English 10 Honors--11/1/2017 & 11/2/2017

Jump Off
--Pick up the first part of the "'The Masque of the Red Death' Assessment" from the front table.  Complete this part of the assessment quietly and independently back at your desk.  When you finish with this part, turn it in at the front and pick up the next part.  Continue in this manner until you have completed the assessment.  (I'll be honest--I have no idea how long it will take you to finish the entire assessment.)  I'll give you as much time as you need today, though.  Good luck!
--When you finish the last part of the assessment, come up to the front table and...

• place your assessment in the black basket
• take out something to work on for the remainder of the class block (e.g., Membean training on your electronic device, drafting of your short story, etc.).

HW (Practice/Take-Home Assessment)
--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 11/2.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #3, you will not be permitted to take the quiz (see the "Membean Routine" document).

Writing
--Move forward in the short story drafting process.  The final draft of this writing assignment is tentatively due on Tuesday, 11/7 (ACE)/Wednesday, 11/8 (BDF), which is just under one week away!  My classroom is open after school for any individuals looking to "workshop" together.
--The due date for submitting a revised Thematic Writing Assignment—Partner Interviews essay for the Cumulative Writing Portfolio is Thursday, 11/16 (ACE)/Friday, 11/17 (BDF) (just over two weeks from today)—YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  When time permits, meetings can/will occur during class time.
Miscellaneous

--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until early-December to finish your book.

English 9--11/1/2017 & 11/2/2017

Jump Off

--Pick up the "Determining Unfamiliar Words--Common Context Clues/What to Look for" halfsheet from the front table and give it a quick scan as I quickly take care of attendance.

S. the C.
--Feel free to stop me whenever you hear me use one of our vocabulary words in context during today's lesson (but be aware that I might "check on" your understanding immediately thereafter!).
--rough goals from half-index cards last class read aloud--anyone know why I would do such a thing?! (Block 3 BDF did not set goals this unit)
--Let's take a look at the information below in order to fortify our understanding of the purpose of the remainder of today's lesson:

• Excerpts from some of our standards (RL.4, RI.4, L.4) about what English 9 students can do read as follows:
• "Determine the meaning of words and phrases as they are used in a text"
• "Use context...as a clue to the meaning of a word or phrase"
• As such, the following is a target for today's lesson:
• When reading both fiction and nonfiction, I can use context clues to figure out what unfamiliar words and phrases most likely mean.
• The following target is also fodder for today's lesson:
• While reading fiction, I can...
  • determine emergent themes/make a list of theme words

--You should leave class today with...

• better metacognition with regard to using context clues
• I imagine "metacognition" is a word alien to many of you.  Who can define metacognition?
• much deeper knowledge and understanding of many of the Unit #2 vocabulary words
• a sense of which words to further study in preparation for the Unit #2 vocabulary quiz next class
• a deeper understanding of theme in literature, as evidenced by your ability to answer the three focus questions below:
• What is a theme?
• How can a reader determine what themes exist in a text?
• What is an appropriate theme word for P.D. Eastman's "The Best Nest"?

--agenda/HW
--Vocabulary review directions:

• Open your vocabulary book to page 29.
• See the front board for your assignment (either the evens or the odds) and star the items in your vocabulary book.
• Directions modeled for #1
• When selecting the word erratic for #1, I underlined the words Though, great sinker, and "Wild Pitch Hickok".  "Though" establishes a contrast between the first part of the sentence where it is noted that the pitcher can throw one pitch well and the second part of the sentence where his nickname is revealed.  If a pitcher with one good pitch is called "Wild Pitch Hickock", then that pitcher is clearly not consistent, which is what the word erratic means.)

Review -- Vocabulary Unit #2

--In the time permitted, complete as many of the assigned sentences of the "Completing the Sentence" exercise as you can quietly and independently.  As you work, underline the specific context clues within each sentence that help you arrive at your selections for filling in the blanks.  Be ready to share your logic later in the class block (much as I did when modeling the directions).

• As you work, concurrently consult the halfsheet list.
• Which of the strategies did you use? (metacognition)

--pair/share (evens with evens/odds with odds)--MODEL first
--Before moving to the next step, "anchor in" to our classroom expectations.  Remember that jeering is not permitted.  A terse mocking comment by one student, though seemingly innocent enough, often results in proliferation.  I would prefer not to have to admonish anyone via a gentle warning or, worse yet, subjugate anyone through a forceful warning.  Listen attentively and move forward in your understanding of our word list during this chunk of time--don't merely feint paying attention!

