English 10 Honors--5/5/2017

Jump Off
--Please pick up a copy of the "Reading Comprehension Passage A" document from the front table.  You have the first 15 minutes of class (no more!) to complete both the purposeful reading of the text and the multiple choice prompts/questions.  (This, of course, is practice for the NYS Regents Exam in ELA [Common Core], which takes place just under a month and a half from today!  Don't stress--we've got this! :) )
*AS YOU WORK, I WILL RETURN GRAMMAR HAMMER REASSESSMENTS SO THAT YOU CAN TAKE A LOOK.*

S. the C.
--go over correct multiple choice responses/engage in "think-alouds"
--agenda/HW

• "Monomyth Writing Assignment" Q & A (especially instructions on back of assignment sheet)

Transition
--Pick up a copy of "Article of the Week #6 (5/8-5/12)" from the front table.  In a few minutes, I will answer any questions that you have about the directions.

Introductory Activity -- "Difference Between Ordinary and Extraordinary"
--Q & A
--purposeful reading time
--Transition--tallest to shortest circle formed
--engage in discussion as per reading purposes
--connect to our final major reading of the school year

• What inferences can you make about an autobiography titled An Ordinary Man?

--Transition

• Remove any notes from your copy of The Alchemist.  Then, swap your book copy with a copy of An Ordinary Man.

--oral "gist" reading of An Ordinary Man beginning with the dedication page

Closure

• Is Paul Rusesabagina an "ordinary man"

HW (Class Preparation)

--Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Class Preparation)/Writing

--Your "Monomyth Writing Assignment" is officially due at the beginning of class next time (Tuesday, 5/9).
--Work on the End-of-Course Assignment--you do not want to wait too long to get started on this!  We will head to the library on Monday, 5/15.
Miscellaneous
--I wish you the best of luck if you are taking an AP exam next week and hope that my plans help you use your time in the best manner possible!  Remember that next class is yours.

On the backburner:

• Paraphrasing Mini-Lesson as preparation for culminating assignment
• ACT nonfiction passages and multiple choice questions
• "Madness" done in class upon submission of revisions

English 9--5/4/2017 & 5/5/2017

Jump Off (8-10 mins.)
--Please pick up a copy of the "Divergent Unit--CHAPTER NINE & CHAPTER TEN--Did You Read? Quiz" from the front table.  Back at your assigned seat, complete the assessment quietly and independently.  Good luck! :)

*AS YOU WORK, I WILL COME AROUND WITH YOUR LAST THREE DIVERGENT ASSESSMENTS AS A REMINDER OF HOW YOU ARE CURRENTLY "DOING" WITH YOUR "GIST" READING OF THE TEXT.  I URGE YOU TO SEE ME IF YOU ARE CURRENTLY STRUGGLING!*

--When you finish the assessment, place your document facedown on the floor next to your desk.  Then, choose from the following "to-do" list:

• read the next section of Divergent (Be aware, though, that if time permits, I will begin reading this section aloud at the end of the class block!)
• engage in free reading
• continue progressing through the essay-writing process

--Please SEE ME before leaving class today:

• Davy D.
• Lilly D.

S. the C. (5-8 mins.)
--trade and grade--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected
--You should leave class today with...

• an even better understanding of what a hook is
• an even better understanding of what a bridge is
• the ability to craft a hook and bridge (and, therefore, an introduction when combined with your thesis statement!) for your essay
• a potential hook written for your essay (if you do not already have one in place)
• at least one body paragraph completely outlined
• a list of "Dos" and "Do Nots" for your essay as you continue moving forward.

--agenda/HW

Transition (1-2 mins.)
--Please take out each of the following documents: 

• "The Tragedy of Romeo and Juliet End-of-Unit Essay" (assignment sheet)
• "Crafting Introductions"
• "A Paragraph's a Paragraph's a Paragraph!" packet"

Also, take out anything else that you need to move forward in the writing process (e.g., the Parsons text, additional notes, etc.).

Writing Workshop #1 -- The Tragedy of Romeo and Juliet End-of-Unit Essay (The Introduction) (20-25)
--If you are ahead in the writing process (e.g., you have already outlined some of your body paragraphs and written your introduction), you can work on your own during this next block of time!
--hook, bridge, thesis statement Q & A
--two-three more introductions from sample essays from the past shared

• think-aloud (hook, bridge, thesis pointed out)

--Transition--take out a clean sheet of lined paper--label the page "My Hook--Here Goes!"
--quick-write a potential hook for your essay (8 minutes)--Do we need to review how quick writes work?

