English 10 Honors--3/3/2017

Jump Off
--Pick up a copy of the "Jump Off--3/3/2017" document from the front table.  Purposefully read the document and complete the task at hand.
*WHEN YOU COME UP TO THE FRONT TABLE, I CAN TELL YOU YOUR SCORE ON THE QUIZ THAT YOU TOOK LAST CLASS (IF YOU'RE INTERESTED!).  ALSO, I WILL COME AROUND AND RETURN YOUR "BEFORE" AND "AFTER" PICTURES.

S. the C.
--agenda/HW

Discussion Activity--Preparation -- Significant Passage "Speed Dating"
--Reminders:

• Three of our standards for reading literature read as follows:
• "[English 10 Honors students] cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain."
• "[English 10 Honors students] analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)."
• "[English 10 Honors students] determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account."
• The following is a list of the conventions of literature that authors often choose to implement that you should both know and be able to apply:
• literary communion
• literary vampire
• Christ(ological) figure
• geography
• marked for greatness
• literary blindness
• irony
• Part 3 of the NYS Regents in ELA (Common Core) asks you to "identify a central idea in the text [provided] and analyze how the author's use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea." 

--read the first page of tonight's Lord of the Flies reading assignment together
--directions given (I can model with a passage from page 169?)
--independent work time--prepare for the discussion activity by finding a passage and responding to each of the prompts for your passage

Discussion Activity -- Significant Passage "Speed Dating"
--let's familiarize ourselves with speed dating:
https://www.youtube.com/watch?v=K7IW6PQnZIg
--give directions for the remainder of activity

• the student with his/her back facing east stays stationary throughout the activity
• the student with his/her back facing east starts each "date" by reading his/her selected passage aloud
• the student with his/her back facing west aims to complete tasks A, B, C, and D (explaining how the selected passage could be used in a discussion of his/her claim)
• the student with his/her back facing east validates/corrects before sharing how the passage fits with his/her claim
• roles reverse
• "dates" end after 6 minutes
• students with backs facing west rotate by heading south
• lather...rinse...repeat!

--engage in "speed dating" process until all dates have occurred or a few minutes remain in class (whichever happens first)--taking notes is strongly encouraged!

Before Your Leave
--hang your poster on the green board

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/9.  Expect Vocabulary Quiz#5 to occur next week sometime.  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).

HW (Class Preparation)

--Review your materials pertaining to LotF in preparation for an upcoming assessment.

--Finish purposefully/actively reading CHAPTER ELEVEN of Lord of the Flies prior to next class as preparation for analysis/discussion/(an assessment?).
Miscellaneous

--Consider reading at least 5-10 pages of your free reading book between now and next class.  Marking Period 4 ends on Friday, 3/17!  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

Marked for Greatness (postpone?)

• define in groups (see old post)
• choose and support for a character
• come to circle ready to discuss

English 9--3/1/2017 & 3/2/2017

Jump Off -- THINK (Purposeful Viewing of Gnomeo & Juliet)
--Take out your copy of the "Purposeful Viewing of Gnomeo & Juliet" document with which we have been working.  Read back through anything that you have written up to this point.  Then, star one question/prompt and/or answer/response from your document that you deem worthy of going over.  (If these directions are unclear, please throw your hand up--I think I can explain better verbally!)
--Please SEE ME before leaving class today:

• Shawn D.
• Austin H.
• Hunter L.
• Bryanna R.

S. the C.
--Beginning with the end in mind--here's "what's up" at the close of our The Tragedy of Romeo and Juliet Unit:

ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their behaviors during similar circumstances.  Then, answer the "so what" question.  So what?!  Who cares?!  Why does this matter?!

