English 10 Honors--4/4/2016

Jump Off
--Pick up the Unit #7 vocabulary quiz from the front table.  Make sure to carefully read all of the directions.  Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, place your work underneath your desk and complete one of the following tasks:

• take a look through your last two AoWs and preview the next AoW
• finish preparing for today's LotF CHAPTER ONE discussion (e.g., take a look at your notes on the halfsheet from last time)
• begin the next reading assignment for LotF
• engage in free reading

*AS YOU WORK, I WILL GIVE YOU ARTICLE OF THE WEEK "STUFF".*

S. the C.
--trade and grade vocabulary quizzes--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected
--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, 4/28 (about 3.5 weeks from today).

--agenda/HW 

Transition
--Form a circle out of the desks. (Block 4 students: Sit next to your partner from last class.
--Bring to the circle the following items:

notes pertaining to the prompt/question with which you dealt on the halfsheet last time
your notebook
your purposefully/actively Post-ited copy of Lord of the Flies
your study guide

Discussion -- LotF CHAPTER ONE

--engage in high-level discussion:

• prompts/questions from previous chunk of class time
• purposeful reading Post-its as per the "What to Look for in Lord of the Flies" list 
• active reading Post-its (e.g., questions, connections to personal experiences, favorite lines or sections, etc.) 
• study guide

Transition -- re-column the desks and pick up the lesson closure document from the front table

Closure -- Ticket-Out-the-Door (Note to a Friend)

HW Time

HW (Take-Home Assessment)
--Complete Article of the Week #9, which is due at the beginning of class on Friday, 4/8.  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. 
HW (Class Preparation)
--Review your materials from the last two class blocks pertaining to LotF in preparation for an upcoming assessment.
--Purposefully/actively read CHAPTER TWO of LotF.
--Try to find some time to read your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Writing
--The due date for submitting a revised Intertextuality Unit--Culminating Essay Assignment for the Cumulative Writing Portfolio is Thursday, 4/28 (about 3.5 weeks 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.
Miscellaneous
--Block 4 students: Don't worry about the "Note to a Friend" task that we did not get to complete!

On the backburner:

• ACT nonfiction passages and multiple choice questions

 

What to Look for in Lord of the Flies--List #2

What to Look for in Lord of the Flies--List #1

English 9--4/1/2016

Jump Off (2-3 mins.)
--I have placed on your desk both your AoW #6 and your Ticket-Out-the-Door from last class.  As I quickly take care of attendance, take a mindful look at both documents.

S. the C. (8-10 mins.)
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It would behoove you to check the blog and SchoolTool often.  Additionally, if you have an "NG" for a Marking Period, following up with me ASAP is in your best interest.
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play, as we will do during today's class block):

ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

Old Business -- Article of the Week #6 (8-10 mins.)

--Many of you "stepped up your active reading game"--I noticed, I appreciate your efforts, and I truly believe you're growing as scholars as a result!

--analyze your performance on AoW #6 quietly and independently--at the top of the front page of the article, write a PRO and a GROW based on your analysis (I WILL MODEL FIRST)

--whole-class share-out via a drawing of cards

*IF YOU HAVE ANY QUESTIONS ABOUT YOUR T-O-D, PLEASE SEE ME DURING HOMEROOM OR AFTER SCHOOL.*

Transition (2 mins.)

--Pick up a copy of Article of the Week #7 ("10 Things You Didn't Know About Shakespeare", by Jude Morgan, an article from the most recent copy of Upfront newsmagazine) from the front table and wait for me to give further directions.

Looking Ahead -- Article of the Week #7 (3-5 mins.)

--directions given:

• actively read ("converse" with) the text
• Think of it this way: Active reading is ultimately about really paying attention and engaging while reading so that you could carry on an intelligent conversation with someone about what you've read, including specific pieces of information in your dialogue.  Also, answering follow-up questions from your listener should be fairly easy to do if you've actively read a text successfully. 
• once you've finished reading, review your active reading notes in preparation for answering multiple choice questions meant to assess the quality of your active reading

--Q & A

Activity -- Debate Circle

Step #1: Debate Preparation--Phase One (20 mins.)

• What do I mean when I say, "Think like a trial lawyer!"?
• task modeled with a folder about Act I (if necessary)
• Q & A--I've only ever done this activity once before (in Block 1 today), so you need to help me be clear! :)
• groups formed via a drawing of cards
• folders distributed
• group work time "anchored in" to our "Compact for Group Work"

Step #2: Debate Preparation--Phase Two (5-10 mins.)

