what you are finishing is really a rough outline, the more detailed it is, the better. Pay it forward!
--One-pagers are due at the end of class on Tuesday, 1/20 for those students who have yet to complete one.  We will use some class time on that Tuesday to complete one-pagers.  Students who have already submitted a one-pager will engage in free reading during this time.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 9--12/18/2014 & 12/19/2014

Jump Off
--Engage in some last-minute studying quietly and independently.
--When I direct you to do so, pick up the Unit #4 vocabulary assessment from the front table. Complete the quiz quietly and independently. Make sure to purposefully read all of the directions. Good luck!

S. the C.
--As part of today's vocabulary quiz, I am aiming to assess your ability to:

• know and use accurately domain-specific words, sufficient for reading and writing at the college and career readiness level (ALSO ASSESSED VIA WRITING WORKSHOP CLOSURE IF WE GET TO IT).
• determine the meaning of a word by using context (e.g., the overall meaning of a sentence and/or a word’s position or function in a sentence) as a clue to the meaning of the word.

--Today, we will continue working on:

• developing and strengthening writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
• writing routinely over extended time frames, including time for reflection and revision.

 --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?
--The due date for submission is Thursday, 1/15/2014 (ACE) or Friday, 1/16/2014 (BDF)--a little under one month from today!
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to me for submission today if the writer of the piece chooses not to revise.
--agenda/HW

Transition

--When you finish with the vocabulary quiz, place your completed assessment in the black basket on the front table.  Then, do the following:

• Take out both your "Feedback Analysis: "St. Lucy's..." End-of-Mini-Unit Writing Assignment" document and your copy of the writing piece.
• BLOCK 1 BDF ONLY: Pick up the sheet titled "Feedback Analysis: "St. Lucy's..." End-of-Mini-Unit Writing Assignment" from the front table and read the directions.
• Read your free reading book until everyone is ready to move forward.

Writing Workshop (cont.) -- Feedback Analysis: "St. Lucy's..." End-of-Mini-Unit Writing Assignment
BLOCK 1 BDF ONLY:

--after reading the directions aloud, use of the sheet modeled with a student essay
--writing assignments returned (along with AoW #6) for quiet and independent feedback analysis
______________________________________________________________

--independent work time--during this time, students with specific questions can meet with me as per the order established on the front board
--whole-group share-out ("I wrote...in the category...")/Q & A ("For the category, I wasn't sure what you meant by...")--notes/"mini-lessons" added to the sample halfsheet on the front board/handwritten revisions started on copy of the writing piece--TAKE NOTES EITHER IN YOUR NOTEBOOK OR ON THE FRONT/BACK OF YOUR HALFSHEET

Transition -- when finished, submit your writing assignment (if you are not required/do not intend to make revisions)

Closure -- "When I complete my revisions OR On my next writing assignment, I will make sure to..."

• Based on today's self-reflection, specifically complete the sentence-starter above on an index card (I'll bring you one!).
• You must properly use at least one Unit #4 vocabulary word somewhere within what you write
• WHEN FINISHED, SUBMIT YOUR INDEX CARD TO MR. MARTIN. MAKE SURE THAT THE CARD INCLUDES YOUR NAME.

DEAR -- Free Reading Books (time permitting)/HOOKED ON BOOKS
--students without books will read Upfront Magazine

HW
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Writing Assignment" for the Cumulative Writing Portfolio is Thursday, 1/15/2014 (ACE) or Friday, 1/16/2014 (BDF)--a little under one month from today!  Upon returning from break, you will have approximately two weeks to "take care of business", so plan accordingly.  Remember that 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.
--I will be after school both today and tomorrow if you'd like to stay and work on revisions. Be proactive!
--Read your free reading book for at least 15 minutes between now and next class. Your book must be finished by late-January. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--i-Ready should really be finished before break. See me if you need a pass to the lab or if you would like to see your results.
--Enjoy break! We have over half of a month off--we're lucky.

English 10 Honors--12/18/2014

Jump Off
--Turn in your thesis statement by placing it in the black basket on the front table.  After taking a quick look and, if possible, providing some feedback, I will return your thesis statements.

S. the C.
--agenda/HW
--some controlling questions for today's block:

• Does my thesis statement fulfill the assigned task?
• Have I taken a position that others might challenge or oppose?
• Is my thesis statement specific enough?
• Does my thesis statement pass the "So what?" test?
• Does my thesis statement pass the "how and why?" test?

--"top dog" thesis statement shared with the class/briefly discussed through the lens of today's controlling questions
--agenda/HW

Writing Workshop -- The Alchemist and The Old Man and the Sea Culminating Essay Assignment
--today's purpose:

• continue gathering evidence (if necessary)
• for each piece of evidence:
• Decide if the evidence will be presented as a direct quotation--if so, how much of the quotation will be used?
• Decide if the evidence will be presented as a paraphrase (or even a summary)--if so, paraphrase (or summarize) the piece of evidence using the "look away" method.
• Begin crafting tiebacks, bearing the following in mind:
• In an essay, the goal is to convince the reader of the validity of your thesis statement; therefore, the thesis statement itself must be meaningful, and the tiebacks to it must occur often via skillful explanations.
• Tiebacks connect back to the thesis statement and answer how?/why?
• If it is extremely difficult to craft a tieback for a piece of evidence, it's likely not a strong piece of evidence!
• continuously revise thesis statement as needed

--agree upon parameters for today's work block
--work block
--meetings as per the order established on the front board:

• What is your working thesis statement for your "Culminating Essay Assignment"?
• How might you organize your essay based on your thesis statement?
• What are some pieces of evidence that you intend to use?

