Thursday, April 28, 2016
English 9--5/3/2016
Jump Off
--Pick up a copy of the "Self-Assessment" document from the front table. After carefully reading the directions, complete the task at hand quietly and independently.
S. the C.
--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.
--agenda/HW
Transition
--Column-by-column, come up to the front of the classroom in order to do the following:
--Block 1: Already read Chapter 1
--Block 2: Read up to the middle of page 2 of Chapter 1
--Block 3: Did not read yet
--items on the whiteboard used in order to model what I'm "up to" (and what I'm asking you to be "up to") during reading of the novel
--as I read the novel aloud, complete your assigned purposeful reading tasks
HW (Class Preparation)
--Pick up a copy of the "Self-Assessment" document from the front table. After carefully reading the directions, complete the task at hand quietly and independently.
S. the C.
--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.
--agenda/HW
- You should leave class today with...
- a clear understanding of what to do while reading Veronica Roth's Divergent
- part of your reading assignment that is due next class already completed!
Transition
--Column-by-column, come up to the front of the classroom in order to do the following:
- sign out a copy of Veronica Roth's Divergent (Block 3 only)
- share your self-assessment results with me--receive a "Factions Organizers" document accordingly
- pick up a "Notice & Note" bookmark
- take a small stack of Post-it Notes
--Block 1: Already read Chapter 1
--Block 2: Read up to the middle of page 2 of Chapter 1
--Block 3: Did not read yet
--items on the whiteboard used in order to model what I'm "up to" (and what I'm asking you to be "up to") during reading of the novel
- "Notice & Note" strategies Q & A
- "Notice & Notes" strategies assigned:
- EVERYONE: CONTRASTS & CONTRADICTIONS
- ABNEGATION: AHA MOMENT
- AMITY: TOUGH QUESTIONS
- CANDOR: WORDS OF THE WISER
- DAUNTLESS: AGAIN & AGAIN
- ERUDITE: MEMORY MOMENT
--as I read the novel aloud, complete your assigned purposeful reading tasks
HW (Class Preparation)
--Purposefully/actively read up to the end of Chapter 4 of Divergent. This includes taking detailed notes on your "Factions Organizers" page as well as completing three or more Post-its as per your assigned "Notice & Note" task. Review your purposeful/active reading notes, as an assessment is "fair game" at any point in time between now and when we finish the novel.--Try to find some time to read your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
English 10 Honors--5/2/2016
Jump Off
--Take out a few clean sheets of lined paper. Write your name at the top of each page.
S. the C.
--agenda/HW
--Block 1: Draw numbers
Transition
--Pick up the sheets for today's assessment ("Lord of the Flies--Novel Assessment 2016").
Assessment -- Lord of the Flies
--Carefully read the directions and complete the exam. Good luck!
--When you finish with the exam, engage in free reading or reading of To Kill a Mockingbird until the end of class.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!
--Take out a few clean sheets of lined paper. Write your name at the top of each page.
S. the C.
--agenda/HW
--Block 1: Draw numbers
Transition
--Pick up the sheets for today's assessment ("Lord of the Flies--Novel Assessment 2016").
Assessment -- Lord of the Flies
--Carefully read the directions and complete the exam. Good luck!
--When you finish with the exam, engage in free reading or reading of To Kill a Mockingbird until the end of class.
Free Reading/"HW" Time
HW (Class Preparation)
--Continue thinking about (and working on?) the End-of-Course Assignment--you do not want to wait on this!HW (Class Preparation)
- BRING YOUR END-OF-COURSE ASSIGNMENT MATERIALS TO CLASS DAILY, INCLUDING YOUR COPY OF TO KILL A MOCKINGBIRD AND THE NOVEL GUIDE. YOU NEVER KNOW WHEN THESE MATERIALS MIGHT BE NECESSARY!
- FYI:
- We are tentatively scheduled for full blocks with computer access on the following days: Thursday, 5/26; Wednesday, 6/1; and Friday, 6/3. Plan accordingly!
- The written portion of the End-of-Course Assignment is due at the beginning of class on Tuesday, 6/7, which will also be the first day of in-class presentations.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!