--agenda/HW

Discussion Preparation #1 -- PAIR (Purposeful Viewing of Gnomeo & Juliet)

--with a partner (randomly assigned via a drawing of cards), share you question(s) and/or answer(s)/response(s) with each other and aim to answer each other's questions/add to each other's responses

Discussion Preparation #2 -- Purposeful Reading of The Tragedy of Romeo and Juliet Excerpts

--information shared about the Parsons text via PowerPoint

--directions given and modeled

--partnerships combined so as to form groups

--"anchor in" to the "Compact for Group Work"

--folders handed out/task completed

• "The rest is up to you"--what can you "figure out" about the play?
• Wave me over whenever you want my assistance! :)

--FYI:  As you work on your purposeful reading task, you might find that you can better respond to some of the other tasks within your "Purposeful Viewing of Gnomeo & Juliet" document.  Please jot down notes accordingly!

Transition -- form a circle out of the desks--sit with the group members with whom you just worked

Discussion -- Purposeful Viewing of Gnomeo & Juliet/Purposeful Reading of The Tragedy of Romeo and Juliet

--Reminder: 
In our circle discussions, you need to...

• ask questions that probe reasoning and evidence from your teacher and peers
• offer contributions that are strong and well-supported by the text (e.g., In Act I, scene i, line 36, Sampson says, "I will bite my thumb at them--".  Technically speaking, then, Sampson, a servant of the house of Capulet, starts the street fight...) 
• provide detailed anecdotes/references if making connections between the text and real life/other works.

--Today's protocol: All must contribute once to today's discussion before any second contributions are made--bear in mind the "Discussion Contribution Rating Scale"

--beginning with #1, go over the "Purposeful Viewing of Gnomeo & Juliet" document

Transition -- re-column the desks

Pre-reading/Film Analysis Activity -- Purposeful Viewing of Gnomeo & Juliet
--pick back up where we left off last class
*BLOCK 3 AND BLOCK 2: WHILE YOU VIEW THE FILM, I WILL COME AROUND WITH THE SMART GOALS THAT YOU SET ON INDEX CARDS.  HOW DID YOU DO?!  WHAT CAN YOU DO NEXT?!*

Class Preparation
--Please keep in mind that an assessment that mirrors your work with "The Cask of Amontillado" is forthcoming, and reviewing your work with Poe's short story is the best method of preparation for said assessment.

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.

English 10 Honors--3/1/2017

Jump Off
--Consider the following question, as we will form today's discussion circle alphabetically based on your responses (and, potentially, briefly share our answers to the "why" question):

• What band/group/artist have you been listening to most frequently lately?  Why?

--Please take out the following items in preparation for today's discussion (a continuation of the discussion that began last class):

notes pertaining to the prompt/question with which you dealt on the halfsheet five classes ago
your copy of the "Lord of the Flies Unit: CHAPTER ONE--Discussion (continued) Preparation" document from four classes ago
your "BEFORE" picture from last class
your notebook
your purposefully/actively Post-ited copy of Lord of the Flies
your study guide

Also, we will begin today's class with a purposeful/active reading quiz for CHAPTER TWO - CHAPTER EIGHT of Lord of the Flies, so this period of time serves as some last-minute review, too! 

S. the C.
--complete "QUIZ--Purposeful/Active Reading of CHAPTER TWO - CHAPTER EIGHT"

• When you finish the quiz, place your work in the black basket on the front table.  Then, complete one of the following tasks:
• continue preparing for today's discussion
• begin completing the next reading assignment for Lord of the Flies
• engage in free reading

--agenda/HW

Transition

--Form an alphabetical circle out of the desks as per your responses to the first question posed in today's "Jump Off"

--Bring to the circle the following items:

notes pertaining to the prompt/question with which you dealt on the halfsheet five classes ago
your copy of the "Lord of the Flies Unit: CHAPTER ONE--Discussion (continued) Preparation" document from four classes ago
your "BEFORE" picture from last class
your notebook
your purposefully/actively Post-ited copy of Lord of the Flies
your study guide

Discussion -- LotF CHAPTER ONE - CHAPTER EIGHT (until 12 mins. remaining)

--"warm up" for discussion by first sharing band/group/artist (and an answer to the "why" question if you so desire!) moving clockwise around the circle--I WILL MODEL FIRST! :)

--Reminder: 
In our circle discussions, you need to...