• If you have not written a satisfactory hook yet, you must engage in this writing activity!

*STUDENTS WITH ESSAY INTRODUCTIONS ENTIRELY WRITTEN ARE TO FORM PARTNERSHIPS AND QUIETLY SHARE THEIR INTRODUCTIONS WITH EACH OTHER.  AIM TO PROVIDE CONSTRUCTIVE CRITICISM!*

Brain Break -- The Shoe Game (5-8 mins.)

Writing Workshop #2 -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Outlining) (10-15 mins.)

--Reminder: THROUGHOUT THE COURSE OF THE WRITING PROCESS, I WILL MODEL WITH THE FOLLOWING ESSAY QUESTION:

• WHO IS A BETTER FRIEND TO ROMEO, BENVOLIO OR MERCUTIO?  SO WHAT?!*
  

--Again, if you are ahead in the writing process, you can continue working on your own during this next block of time!
--purposeful oral re-reading of Step 9
--modeling/Q & A
--quiet and independent work time

Transition (2-3 mins.)

--Take out your notebook, open to a new page, and put the date in the lefthand margin (5/4 [ACE] or 5/5 [BDF]). Then, label the page "R & J Essay--Dos and Do Not"  Then, draw a t-chart in your notebook as directed.

Writing Workshop #3 -- The Tragedy of Romeo and Juliet End-of-Unit Essay Notes/Mini-lessons/Dos and Do Nots (flex time)

--rationale/directions
--take notes/complete mini-lessons as per PowerPoint slides--this information will prove helpful when revising your writing pieces!

• after each section of slideshow, add to Dos and Do Nots t-chart

Closure (time permitting)

--What questions do you still have? I want to make sure that you are set up for success!

HW Time -- Veronica Roth's Divergent CHAPTER ELEVEN & CHAPTER TWELVE: Oral "Gist" Reading (time permitting)

HW (Class Preparation)

--"Gist" read up to the end of CHAPTER TWELVE of Divergent (pg. 156).  This might include completing one or both of the following tasks: 

• asking yourself the "Who, What, When, Where, Why, and How" questions every five pages and jotting down related notes on lined paper
• jotting down notes on Post-its related to important characters, plot events, contrasts and contradictions, etc. and sticking the Post-its to the corresponding pages in the book

--Though you are not required to do anything other than read the next 38 pages of Divergent--you do not need to take notes--, expect a six-question "Did You Read?" assessment similar to today's at the beginning of class next time (Monday, 5/8 [ACE] or Tuesday, 5/9 [BDF]).  If you have completed a successful "gist" reading, said assessment should not be challenging at all! :)
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Class Preparation/Writing)
--Continue progressing through your essay-writing process in whatever manner you see fit.  The final version of your essay (your absolute best effort) is tentatively due at the beginning of class on Wednesday, 5/10 (ACE) or Thursday, 5/11 (BDF).  See the list below for ideas of how to move forward:

• Finish outlining all of your body paragraphs if you have not already done so.
• Write multiple potential hooks for your essay if you have not already done so.  Then, decide which hook works best.  Finally, craft a bridge for your essay that logically links the hook you have selected to your thesis statement.
• Begin handwriting or typing your essay.

--A potentially helpful link if you are dissatisfied with your hook(s):

• http://www.youtube.com/watch?v=Rnq17dyxyu4 (writing hooks)
• Be wary of the first example in this video ("Inverted Pyramid"), though, as I DO NOT want to read any boring world statements!

Miscellaneous

--We will have computer access in class next time (Monday, 5/8 [ACE] or Tuesday, 5/9 [BDF]).  You can expect to receive the rubric for the assignment, briefly review MLA format, and type your essay.  Prepare accordingly. 

On the backburner:

• continuing to address board items for the essay
• analyzing results of self-assessment
• zeroing in on Divergent reading purposes

English 10 Honors--5/3/2017

Jump Off
--Take out your copy of the "Monomyth Writing Assignment--Style Tip #2" document from the end of last class block.

S. the C.
--agenda/HW
--"Monomyth Writing Assignment" Q & A

Writing Workshop #1 -- Figurative Language
--finish completing the practice on the back of the page
--in groups formed via a drawing of cards ("anchor in"!), share with each other in order to answer this question:

• Which of my images created via figurative language is strongest?

--share out via a drawing of cards (You may exercise your Right to Pass!)

