English 9--11/2/2016 & 11/3/2016

Jump Off (3-5 mins.)
--Pick up an index card from the front table.  Label the index card as follows: "Moving Forward with AoW". 
--Take out your notebook, open to a new page, and put the date in the lefthand margin (11/2 [BDF] or 11/3 [ACE]).  Label this section of your notes "Mexico: Image vs. Reality".  Then, write freely in response to the following question:

What image do you think most Americans have of Mexico?

*AS YOU WRITE, I WILL BE AROUND TO RETURN AOW #2 WORK.*

--Finally, consider the following question: When working on reading nonfiction, what are some of the targets you should be trying to hit?

S. the C. (5-8 mins.)
--Reminder: When we do Article of the Week, we are aiming to grow our nonfiction reading skills and related writing skills.  Today's work, then, pertains to the following targets:

When reading nonfiction, I can...

• pick out the author's main point
• pick out the important details that the author uses that connect back to his/her main point
• write a summary that...
• is no more than five sentences in length
• does not include any unnecessary details
• does not include any of my own opinion.
• use context clues to figure out what unfamiliar words and phrases most likely mean
• look up unfamiliar words to confirm their likely meaning or when context clues "fail" me.

--agenda/HW

• decide together when to take a "brain break"

Old Business -- Article of the Week #2 (12-15 mins.)
--During this portion of the class block, jot down notes on your index card.  Think of this card as a "to-do list" for when you complete AoW #3.
--"think-aloud" conducted so as to model active/purposeful reading (title-paragraph 3)

• perhaps challenge the author's argument a bit?

--exemplary AoW #2 active reading pointed out--please note...

• that the reader annotated the directions
• how the reader used both of the active/purposeful reading strategies as well as a few others (e.g., jotting the gist, questioning the text, and challenging the author's ideas)--In the future, I'm truly looking for a little of everything when you converse with text (though this time around, I was focused on how well you did what was asked of you!)
• the correlation between high-quality active/purposeful reading and effective academic writing--this student earned a highly effective score on his/her template!

--exemplary components of AoW #2 "They Say" template shared

• Claim identified
• More specifically, Granderson argues that year-round schooling should be required by the U.S. government so students' academic levels rise.
• A few quality pieces of evidence/details in support
• "Instead of year-round school as curiosity, I think it's time it becomes a government-enforced standard."
• "[W]e have one of the shortest school years of the countries tested.  South Korea, for example, has 220 school days, and a No. 2 ranking in math.  Finland is first in math and science at 190 days."

--pair/share with regard to index cards

• discuss in pairs first
• I am drawing cards today so that I can hear as many voices as possible, so make sure that you're "ready to rock"!
• cold-calling--students randomly selected to briefly share a "to-do list" item

Looking Ahead -- Article of the Week #3 (20-25 mins.)
--pair/share with regard to the "Jump Off"

• I'll capture notes on the front board for use later in the class block.

--view Diego Casaras' profile at upfront.scholastic.com in order to respond to the following questions in your notebook (add responses underneath your writing from the "Jump Off"):

• How do Diego's dreams for the future and the opportunities available to him compare with those of teens here in Livonia?
• How well does what we have written on the board reflect Diego's reality?

--pair/share with regard to the video

Transition (10-15 mins.)

--Pick up the "English 9--Article of the Week #3 (10/31-11/4)" document from the front table.  Staple your index card to the document.  Back at your desk, purposefully read the directions in the box on the front page. What questions do you have?
--Q & A
--active/purposeful reading directions modeled for the first three paragraphs

HW Time (remainder of class)

HW (Take-Home Assessment) 

--Complete Article of the Week #3, which is due at the beginning of class next time (Friday, 11/4 [BDF] or Monday, 11/7 [ACE]).  This task will include purposefully reading the directions in the box on the front page and completing your best work with regard to the directions.  When you finish, spend a few minutes reading back through your annotations and potentially adding a few more annotations.  Next class, expect me to check the quality of your annotations.  Keep in mind that I am available during "Office Hours" and more than happy to help students who take initiative! :)

HW (Class Preparation)

--Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

English 10 Honors--11/2/2016

Jump Off (5 mins.)
--If you have not already done so, place your short story in the black basket on the front table.
--Pick up one of each of the following documents:

• "Propaganda/Some Types of Propaganda"
• "Defining Propaganda II"

After reading the first set of directions on the "Propaganda/Some Types of Propaganda" sheet, engage in purposeful reading until I ask you to stop.

