English 9--10/2/2017 & 10/3/2017

Jump Off (2-3 mins.)
--Submit Article of the Week #2 by placing your best work in the black basket on the front table.

--Take out your notebook and date the page in the lefthand margin (10/2/2017 [ACE] or 10/3/2017 [BDF]).  Label this section of your notes as follows: "My Definition of Tone".  After carefully reading the following definition several times, write your own, simplified version of the definition in your notebook.  Complete this task quietly and independently, and be ready to share your definition with a peer and/or the entire class.  Good luck! 

• A writer's tone is the attitude he or she has toward the subject about which and/or audience to which he or she is speaking.  A writer's tone can be described using adjectives such as the following: angry, honest, ironic, etc.

--Please SEE ME before leaving class today:

• Blake B.
• Olivia F.
• Jaime L.

"Hook"/Warm-Up (10-12 mins.)
--pair/share as per the "Jump Off" in order to clarify the definition of tone--add to your notes accordingly!
Tone in Email Correspondence 
--"set the table" for the reading about to be shared
--Your purpose:

• When listening to the return email from me to "Random Student", determine my tone. Remember that a writer's tone is the attitude he or she has toward the subject about which and/or audience to which he or she is speaking. A writer's tone can be described using adjectives such as any of those from the list below:
• angry
• arrogant
• baffled
• depressed
• detached
• formal
• honest
• indifferent
• instructional
• intimate
• ironic
• outraged
• playful
• serene
• serious
• tender

--brief discussion as per your purpose--cards drawn if necessary

• What was the subject of my email?
• Who was the audience of my email?
• What was my tone in the email?
• How do you know?

S. the C. (8-10 mins.)
--Reminder: Policies regarding homework and writing pieces (see PowerPoint)
--the first part of today's class relates to the targets from last class block:

• When reading nonfiction, I can...
• pick out the author's main point
• pick out the important details that the author uses that connect back to his/her main point
• explain how the author's details connect back to his/her main point
• contribute something (a question, an answer, an important detail, etc.) to a whole-group discussion that moves us forward in hitting the three targets listed above.

--additionally, the first part of today's class relates to a new targets with informal assessments occurring throughout the block:

• When reading nonfiction, I can...
• tell how the author feels about the topic he/she is writing about
• pick out words that show how the author feels about the topic
• explain how the author's word choices show how he/she feels about the topic.
  

Purposeful Rereading/Informal Assessment/Discussion -- Central Idea and Tone in "Letter One of Rainer Maria Rilke's Letters to a Young Poet (20 mins.--STOPWATCH)

--Purposefully reread as much of Rilke's letter as you can in 10 minutes quietly and independently.

• Your purpose:
• Continue jotting down curious questions whenever such questions enter your mind (listen for them!)
• Continue underlining key words/details with the first three targets in mind
• Make connections between the conclusions we drew in class last time and the text, annotating accordingly
• Draw boxes around any words or phrases that help you figure out what Rilke's tone is (our new targets)
• FYI: THESE ANNOTATIONS, IF COMPLETED DILIGENTLY, WILL COME IN EXTREMELY HANDY DURING THE INFORMAL ASSESSMENT THAT FOLLOWS THIS PORTION OF THE LESSON AND THE NEXT FORMAL ASSESSMENT PERTAINING TO THIS LETTER!

--informal assessment of our new targets (SEE FRONT BOARD/BELOW):

Hold up a finger or fingers to indicate which word best characterizes Rilke's tone:

1. arrogant
2. honest
3. indifferent
4. instructional
5. playful

--share out as per purposeful rereading/address my related questions (cards drawn if necessary)--as I mark up the text on the SmartBoard, do the same on your personal copy of the text

"Cool-Down"/Full-Circle Ending (3-5 mins.)
--let's talk about "Random Student" again and what he's up to now...

• What do you think Rainer Maria Rilke would have to say about this circumstance?  How do you know?

Transition (2-3 mins.)
--Pick up a Level D vocabulary book and a marker from the front table.  Write your name on the inside cover and on the bottom of the pages of your vocabulary book.  Then, return the marker.

"Setting the Table"/Instruction -- Vocabulary Unit #1 (10-15 mins.)
--vocabulary work: rationale and our typical routine

--go over Unit #1 word list (page 14)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence--repeat this process for the entire list

In order to actively engage, a student should...

• write the words on the lines for each of the sentences
• put a star next to each of the words that he or she is confident about knowing already
• put a question mark next to each of the words that are "foreign" to him or her (and, therefore, will definitely need to be studied).

--Begin preparing for the Unit #1 vocabulary quiz, which will take place at the beginning of class on Tuesday, 10/10 (ACE) or Wednesday, 10/11 (BDF).

HW Time -- Vocabulary and/or Free Reading (remainder of class)

--directions given for how to spend this block of time
--establish parameters for work environment
--independent work time as per the list below:

• Vocabulary
• Mindfully complete the assigned exercise (and some of the others if you feel inspired!) and begin preparing study materials (e.g., flashcards, split page notes, etc.)
• Free Reading
• Engage in free reading of either your free reading book or Upfront newsmagazine.

HW (Class Preparation/Take-Home Assessment)

--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 17 and 18). Expect me to check your work NEXT class (Wednesday, 10/4 [ACE]/Thursday, 10/5 [BDF]). The Unit #1 quiz will take place on Tuesday, 10/10 (ACE)/Wednesday, 10/11 (BDF).
Miscellaneous
--Read your free reading book for at least 10 minutes between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until early-December to finish your book.