• ask questions that probe reasoning and evidence from your teacher and peers
• offer contributions that are strong and well-supported by the text (e.g., Thematically, the novel seems to suggest that humans will revert back to their primitive nature if not restricted by rules, laws, etc.  On page 109 at the start of CHAPTER SEVEN, Ralph says, after noting that he has been biting his nails excessively, "'Be sucking my thumb next.'"  Typically, babies and young children suck their thumbs, not twelve year olds.  This line, though seemingly an inconsequential aside from Ralph, actually creates imagery that reminds readers of the idea of reversion...)
• provide detailed anecdotes/references if making connections between the text and real life/other works.

--Today's protocol: All must contribute once to today's discussion before any second contributions are made--bear in mind the "Discussion Contribution Rating Scale"

--engage in high-level discussion:

• notes pertaining to the prompt/question with which you dealt on the halfsheet five classes ago
• your copy of the "Lord of the Flies Unit: CHAPTER ONE--Discussion (continued) Preparation" document from four classes ago
• your "BEFORE" picture from last class
• 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
• ideas/questions stemming from today's quiz

*TODAY'S DISCUSSION COMMENCES WITH LEAH R., CONTINUING THIS CONTRIBUTION FROM LAST CLASS: "CONCH LOSING POWER...RALPH GOES TO BLOW IT..."*

Transition -- re-column the desks

Closure -- LotF CHAPTER ONE - CHAPTER EIGHT "AFTER" Picture (10 mins.)

--"AFTER" picture completed and turned in at the end of the class block

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM tomorrow (Thursday, 3/2).  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).

HW (Class Preparation)

--Review your materials pertaining to LotF in preparation for an upcoming assessment.

--Purposefully/actively read CHAPTER NINE and CHAPTER TEN of Lord of the Flies prior to next class as preparation for analysis/discussion/(an assessment?).

• In order to continue engaging in high-level discussions about this challenging text, our purposeful/active reading tasks remain as follows:
• complete Post-its
• look for, draw potential conclusions about, and flag the items on our "What to Look for in Lord of the Flies" list
• read actively as we have done in the past (e.g., if you have a question, jot it down and flag the page; if you connect the text to personal experience, jot down notes about the connection and flag the page; etc.)
• complete the study guide as directed

Miscellaneous

--Consider reading at least 5-10 pages of your free reading book between now and next class.  Marking Period 4 ends on Friday, 3/17!  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

English 9--2/27/2017 & 2/28/2017 DRAFT

Jump Off
--Pick up the Unit #5 vocabulary quiz from the front table.  Make sure to carefully read all of the directions.  Complete the quiz quietly and independently. Good luck!
--If you have not already done so, please turn in Article of the Week #5 by placing your best work in the black basket on the front table.  Please be aware that I have followed the classroom policy regarding due dates set forth in the "Important Information" document that you read and had signed at the start of the school year, meaning referrals have been submitted to the main office.
--Please SEE ME before leaving class today:

• Grace B.
• Shawn D.
• Austin H.
• Hunter L.
• Caitlynne M.
• Bryanna R.

--When you finish with the assessment, place your work in the black basket on the front table.  Then, engage in free reading until you are instructed to stop.  (It has been a while since we have read in class!:))

S. the C.

--trade and grade--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected
--agenda/HW

Transition

Block 3 BDF, Block 4 BDF, and Block 1 ACE
--Take out your copy of the "Purposeful Viewing of Gnomeo & Juliet" document from last class.  Skim through anything that you have written both as a reminder of where we left off before break and also to come up with some contributions for the brief share-out/discussion that is about to occur.
Block 2 ACE
--Pick up a copy of the "Purposeful Viewing of Gnomeo & Juliet" document from the front table.  After reading and discussing both the "Rationale" section and the "Directions" section together, we will view Gnomeo & Juliet until class ends!