S. the C. (8-10 mins.)
--"real-talk"--thematic essays and their return on Friday, 11/1
--Q & A about current task
--agenda/HW

• The Key Question that Drives Today's First Two Activities: How might recognizing and understanding different types of propaganda impact important decisions that you make in the future?
• The Essential Question that Drives Our Course: By nature, are human beings inherently good or evil or...?

Instructional Activity -- Animal Farm Unit--Propaganda/Some Types of Propaganda (20-25 mins.)
--Following this activity, you should be able to...

• define the term propaganda
• define, provide examples of, and begin to recognize each of the provided types of propaganda

--either independently or in pairs, finish reading "Defining Propaganda II" and craft a definition of propaganda
--whole-class share-out
--oral reading of the second set of directions/Q & A
--continue working independently or in pairs in order to fill in the blanks under each provided type of propaganda
--whole-class share-out

Application Activity -- Recognizing Propaganda in Presidential Campaign Ads (8-10 mins.)
--view the following ad in order to answer these questions: 

• What types of propaganda are being used?  How so?

https://www.youtube.com/watch?v=vHGPbl-werw

--pair/share
--repeat this process for the following ad:

https://www.youtube.com/watch?v=sBbtCvUGweo

Transition (5-8 mins.)
--Pick up an index card from the front table.  Write your name at the top of the lined side of the card.  Then, respond to the key question driving the preceding activities:

• How might recognizing and understanding different types of propaganda impact important decisions that you make in the future?

--When you finish, place your index card in the black basket on the front table and pick up your copy of Article of the Week #1.  Look back through your copy of Article of the Week #1 and my commentary, especially focusing on determining active/purposeful reading areas for growth.

Old Business -- Article of the Week #1 (10-12 mins.)

--Reminders:

• Take-Home Assessment/Classwork Check System
• The Four Cs of Quality Academic Writing
• HEDI Scale for Feedback/Scoring

--a few notes:

• Who picked up on the sensationalism?  Let's talk about it!
• what was scored and why
• what was commented upon and why
• Q & A

Transition (5 mins.)

--Pick up the "Article of the Week #2 (10/31-11/4)" document from the front table.
--Spend a few minutes purposefully reading the information located in the box on the front page of the Article of the Week #2 document.  Then, continue reading the article as directed.

Looking Ahead -- Article of the Week #2 (remainder of class)

--What is our purpose when we read this article?
--independent active reading (continued)

HW (Practice/Take-Home Assessment)

--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 11/3.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #3, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

HW (Take-Home Assessment)

--Finish your work with Article of the Week #2, which is due at the beginning of class on Tuesday, 11/8.  This task will include purposefully reading the directions in the box on the front page, responding in the box where necessary, and completing your best work with regard to the directions.  Good luck!

Writing
--The Thematic Essay Writing Assignment--Partner Interviews essays will be returned next class.  We have a lot of work to do in order to move forward, but I have confidence in us!  I have over half of the essays scored and commented upon.  I invite anyone whose essay I have already read to drop by after school today or tomorrow in order to take a look at your work and help me plan Friday's class based on your needs/desires!
Miscellaneous

--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.

English 9--10/31/2016 & 11/1/2016

Jump Off (2-3 mins.)
--Take out your summary materials and your copy of "St. Lucy's Home for Girls Raised by Wolves".  As soon as I've taken attendance, we'll get started!

S. the C. (5-8 mins.)
--agenda/HW

Mini-Lesson (Part 4) -- Short Story in an "Hour" (20-25 mins.)

--Reminder: objectives for this mini-lesson:

• craft a plot summary as per our learning target
• work cooperatively in small groups (listening, respecting, etc.)--SL.1 to the max!
• comprehend the basic plot of most of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"

--continuation of steps for this mini-lesson:

• "Anchor in" to our official "Compact for Group Work".
• Blocks 1 & 2 (5 mins.)/Blocks 3 & 4 (10 mins.): Finish working together in order to craft a summary that hits our target/aligns with the "Summary Notes".  When you finish, one group member will share your summary with the whole class.
• One group member shares the first summary and so on and so forth in chronological order so that all class members have a sense of the basic plot of almost the entire story.
• During this time, students are expected to take notes for use when crafting a summary of Stages 1-4 of the story.

