English 9--2/2/2017 & 2/3/2017 DRAFT

Jump Off

--Pick up a copy of the "The Essential Questions" document from the front table.  At the start of today's class, you are gong to take an assessment about irony, but before doing so, I would like to discuss this document so that the directions for what to do after the assessment are clear.  Feel free to review your irony notes during the first few minutes of class as well.
--Please SEE ME today before leaving class--if you fail to do so, I will refer you to the main office for lack of following directions:

• Jared K.
• Hunter L.
• Taylor S.

S. the C.
--oral reading of the "The Essential Questions" document as well as directions given/modeling for how to use the document following today's assessment--Q & A

• FYI: Today's lesson relates to the questions about revenge and authorial purpose!

--agenda/HW

Transition
--Pick up a copy of the "Irony Quiz" from the front table.

Assessment -- Irony Quiz
--complete the assessment quietly and independently--good luck!

--When you finish taking the assessment, place your work in the black basket on the front table.  Then, re-read the Essential Questions for The Tragedy of Romeo and Juliet, freely writing any shareable thoughts/ideas you have about one or more of the questions.  You can write your thoughts/ideas on the back of the document.  Be prepared to share, as I will likely draw cards! :)

Share Out -- The Tragedy of Romeo and Juliet Essential Questions

--via volunteers and/or a drawing of cards, begin discussing the Essential Questions

Transition
--Pick up both of the following from the front table: 

• a copy of the "'The Cask of Amontillado'--Application/Discussion Questions" document
• a copy of Edgar Allan Poe's short story "The Cask of Amontillado"

Literature Analysis Activity -- Edgar Allan Poe's "The Cask of Amontillado" (remainder of class time)

--Today's focus with "The Cask of Amontillado":  

• working toward mastery of the Reading Literature standards (e.g., RL.4 [Diction])
• reviewing and applying irony
• reviewing and applying theme
• beginning to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)
• discussing the revenge-related Essential Questions

--directions read aloud
--vote on method of reading
--engage in purposeful reading

--work to complete the questions, prompts, directives

--closure discussion (via a drawing of cards--time permitting)

• working toward mastery of the Reading Literature standards
• reviewing and applying irony
• reviewing and applying theme
• beginning to "nail down" how authors deliberately use literary techniques (such as irony) to develop literary elements (such as theme)
• discussing the revenge-related Essential Questions
  

Class Preparation
--You are strongly advised to finish your "'The Cask of Amontillado'--Application/Discussion Questions" prior to the middle of next week as preparation for an assessment that mirrors your work with this short story.
Writing
--Your typed, color-coded "to-do" list and your typed-in-MLA-Format, color-coded, revised writing assignment is due on Monday, 2/6 (BDF) or Tuesday, 2/7 (ACE).  See your "'St. Lucy's...' End-of-Mini-Unit Assessment/Writing Assignment Revisions Directions" document for additional information.

• Next class, we have the Computer Lab booked again.  During class, you will be working on finishing your writing (if necessary) and/or the next Article of the Week assignment.

Miscellaneous
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Work toward achievement of your S.M.A.R.T. Goal?!
--Enjoy the weekend--you only get so many of 'em!

English 10 Honors--2/2/2017

Jump Off

--Turn in Article of the Week #4 by placing your best work in the black basket on the front table.
--Pick up a copy of Article of the Week #5 from the front table.  Purposefully read through the directions, taking note of any questions that you have for me.
--Take out your Inside Out materials from last class.

S. the C.
--Q & A regarding AoW #5
--agenda/HW

• When wrapping up our initial work with the conventions of literature today, keep this overarching question in mind for our discussion occurring next class prior to beginning our reading of Lord of the Flies:
• What should we be looking for and discussing when analyzing William Golding's novel?

Application Activity/Writing Workshop -- Applying the Conventions of Literature to Inside Out (50 mins.)

--"anchored in" to the "Compact for Group Work", write your group response in the time permitted

HW Time (remainder of class)
--complete one of the following tasks quietly and independently until the class block ends:

• Membean training on a smart device
• Article of the Week #5
• Free reading

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM today (Thursday, 2/2).  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
--Complete another 45 minutes of Membean training as directed before 11:59 PM on Thursday, 2/9.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

Take-Home Assessment/Writing
--Complete Article of the Week #5 as directed for submission at the beginning of class next time (Monday, 2/6).
Miscellaneous
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

--Work toward achievement of your S.M.A.R.T. Goal?

English 9--1/31/2017 & 2/1/2017

Jump Off (1-2 mins.)
--Pick up all of the following from the front table: 

• the "'St. Lucy's...' End-of-Mini-Unit Assessment/Writing Assignment Revisions Directions" document
• both of the "MLA Format" documents

--Please SEE ME today when we are in the Computer Lab:

• Ryan H.
• Jared K.
• Hunter L.
• Taylor S.