• larger groups formed (Juliet group and Romeo group)
• share work completed, finish forming your argument/counterargument, and assign spokespeople (three total--consider who worked with which folder initially)

Transition -- form a large circle consisting of 17 desks and a smaller inner circle consisting of 8 desks--I'LL DRAW A PICTURE ON THE BOARD IF I NEED TO! (3-5 mins.)

Step #3: The Debate (until a few minutes remaining in class)

• purpose of desks explained: 6 desks in the inner circle are for spokespeople to share their views while the 7th desk and the 8th desk in the inner circle are designated for anyone who wants to come in briefly and add information to the debate (advisement for spokespeople, clearer explanations, direct quotations, etc.) after which he or she must go back to his or her desk in the outer circle
• spokespeople move to inner circle desks to prepare for debating about the following question:
• Who is more impulsive throughout Act IV and Act V of The Tragedy of Romeo and Juliet, Romeo or Juliet?
• begin debating with a spokesperson from Romeo's "camp" (timer at 45 seconds)--I'll moderate, moving from "camp" to "camp" and including the "7th and 8th deskers" whenever appropriate
• during the debate, outer circle members are to be silent until all the spokespeople in the inner circle have been heard (unless, of course, an outer circle member chooses to take the 7th or 8th desk)--taking notes during the debate is highly encouraged! :)
• after the spokespeople in the inner circle have debated the topic, outer circle members can direct questions to individual spokespeople (time permitting)

Transition -- re-column the desks and consider the following questions:

• What conclusions did you draw during today's debate that you plan on including within your end-of-unit essay?
• How did you and your classmates show that you were attentively listening to each other today?
• What part of this activity did you enjoy the most?  What does this suggest about your special strengths or skills?

Closure -- Ball Toss (last few minutes of class)

• If you catch the ball, respond to one of the above questions.

HW (Class Preparation)
--Complete Article of the Week #7 prior to next class (Tuesday, 4/5).  This task will include actively reading and reviewing your annotations in preparation for a component of your mini-test taking place on Tuesday.
--Review your work from the class blocks beginning on 3/14 in preparation for a mini-test.  The mini-test, which will take place next class (Tuesday, 4/5), aims to measure the extent to which you have "hit" the following "targets":

• Mr. Martin's English 9 students can...
• accurately summarize both "A Poison Tree" and "Fireworks"
• provide an effective theme statement for both "A Poison Tree" and "Fireworks"
• accurately characterize major players within The Tragedy of Romeo and Juliet through the lens of both "A Poison Tree" and "Fireworks"
• accurately summarize both Act IV and Act V of The Tragedy of Romeo and Juliet, noting key plot points (e.g., Friar Lawrence giving Juliet a sleeping potion, Friar Lawrence's plan, Romeo's request of the apothecary, etc.)
• note similarities and differences between Romeo and Juliet's level of impulsiveness (characterize) in Act IV and Act V of The Tragedy of Romeo and Juliet
• recognize irony (situational, verbal, and/or dramatic) employed by Shakespeare in Act IV and Act V of The Tragedy of Romeo and Juliet and consider Shakespeare's potential purposes
• provide an effective theme statement for The Tragedy of Romeo and Juliet
• actively read nonfiction texts with proficiency.

  On the backburner:

• A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
• Break down model paragraph together (if necessary)

English 10 Honors--3/31/2016

Jump Off (2 mins.)
--Pick up the "Vocabulary Units--Exercise Check" slip from the front table. Write your name on the line and open your vocabulary book to page 93.

S. the C. (15-20 mins.)
--quickly complete exercise check--when finished, pass up facedown
--agenda/HW
--go over the homework ("Choosing the Right Word" exercise on pages 93 and 94) three-in-a-row style, sharing both words and context clues
--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, 4/28 (one month from today).

Transition (2 mins.)

--Pick up the "Culminating Essay Assignment--Feedback Analysis" sheet from the front table and read the directions.

Writing Workshop -- Intertextuality Unit--Culminating Essay Assignment--Feedback Analysis (30-35 mins.)
--use of the feedback analysis sheet modeled with a student introduction

--scored writing assignments returned for quiet and independent feedback analysis

--independent work time--during this time, students with specific questions can meet with me for no more than three minutes at a time as per the order established on the front board

--whole-group share-out ("I wrote...in the _____ category..." or "What exactly do you mean by...?")--items added under the appropriate categories on the front board and modeling where appropriate--TAKE NOTES EITHER IN YOUR NOTEBOOK OR ON THE FRONT/BACK OF YOUR FEEDBACK ANALYSIS SHEET

Transition (2 mins.)

--When finished, resubmit your writing assignment (if you are not required/do not intend to make revisions [85% or higher]) and clip your feedback analysis sheet into (Writing Section of?) your binder.  The hole puncher is located on the front table.