English 9--4/29/2016
Jump Off
--Pick up the Unit #8 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 do the following:
--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.
--trade and grade vocabulary quizzes--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected
--agenda/HW
Transition
--Form a circle out of the desks, sitting next to the group members with whom you worked last class block.
Whole-Class Discussion/Closure (cont.) -- Shirley Jackson's "The Lottery" (15 mins.--timer set)
Transition -- re-column the desks/pick up a copy of the "Divergent Debate Statements" document from the front table
Introductory Activity -- Four Corners: Divergent--What's Up?/How Does It Fit? (DID NOT DO IN BLOCK 1)
--complete the task assigned in the directions of the document quietly and independently
--corner discussion/whole-class share-out statement-by-statement--one "spokesperson" (a rotational job) will summarize discussion for whole-class
Transition
--Column-by-column, turn in copies of The Tragedy of Romeo and Juliet and sign out copies of Divergent.
Oral Reading -- Divergent (until class ends)
--let's "dip our toes in the water," so to speak!
HW (Class Preparation)
--Pick up the Unit #8 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 do the following:
- Pick up a copy of the notes about "The Lottery" from last class and an index card. Read through the notes (both from your class and the other two classes that I instruct). Do you see anything that another class talked about that we did not yet discuss? Do you notice any relationships between different sections of the notes (e.g., character names/associations relating to the story's theme)? Do you see anything that "clicks" for you, helping you realize author Shirley Jackson's purpose? As you analyze the notes page with these questions in mind, jot down your thoughts, questions, etc. on your index card as preparation for today's final discussion of the short story.
- I WILL ASK YOU TO PAUSE IN YOUR QUIZ-TAKING IN ORDER TO MODEL/CLARIFY THESE DIRECTIONS AND LET YOU KNOW ABOUT TODAY'S DISCUSSION PROTOCOL AND "TURNING TO A FRIEND" PRIOR TO THE DISCUSSION.
--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.
--trade and grade vocabulary quizzes--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected
--agenda/HW
Transition
--Form a circle out of the desks, sitting next to the group members with whom you worked last class block.
--Bring to the circle the following items:
- notes pertaining to the prompt/question with which you dealt last class block
- your index card from after the vocabulary quiz
- your notebook
Whole-Class Discussion/Closure (cont.) -- Shirley Jackson's "The Lottery" (15 mins.--timer set)
--Reminder: the "Discussion Contribution Rating Scale"
--whole-class discussion as per the modified protocol (If you have already contributed to the discussion, you may not do so again until EVERYONE has contributed!):
- contributions will be assessed via the "Discussion Contribution Rating Scale"
- I will do my best to capture notes on the front board--you should copy these notes down in your notebook!
Transition -- re-column the desks/pick up a copy of the "Divergent Debate Statements" document from the front table
Introductory Activity -- Four Corners: Divergent--What's Up?/How Does It Fit? (DID NOT DO IN BLOCK 1)
--complete the task assigned in the directions of the document quietly and independently
- As you do so, keep this question in the back of your mind: How do these questions and my answers relate to anything else that we have studied this year (e.g., "St. Lucy's Home for Girls Raised by Wolves," The Tragedy of Romeo and Juliet, "The Lottery," etc.)?
--corner discussion/whole-class share-out statement-by-statement--one "spokesperson" (a rotational job) will summarize discussion for whole-class
Transition
--Column-by-column, turn in copies of The Tragedy of Romeo and Juliet and sign out copies of Divergent.
Oral Reading -- Divergent (until class ends)
--let's "dip our toes in the water," so to speak!
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!
--Though you do not need to read in further in Divergent, feel free to do so as the book is now in your possession!
--Though you do not need to read in further in Divergent, feel free to do so as the book is now in your possession!
Wednesday, April 27, 2016
English 10 Honors--4/28/2016
Jump Off
--Sign out a copy of To Kill a Mockingbird.
--Pick up a copy of the "To Kill a Mockingbird Novel Study--Purposeful Reading Guide" document from the front table. Briefly survey the document while I take attendance.