S. the C. (5-8 mins.)
--oral reading of first document--Q & A

--agenda/HW

Writing Workshop #1 -- MLA Format (5-8 mins.)
--a "crash course" given in either Google Docs or Word 2010 (majority rules!)

Transition -- venture down to the Computer Lab (2 mins.)

Writing Workshop #2/DEAR -- "St. Lucy's..." End-of-Mini-Unit Assessment/Writing Assignment Revisions and Free Reading Books (remainder of class)
--assign computers via a drawing of cards
--work on completing the assignment quietly and independently 
--If you finish and time still remains in the class block, engage in free reading.  (Students without books will read Upfront newsmagazine.)

HW (Class Preparation)
--If you have not already done so, "clean up" your Irony notes (e.g., finish copying information from your rough notes onto your Irony notes page, write a clean page of notes in your notebook, etc.).
--Review your Irony notes.  An assessment aiming to measure the following will occur next class:

• your ability to define the three main types of irony
• your ability to recognize each of the types of irony in action  

Writing
--Your typed, color-coded "to-do" list and your typed-in-MLA-Format, color-coded, revised writing assignment is due on Monday, 2/6 (BDF) or Tuesday, 2/7 (ACE).  See your "'St. Lucy's...' End-of-Mini-Unit Assessment/Writing Assignment Revisions Directions" document for additional information.
Miscellaneous
--If you were unable to recite the Prologue at 80% or higher prior to midterm and still have not reported to homeroom as per policy, I have referred you to the main office in an attempt to get you in here to work with me!  Those of you with Prologue plans in place, commit to following through!
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Work toward achievement of your S.M.A.R.T. Goal?!

English 10 Honors--1/31/2017

Jump Off
--Please do the following: 

• Pick up a copy of the "Conventions of Literature Group Response" document from the front table.  (This is the first page of the document with which you and your group members will be working later on during today's class block.)  Purposefully read through the top half of the document. 
• Take out your materials from last class (notes pertaining to conventions of literature and Inside Out).
• Begin brainstorming ideas based on the notes that you have taken having now viewed about 2/3 of the film.

--Please SEE ME before leaving class today:

• Bethany S. (7 mins.)
• Emily W. (45 mins.)

S. the C.

--agenda/rationale behind our current endeavors/HW

• When beginning to wrap up our work with the conventions of literature today, keep this overarching question in mind:
• What should we be looking for and discussing when analyzing William Golding's Lord of the Flies?

--in writing groups, briefly discuss brainstorming in order to put together a "plan of action" for viewing the rest of the film

Application Activity/Writing Workshop -- Applying the Conventions of Literature to Inside Out (start back up at 50:40ish on 1/31/2017)

--finish purposefully viewing the film by jotting down notes for use within your group writing response
--in writing groups, finish brainstorming and gathering evidence; then, begin drafting/writing

Closure -- Check-in/Plan for Next Class

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 2/2.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

Take-Home Assessment/Writing
--Complete Article of the Week #4 as directed for submission at the beginning of class next time (Thursday, 2/2).
Miscellaneous
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

--Work toward achievement of your S.M.A.R.T. Goal?

English 9--1/20/2017 & 1/30/2017

Jump Off
--Pick up the document titled "Feedback Analysis/Moving Forward: 'St. Lucy's...' End-of-Mini-Unit Assessment/Writing Assignment" from the front table and read the directions on both the front and back of the page.

S. the C.
--Q & A
--information shared about where we are headed over the course of the next few class blocks
--agenda/HW

• rough objective for today's class block: leave the classroom a better writer for academic purposes than you were when you entered

Writing Workshop -- Feedback Analysis/Moving Forward: "St. Lucy's..." End-of-Mini-Unit Assessment/Writing Assignment
--information regarding Marking Period 4 writing assignment/growth score shared along with the assignment due after next class block:

• Next class, after learning how to do MLA Format, we will head down to the Computer Lab so that you can work on the writing assignment.  Here are some of the assignment details:
• You must submit your color-coded "to-do" list and color-coded, completed writing assignment via email to me by 11:59 PM on 2/6/2017 (BDF) or 2/7/2017 (ACE).
• My email address is jmartin2@livoniacsd.org.
• If your email is not time-stamped before 11:59 PM on the due date, your work will be marked late.
• If any of the following is true about your work, I will not accept it until you have "taken care of business" (likely also resulting in your work being marked late):
• Your "to-do" list is missing or not color-coded.
• Your MLA Format consists of two or more errors.
• You have not attended to all of the feedback provided by me.
• Your paragraph is not color-coded matching your "to-do" list.