Transition
--You will need lined paper to complete the next task planned for today's class block.

Writing Workshop #2 -- Fate and/or Alchemy Quick Write

--quick write prompt read and clarified--brief models shared orally (roof and American Ninja Warrior)

• The kicker: You must include purposeful figurative language in today's writing piece (e.g., metaphor, personification, etc.)

--clock set for 8 minutes--Ready.........set......GO! (writing time)

Whole-Class Share-Out-- Fate and/or Alchemy Quick Write
--Sharing your thoughts, ideas, interpretations, etc. in class requires courage.  Right now, I would like to offer you the opportunity to talk about your own lives with the entire class.
--What did you write about today?

• Though you again have the Right to Pass here, I hope that several of you choose not to exercise it!  "I want to see you be brave!" (Bareilles).
  

Review -- The Grammar Hammer: Restrictive (Essential) vs. Non-restrictive (Non-essential) Elements

--rationale
--Sometimes, you just need a man with a gray mustache to enlighten you...
https://www.youtube.com/watch?v=nOlUbCAP41Y&t=315s
--Transition

• Pick up a copy of the "Commas with Nonessential Clauses and Phrases" document from the front table.

--mindful completion of "Exercise A"

• If you feel it is necessary to do so, read the information in the box at the top of the page first.

--go over "Exercise A" via volunteers at the SMART Board

--Transition

• Pick up a copy of the "RE-ASSESSMENT--Restrictive vs. Non-restrictive Elements" document from the front table. 

--complete the assessment quietly and independently.  Good luck!

• FYI:
• Your score on this assessment will be fairly reported in your Marking Period 5 GPA (e.g., If you earn a score that improves your GPA, I will report said score as a "growth score".)
• A new document exists in the "Grammar Hammer Extras" area related to restrictive and non-restrictive elements.  Feel free to pick up a copy if your understanding still is not "there" yet.

--Closure

• trade and grade--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 5/4.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

HW (Class Preparation)
--Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Class Preparation)/Writing

--Your "Monomyth Writing Assignment" is tentatively due on Tuesday, 5/9.  Please plan accordingly and bear in mind the style work that we have completed in class.
--Work on the End-of-Course Assignment--you do not want to wait too long to get started on this!  Mrs. Donohue and I are in the process of hashing out plans moving forward!
Miscellaneous
--I wish you the best of luck if you are taking an AP exam next week and hope that my plans help you use your time in the best manner possible!

On the backburner:

• Paraphrasing Mini-Lesson as preparation for culminating assignment
• ACT nonfiction passages and multiple choice questions
• "Madness" done in class upon submission of revisions

English 9--5/2/2017 & 5/3/2017

Jump Off (8-10 mins.)
--Please pick up a copy of the "Divergent Unit--CHAPTER SEVEN & CHAPTER EIGHT--Did You Read? Quiz" from the front table.  Back at your assigned seat, complete the assessment quietly and independently.  Good luck! :)

*AS YOU WORK, I WILL COME AROUND AND HAND BACK YOUR THESIS STATEMENTS WRITTEN ON INDEX CARDS AT THE END OF LAST CLASS BLOCK.  PLEASE REFLECT UPON YOUR SCORE AND ANY FEEDBACK THAT I HAVE PROVIDED, AND MAKE SURE THAT YOU PUT THIS CARD IN A SAFE PLACE WHEN YOU ARE FINISHED WITH IT!*

--When you finish the assessment, place your document facedown on the floor next to your desk.  Then, choose from the following "to-do" list:

• read the feedback provided on your most recent thesis statement and make improvements
• read the next section of Divergent (Be aware, though, that if time permits, I will begin reading this section aloud at the end of the class block!)
• engage in free reading
• continue progressing through the essay-writing process

--Please SEE ME before leaving class today:

• Davy D.
• Lilly D.
• Ryan H.

S. the C. (8-10 mins.)

--trade and grade--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected
--You should leave class today with...

• at least one body paragraph completely outlined
• a sound understanding of what a hook is
• a sound understanding of what a bridge is
• an even stronger understanding of what a thesis statement is
• the ability to craft a hook and bridge (and, therefore, an introduction when combined with your thesis statement!) for your essay
• a potential hook written for your essay.

