English 10 Honors--1/4/2016

Jump Off (2-3 mins.)
--Please find your name card and sit in the corresponding desk, which is your new assigned seat!
--Please clear your desk of all but a clean sheet of paper and a pen.  Write your name at the top of the sheet of paper, and number the paper 1-7, skipping a line after each number.

S. the C. (5-8 mins.)
--agenda/HW
--Reminder: "Intertextuality Unit--The Alchemist and The Old Man and the Sea--Culminating Essay Assignment"

Assessment -- The Alchemist up to Page 47 (20-25 mins.)

--complete questions 1-6 (60%--basic comprehension)

--complete question 7 (40%--higher-level thinking/writing)

--When you finish, place your assessment in the black basket on the front table and follow the directions below:

• Pick up the "The Alchemist up to Page 47--Have You... List" halfsheet from the front table.
• Take out your notebook and date the page (1/4/2016)--label the page "Paulo Coelho--Author Background".
• Use the halfsheet and your Post-its to prepare for today's circle discussion.

Notetaking/Discussion Preparation -- Paulo Coelho--Author Background (8-10 mins.)
--As I read information aloud about author Paulo Coelho, jot down purposeful notes.
--share out
--Draw a line underneath the notes you just took.  Label the next section of your notes "The Alchemist Discussion up to Page 47".

Transition (2 mins.)

--Form a circle out of the desks--have both your discussion ideas and notebook handy.

Discussion -- The Alchemist up to Page 47 (remainder of class-ish)

--engage in discussion via the protocol (all must contribute once before any second contributions)--today's contributions will be assessed via the "Discussion Contribution Rating Scale"

Items for discussion:

• Today's assessment questions/prompts
• Paulo Coelho "writing what he knows"--applying author background to The Alchemist
• Active/purposeful reading notes, paying particular attention to the items on the halfsheet

HW Time (time permitting)
--reading (oral? independent?)

HW (Class Preparation/Take-Home Assessment)

--Read up to pg. 104 of The Alchemist by the beginning of class on Friday, 1/8.  Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur on Friday:

• collection of your Post-its for assessment purposes
• a "60/40" reading assessment
• a discussion geared around your Post-its 

HW (Class Preparation)
--Try to find some time to read your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• Paraphrasing Mini-Lesson as preparation for culminating assignment (based on observations while assessing the "Reading Nonfiction Document"s)
• ACT nonfiction passages and multiple choice questions

English 9--12/23/2015

Block 1 and Block 3 (full block)

Jump Off
--Take out your copy of Edgar Allan Poe's "The Cask of Amontillado" (unless you left the story with me last class, in which case I'll return it to you!).  I will be around to return your copies of the "Romeo and Juliet Unit--'The Cask of Amontillado"--Purposeful/Close Reading Assessment Questions" document.

S. the C.
--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 (posted on the front board) or during Hooked on Books today?
• The due date for submission is Friday, 1/15 (3.5 weeks from today!) 

--agenda/HW

Assessment (cont.) -- Edgar Allan Poe's "The Cask of Amontillado"--Purposeful/Close Reading Assessment Questions
--quiet and independent work time

DEAR -- Free Reading Books (time permitting)

--If you finish before the end of the class block (highly unlikely to occur!), engage in some more free reading!
--students without books will read Upfront newsmagazine

Transition
--Select responses and submit your assessment as directed.  Up at the front table, pick up the document titled "Romeo and Juliet Unit--Pre-reading Prompts/Questions," read the directions, and get started!  With whatever class time remains, we will engage in discussion as per this document.

Discussion -- Romeo and Juliet Unit--Pre-reading Prompts/Questions
--finish responding as directed
--Transition--form a circle out of the desks (time permitting)
--discuss responses

HW (Class Preparation)
--When you catch a spare moment, read your free reading book over Winter Break.  Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Take-Home Assessment)
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Assessment/Writing Assignment" for the Cumulative Writing Portfolio is Friday, 1/15 (3.5 weeks from today!).  Your improved writing piece must be typed in proper MLA format and highlighted as per the Cumulative Writing Portfolio protocol.  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.
Miscellaneous
--Enjoy Winter Break--what a gift!

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Block 2 (1/2 block)

HOOKED ON BOOKS

Jump Off
--Take out your copy of Edgar Allan Poe's "The Cask of Amontillado" (unless you left the story with me last class, in which case I'll return it to you!).  I will be around to return your copies of the "Romeo and Juliet Unit--'The Cask of Amontillado"--Purposeful/Close Reading Assessment Questions" document.