--Q & A about directions for today's work

--use of the document modeled with a student paragraph
--writing pieces returned for quiet and independent feedback analysis
--independent work time--during this time, students with specific questions can meet with me as per the order established on the front board

• In terms of the "Control of Conventions" category, you should definitely be checking for any errors related to our most recent Grammar Hammer work!

--whole-group share-out ("I wrote...in the...category.")/Q & A ("For the...category, I wasn't sure what you meant by...")--notes/"mini-lessons" added to the sample feedback analysis document on the front board--TAKE NOTES EITHER IN YOUR NOTEBOOK OR ON THE FRONT/BACK OF YOUR FEEDBACK ANALYSIS DOCUMENT

• Whenever appropriate, I will share examples from student work in order to clarify (e.g., a highly-effective theme statement vs. an effective theme statement vs. a mere theme).

Writing Workshop #2/DEAR -- "St. Lucy's..." End-of-Mini-Unit Assessment/Writing Assignment AND/OR Free Reading Books
--work on handwritten revisions to your writing piece quietly and independently 
--engage in free reading (students without books will read Upfront newsmagazine)

HW (Class Preparation)
--Come to class following midterms with everything necessary to complete your writing assignment.  This might require you to finish up some of the work from today's class block.
--If you have not already done so, "clean up" your Irony notes (e.g., finish copying information from your rough notes onto your Irony notes page, write a clean page of notes in your notebook, etc.).
--Review your Irony notes.  I reserve the right to "check on" your mastery of the objectives of the mini-lesson at any time in the future!
Miscellaneous
--If you were unable to recite the Prologue at 80% or higher last class and did not report to homeroom as per policy, I will be referring you to the main office in an attempt to get you in here to work with me!  Those of you with Prologue plans in place, commit to following through!
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Work toward achievement of your S.M.A.R.T. Goal?!
--Best of luck on your midterms!

English 10 Honors--1/20/2017

Jump Off
--Please pick up everything listed below from the front table: 

• both a blue and a pink highlighter
• a copy of the document titled "COMMENT BANK FOR REPORT CARDS"
• a copy of "Article of the Week #4 (1/23 - 1/27)"

S. the C.

--Reminder: Your Classroom Coupons expire at the end of this Marking Period!  If you hand me a coupon today, I will figure out how to use it for you so that it best impacts your GPA.
--agenda/rationale behind our current endeavors/HW

• When learning about some of the conventions of literature today, keep this overarching question in mind:
• What should we be looking for and discussing when analyzing William Golding's Lord of the Flies?

Self-Reflection -- Marking Period 3
--Does anyone need me to MODEL comment selection?  (These are the same directions you followed at the end of Marking Period 2.)

• Highlight in blue two comments that demonstrate your strengths this marking period in English class.
• Highlight in pink two comments that demonstrate your areas for growth this marking period in English class.
• Of your four total comments, pick the two that best capture your performance this marking period.  Next to the highlighted comments, write a brief (yet specific) explanation for your selections.

--complete comments document quietly and independently as per the model and turn in when finished

• rough GPAs shared

--If you finish and others are still working, place your comments document in the black basket on the front table.  Then, engage in free reading.

Looking Ahead/"Crash Course" -- Article of the Week #4 and the Classical Approach to/Aristotelian Model of Argumentation

--quick notes given about the Classical Approach to/Aristotelian Model of Argument--I am aiming to aid you in your completion of AoW #4 and, potentially, your End-of-Course Assignment!

Transition
--Take our your materials from last class (notes pertaining to conventions of literature and Inside Out).

Application Activity/Writing Workshop -- Applying the Conventions of Literature to Inside Out (start back up at 50:40ish on 1/31/2017)

--following a purposeful viewing of Inside Out, you and your group members (same groups with whom you presented your convention of literature) will write a two-three paragraph response in which you...

• show that one of the conventions of literature is being implemented within the film
• explain how the director used the convention to develop an emergent theme of the story

--continue purposefully viewing the film by jotting down notes:

• Which conventions of literature are being used?  How so?
• What meaningful and complex theme statements "work" for the film?
• How do the conventions used "feed in" to the theme statement(s)?
• Take note of anything that might be useful when crafting your final argument of the course, too!

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 2/2.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
Take-Home Assessment/Writing
--Complete Article of the Week #4 as directed for submission on Thursday, 2/2.
Miscellaneous
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

--Work toward achievement of your S.M.A.R.T. Goal?

English 9--1/18/2017 & 1/19/2017

Jump Off
--Spend some time looking over your copy of the Prologue as final preparation for the first part of today's class block.  If you have already recited the Prologue in its entirety, engage in free reading during this time.