--agenda/HW
Transition (2-3 mins.)
--If you did not do so last class block, please pick up a copy of each of the following documents from the front table:

• "A Paragraph's a Paragraph's a Paragraph!" packet
• "Crafting Introductions"

--Please take out each of the following documents: 

• "The Tragedy of Romeo and Juliet End-of-Unit Essay" (assignment sheet)
• "End-of-Unit Essay--Procedures List #2"
• "End-of-Unit Essay--Procedures List #3"
• "A Paragraph's a Paragraph's a Paragraph!" packet (if you picked up a copy last class block)
• "Crafting Introductions" (if you picked up a copy last class block)

Also, take out anything else that you need to move forward in the writing process (e.g., the Parsons text, additional notes, etc.).

Writing Workshop #1 -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Outlining) (25-30 mins.)

--Reminder: THROUGHOUT THE COURSE OF THE WRITING PROCESS, I WILL MODEL WITH THE FOLLOWING ESSAY QUESTION:

• WHO IS A BETTER FRIEND TO ROMEO, BENVOLIO OR MERCUTIO?  SO WHAT?!*
  

--If you are ahead in the writing process (e.g., you have already outlined some of your body paragraphs), you can work on your own during this next block of time!
--purposeful oral reading of part two of Step 8
--modeling/Q & A
--quiet and independent work time--beginning to outline (part two of Step 8)
--purposeful oral reading of Step 9
--modeling/Q & A
--quiet and independent work time

Brain Break -- The Shoe Game (5-10 mins.)

Writing Workshop #2 -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Beginning to Write) (flex time)
--purposeful oral reading of the first page of the "Crafting Introductions" document
--hook, bridge, thesis statement Q & A
--purposeful oral reading of sample introductions
--share-out as per purposeful reading directions
--Transition--take out a clean sheet of lined paper--label the page "My Hook--Here Goes!"
--two-three more introductions from sample essays from the past shared (if necessary)
--quick-write a potential hook for your essay (8 minutes)--Do we need to review how quick writes work?

HW Time -- Veronica Roth's Divergent CHAPTER NINE & CHAPTER TEN: Oral "Gist" Reading (time permitting)

Before You Leave
--pick up additional paragraph outlining templates from the front bookshelf

HW (Class Preparation)
--"Gist" read up to the end of CHAPTER TEN of Divergent (pg. 117).  This might include completing one or both of the following tasks: 

• asking yourself the "Who, What, When, Where, Why, and How" questions every five pages and jotting down related notes on lined paper
• jotting down notes on Post-its related to important characters, plot events, contrasts and contradictions, etc. and sticking the Post-its to the corresponding pages in the book

--Though you are not required to do anything other than read the next 26 pages of Divergent--you do not need to take notes--, a six-question "Did You Read?" assessment similar to today's will occur at the beginning of class next time (Thursday, 5/4 [ACE] or Friday, 5/5 [BDF]).  If you have completed a successful "gist" reading, said assessment should not be challenging at all! :)
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Class Preparation/Writing)
--Continue progressing through your essay-writing process in whatever manner you see fit.  The final version of your essay (your absolute best effort) is tentatively due at the beginning of class on Monday, 5/8 (ACE) or Tuesday, 5/9 (BDF).  See the list below for ideas of how to move forward:

• Finish outlining all of your body paragraphs if you have not already done so.
• Reread your hook written at the end of today's class block.  Make any necessary changes in order to improve this hook.  Then, craft a bridge for your essay that logically links this hook to your thesis statement.
• On the same page as your hook written at the end of today's class block, write a second hook using an entirely different method.  Is this one stronger than your first effort?

--A potentially helpful link if you are dissatisfied with your hook(s):

• http://www.youtube.com/watch?v=Rnq17dyxyu4 (writing hooks)
• Be wary of the first example in this video ("Inverted Pyramid"), though, as I DO NOT want to read any boring world statements!

On the backburner:

• continuing to address board items for the essay
• analyzing results of self-assessment
• zeroing in on Divergent reading purposes

English 10 Honors--5/1/2017

Jump Off (1 min.)

--You will need lined paper to complete the first task planned for today's class block.
*FYI: I planned way too much for one class block; therefore, you can expect this agenda to take place over the course of today and next class block!*

S. the C. (8-10 mins.)
--agenda/HW
--"Monomyth Writing Assignment" Q & A

Writing Workshop #1/Discussion Preparation -- Sheep Quick Write (10-ish mins.)

--quick write prompt read and clarified--brief model shared orally (Nick, Jesse, Kevin, Jen, etc.)

--clock set for 8 minutes--Ready.........set......GO! (writing time)

Transition (10-12 mins.)