--pairs formed via a drawing of cards (Block 4)

 

Additional Discussion Preparation -- LotF CHAPTER ONE (10-15 mins.)

--independently (Block 2)/in pairs (Block 4), jot down notes pertaining to assigned prompt/question--dig back into the text and find supporting evidence

*DURING THIS TIME, I WILL BE AROUND TO LOOK AT YOUR FREE READING BOOKS, SO PLEASE PUT YOUR BOOKS IN AN ACCESSIBLE LOCATION.* 

Transition (time permitting)

--Form a circle out of the desks. (Block 4 students: Sit next to your partner.)

--Bring to the circle the following items:

notes pertaining to the prompt/question with which you just dealt
your notebook
your purposefully/actively Post-ited copy of Lord of the Flies
your study guide

 Discussion -- LotF CHAPTER ONE (time permitting)
 --engage in high-level discussion:

• prompts/questions from previous chunk of class time
• purposeful reading Post-its as per the "What to Look for in Lord of the Flies" lists 
• active reading Post-its (e.g., questions, connections to personal experiences, favorite lines or sections, etc.) 
• study guide

HW (Class Preparation)
--Finish preparing for the Unit #7 vocabulary quiz, which will take place at the beginning of class next time (Monday, 4/4). Don't forget about the "Whimsical Words."  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!
--Review your materials from today's LotF work in preparation for an upcoming assessment.
Writing
--The due date for submitting a revised Intertextuality Unit--Culminating Essay Assignment for the Cumulative Writing Portfolio is Thursday, 4/28 (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.
Miscellaneous
--As always, whatever we do not complete in class today, you can expect to pick back up with next time that we meet!

On the backburner:

• ACT nonfiction passages and multiple choice questions

 

 

 

  

English 9--3/30/2016

Jump Off (2-3 mins.)
--Take out your copy of the Act IV Reading Guide.  What do you remember (if anything!) about what we viewed last class?

S. the C. (5-8 mins.)
--Reminder: It is important for you to stay caught up with regard to all of your coursework.  It would behoove you to check the blog and SchoolTool often.  Additionally, if you have an "NG" for a Marking Period, following up with me ASAP is in your best interest.
--Reminder: Beginning with the end in mind--our ultimate purpose when dealing with The Tragedy of Romeo and Juliet (especially when closely re-reading sections of the play):

ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances.  Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?

--You have hit the "targets" for today's lesson if you...

• can do the following with both Act IV and Act V of The Tragedy of Romeo and Juliet:
• summarize the acts, noting key plot points (e.g., Friar Lawrence giving Juliet a sleeping potion, Friar Lawrence's plan, Romeo's request of the apothecary, etc.)
• note similarities and differences between Romeo and Juliet's level of impulsiveness (characterization)
• give at least two examples of purposeful irony (situational, verbal, and/or dramatic) employed by Shakespeare
• provide an effective theme statement for the play
• ONE OF THESE ITEMS SELECTED AT RANDOM WILL BE ASSESSED AT THE END OF TODAY'S CLASS BLOCK AS A TICKET-OUT-THE-DOOR.
• ALL ITEMS ON THIS LIST WILL BE OFFICIALLY ASSESSED AS PART OF THE ACT IV AND ACT V ASSESSMENT.

Transition (2 mins.)
--Pick up a copy of the Act V Reading Guide from the front table so that we can engage in a "materials assessment" together.  What are we "looking for" while viewing Act V?

Film/First-Draft "Reading" -- Act V of Franco Zeffirelli's Romeo and Juliet (20-25 mins.)
--"materials assessment"--read prompts/questions aloud so that students know what to "look for" while viewing Act V
--purposefully view Act V of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions

Transition (THINK) (8-10 mins.)
--via a show of hands, determine which prompts/questions for both Act IV and Act V require work with the Parsons text
--"divide and conquer" the six prompts/questions deemed necessary by doing the following:

• quietly and independently use the text to address/answer the prompt/question on your reading guide assigned to you
• Reminder: Specific references to the text improve responses and tend to move contributions up into the 3/4 range during discussion!

Transition -- groups formed including one person from each assigned prompt/question (2 mins.)

Discussion/Whole-Class Discussion Preparation (GROUP) -- Act IV and Act V of The Tragedy of Romeo and Juliet (6-8 mins.)