Public Speaking Activity Preparation/DEAR--Part 1 -- Prologue Recitations/Free Reading
--Prologue recitation in pairs

Public Speaking Activity/DEAR--Part 2 -- Prologue Recitations/Free Reading
--volunteers first, then cards drawn
--following recitations, (potentially) engage in free reading in order to keep all four classes "on the same page"

S. the C.
--Reminder: Your Classroom Coupons expire at the end of this Marking Period!  If you hand me a coupon today, I will figure out how to use it for you so that it best impacts your GPA.
--agenda/HW

Transition #1
--Take out your notebook or binder and open back up to the section of notes labeled "Irony Rough Notes."

Mini-Lesson (cont.) -- The Three Types of Irony

--Objectives:
By the end of the mini-lesson, you should...

• be able to define both irony in general and the three main types of irony
• be able to recognize each of the types of irony in action
• understand some of the reasons why authors implement irony
• have a solid page of notes to study in order to master irony--your mastery and the notes page itself should aid you in future endeavors.

--purposefully view remaining video clips, each of which corresponds with one of the three types of irony--your purpose:

• Knowing that each video exemplifies a type of irony, add to each of the definitions in your notebook
• Consider the way that you feel/the impact that the irony is having on you as a viewer--write your thoughts in your notebook

 Video Clips:

Pick back up here in Block 2 ACE after finishing purposes behind Situational Irony: Will Ferrell's "Dissing Your Dog" skit from Saturday Night Live (I'll give a heads up about language first):

https://www.youtube.com/watch?v=1u2SYb2pgB4 (poor video quality--sorry!)

Pick back up here in Block 3 BDF and Block 4 BDF on 1/18:Clips from DreamWorks' 2001 film Shrek (a student provides a brief plot summary first):
https://www.youtube.com/watch?v=65l6mwUfdQ4
https://www.youtube.com/watch?v=_VPVJScIGOg

--following each video clip, add to our rough notes up on the front board/your rough notes in your notebook

--Pick back up here in Block 1 ACE: Transition--pick up the "Irony Notes" page from the front table

--independently or in pairs (assigned by me), purposefully read the notes page (How did we do?!), write an example for each type of irony (from the video clips, other movies or television shows you have seen, works you have read in school in the past, and/or real life), and jot down in list form authorial purpose(s)/intended effect(s) (e.g., humor)

--whole-class share-out--add to official notes page

• connect back to our work with "St. Lucy's Home for Girls Raised by Wolves" (contrast and contradictions and theme development)

--Closure
Directions: 

• For each of the following examples, if you think that the example is situational irony, hold up ONE finger.  If you think that the example is verbal irony, hold up TWO fingers.  If an example best fits dramatic irony, hold up THREE fingers.  Finally, if an example is in no way ironic at all, hold up a FIST.
• Put your head down on your desk, listen to each example, and throw your hand up in the air!

1. I failed the test because I did not study.
2. Dave’s blood pressure medication gave him a heart attack.
3. Juliet took a sleeping potion, but Romeo, who has no idea, thinks that she is dead and hastily takes his own life.
4. The box of airdropped humanitarian aid landed on the refugee and crushed him to death.
5. I missed the job interview because I overslept.
6. “Thank you for this ticket, Officer. You just made my day.”

--Where should you put this notes page?

Transition #2
--Please pick up the following from the front table: 

• both a blue and a pink highlighter
• a copy of the document titled "COMMENT BANK FOR REPORT CARDS"

Self-Reflection -- Marking Period 3
--Does anyone need me to MODEL comment selection?  (These are the same directions you followed at the end of Marking Period 2.)

• Highlight in blue two comments that demonstrate your strengths this marking period in English class.
• Highlight in pink two comments that demonstrate your areas for growth this marking period in English class.
• Of your four total comments, pick the two that best capture your performance this marking period.  Next to the highlighted comments, write a brief (yet specific) explanation for your selections.

--complete comments document quietly and independently as per the model and turn in when finished

• rough GPAs shared

HW Time/DEAR -- Free Reading (time permitting)
--engage in quiet and independent reading of your free reading book or Upfront newsmagazine

HW (Class Preparation)
--"Clean up" your Irony notes (e.g., finish copying information from your rough notes onto your Irony notes page, write a clean page of notes in your notebook, etc.).
--Review your Irony notes.  I reserve the right to "check on" your mastery of the objectives of the mini-lesson at any time in the future!
Miscellaneous
--If you are unable to fully recite the Prologue in class today, you are expected to stay for homeroom tomorrow as per policy.
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.
--Work toward achievement of your S.M.A.R.T. Goal?!