--"top dog" thesis shared/briefly discussed through the lens of today's controlling questions

Closure -- Evidence/Tieback Share
--cards drawn--selected students share a piece of evidence and tieback

Pre-Vacation Brain Break

HW

Required Assignments:
--Finish "processing through" all of your evidence.  Then, start an outline by doing the following:

• Re-write your thesis statement in its current version at the top of a sheet of paper.
• Write a rough topic sentence for your first body paragraph.  (If your thesis statement is strong, simply look at it to determine what your first body paragraph should address!)
• Roughly outline the contents of your first body paragraph (pieces of evidence, tiebacks, pieces of evidence, tiebacks, etc.)

Though what you are starting is a rough outline, it must be detailed enough for someone else to understand it, as next class, you will trade with a peer in order to provide/garner feedback.
--Bring your vocabulary to class on Monday after break.  PLEASE DO NOT FORGET!
--Enjoy break!  We have over half of a month off--we're lucky.
Optional (But Highly-Encouraged!) Assignment:

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

English 9--12/16/2014 & 12/17/2014

Jump Off
--Pick up both a small paper scrap and an index card from the front table.
--Come up with a random nickname for yourself that I can use to convey information to the class in a non-threatening manner (e.g., Jonah Martin--"AI3"). Write both your first and last name and the nickname on the small paper scrap.  I will be around to collect your nicknames momentarily.
--Number the index card 1-20 as per the model on the front board.
--Open your vocabulary book to page 52. Spend the first five minutes of class quietly and independently looking over the words, as we will spend the first portion of today's class reviewing.

S. the C.

--Review activity goals:
1.) Leave class mostly familiar with the meaning of and able to pronounce the Unit #4 vocabulary words
2.) Leave class with a sense of which words to further study in preparation for the vocabulary quiz next class

--Today, we will also work on:

• developing and strengthening writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
• writing routinely over extended time frames, including time for reflection and revision.

--new information regarding the Cumulative Writing Portfolio shared--revisions as Quarter 2 component
--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?

--The due date for submission is Thursday, 1/15/2014 (ACE) or Friday, 1/16/2014 (BDF)--approximately one month from today!
--Reminder: Any writing piece that has already received a score of 80% or higher can be given back to me for submission today if the writer of the piece chooses not to revise.
--agenda/HW

Review -- Vocabulary Unit #4

--PowerPoint slides shared--use word list on front board/write answers on card--check knowledge/understanding as we go, making note of which words to study more closely

--For HW, finish preparing for the Unit #4 vocabulary quiz, which will take place at the beginning of next class.

Transition -- pick up the sheet titled "Feedback Analysis: "St. Lucy's..." End-of-Mini-Unit Writing Assignment" from the front table and read the directions

Writing Workshop -- Feedback Analysis: "St. Lucy's..." End-of-Mini-Unit Writing Assignment
--briefly review Content and Analysis; Command of Evidence; Coherence, Organization, and Style; and Control of Conventions framework (The Four Cs of Quality Writing) via explanations on PowerPoint and brainstorm what fits in each category--create a list on the front board next to each of the categories

--after reading the directions aloud, use of the sheet modeled with a student essay
--writing assignments returned (along with AoW #6) for quiet and independent feedback analysis
--independent work time--during this time, students with specific questions can meet with me as per the order established on the front board
--whole-group share-out ("I wrote...in the category...")/Q & A ("For the category, I wasn't sure what you meant by...")--notes/"mini-lessons" added to the sample halfsheet on the front board--TAKE NOTES EITHER IN YOUR NOTEBOOK OR ON THE FRONT/BACK OF YOUR HALFSHEET

Transition -- when finished, submit your writing assignment (if you are not required/do not intend to make revisions)

Closure -- "When I complete my revisions OR On my next writing assignment, I will make sure to..."

• Based on today's self-reflection, specifically complete the sentence-starter above on the back of your index card from the vocabulary review activity.
• You must properly use at least one Unit #4 vocabulary word somewhere within what you write
• WHEN FINISHED, SUBMIT YOUR INDEX CARD TO MR. MARTIN. MAKE SURE THAT THE CARD INCLUDES YOUR NAME.

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront Magazine

HW
--The Unit #4 vocabulary quiz will take place at the beginning of next class (Thursday, 12/18 [ACE]) or Friday, 12/19 [BDF]). Finish preparing, bearing in mind your rough SMART Goal set during last class. Accomplish something before break! REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Writing Assignment" for the Cumulative Writing Portfolio is Thursday, 1/15/2014 (ACE) or Friday, 1/16/2014 (BDF)--approximately one month from today!  Remember that 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.
--Read your free reading book for at least 15 minutes between now and next class. Your book must be finished by late-January. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--i-Ready should really be finished before break. See me if you need a pass to the lab or if you would like to see your results.