*I WILL BE AROUND TO GIVE YOU A TICKET-OUT-THE-DOOR DOCUMENT (BLOCKS 3 & 4)/RETURN YOUR TICKET-OUT-THE-DOOR DOCUMENT FROM THE END OF TWO CLASSES AGO (BLOCKS 1 & 2).*

Closure -- "Ticket-Out-the-Door--RL.2 and Reflections on Collaboration and Personal Conduct" (10-12 mins.)

--Using your notes from the previous portion of the class block, complete the first prompt.  (Consider writing one sentence per Stage.)  Then, complete the remaining prompts in as much detail as time permits.

• pair/share

--If you finish quality work with time to spare, engage in free reading until everyone is finished.

Transition (2 mins.)
--Pick up the "Standards Assessment--Summary Writing (RL.2, W.2, and W.4)" document from the front table.

Assessment -- Summary Writing (RL.2, W.2, and W.4) (remainder of class) 
--After carefully reading the assessment directions, complete the task at hand and submit your best work based on the time permitted prior to leaving class.
*I WILL PROJECT "THE FOUR CS OF QUALITY ACADEMIC WRITING"*

DEAR -- Free Reading Books (time permitting)

--students without books will read Upfront newsmagazine

Miscellaneous

--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.

English 10 Honors--10/31/2016

Jump Off (flex time)
--Turn in your short story by placing it in the black basket on the front table.
--Pick up the "'The Masque of the Red Death' Assessment" from the front table.  Complete the assessment quietly and independently back at your desk.  I'll be honest--I have no idea how long it will take you to finish.  I'll give you as much time as you need, though.  Good luck!
--When you finish taking the assessment, come up to the front table and...

• place your assessment in the black basket
• pick up a copy of a short story written by one of your peers
• pick up a copy of the "Short Story Writing Assignment #1--Partner Feedback for Moving Forward" document

S. the C. (share with approximately 10 mins. remaining)
--agenda/HW

Writing Workshop -- Short Story Writing Assignment #1--Partner Feedback for Moving Forward (flex time)
--carefully read and follow the directions on the feedback document while interacting with your partner's story
--When you finish, engage in one of the following activities quietly and independently:

• free reading
• Membean training

--partner share (time permitting)

HW (Practice/Take-Home Assessment)
--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 11/3.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #3, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
Writing
--If you were unable to do so today, considering touching base with your partner about your short story.  I will collect any short stories next class so that you have an opportunity to make improvements (unless you are completely satisfied with your story already in which case, I'll take it!).
Miscellaneous
--Read your free reading book for at least 15 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  You have up until the first week of December to finish your book.

English 9--10/28/2016

ENGLISH DEPARTMENT RELEASE DAY

• In my absence, today is an "extra" class block for ACE students.  I am flip-flopping which letter day leads my schedule, so moving forward, BDF day classes will be taught first.

Jump Off (15-20 mins.)
--Please pick up your copy of the "Soft Skills Self-Assessment" from the black basket on front table.  Spend as much time as you need working quietly and independently on finishing up, bearing in mind the desired level of specificity modeled last class.

• When you finish, place your self-assessment in the black basket on the front table, read the information below, and "have at it"!

--Last class, you were informed about the purpose of today's class block, which is an "extra" day, so to speak.  Please take out or pick up whatever it is you plan to work on.  Following attendance, the agenda, expectations, and homework will be clarified.

S. the C. (5-8 mins.)

--agenda/HW

"Study Hall"/DEAR/Enrichment (remainder of class)
--Below, you will find the rules for today in Room 203:

• Students must remain silent.
• Students have the following options in terms of what to do:
• work on class preparation/homework for English and/or other classes
• engage in free reading of a book or Upfront newsmagazine--the last two issues of Upfront are located in a stack on the front table
• work on "Grammar Hammer" enrichment--a packet is located in a stack on the front table within which students can pick and choose exercises to complete based on "gaps in understanding" identified on the "Parts of Speech--Post-test" that took place recently in class
• appropriately access electronics as per the "Yellow Zone" parameters (SEE BELOW)
• The following behaviors are not permitted:
• talking
• sleeping
• Bathroom/locker trips are limited to no more than five minutes.  Students must bring a wood block pass (located on the univent next to the bookshelf by the door) with them to either location.
• Lack of compliance with anything defined above results in a referral for central detention.