--Take out your Mumford and Sons annotated song lyrics from prior to our reading of Lord of the Flies. Now that you have finished the novel, quickly re-read the lyrics. Does anything else "stick out" now that didn't before that could illuminate today's discussion? Jot down additional annotations accordingly.
*DURING THIS TIME, I WILL RETURN YOUR "LORD OF THE FLIES CHAPTER FOUR-CHAPTER NINE QUIZ/FINAL NOVEL ASSESSMENT PREPARATION" DOCUMENTS FROM LAST CLASS. PLEASE ANALYZE YOUR PERFORMANCE--MY HOPE IS THAT "SEEING HOW YOU DID" WILL FURTHER PREPARE YOU FOR YOU THE FINAL NOVEL ASSESSMENT. I WILL ALSO SHARE WITH YOU AN EXEMPLAR.*
S. the C.
--exemplary quiz response shared or handed out to any "takers"
--agenda/HW
Transition
--Pick up a copy of the piece of literary criticism titled "Lord of the Flies: Beezlebub Revisited" from the front table. Briefly survey the piece, taking note of the title, author, and date of publication.
Discussion Preparation -- Oldsey and Weintraub's "Lord of the Flies: Beezlebub Revisited"
--independent gist reading/somewhat purposeful reading (divide and conquer!) as preparation for today's discussion (close reading will occur independently in the future by any students thinking about using this piece within the End-of-Course Assignment)--in the margins next to each paragraph that you read, ...
Discussion -- LotF CHAPTER ONE-CHAPTER TWELVE--So What?!
--What should we make sure to address during today's discussion, bearing in mind both the final novel assessment and the End-of-Course Assignment?
--engage in discussion (you know the drill!)--taking notes is strongly encouraged!
Brain Break -- Lord of the Flies: A Facebook Spoof (from Sarah Schmelling's Ophelia Joined the Group Maidens Who Don't Float)
Transition -- re-column the desks and pick up an index card from the front table
Ticket-Out-the-Door -- "The most important conclusion I drew today was..."
--finish the sentence starter above in a specific fashion in no more than three to five sentences
--LEAVE YOUR INDEX CARD ON YOUR DESK WHEN CLASS ENDS. DON'T FORGET YOUR NAME! (HA...HA......HA.........ALSO TOO SOON?)
Purposeful/Active Oral Reading -- To Kill a Mockingbird Chapter 1 (time permitting)
Closure (time permitting)
--brief discussion
HW (Class Preparation)
--Review your notes from purposeful/active reading of Lord of the Flies and the discussions that have occurred in class as preparation for the final novel assessment. This assessment will take place during class our next block together and will consist of identification of significant passages (mirroring both the "speed dating" activity and the quiz that you took last class). On the assessment, you will be held accountable for knowing and being able to apply the following concepts/terms:
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!
--Sign out a copy of To Kill a Mockingbird.
--Pick up a copy of the "To Kill a Mockingbird Novel Study--Purposeful Reading Guide" document from the front table. Briefly survey the document while I take attendance.
--Take out your Mumford and Sons annotated song lyrics from prior to our reading of Lord of the Flies. Now that you have finished the novel, quickly re-read the lyrics. Does anything else "stick out" now that didn't before that could illuminate today's discussion? Jot down additional annotations accordingly.
*DURING THIS TIME, I WILL RETURN YOUR "LORD OF THE FLIES CHAPTER FOUR-CHAPTER NINE QUIZ/FINAL NOVEL ASSESSMENT PREPARATION" DOCUMENTS FROM LAST CLASS. PLEASE ANALYZE YOUR PERFORMANCE--MY HOPE IS THAT "SEEING HOW YOU DID" WILL FURTHER PREPARE YOU FOR YOU THE FINAL NOVEL ASSESSMENT. I WILL ALSO SHARE WITH YOU AN EXEMPLAR.*
S. the C.
--exemplary quiz response shared or handed out to any "takers"
--agenda/HW
Transition
--Pick up a copy of the piece of literary criticism titled "Lord of the Flies: Beezlebub Revisited" from the front table. Briefly survey the piece, taking note of the title, author, and date of publication.