Pre-reading/Film Analysis Activity -- Purposeful Viewing of Gnomeo & Juliet
Block 3 BDF, Block 4 BDF, and Block 1 ACE
--briefly discuss what we have seen thus far in the film before picking back up where we left off last class
Block 2 ACE
--After reading and discussing both the "Rationale" section and the "Directions" section of the "Purposeful Viewing of Gnomeo & Juliet" document  together, we will view Gnomeo & Juliet until class ends!
*WHILE YOU VIEW THE FILM, I WILL COME AROUND WITH THE SMART GOALS THAT YOU SET ON INDEX CARDS.  HOW DID YOU DO?!  WHAT CAN YOU DO NEXT?!*

Closure -- THINK, PAIR, SHARE (last 10 minutes)
--star one question/prompt and/or answer/response from your "Purposeful Viewing of Gnomeo & Juliet" document that you deem worthy of going over (THINK)
--with your partner (randomly assigned via a drawing of cards), share your question(s) and/or answer(s)/response(s) with each other and aim to answer each other's questions/add to each other's responses (PAIR)
--whole-class share-out via a drawing of cards (SHARE)

Class Preparation
--Please keep in mind that an assessment that mirrors your work with "The Cask of Amontillado" is forthcoming, and reviewing your work with Poe's short story is the best method of preparation for said assessment.
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.

English 10 Honors--2/27/2017

Jump Off

--Find your materials from last class and sit in the corresponding desk.  Pick right back up where you left off last time (unless you have already finished).  Good luck!
--The following students need to SEE ME before leaving class today:

• Abi D.
• Zena W.

S. the C.
--Reminder: Beginning with the end in mind!--the Essential Question that overarches our course:

What are human beings really like?  By nature, are human beings inherently evil or good or...?

--agenda/HW/directions for finishing "Midterm"

Assessment -- "Midterm" Examination in English Language Arts (Common Core)
--When you finish Part 3, place your work in the black basket.  Then, pick up a copy of the BEFORE and AFTER document and any other necessary materials (pencil, colored pencils, etc.) from the front table.  Finally, complete the task at hand.  (If you need additional directions from me, wave me over!).
*WHILE YOU FINISH UP, I WILL COME AROUND WITH THE SMART GOALS THAT YOU SET ON INDEX CARDS.  HOW DID YOU DO?!  WHAT CAN YOU DO NEXT?!*

Discussion Preparation -- LotF CHAPTER ONE - CHAPTER SIX "BEFORE" Picture (10 mins.)
--"BEFORE" picture completed

Transition
--What are you currently reading (or have you [recently?] finished reading) for the Free Reading Course Component?  Place yourselves in the circle alphabetically accordingly, and be prepared to briefly share some information about your book.  (I am currently reading Alexander Hamilton, a biography written by Ron Chernow--please build me in!)  Bring to the circle the following items:

notes pertaining to the prompt/question with which you dealt on the halfsheet four classes ago
your copy of the "Lord of the Flies Unit: CHAPTER ONE--Discussion (continued) Preparation" document from three classes ago
your "BEFORE" picture
your notebook
your purposefully/actively Post-ited copy of Lord of the Flies
your study guide

Discussion -- LotF CHAPTER ONE - CHAPTER SIX (until 12 mins. remaining)
--"warm up" for discussion by first sharing information about free reading books via a drawing of cards--I WILL MODEL FIRST! :)

--Reminder: Bear in mind the "Discussion Contribution Rating Scale"

--engage in high-level discussion about LotF:

notes pertaining to the prompt/question with which you dealt on the halfsheet four classes ago
your copy of the "Lord of the Flies Unit: CHAPTER ONE--Discussion (continued) Preparation" document from three classes ago
your "BEFORE" picture
your purposefully/actively Post-ited copy of Lord of the Flies
your study guide

Transition -- return to your desks

Closure -- LotF CHAPTER ONE - CHAPTER SIX "AFTER" Picture (10 mins.)
--"AFTER" picture completed and turned in at the end of the class block

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/2.  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).

HW (Class Preparation)
--Review your materials pertaining to LotF in preparation for an upcoming assessment.
--Purposefully/actively read CHAPTER SEVEN and CHAPTER EIGHT of Lord of the Flies prior to next class as preparation for analysis/discussion/(an assessment?).
Miscellaneous

--Consider reading 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.

