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