Discussion Preparation -- Oldsey and Weintraub's "Lord of the Flies: Beezlebub Revisited"
--independent gist reading/somewhat purposeful reading (divide and conquer!) as preparation for today's discussion (close reading will occur independently in the future by any students thinking about using this piece within the End-of-Course Assignment)--in the margins next to each paragraph that you read, ...
- jot down the gist/write a brief summary
- underline anything that either confirms or deepens your understanding of William Golding's "thesis" about human nature
- underline anything interesting that makes you think "oooooo!" or "ah ha!" (or whatever!)
- I'LL MODEL FIRST!
Discussion -- LotF CHAPTER ONE-CHAPTER TWELVE--So What?!
--What should we make sure to address during today's discussion, bearing in mind both the final novel assessment and the End-of-Course Assignment?
--engage in discussion (you know the drill!)--taking notes is strongly encouraged!
Brain Break -- Lord of the Flies: A Facebook Spoof (from Sarah Schmelling's Ophelia Joined the Group Maidens Who Don't Float)
Transition -- re-column the desks and pick up an index card from the front table
Ticket-Out-the-Door -- "The most important conclusion I drew today was..."
--finish the sentence starter above in a specific fashion in no more than three to five sentences
--LEAVE YOUR INDEX CARD ON YOUR DESK WHEN CLASS ENDS. DON'T FORGET YOUR NAME! (HA...HA......HA.........ALSO TOO SOON?)
Purposeful/Active Oral Reading -- To Kill a Mockingbird Chapter 1 (time permitting)
Closure (time permitting)
--brief discussion
HW (Class Preparation)
--Review your notes from purposeful/active reading of Lord of the Flies and the discussions that have occurred in class as preparation for the final novel assessment. This assessment will take place during class our next block together and will consist of identification of significant passages (mirroring both the "speed dating" activity and the quiz that you took last class). On the assessment, you will be held accountable for knowing and being able to apply the following concepts/terms:
- allusion
- atmosphere/mood
- characterization
- Christological figure
- conflict
- deus ex machina
- diction
- foreshadowing
- imagery
- intertextuality
- juxtaposition
- marked for greatness
- metaphor/simile
- microcosm
- monomyth (hero's journey)
- motif
- personification
- plot
- point of view
- setting
- style
- symbolism
- theme (e.g., fear, good and evil, human nature, loss of identity, loss of innocence, mob mentality, etc.)
- BRING YOUR END-OF-COURSE ASSIGNMENT MATERIALS TO CLASS DAILY, INCLUDING YOUR COPY OF TO KILL A MOCKINGBIRD AND THE NOVEL GUIDE. YOU NEVER KNOW WHEN THESE MATERIALS MIGHT BE NECESSARY!
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!
Tuesday, April 26, 2016
English 9--4/27/2016
Jump Off (2 mins.)
--If you have yet to do so, turn in the printout of the final version of your essay (your absolute best effort) by placing it in the black basket on the front table. Please also keep in mind the following:
S. the C. (15-20 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.
--quickly complete exercise check--when finished, pass up facedown
--agenda/HW
--go over the homework ("Choosing the Right Word" exercise on pages 103 and 104) three-in-a-row style, sharing both words and context clues
Transition (3-5 mins.)
Transition -- re-column desks (2 mins.)
Free Reading (time permitting)
HW (Class Preparation)
--If you have yet to do so, turn in the printout of the final version of your essay (your absolute best effort) by placing it in the black basket on the front table. Please also keep in mind the following:
- our classroom policy for meeting due dates of long term assignments--you must continue staying after school with me if do not turn in your essay until the essay is completed
- This writing piece will be included within the Cumulative Writing Portfolio.
S. the C. (15-20 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.
--quickly complete exercise check--when finished, pass up facedown
--agenda/HW
--go over the homework ("Choosing the Right Word" exercise on pages 103 and 104) three-in-a-row style, sharing both words and context clues
Transition (3-5 mins.)
--directions given for the next block of time ("Discussion Preparation")
--groups formed via a drawing of cards
Discussion Preparation -- Shirley Jackson's "The Lottery" (10-15 mins.)