Yellow Zones--Limited Use of Electronics

• Students may have limited use of electronics in study halls as determined by the staff member overseeing the study hall.
• Student use of any electronic device, including cell phones, on school grounds is prohibited, and deemed inappropriate, if such use is not in compliance with the student acceptable use agreement.

--complete class preparation/homework, engage in free reading, and/or complete necessary grammar work until class ends

HW (Class Preparation)
--Finish preparing for a formal assessment next class (Tuesday, 11/1) about Karen Russell's "St. Lucy's Home for Girls Raised by Wolves" that aims to assess your ability to hit the following target:

• After reading fiction, I can...
• write a plot summary that...
• is no more than five sentences in length
• does not include any unnecessary plot details
• does not include any of my own opinion.

Miscellaneous

--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.

English 10 Honors--10/27/2016

Jump Off (10-15 mins.)

--Take out your copy of "The Masque of the Red Death" and pick up your "Final Countdown" document from the front table.  Please read and respond to anything that I have written to you.  When you finish, flip your document over and respond to the questions below, consulting your original analysis sheet, the front of your "Final Countdown" document, and your marked-up copy of the text:

Based on our analysis of Edgar Allan Poe's "The Masque of the Red Death", what seems to be Poe's "thesis" about human nature?  Does he suggest that humans are inherently good or evil or...?  Do you agree or disagree with Poe?  For what reasons? 

*YOU MIGHT NOTE THAT THESE QUESTIONS MIRROR THE ESSENTIAL QUESTION OF OUR COURSE ABOUT WHICH YOUR END-OF-COURSE ASSIGNMENT WILL BE WRITTEN!*

S. the C. (3-5 mins.)
--agenda/HW

Transition #1 (2 mins.)
--form an alphabetical-by-mom-or-dad's-first-name circle out of the desks

Literary Analysis Activity/Discussion (cont.) -- “The Masque of the Red Death” (flex time)--Next class, a multiple choice and short-ish answer assessment will take place.  The assessment aims to measure the following:

• your ability to hit the targets inherent within the "Reading Literature Like a Champ!" Framework
• For example, the framework notes that "English 10 Honors students...comprehend... [the] basic plot" of stories studied.  A "fair game" multiple choice question, then, might ask the following (providing four options from which to choose):
• What happens when Prince Prospero confronts the masked figure?
• Additionally, the framework notes that "English 10 Honors students...notic[e] literary devices, techniques, concepts, etc. in action and draw... conclusions about potential authorial purpose(s)."  The framework also notes that "English 10 Honors students...create truly complex theme statements (central ideas)."  A "fair game" short answer question, then, might ask the following:
• How does Edgar Allan Poe use allegory to develop a theme of the story?
• how well you closely read and re-read the story
• how well you engaged in our whole-group close reading and discussion of the story

--Q & A about assessment
--finish oral re-reading of story paragraph-by-paragraph--students share annotations from close reading and "mark up" the text projected on the SMART Board--I encourage a "deeper dig" via prompting, follow-up questions, etc. related to our "Reading Literature Like a Champ!" Framework

Transition #2 (2 mins.)
--Re-column the desks 

Closure -- The Final Countdown (5 mins.)--DID NOT DO
--In the time permitted, finish your "Final Countdown" document having now finished our work with "The Masque of the Red Death" (fill in remaining sections of triangle, finish response on the back, etc.).

Transition #3 (2 mins.)--DID NOT DO
--Turn in your "Final Countdown" document by placing it in the black basket on the front table.

Self-Assessment -- 1st Marking Period Soft Skills (remainder of class)
--re-familiarize ourselves with the framework and changes/"anchor in" via PowerPoint

• Defining "consistent"
• Defining "inconsistent"
• A few sample "students" analyzed
• Category/categories?
• "Score"?