--Sharing your thoughts, ideas, interpretations, etc. in class requires courage.  Today, I would like to offer you the opportunity to talk about your own lives and The Alchemist in smaller, "comfortable" groupings in the hopes that more of you bravely share where your head truly is right now.

--lists of discussion items shared (SEE BELOW)--final block of preparation time (5-8 mins.)

• Consider taking out your copy of the "Preparation for Final Discussion" document with which we have been dealing.

--groups of up to four formed

Discussion -- "Sheep"/The Alchemist up to the End (flex time [30-40 mins.])

Definite items for discussion:

• What have been/are your "sheep"?  How so? 
• Though you have the Right to Pass here, I hope that you do not exercise it!  "I want to see you be brave!" (Bareilles).
  

Potential items for the remainder of discussion:

• Active/purposeful reading notes
• Paulo Coelho "writing what he knows"--applying author background to The Alchemist
• What is magical realism?  What are magical realist authors "up to"?
• How does Coelho's The Alchemist "fit the magical realism bill", so to speak?
• Application of new terms/concepts (e.g., dilemma, fable, foil) to the novella
  • For example, you might attempt to answer this question: What characters in the novella serve as foils to each other? How so? What is Coelho's potential purpose?
• What is Paulo Coelho's "thesis" about human nature as per the story he tells?
• How are you interpreting Coelho's "thesis"?  Do you agree with Coelho?  Disagree?  To what extent?  SO WHAT?!
• If Coelho were to sit down and have a conversation with William Golding, how would it "play out"?  Who would argue what?  How would each counter?
• If Coelho were to sit down and have a conversation with George Orwell, how would it "play out"?  Who would argue what?  How would each counter?
• Where are you right now with regard to your End-of-Course Assignment?  Do you plan on incorporating The Alchemist as part of your discussion?  If so, how?

--"anchored in" to the "Compact for Group Work", engage in productive discussion--I plan to wander around observing and drop in on groups to listen and share.
--Transition

• re-column the desks and pick up a copy of the "Monomyth Writing Assignment--Style Tip #2" document from the front table

--Closure

• whole-group share-out
• What resonated in the small group discussion in which you just partook?

Writing Workshop#2 -- Figurative Language (15-20 mins.)

--after a purposeful oral reading of the "Style Tip #2" document, complete the practice on the back of the page
--back in your groups, share with each other in order to answer this question:

• Which of my images created via figurative language is strongest?

--share out via a drawing of cards (You may exercise your right to pass!)

Review -- The Grammar Hammer: Restrictive (Essential) vs. Non-restrictive (Non-essential) Elements (25-30 mins.)
--rationale
--Sometimes, you just need a man with a gray mustache to enlighten you...
https://www.youtube.com/watch?v=nOlUbCAP41Y&t=315s
--Transition

• Pick up a copy of the "Commas with Nonessential Clauses and Phrases" document from the front table.

--mindful completion of "Exercise A"

• If you feel it is necessary to do so, read the information in the box at the top of the page first.

--go over "Exercise A" via volunteers at the SMART Board

--Transition

• Pick up a copy of the "RE-ASSESSMENT--Restrictive vs. Non-restrictive Elements" document from the front table. 

--complete the assessment quietly and independently.  Good luck!

• FYI:
• Your score on this assessment will be fairly reported in your Marking Period 5 GPA (e.g., If you earn a score that improves your GPA, I will report said score as a "growth score".)
• A new document exists in the "Grammar Hammer Extras" area related to restrictive and non-restrictive elements.  Feel free to pick up a copy if your understanding still is not "there" yet.

--Closure

• trade and grade--scored assessments returned to test-takers for self-reflection purposes--scored assessments collected

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 5/4.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

HW (Class Preparation)
--Aim to read at least 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Class Preparation)/Writing

--Your "Monomyth Writing Assignment" is tentatively due on Tuesday, 5/9.  Please plan accordingly and bear in mind the style work that we have completed in class.
--Work on the End-of-Course Assignment--you do not want to wait too long to get started on this!  Mrs. Donohue and I are in the process of hashing out plans moving forward!
Miscellaneous
--I wish you the best of luck if you are taking an AP exam next week and hope that my plans help you use your time in the best manner possible!

On the backburner:

• Paraphrasing Mini-Lesson as preparation for culminating assignment
• ACT nonfiction passages and multiple choice questions
• "Madness" done in class upon submission of revisions