S. the C.
--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 (posted on the front board) or during Hooked on Books today?
• The due date for submission is Friday, 1/15 (3.5 weeks from today!) 

--agenda/HW

Assessment (cont.) -- Edgar Allan Poe's "The Cask of Amontillado"--Purposeful/Close Reading Assessment Questions
--quiet and independent work time

DEAR -- Free Reading Books (time permitting)

--If you finish before the end of the class block (highly unlikely to occur!), engage in some more free reading!
--students without books will read Upfront newsmagazine

Transition
--Select responses and submit your assessment as directed.  Up at the front table, pick up the document titled "Romeo and Juliet Unit--Pre-reading Prompts/Questions," read the directions, and get started!  With whatever class time remains, we will engage in discussion as per this document.

Discussion -- Romeo and Juliet Unit--Pre-reading Prompts/Questions
--finish responding as directed
--Transition--form a circle out of the desks (time permitting)
--discuss responses

HW (Class Preparation)
--When you catch a spare moment, read your free reading book over Winter Break.  Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Take-Home Assessment)
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Assessment/Writing Assignment" for the Cumulative Writing Portfolio is Friday, 1/15 (3.5 weeks from today!).  Your improved writing piece must be typed in proper MLA format and highlighted as per the Cumulative Writing Portfolio protocol.  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.
Miscellaneous
--Enjoy Winter Break--what a gift!

On the backburner:

• MLA format instruction
• Highlighting modeling for Cumulative Writing Portfolio revisions
• A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
• Break down model paragraph together (if necessary)

English 10 Honors--12/22/2015

HOOKED ON BOOKS

Block 2

--HW reminder
--continue reading?
--view random YouTube videos?
--play Loaded Questions?

Block 4

FYI:  As you read, I will be around to return your "Short Story Unit--Final Examination 2015-2016", which we will spend some time reflecting upon and discussing after Hooked on Books.

Assessment Reflection/Assessment Preparation -- Short Story Unit--Final Examination 2015-2016 and Intertextuality Unit--Culminating Essay Assignment
--"Short Story Unit--Final Examination 2015-2016" By the Numbers (reflect/discuss):

• Highest Score: 92%
• Average Score: 82.61%
• ACT Passage Questions--Percentage of Students Responding Correctly:
• 10 - 61%
• 11 - 28%
• RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• 12 - 72%
• 13 - 83%
• 14 - 89%
• 15 - 44%
• RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• 16 - 100%
• 17 - 100%
• 18 - 89%
• 19 - 78%

--quiet and independent feedback analysis (consider making a list of "pros and grows" in your notes, especially for the two well-developed paragraph responses that you crafted, bearing in mind that we are now building toward a major essay-writing assignment [more on that in a few!])
--Transition

• Return your exams by placing them in the black basket on the front table.
• Take out your copy of the "Intertextuality Unit--The Alchemist and The Old Man and the Sea--Culminating Essay Assignment" document.

--oral reading of the assignment/Q & A (beginning with the end in mind!)

HW Time
--take a look at the Post-it directions included within your copies of the novella--Q & A
--reading (oral? independent?)/discussion of first few pages?

Brain Break
--read some more?
--play Loaded Questions?

HW (Class Preparation/Take-Home Assessment)
--Read the PROLOGUE and PART ONE of The Alchemist (up to the end of page 47).  Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur during our first class back after break: 

• collection of your Post-its for assessment purposes
• a "60/40" reading assessment
• a discussion geared around your Post-its 

HW (Class Preparation)
--Read your free reading book for at least 15 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and remember that Hooked on Books continues up until Winter Break!
Miscellaneous
--Enjoy Winter Break--what a gift!

On the backburner:

• Paulo Coelho author background
• Paraphrasing Mini-Lesson as preparation for culminating assignment (based on observations while assessing the "Reading Nonfiction Document"s)
• ACT nonfiction passages and multiple choice questions

English 9--12/21/2015

Block 1 and Block 3

HOOKED ON BOOKS

Jump Off
--Take out your copy of Edgar Allan Poe's "The Cask of Amontillado" (unless you left the story with me last class, in which case I'll return it to you!).  I will be around to return your copies of the "Romeo and Juliet Unit--'The Cask of Amontillado"--Purposeful/Close Reading Assessment Questions" document.
--Spend the first few minutes of the next chunk of class looking through the purposeful/close reading document, putting a star next to the one question that you would like me to complete for you as a model.  (Note: You must select from #1-7--I refuse to do #8 or #9! :))

S. the C.
--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 (posted on the front board)?
• The due date for submission is Friday, 1/15 (a little under one month from today!) 

