--Pick up a copy of the document titled "ENGLISH TEST" from the front table. Complete the test quietly and independently after a ceremonial dropping of the grammar hammer. As you complete the test, make a list (perhaps in the margin?) of what you need to know in order to complete each "question." (For example, for #1, you need to know comma rules and how both the semicolon and long dash function.) Good luck!
*AS YOU WORK, I WILL COME AROUND AND RETURN YOUR "QUIZ--PARALLELISM" DOCUMENTS SO THAT YOU CAN SELF-REFLECT.*
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 (2 weeks from today).
Standards reminders...a breath of fresh air
--Today, prior to our discussion of Lord of the Flies, we will generally work on:
- demonstrating command of the conventions of standard English grammar, usage, and punctuation.
- applying knowledge of language to make effective choices for meaning or style.
- strengthening writing as needed by editing or trying a new approach.
- THESE STANDARDS WILL BE SELF-ASSESSED VIA YOUR PERFORMANCE ON THE "ENGLISH TEST". DO YOU SEE THE CONNECTIONS BETWEEN TODAY'S WORK AND BOTH OUR WORK WITH PARALLELISM AND YOUR CWP REVISIONS?
- citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- participating effectively in a collaborative discussion, building on others' ideas and expressing our own clearly and persuasively. This includes:
- coming to the discussion prepared, having read and researched the material under study and explicitly drawing on that preparation by referring to evidence from the text (as noted above) and additional reading/research to stimulate a thoughtful, well-reasoned exchange of ideas.
- propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions.
- responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying our own views and understanding and making new connections in light of the evidence and reasoning presented.
- THIS MULTI-PART STANDARD IS OFTEN ASSESSED VIA THE "DISCUSSION CONTRIBUTION RATING SCALE."
- determining a theme or central idea of a text and analyzing in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
- analyzing 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.
- determining the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyzing 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).
- analyzing how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
--go over the J.O. (portion of an ACT ENGLISH TEST) question-by-question--student at SMART Board shares an answer and rationale/correct answer established for each, list of "need to knows" concurrently created, list of "need to knows" analyzed (what is really/mostly tested?), scores determined and contextualized via the information written up on the front board, etc.
Discussion Preparation -- LotF CHAPTERS ONE-FOUR
--I will come around and hand you either one or two "BEFORE and AFTER" drawings from a few classes ago before giving you directions for what to do with the drawings.
--Directions: Develop at least one question for today's discussion based on the drawing(s) that you "analyze". If you finish early, look through your purposeful/active reading notes and study guide for CHAPTER FOUR and plan some additional contributions for today's discussion.
Transition
--Form an alphabetical-by-street-name-on-which-you-currently-live circle out of the desks in no more than 2 MINUTES. (I currently live in an 805 square foot cottage on East Lake Rd., so I'm an "E".) Bring to the circle the following items:
- question(s) from "BEFORE and AFTER" drawings
- your "AFTER" drawing
- your notebook
- your purposefully/actively Post-ited copy of Lord of the Flies
- your study guide
--bear in mind the "Discussion Contribution Rating Scale"
--engage in high-level discussion:
- question(s) from "BEFORE and AFTER" drawings
- your "AFTER" drawing
- your "Marked for Greatness" response from last class (more on this in the future!)
- 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
--Return to your desks/return drawings/pick up an index card from the front table.
Closure -- Sentence Starter Ticket-Out-the-Door
--Write your name at the top of your index card.
--Bearing in mind the discussion that we had today, complete the following sentence starter:
- Golding seems to believe that by nature, people/humans...
HW Time/Free Reading
HW (Class Preparation)
--Purposefully/actively read CHAPTER FIVE of Lord of the Flies as preparation for analysis/discussion 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!
--Bring your vocabulary book to class next time--PLEASE DO NOT FORGET!
Writing--The due date for submitting a revised Intertextuality Unit--Culminating Essay Assignment for the Cumulative Writing Portfolio is Thursday, 4/28 (2 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. 