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!