--agenda/HW

Assessment (cont.) -- Edgar Allan Poe's "The Cask of Amontillado"--Purposeful/Close Reading Assessment Questions

--Block 3: finish purposeful oral reading after the break on page 214

--I'LL MODEL A RESPONSE FOR YOU (MAJORITY RULES!)!
--quiet and independent work time

• AS YOU WORK, I WILL BE AROUND TO CHECK FOR FREE READING BOOKS.  PLEASE BE PREPARED TO SHOW ME YOUR BOOK SO THAT I CAN WRITE DOWN THE TITLE.

DEAR -- Free Reading Books (time permitting)
--if you finish before the end of the class block (highly unlikely to occur!), engage in some more free reading!
--students without books will read Upfront newsmagazine

Ticket-Out-the-Door
--select responses and submit assessment

HW (Class Preparation)
--Read your free reading book for at least 10 minutes between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and remember that Hooked on Books continues up until Winter Break!
HW (Take-Home Assessment)
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Assessment/Writing Assignment" for the Cumulative Writing Portfolio is Friday, 1/15 (a little under one month from today!).  Your improved writing piece must be typed in proper MLA format and highlighted as per the Cumulative Writing Portfolio protocol.  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.

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Block 2

Jump Off
--Take out your copy of Edgar Allan Poe's "The Cask of Amontillado" (unless you left the story with me last class, in which case I'll return it to you!).  I will be around to return your copies of the "Romeo and Juliet Unit--'The Cask of Amontillado"--Purposeful/Close Reading Assessment Questions" document.
--Spend the first few minutes of class looking through the purposeful/close reading document, putting a star next to the one question that you would like me to complete for you as a model.  (Note: You must select from #1-7--I refuse to do #8 or #9! :))

S. the C.
--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 (posted on the front board) or during Hooked on Books next time (though I'd prefer not to meet during this time!)?
• The due date for submission is Friday, 1/15 (a little under one month from today!) 

--agenda/HW

Assessment (cont.) -- Edgar Allan Poe's "The Cask of Amontillado"--Purposeful/Close Reading Assessment Questions

--I'LL MODEL A RESPONSE FOR YOU (MAJORITY RULES!)!

--quiet and independent work time

• AS YOU WORK, I WILL BE AROUND TO CHECK FOR FREE READING BOOKS.  PLEASE BE PREPARED TO SHOW ME YOUR BOOK SO THAT I CAN WRITE DOWN THE TITLE.

DEAR -- Free Reading Books (time permitting)
--if you finish before the end of the class block, engage in free reading!
--students without books will read Upfront newsmagazine

Ticket-Out-the-Door
--select responses and submit assessment

HW (Class Preparation)
--Read your free reading book for at least 10 minutes between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and remember that Hooked on Books continues up until Winter Break!
HW (Take-Home Assessment)
--The due date for submitting a revised "'St. Lucy's...' End-of-Mini-Unit Assessment/Writing Assignment" for the Cumulative Writing Portfolio is Friday, 1/15 (a little under one month from today!).  Your improved writing piece must be typed in proper MLA format and highlighted as per the Cumulative Writing Portfolio protocol.  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.

On the backburner:

• MLA format instruction
• Highlighting modeling for Cumulative Writing Portfolio revisions
• Return of possessive apostrophe assessment--reassessment instructions given
• https://depts.dyc.edu/learningcenter/owl/apostrophes.htm
• A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
• Break down model paragraph together (if necessary)

English 10 Honors--12/18/2015

Block 2

Jump Off
--See me at the front table in order to receive your "Short Story Unit--Final Examination 2015-2016", which I have both scored and provided feedback upon.  We will spend some time today reflecting upon and discussing your performance.

S. the C.
--agenda/HW
--What do we want Tuesday's class to "look like" once we've finished Hooked on Books?

Assessment Reflection/Assessment Preparation -- Short Story Unit--Final Examination 2015-2016 and Intertextuality Unit--Culminating Essay Assignment
--"Short Story Unit--Final Examination 2015-2016" By the Numbers (reflect/discuss):

• Highest Score: 92%
• Average Score: 82.61%
• ACT Passage Questions--Percentage of Students Responding Correctly:
• 10 - 61%
• 11 - 28%
• RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• 12 - 72%
• 13 - 83%
• 14 - 89%
• 15 - 44%
• RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• 16 - 100%
• 17 - 100%
• 18 - 89%
• 19 - 78%

--quiet and independent feedback analysis (consider making a list of "pros and grows" in your notes, especially for the two well-developed paragraph responses that you crafted, bearing in mind that we are now building toward a major essay-writing assignment [more on that in a few!])
--Transition

• Return your exams by placing them in the black basket on the front table.
• Pick up a copy of the "Intertextuality Unit--The Alchemist and The Old Man and the Sea--Culminating Essay Assignment" document from the front table.

