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