--Transition--pick up a copy of the "Mr. Martin's English--Soft Skills Self-Assessment" document from the front table--STUDENTS HAD THE OPTION TO PICK UP AND COMPLETE
--sample self-assessment shared in order to demonstrate desired level of specificity
--What do you want first: the good news or the bad news?
--complete the "Mr. Martin's English--Soft Skills Self-Assessment" document quietly and independently as directed

• GPAs/my soft skills "red-flags" (if any) shared

--When you finish, place your self-assessment in the black basket on the front table and engage in free reading until everyone has completed the assessment.

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront newsmagazine

HW (Practice/Take-Home Assessment)
--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 11/3.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #3, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
HW (Class Preparation)
--Prepare for the assessment about "The Masque of the Red Death", which will take place at the beginning of class next time (Monday, 10/31).  Please see the information listed earlier in this agenda and take the initiative to see me if necessary!
Writing
--The final draft of the "Short Story Assignment #1" writing piece is due at the beginning of class next time (Monday, 10/31).  Please take the initiative to see me if necessary!
Miscellaneous

--Read your free reading book for at least 15 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  You have up until the first week of December to finish your book.

English 9--10/26/2016 & 10/27/2016

Jump Off (1-2 mins.)
--Pick up a tile, an Expo marker, and a scrap for erasing from the front bookshelf--be kind to my markers!
--Look through your brain and your notes in order to respond to this question:

• What are the guidelines for writing a "good" paragraph summary about fiction?

S. the C. (3-5 mins.)
--brief share-out--list of guidelines put up on the board for use during group work
--agenda/HW

Self-Assessment -- 1st Marking Period Soft Skills (30-35 mins.)
--What are soft skills and why do they matter?

• Let's do some Google-searching!

--familiarize ourselves with the framework/"anchor in" via PowerPoint and tiles 

• Defining "consistent"
• Defining "inconsistent"
• Sample rubric squares shared
• Sample "students" analyzed
• Category/categories?
• "Score"?

--Transition--pick up a copy of the "Mr. Martin's English--Soft Skills Self-Assessment" document from the front table
--sample self-assessment shared in order to demonstrate desired level of specificity
--complete the "Mr. Martin's English--Soft Skills Self-Assessment" document quietly and independently as directed

• GPAs/my soft skills "red-flags" (if any) shared

--When you finish, place your self-assessment in the black basket on the front table and engage in free reading until everyone has completed the assessment.

Mini-Lesson (Part 4) -- Short Story in an "Hour" (20-25 mins.)

--Reminder: objectives for this mini-lesson:

• craft a plot summary as per our learning target
• work cooperatively in small groups (listening, respecting, etc.)--SL.1 to the max!
• comprehend the basic plot of most of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"

--continuation of steps for this mini-lesson:

• "Anchor in" to our official "Compact for Group Work".
• Blocks 1 & 2 (5 mins.)/Blocks 3 & 4 (10 mins.): Finish working together in order to craft a summary that hits our target/aligns with the "Summary Notes".  When you finish, one group member will share your summary with the whole class.
• One group member shares the first summary and so on and so forth in chronological order so that all class members have a sense of the basic plot of almost the entire story.
• During this time, students are expected to take notes for use when crafting a summary of Stages 1-4 of the story.

*I WILL BE AROUND TO RETURN YOUR TICKET-OUT-THE-DOOR DOCUMENTS FROM THE END OF LAST CLASS (BLOCKS 1 & 2).*

Closure -- "Ticket-Out-the-Door--RL.2 and Reflections on Collaboration and Personal Conduct" (10-12 mins.)

--Using your notes from the previous portion of the class block, complete the first prompt.  (Consider writing one sentence per Stage.)  Then, complete the remaining prompts in as much detail as time permits.

• pair/share

DEAR -- Free Reading Books (time permitting)

--students without books will read Upfront newsmagazine

HW (Class Preparation)
--The assessment originally scheduled for today has been postponed!  Finish preparing for a formal assessment next class (Monday, 10/31 [BDF] or Tuesday, 11/1 [ACE]) about Russell's short story that aims to assess your ability to hit the following target:

• After reading fiction, I can...
• write a plot summary that...
• is no more than five sentences in length
• does not include any unnecessary plot details
• does not include any of my own opinion.