--oral reading of the assignment/Q & A (beginning with the end in mind!)

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

• a copy of Paulo Coelho's The Alchemist--write your first and last name and book number on the sheet on the front table, and write your first and last name and "Mr. Martin" on the inside cover of the novella
• approximately 8-10 Post-its

--Take a look through your copy of The Alchemist--get a feel for it, if you will.

HW Time
--take a look at the Post-it directions included within your copies of the novella--Q & A
--reading (oral? independent?)/discussion of first few pages?

HW (Class Preparation/Take-Home Assessment)
--Read the PROLOGUE and PART ONE of The Alchemist (up to the end of page 47).  Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur during our first class back after break: 

• collection of your Post-its for assessment purposes
• a "60/40" reading assessment
• a discussion geared around your Post-its 

 HW (Class Preparation)
--Read your free reading book for at least 15 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and remember that Hooked on Books continues up until Winter Break!
Miscellaneous (optional, but highly encouraged!)
--Attend the Winter Formal this coming Saturday, 12/19.  High school only lasts so long--soak in opportunities such as this one!
--Enjoy the weekend--you only get so many of 'em!

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Block 4

Jump Off
--Unless you are Logan S., pick up your "Live Wire" from the shelf at the front of the classroom.  Then, make a circle out of the desks.

S. the C.
--agenda/HW
--What do we want Tuesday's class to "look like" once we've finished Hooked on Books?

Teambuilder/Intertextuality Unit Introduction--Part 2 (cont.) -- Live Wire
Objectives:

• to encourage attentive listening
• to promote inclusion

Instructions:

• Each student shares his or her "Live Wire" with the rest of the class as per the three bullets below:
• describe your design
• explain the rationale behind your design
• apply any or all of Paulo Coelho's "Four Obstacles" to your visual illustration
• After each student shares, others may ask questions, express mutual feelings/concerns, etc.

Transition

• Re-column the desks.  As you do so, I will be around to return your "Short Story Unit--Final Examination 2015-2016", which we will then spend some time reflecting upon and discussing.

Assessment Reflection/Assessment Preparation -- Short Story Unit--Final Examination 2015-2016 and Intertextuality Unit--Culminating Essay Assignment
--"Short Story Unit--Final Examination 2015-2016" By the Numbers (reflect/discuss):

• Highest Score: 92%
• Average Score: 82.61%
• ACT Passage Questions--Percentage of Students Responding Correctly:
• 10 - 61%
• 11 - 28%
• RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• 12 - 72%
• 13 - 83%
• 14 - 89%
• 15 - 44%
• RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• 16 - 100%
• 17 - 100%
• 18 - 89%
• 19 - 78%

--quiet and independent feedback analysis (consider making a list of "pros and grows" in your notes, especially for the two well-developed paragraph responses that you crafted, bearing in mind that we are now building toward a major essay-writing assignment [more on that in a few!])
--Transition

• Return your exams by placing them in the black basket on the front table.
• Pick up a copy of the "Intertextuality Unit--The Alchemist and The Old Man and the Sea--Culminating Essay Assignment" document from the front table.

--oral reading of the assignment/Q & A (beginning with the end in mind!)

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

• a copy of Paulo Coelho's The Alchemist--write your first and last name and book number on the sheet on the front table, and write your first and last name and "Mr. Martin" on the inside cover of the novella
• approximately 8-10 Post-its

--Take a look through your copy of The Alchemist--get a feel for it, if you will.

HW Time
--take a look at the Post-it directions included within your copies of the novella--Q & A
--reading (oral? independent?)/discussion of first few pages?

HW (Class Preparation/Take-Home Assessment)
--Read the PROLOGUE and PART ONE of The Alchemist (up to the end of page 47).  Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur during our first class back after break: 

• collection of your Post-its for assessment purposes
• a "60/40" reading assessment
• a discussion geared around your Post-its 

 HW (Class Preparation)
--Read your free reading book for at least 15 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS, and remember that Hooked on Books continues up until Winter Break!
Miscellaneous (optional, but highly encouraged!)
--Attend the Winter Formal this coming Saturday, 12/19.  High school only lasts so long--soak in opportunities such as this one!
--Enjoy the weekend--you only get so many of 'em!