--in groups, jot down notes pertaining to assigned prompt/question--dig back into the text (copies are located on the front table) and find supporting evidence
Transition (2 mins.)
--Form a circle out of the desks, sitting next to the groups members with whom you just worked.
Discussion Preparation -- Shirley Jackson's "The Lottery" (10-15 mins.)
--in groups, jot down notes pertaining to assigned prompt/question--dig back into the text (copies are located on the front table) and find supporting evidence
Transition (2 mins.)
--Form a circle out of the desks, sitting next to the groups members with whom you just worked.
--Bring to the circle the following items:
- notes pertaining to the prompt/question with which you just dealt
- your notebook
Whole-Class Discussion/Closure -- Shirley Jackson's "The Lottery" (flex time)
--Reminder: the "Discussion Contribution Rating Scale"
--whole-class discussion as per the protocol:
--whole-class discussion as per the protocol:
- contributions will be assessed via the "Discussion Contribution Rating Scale"
- I will do my best to capture notes on the front board--you should copy these notes down in your notebook!
Transition -- re-column desks (2 mins.)
Free Reading (time permitting)
HW (Class Preparation)
--Finish preparing for the Unit #8 vocabulary quiz, which will take place at the beginning of class next time (Friday, 4/29). REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER. Don't forget about the incentive plan!
--Try to find some time to read your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--Try to find some time to read your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Friday, April 22, 2016
English 10 Honors--4/26/2016
Jump Off
--Pick up a copy of the "End-of-Course Assignment--2016--Assignment Preview--My Rough Notes (from Mr. Martin!)" document from the front table. I wanted to get this information into your hands ASAP as much thought and effort is necessary between now and the due date! Please purposefully read this document during the first few minutes of class, preparing any questions that you have for me.
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?
--Q & A as per the Jump Off
Transition
--Bring to your small group the following items:
Discussion -- LotF CHAPTER ONE-CHAPTER NINE
--engage in high-level discussion:
--place each contribution under a topic heading so that we can try to keep all of this "stuff" somewhat organized!
--during this discussion, it is suggested that you take notes--these notes will come in handy when crafting your End-of-Course Assignment!
Transition
--re-column the desks
--Scribes: submit your group discussion notes
--Pick up a copy of the assessment from the front table.
Closure/Assessment -- Lord of the Flies CHAPTER FOUR-CHAPTER NINE Quiz/Final Novel Assessment Preparation (42 minutes)
--after purposefully reading the directions, complete the assessment--good luck!
HW Time/Free Reading (time permitting)
HW (Class Preparation)
--Finish purposefully/actively reading Lord of the Flies.
--Begin preparing for the final novel assessment (quotation identification).
--Start thinking about the End-of-Course Assignment--you do not want to wait on this!
--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
--Pick up a copy of the "End-of-Course Assignment--2016--Assignment Preview--My Rough Notes (from Mr. Martin!)" document from the front table. I wanted to get this information into your hands ASAP as much thought and effort is necessary between now and the due date! Please purposefully read this document during the first few minutes of class, preparing any questions that you have for me.
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?
- The due date for submission is Thursday, 4/28 (two days from today!).
--Q & A as per the Jump Off
Transition
--Bring to your small group the following items:
- your "Marked for Greatness" responses (pick back up from the front table)
- your notebook
- your purposefully/actively Post-ited copy of Lord of the Flies
- your study guide
- Leader
- Scribe
- Runner
Discussion -- LotF CHAPTER ONE-CHAPTER NINE
--engage in high-level discussion:
- your "Marked for Greatness" response from two classes ago
- clarifying the meaning of "marked for greatness" as a literary concept and applying the concept to the following characters/settings:
- Ralph (Ullock and Stevens), Piggy (Jeff Y., Morgan F., Kennedy G., Rachael H., Hayleigh P., Anna K., Logan S., and Lauren T.), Simon (Morgan H. and Bridget N. and ___), the mulberry boy (Cameron V. ___), and the island (Alberto T., Hannah F., Phil R., and Sam W.).