Miscellaneous

--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.

English 10 Honors--10/25/2016

Jump Off (2-3 mins.)

--Take out your "Final Countdown" document from the past two classes and your copy of Edgar Allan Poe's "The Masque of the Red Death".

S. the C. (3-5 mins.)
--agenda/HW

Transition #1 (2 mins.)
--re-form the same circle that we were in last class (youngest to oldest)

Literary Analysis Activity/Discussion (cont.) -- “The Masque of the Red Death” (flex time)
--oral re-reading of story paragraph-by-paragraph--students share annotations from close reading and "mark up" the text projected on the SMART Board--I encourage a "deeper dig" via prompting, follow-up questions, etc. related to our "Reading Literature Like a Champ!" Framework
--Brain Break -- Mum Ball (halfway point)

Transition #2 (2 mins.)
--Re-column the desks 

Closure -- The Final Countdown (remainder of class)
--In the time permitted, continue completing your "Final Countdown" document having now engaged in another lesson related to the "The Masque of the Red Death".  Leave the document on your desk when the bell rings.

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront newsmagazine

Writing
--The final draft of the "Short Story Assignment #1" writing piece is due at the beginning of class on Halloween (Monday, 10/31).  Please take the initiative to see me if necessary!
Miscellaneous

--We are taking this week off from Membean training so that you can focus on perfecting your short story.  If you need to catch up, do so, and if you want to train more than necessary for excellence-purposes, have at it!
--Read your free reading book for at least 15 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

English 9--10/24/2016 & 10/25/2016

Jump Off (15-20 mins.)
--Pick up the Unit #2 vocabulary quiz from the front table.  Make sure to carefully read all of the directions as some additional directions exist in one of the sections.  Complete the quiz quietly and independently. Good luck!
--When you finish with the assessment, place your work on the floor next to your desk.  Then, engage in free reading until you receive further instructions.

S. the C. (8-10 mins.)
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily
--agenda/HW

Mini-Lesson (Part 3) -- Short Story in an "Hour" (flex time)

--Reminder: objectives for this mini-lesson:

• craft a plot summary as per our learning target
• work cooperatively in small groups (listening, respecting, etc.)--SL.1 to the max!
• comprehend the basic plot of most of Karen Russell's "St. Lucy's Home for Girls Raised by Wolves"

--continuation of steps for this mini-lesson:

• Block 1 (10-15 mins.)/Block 2 (20-25 mins.)/Blocks 3 & 4 (15-20 mins.): Spend more time quietly and independently gist-reading your assigned Stage and jotting down notes under the "Outline" section.  If time permits, begin crafting a summary that falls in line with both our target and the information on the front of the page with which you are working.
• Respond to the following question and be prepared to share your ideas:
• When working in groups in class to complete challenging, meaningful assignments, what must occur in order for groups to find success?
• Share out in order to create a rough "Compact for Group Work."
• Transition--get into groups based on like Stage
• "Anchored in" to our rough "Compact for Group Work," work together in order to craft a summary that hits our target.  When you finish, one group member will share your summary with the whole class.
• One group member shares the first summary and so on and so forth in chronological order so that all class members have a sense of the basic plot of almost the entire story.
• During this time, students are expected to take notes for use when crafting a summary of Stages 1-4 of the story.

Transition -- pick up a copy of the document titled "Ticket-Out-the-Door--RL.2 and Reflections on Collaboration and Personal Conduct" (2 mins.)

Closure -- "Ticket-Out-the-Door--RL.2 and Reflections on Collaboration and Personal Conduct" (remainder of class time)

--Using your notes from the previous portion of the class block, complete the first prompt.  Then, complete the rest of the prompts in as much detail as time permits.

• a few summaries shared

DEAR -- Free Reading Books (time permitting)
--students without books will read Upfront newsmagazine

HW (Class Preparation)
--Prepare for a formal assessment next class (Wednesday, 10/26 [ACE] or Thursday, 10/27 [BDF]) about Russell's short story that aims to assess your ability to hit the following target:

• After reading fiction, I can...
• write a plot summary that...
• is no more than five sentences in length
• does not include any unnecessary plot details
• does not include any of my own opinion.

Miscellaneous

--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until the first week of December to finish your book.