--Set a new S.M.A.R.T. Goal?

English 9--2/16/2017 & 2/17/2017

Jump Off
--If you have not already done so, please turn in Article of the Week #5 by placing your best work in the black basket on the front table.  Please be aware that I am following the classroom policy regarding due dates set forth in the "Important Information" document that you read and had signed at the start of the school year.
--Pick up a copy of the "Poetry Explication" document (from the Writing Studio at Duke University) from the front table.  This document mirrors the list(s) that we brainstormed together near the end of the last class block!
--Take out your "The Shakespearean Sonnet" document with which we worked both of the last two class blocks.

--Please SEE ME before leaving class today:

• Adam B.
• Devin B.
• Grace B.
• Alex B.
• Lilly D.
• Davy D.
• Shawn D.
• Noah F.
• Elizabeth F.
• Austin H.
• Brooklyn K.
• Hunter L.
• Jasmine M.
• Ash M.
• Lexi M.
• Cara M.
• Carter P.
• Alyssa P.-A.
• Dan R.
• Bryanna R.
• Tatum S.

S. the C.

--agenda/HW

Mini-Lesson (cont.) -- The Shakespearean Sonnet

--Reminder: You should leave class today...

• better able to answer the following questions:
• How do I know a Shakespearean Sonnet when I see one?
• How do I "attack" a piece of poetry in order to get the most out of it?
• with a solid understanding of William Shakespeare's "Sonnet 116" ("Let Me Not to the Marriage of True Minds")
• What is the "gist"?
• What is the theme?
• How does Shakespeare deliberately use writing strategies (e.g., diction, figurative language, etc.) to convey the theme?
• better equipped to appropriately understand and analyze William Shakespeare's The Tragedy of Romeo and Juliet when we begin grappling with the text

--engage in "explication" of "Sonnet 116" ("Let Me Not to the Marriage of True Minds") quietly and independently as per the guidelines set forth in the "Poetry Explication" document--let's read this together first!

• I WILL MODEL some more with the poem on the SMART Board, too, to get you started!

--pair up and share
--whole-class share-out/discussion (cards drawn)--continue annotating your text
--If you have not already done so, take out your copy of the "'Sonnet 116'--Comprehension/Closure Questions" document that you picked up at the end of class last time. 
--use your explicated copy of "Sonnet 116" to finish responding to the questions/prompts as directed--good luck!
--whole-class share-out/discussion

Transition
--Pick up the following items from the front table:

• a BINGO board
• a highlighter

Review -- Vocabulary Unit #5 BINGO

--directions given for how to fill in BINGO boards (unit word + "helper" word)--I WILL MODEL

--directions given for writing five sentence on the back of your BINGO board (You may NOT just use the sentences from the book.)--I WILL MODEL/TALK STRATEGY

--fill in BINGO boards/write sentences quietly and independently--open your vocabulary book to page 62

--share "how to win" boards

--share information about "board validation" (At the podium, share words, basic definitions and/or synonyms, and a sample sentence.)

--play 3-5 games (depending on time)--+1 bonus to winners

Transition
--Pick up a copy of the "Purposeful Viewing of Gnomeo & Juliet" document from the front table.  After reading and discussing both the "Rationale" section and the "Directions" section together, we will view Gnomeo & Juliet until class ends!  (FYI: Upon returning from February Break, we will continue our work with this film.)

Pre-reading/Film Analysis Activity -- Purposeful Viewing of Gnomeo & Juliet
--If time permits, briefly discuss what we have seen thus far in the film.

Class Preparation
--Finish preparing for the Unit #5 vocabulary quiz, which will take place after February Break on Monday, 2/27 (BDF) or Tuesday, 2/28 (ACE).  You might want to consider completing each of the exercises in the vocabulary book, and you might also want to consider using your BINGO board from today's review session as a tool for studying.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--You are strongly advised to review your work with "The Cask of Amontillado" prior to returning from February Break as preparation for an assessment that mirrors your work with this short story.
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 break--you truly only get so many of 'em!