--share responses with each other for the next six-eight minutes, bearing in mind the targets for today's lesson--when time is up, we will form a circle and engage in a whole-class discussion in order to wrap up our initial reading of both Act IV and Act V

 

Transition (2 mins.)
--Pick a profession in which you'd like to see yourself in the future (e.g., chef, engineer, automotive mechanic, teacher, veterinarian, etc.)  Form a circle alphabetically accordingly.  (I am a teacher--build me in accordingly!)  Bring to the circle the following items:

• your notebook
• your Act IV Reading Guide
• your Act V Reading Guide

Whole-Class Discussion/Closure (SHARE) -- Act IV and Act V of The Tragedy of Romeo and Juliet (until about 10 mins. remaining)

--Reminder: the "Discussion Contribution Rating Scale"

--whole-class discussion as per the protocol:

• when contributing, bear in mind the "Discussion Contribution Rating Scale"

Transition -- re-column desks while I randomly select and hand out T-O-D

Closure (last 8 mins.)
--After carefully reading the directions, complete the task at hand and submit your best work in the time permitted.

HW (Class Preparation)
--Consider reviewing your work from the last two class blocks with the "targets" in mind as an assessment is forthcoming.
--If you have not already done so, pick out a free reading book for the final two marking periods.  Bring the book with you to class next time so that I can take a look.  PLEASE DO NOT FORGET!

On the backburner:

• A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
• Break down model paragraph together (if necessary)

English 10 Honors--3/29/2016

Jump Off
--Open your vocabulary book (if you brought it today!) to page 90. Look through the list of words and put a mark next to all of the words that you are pretty confident about knowing already.  Also, make sure that you familiarize yourself with the "Whimsical Words."
--If you have not already done so, take all of the Post-its out of your copies of the two novellas.
*AS YOU WORK, I WILL RETURN YOUR UNIT #6 VOCABULARY QUIZ AND THE SMART GOAL THAT YOU SET AT THE START OF MARKING PERIOD 4.*

S. the C.

--agenda/HW

--pronounce each of the Unit #7 vocabulary words (pages 90-92) and the five "Whimsical Words"

--reflect upon your performance on the Unit #6 vocabulary quiz (which I will then re-collect) and take a look at your SMART Goal

• Did you achieve your goal?
• What does it mean to "move forward every day"?  Did you "move forward"?
• Consider putting together a goal to work toward for Marking Period 5.

"Gearing Up" Discussion Preparation (Phase 4) -- What to Look for in Lord of the Flies (Lost at Sea Activity)
--complete activity via PowerPoint slides

Transition
--Pick a profession in which you'd like to see yourself in the future (e.g., engineer, teacher, veterinarian, etc.)  Form a circle alphabetically accordingly.  (I am a teacher--build me in accordingly!)  Bring to the circle the following items:

• your notebook 
• your index card from three classes ago
• your annotated copy of "Are We Naturally Good or Bad?"
• your annotated copy of  "Asch Experiment"
• your "Kid Nation 'Episode #1: I'm Trying to be a Leader Here!'" document
• your annotated copy of "Is That a Symbol?" and the "Novel Pre-reading--Purposeful Non-fiction Reading/'Gearing Up' Discussion" document
• your explicated song lyrics (poetry)
• your sheet from today's activity

"Gearing Up" Discussion/Closure (cont.) -- What to Look for in Lord of the Flies
--engage in discussion about materials listed above in order to finish crafting a list on the front board of "what to look for" in Lord of the Flies--COPY THIS LIST INTO YOUR NOTEBOOK (3/17 & 3/29--What to Look for in LotF)

Transition
--Re-row the desks and...

• return your copies of The Alchemist and The Old Man and the Sea
• pick up a copy of the study guide and a small stack of Post-its
• sign out a copy of Lord of the Flies.

Purposeful/Active Oral Reading -- Lord of the Flies CHAPTER ONE
--in order to engage in high-level discussions about this challenging text, our reading purposes are as follows:

• complete Post-its
• look for, draw potential conclusions about, and flag the items on our "What to Look for in Lord of the Flies" lists
• read actively as we have done in the past (e.g., if you have a question, jot it down and flag the page; if you connect the text to personal experience, jot down notes about the connection and flag the page; etc.)
• complete the study guide as directed

--engage in purposeful/active oral reading--I'll simultaneously do a "think-aloud" for the first few pages as per our reading purposes as modeling
 
Closure (time permitting)
--brief discussion
 
HW (Class Preparation)
--Carefully complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 93 and 94).  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 (Thursday, 3/31).  Also, familiarize yourself with the "Whimsical Words."  The Unit #7 vocabulary quiz will take place on Monday, 4/4.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!
--Bring your vocabulary book to class next time.  PLEASE DO NOT FORGET!
--Finish purposeful/active reading of Chapter 1 of Lord of the Flies as preparation for analysis/discussion next class.

--If you have not already done so, pick out a free reading book for the final two marking periods.  Bring the book with you to class next time so that I can take a look.  PLEASE DO NOT FORGET!

On the backburner:

• ACT nonfiction passages and multiple choice question