- 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
- looking ahead to the "End-of-Course Assignment"
- SEE THE LIST PROJECTED ON THE SMARTBOARD CREATED VIA TICKETS-OUT-THE-DOOR SUBMITTED EARLIER IN THE UNIT.
--place each contribution under a topic heading so that we can try to keep all of this "stuff" somewhat organized!
--during this discussion, it is suggested that you take notes--these notes will come in handy when crafting your End-of-Course Assignment!
Transition
--re-column the desks
--Scribes: submit your group discussion notes
--Pick up a copy of the assessment from the front table.
Closure/Assessment -- Lord of the Flies CHAPTER FOUR-CHAPTER NINE Quiz/Final Novel Assessment Preparation (42 minutes)
--after purposefully reading the directions, complete the assessment--good luck!
HW Time/Free Reading (time permitting)
HW (Class Preparation)
--Finish purposefully/actively reading Lord of the Flies.
--Begin preparing for the final novel assessment (quotation identification).
--Start thinking about the End-of-Course Assignment--you do not want to wait on this!
--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 (two days from today)--YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol. When time permits, meetings can/will occur during class time.
English 9--4/25/2016
Jump Off
--Turn in the printout of the final version of your essay (your absolute best effort) by placing it in the black basket on the front table. Please also keep in mind the following:
S. the C.
--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
--agenda/HW
Self-Reflection -- Future Plans and Field Trips
--quick write for six-eight minutes
--RE-READ your work
--pair
--share
Transition
--Turn in your quick write by placing it in the black basket on the front table.
--Open your vocabulary book to page 100. Look through the list of words and put a mark next to all of the words that you are pretty confident about knowing already.
*AS YOU WORK, I WILL RETURN YOUR UNIT #7 VOCABULARY QUIZ.*
--Reflect upon your performance on the Unit #7 vocabulary quiz (which I will then re-collect). When you finish reflecting, turn in your Unit #7 vocabulary quiz and your colored pencil at the front of the classroom.
Looking Ahead -- Vocabulary Unit #8
--pronounce each of the Unit #8 vocabulary words (pages 100-102)
--Reminder: the "incentive plan" (it is in place this week!)
--begin working on the Class Preparation assignment
--after reading the question on the front board, view "The Lottery" via the links below--there is a final writing experience following this unit that involves referencing Divergent and another unit work, so you might want to take notes in the event that you end up using "The Lottery" as part of your essay!
http://www.schooltube.com/video/361c71f0d5a14fd9a7b3/The%20Lottery%20Part%201
http://www.schooltube.com/video/549bd2b552311ad32568/The-Lottery-part-2-of-2
Closure Discussion -- "The Lottery" Umm...What?!
--notes captured on the front board
HW Time/Free Reading (time permitting)
HW (Class Preparation)
--Carefully complete the rest of the Choosing the Right Word ("50/50") vocabulary exercise (pages 103 and 104). 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 (Wednesday, 4/27).
--Begin preparing for the Unit #8 vocabulary quiz, which will take place on Friday, 4/29. REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER. Don't forget about the incentive plan!
--Bring your vocabulary book to class next time. PLEASE DO NOT FORGET!
--Try to find some time to read your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--Turn in the printout of the final version of your essay (your absolute best effort) by placing it in the black basket on the front table. Please also keep in mind the following:
- our classroom policy for meeting due dates of long term assignments--you must stay after school with me beginning today if do not turn in your essay
- This writing piece will be included within the Cumulative Writing Portfolio.
S. the C.
--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
--agenda/HW
Self-Reflection -- Future Plans and Field Trips
--quick write for six-eight minutes
--RE-READ your work
--pair
--share
Transition
--Turn in your quick write by placing it in the black basket on the front table.
--Open your vocabulary book to page 100. Look through the list of words and put a mark next to all of the words that you are pretty confident about knowing already.
*AS YOU WORK, I WILL RETURN YOUR UNIT #7 VOCABULARY QUIZ.*
--Reflect upon your performance on the Unit #7 vocabulary quiz (which I will then re-collect). When you finish reflecting, turn in your Unit #7 vocabulary quiz and your colored pencil at the front of the classroom.
