English 10 Honors--10/15/2015

VOCABULARY REVIEW

Jump Off (10-15 mins.)
--Open your vocabulary book to page 29. In the time permitted, complete as much of the "Completing the Sentence" exercise as you can quietly and independently. As you do so, underline the specific context clues within each sentence that help you arrive at your selections for filling in the blanks. (For example, when selecting the word grimace for #1, I underlined the words If, like, why, and make and the end punctuation (?) because the general context helps me realize that the speaker is questioning why someone would "make" a particular face when eating something he or she likes.  Also, a grimace is a facial expression, and people "make" faces.)  Be ready to share your logic later in the class block (much as I have done here in this parenthetical example).

S. the C. (5 mins.)
--agenda
--rough goals from last class read aloud--anyone know why?!

Transition (1 min.)
--Pick up the "Determining Unfamiliar Words--Common Context Clues/What to Look for" halfsheet from the front table.

Review -- Vocabulary Unit #2 (10-15 mins.)
--a student comes up to the SmartBoard as per the established order and, for a sentence of his or her choice, writes in the answer for the sentence/underlines the context clues used to arrive at the answer while engaging in a "think-aloud" about his or her logic
--REPEAT THIS PROCESS FOR FIVE OF THE WORDS...
--concurrently consult the halfsheet list--Which of the strategies did you use? (metacognition)
--go over remaining exercise answers

Closure/Self-Reflection (2 mins.)
--FYI: The two most common "pitfalls" that occur when taking the vocabulary quizzes are as follows: improvement needed in using context clues AND incomplete knowledge of the function and meaning of words (perhaps due to a lack of good strategies for learning/remembering?). To which of these pitfalls (if any) did you succumb on the Unit #1 quiz, and how can you improve in the future?

WRITING WORKSHOP

Jump Off (2-3 mins.)

--Pick up a half-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--"Max Tivoli"). Write both your first and last name and the nickname on your half-index card.  I will be around to collect nicknames momentarily.

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

--agenda/rationale ("GROWTH Mindset" and "Continuous Improvement Cycle" slides shared/summarized/discussed)/HW
--information provided (again!) about the Cumulative Writing Portfolio:

The purposes of creating a Cumulative Writing Portfolio are many. First, a Cumulative Writing Portfolio emphasizes that writing is a process. Instead of viewing writing assignments as mere “assignment completion,” students are meant to see that good writing takes time. Additionally, with the implementation of a portfolio, teachers are able to reach each student individually via conferencing. Finally, with the implementation of the Common Core State Standards, it is clear that the skills gained through writing must be secure for each student prior to graduating from high school. The following criteria have been implemented this year within Mr. Martin’s English 10 Honors classroom:

• Only certain writing pieces from the school year will be included within the Cumulative Writing Portfolio. The first of these assignments is the "Thematic Writing Assignment--Partner Interviews" essay. Mr. Martin will typically let students know which pieces are “Cumulative Writing Portfolio writing pieces” prior to beginning the writing process.
• In order to be accepted for inclusion within the Cumulative Writing Portfolio, a writing piece must receive a score of 85% or higher, a score indicative of mastery. When a student receives a score of 85%, the student can simply submit the writing piece to the portfolio--he or she has already demonstrated mastery throughout the writing process for that particular assignment.
• Any Cumulative Writing Portfolio writing piece that does not meet the mastery score must be revised and resubmitted. Prior to resubmission, a student must highlight all changes that have been made.  Then, he or she must submit both the original piece and the updated version.
• When resubmitting revised work, a student must make an appointment with Mr. Martin so that he or she can process the revisions with Mr. Martin. In fact, it is strongly suggested that a student schedules an appointment prior to revising his or her work so that both student and Mr. Martin can process the original writing piece together as well.
• Once a portfolio assignment is resubmitted in this manner, Mr. Martin will re-score the assignment to determine an updated score for the writing piece. This score will be used to calculate the overall score for the portfolio. Please be aware that the original score for the assignment "is what it is" within the writing score of the marking period average.
• Throughout the year, English 10 Honors classes will work on finishing their Cumulative Writing Portfolios. Yet, as soon as a portfolio assignment is handed back, a student can and should begin the revision process. Upon receipt of the evaluated writing piece, the student will have one month to revise in order to achieve mastery.
• A student who fails to meet the final due date for mastery will be assigned central detention in order to create a time period in which he or she can obtain that mastery. Central detentions will continually be assigned, if necessary.
• The Cumulative Writing Portfolio will be scored at the end of the school year and will account for half of a student’s Final Exam grade. (For example, if a student has four assignments within the Cumulative Writing Portfolio with scores of 86%, 98%, 90%, and 85%, this substantial writing grade would be an 89.75%. This score is then averaged with a student's final assignment score in order to determine an overall Final Exam grade.)

--list of students needing to revise for the Cumulative Writing Portfolio shared

Transition (1 min.)

--Take out your notebook, open to a new page, and put the date in the lefthand margin (10/15). Then, label the page "Thematic Writing Assignment--Partner Interviews Notes/Mini-lessons".

Writing Workshop -- Thematic Writing Assignment--Partner Interviews Notes/Mini-lessons (remainder of class)

--familiarize ourselves (again!) with the four writing categories that will frame our writing work this school year (Content and Analysis; Command of Evidence; Coherence, Organization, and Style; and Control of Conventions) via PowerPoint slide
--take notes/complete mini-lessons as per PowerPoint slides--this information will prove helpful when revising your writing pieces!
--Transition--pick up the document titled "Feedback Analysis: Thematic Writing Assignment--Partner Interviews"
--scored writing pieces returned--on your document, make a list of "pros" and "grows" as you process through feedback that I provided-- I will model if necessary

Closure (remainder of class)

--feedback processing/revision time--make appointments with me for Cumulative Writing Portfolio-related work ASAP (why not make an appointment list for right now, in fact?!)
--What questions do you still have? I want to make sure that you are set up for success!

HW (Class Preparation)

--Finish preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of class next time (Monday, 10/19), bearing in mind your rough goal set last class.  Make sure to master the “Whimsical Words.”

--If you feel it is necessary, closely reread your assigned section of "The Masque of the Red Death."  Next class (I know...initially, this task was slated for today!), we will read back through the story together paragraph-by-paragraph, and you will share your close reading annotations as we go.  Prepare accordingly!
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
HW (Writing)

--The due date for submitting a revised Thematic Writing Assignment--Partner Interviews essay for the Cumulative Writing Portfolio is November 13th (approximately one month 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. When time permits, meetings can/will occur during class time.
--Continue thinking about your short story. The final draft of the assignment is due on Thursday, 10/29, and the day will be here before you know it!