Looking Ahead -- Vocabulary Unit #8
--pronounce each of the Unit #8 vocabulary words (pages 100-102)
--Reminder: the "incentive plan" (it is in place this week!)
--begin working on the Class Preparation assignment
- modeling via #1
- 5-minute long work block
--after reading the question on the front board, view "The Lottery" via the links below--there is a final writing experience following this unit that involves referencing Divergent and another unit work, so you might want to take notes in the event that you end up using "The Lottery" as part of your essay!
http://www.schooltube.com/video/361c71f0d5a14fd9a7b3/The%20Lottery%20Part%201
http://www.schooltube.com/video/549bd2b552311ad32568/The-Lottery-part-2-of-2
Closure Discussion -- "The Lottery" Umm...What?!
--notes captured on the front board
HW Time/Free Reading (time permitting)
HW (Class Preparation)
--Carefully complete the rest of the Choosing the Right Word ("50/50") vocabulary exercise (pages 103 and 104). 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 (Wednesday, 4/27).
--Begin preparing for the Unit #8 vocabulary quiz, which will take place on Friday, 4/29. REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER. Don't forget about the incentive plan!
--Bring your vocabulary book to class next time. PLEASE DO NOT FORGET!
--Try to find some time to read your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Tuesday, April 19, 2016
English 10 Honors--4/22/2016
Jump Off
--Pick up the Unit #8 vocabulary quiz from the front table. Make sure to carefully read all of the directions and advocate for your understanding by calling me over (if necessary). Complete the quiz quietly and independently. Good luck!
*AS YOU WORK, I WILL COME AROUND AND RETURN YOUR MINI-TESTS (WHICH I WILL THEN RE-COLLECT LATER IN THE CLASS BLOCK).*
--When you finish with the assessment, place your work underneath your desk and complete some of the following tasks:
--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?
--agenda/HW
Discussion Activity (cont.) -- Significant Passage "Speed Dating"
--Purposefully/actively read CHAPTER NINE of Lord of the Flies. Continue focusing especially on flagging seemingly important passages.
--Review your materials from the last two class blocks pertaining to LotF as well as your purposeful/active reading notes for CHAPTERS FOUR-NINE in preparation for an assessment next class.
--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
--Pick up the Unit #8 vocabulary quiz from the front table. Make sure to carefully read all of the directions and advocate for your understanding by calling me over (if necessary). Complete the quiz quietly and independently. Good luck!
*AS YOU WORK, I WILL COME AROUND AND RETURN YOUR MINI-TESTS (WHICH I WILL THEN RE-COLLECT LATER IN THE CLASS BLOCK).*
--When you finish with the assessment, place your work underneath your desk and complete some of the following tasks:
- reflect upon your performance on the mini-test: What can you "take away" from this assessment in terms of what it aims to assess, what you got correct, what you got incorrect, etc.?
- finish preparing for today's "Speed Dating" discussion activity
- begin the next reading assignment for LotF
- engage in free reading
--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 (just under one week from today).
--agenda/HW
Discussion Activity (cont.) -- Significant Passage "Speed Dating"
--independent work time--finish preparing for activity by finding a passage and responding to three prompts for passage
--directions given for the remainder of activity
--directions given for the remainder of activity
--engage in "speed dating" process until all dates have occurred or class ends (whichever happens first)--taking notes is strongly encouraged!
HW Time/Free Reading (time permitting)
Lord of the Flies Reading Breakdown
HW Time/Free Reading (time permitting)
Lord of the Flies Reading Breakdown
- You must finish purposefully/actively reading the novel by Thursday of next week (4/28). 57 pages remain.
- Including today, if you read 8 pages a day, you will finish the novel on time.
- A reading requirement will be assigned for next class (purposefully/actively reading CHAPTER NINE) as a bare minimum. You are strongly advised, however, to read beyond page 154 by next class.
- If you have time this weekend and would prefer to "lighten your load" next week, if you read 28 1/2 pages two out of the next three days (including today), you will finish the novel before school begins on Monday.
--Purposefully/actively read CHAPTER NINE of Lord of the Flies. Continue focusing especially on flagging seemingly important passages.
--Review your materials from the last two class blocks pertaining to LotF as well as your purposeful/active reading notes for CHAPTERS FOUR-NINE in preparation for an assessment next class.
--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 (just under one week 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.
Monday, April 18, 2016
English 9--4/21/2016
Jump Off
--Pick up each of the following from the front table:
S. the C.
--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.
--agenda/HW
Mini-Lesson -- Writing the Conclusion
--view the following YouTube video:
https://www.youtube.com/watch?v=2L7aeO9fBzE
--read/discuss the sample introduction and sample conclusion document:
Transition
--Block 1 and Block 2: Grab a laptop from the cart and log in.
--Block 3: Head down to the Computer Lab and log in.
Writing Workshop #1 -- The Tragedy of Romeo and Juliet End-of-Unit Essay
--"anchor in" to the agreement below before you begin working:
COMPACT FOR WORK TIME
--meetings with me as per the order established on the front board
Writing Workshop #2 -- The Tragedy of Romeo and Juliet End-of-Unit Essay
--rationale shared for this block of time
--either continue working as per the parameters established for "Writing Workshop #1" OR meet with a peer to ask each other questions/share some of your work with each other
Closure
--share out as per the "Jump Off" (index cards)
--Bring your vocabulary book to class next time--PLEASE DO NOT FORGET!
--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 final version of your essay (your absolute best effort) is due in the form of a printout at the beginning of class next time (Monday, 4/25). Don't settle for anything less than your best! Please also keep in mind our classroom policy for meeting due dates of long term assignments. This writing piece will be included within the Cumulative Writing Portfolio.
--You should strongly consider:
--Pick up each of the following from the front table:
- an index card
- a copy of the sample introduction and sample conclusion document
- When proofreading and revising your own writing in order to demonstrate that you have control over the conventions of standard written English, what should you look for, do, etc.? (Think about what we have done this year as part of our "Grammar Hammer" work!)
- SEE THE FRONT BOARD FOR A SAMPLE RESPONSE TO THIS QUESTION.
S. the C.
--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.
--agenda/HW
Mini-Lesson -- Writing the Conclusion
--view the following YouTube video:
https://www.youtube.com/watch?v=2L7aeO9fBzE
--read/discuss the sample introduction and sample conclusion document:
- adjustments to thesis statement pointed out (order and theme statement)
- rationale behind contents of conclusion shared
Transition
--Block 1 and Block 2: Grab a laptop from the cart and log in.
--Block 3: Head down to the Computer Lab and log in.
Writing Workshop #1 -- The Tragedy of Romeo and Juliet End-of-Unit Essay
--"anchor in" to the agreement below before you begin working:
COMPACT FOR WORK TIME
- Talking should be very limited
- When talking must occur, get peer's attention first and stay on task.
- Teacher will use the consequence system in place for lack of compliance.
- Listening to music (provided by teacher or on personal devices) is acceptable.
--meetings with me as per the order established on the front board
Writing Workshop #2 -- The Tragedy of Romeo and Juliet End-of-Unit Essay
--rationale shared for this block of time
--either continue working as per the parameters established for "Writing Workshop #1" OR meet with a peer to ask each other questions/share some of your work with each other
Closure
--share out as per the "Jump Off" (index cards)
- Don't forget to purposefully proofread prior to submitting your essay next week.
- RE-READ--don't re-read!
--Bring your vocabulary book to class next time--PLEASE DO NOT FORGET!
--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 final version of your essay (your absolute best effort) is due in the form of a printout at the beginning of class next time (Monday, 4/25). Don't settle for anything less than your best! Please also keep in mind our classroom policy for meeting due dates of long term assignments. This writing piece will be included within the Cumulative Writing Portfolio.
--You should strongly consider:
- RE-READING your work in order to demonstrate control over the conventions of standard written English
- having someone with skills superior to your own read your work and offer you suggestions
- purposefully re-reading the grading sheet and making sure that your essay aligns
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