Directions:

• a student comes up to the SMART Board after a drawing of cards and, for a sentence of his or her choice, writes in the answer for the sentence/underlines the context clues used to arrive at the answer while engaging in a "think-aloud" about his or her logic--I WILL MODEL FIRST WITH ERRATIC
• REPEAT THIS PROCESS FOR UP TO FIVE OF THE WORDS--PREVIOUS PARTICIPANT SELECTS THE NEXT PARTICIPANT

--answers shared for remaining exercise items

Closure/Self-Reflection
--FYI/Reminder in Block 3 BDF: The two most common "pitfalls" that occur when taking the vocabulary quizzes are as follows: improvement needed in using context clues AND incomplete knowledge of the function and meaning of words (perhaps due to a lack of good strategies for learning/remembering?). To which of these pitfalls (if any) did you succumb on the Unit #1 quiz, and how can you improve in the future?  (I know that some of you are dissatisfied with a mediocre performance or worse on the first assessment and are zeroing in on moving from good to GREAT!)

Transition

--Pick up a copy of the "Theme Skeletal Notes and Theme Statement Practice with 'The Best Nest'" document from the front table.  We will read through the first two bolded sections ("Theme" and "Some Tips for Determining the Emergence of Themes") on the front page of the document together and fill in as many of the blanks as we can.

Notetaking/Application Activity #1 -- P.D. Eastman's "The Best Nest": Determining Emergent Themes
--read through the first two bolded sections of the notes page together via the SMART Board and fill in the blanks
--assign purposeful reading/viewing tasks/questions by handing out halfsheets

• Task A--explain/clarify
• Task B--explain/clarify
• Task C--explain/clarify

--What is the "gist" of "The Best Nest" again?
--read/view "The Best Nest" on YouTube--jot down notes as per your assigned task, which we will then refer back to when we complete the next section of the theme notes

https://www.youtube.com/watch?v=7f6TsHA0kTM

--pair/share
--come up with theme words as a whole group by sharing Tasks A, B, and C

Closure -- Ball Toss (time permitting)

--"You should leave class today with..." questions

HW (Take-Home Assessment) 

--Complete Article of the Week #3, which is due at the beginning of class on Tuesday, 11/7 (ACE) or Wednesday, 11/8 (BDF).  This task will include purposefully reading the directions in the box on the front page and completing your best work with regard to the directions.  (You might be able to start making connections to "St. Lucy's..."?)   Make sure to bear in mind your index card "to-do" list as you work.  When you finish, check your work to make sure that it best represents your English skills.  Keep in mind that I am available during "Office Hours" and more than happy to help students who take initiative! :)

HW (Class Preparation)

--Finish preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of NEXT class (Friday, 11/3 [ACE] or Monday, 11/6 [BDF]), bearing in mind the rough goal that you set.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!

--If you struggled on the Unit #1 vocabulary quiz and would like some tips on how to prepare for the Unit #2 quiz, take the initiative to meet with me during my "Office Hours" so that we can put together a plan of action!
--Next week will be another "Grammar Hammer" week.  Make sure you know the eight parts of speech (especially verb, preposition, and conjunction.
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.

English 10 Honors--10/30/2017 & 10/31/2017

Jump Off
--Turn in both your purposeful reading and written response for Article of the Week #1 by placing your best work in the black basket on the front table. 
--While you are up front, please pick up a copy of the reading (a section of Gerald Graff and Cathy Birkenstein's They Say/I Say titled "What's Your Opinion of the Text?").  We will "gist" read this together to kick off today's class.

S. the C.

--list of students needing to revise for the Cumulative Writing Portfolio shared:

• Would anyone like to schedule a meeting for a time slot during my office hours (posted on the front board)?

--oral "gist" reading of Graff/Birkenstein

• "takeaways" for today's final discussion of "The Masque..."?

--agenda/HW

Discussion Preparation -- Edgar Allan Poe's "The Masque of the Red Death"
--Take out your copy of "The Masque of the Red Death".  Respond to the questions below, consulting your original analysis sheet, your marked-up copy of the text, and our rough theme statement/rough notes on the board from last class block:

Based on our analysis of Edgar Allan Poe's "The Masque of the Red Death", what seems to be Poe's "thesis" about human nature?  What does he seem to think human beings are really like?  Does he suggest that humans are inherently good or evil or...?  Do you agree or disagree with Poe?  For what reasons? 

*YOU MIGHT NOTE THAT THESE QUESTIONS MIRROR THE ESSENTIAL QUESTION OF OUR COURSE ABOUT WHICH YOUR END-OF-COURSE ASSIGNMENT WILL BE WRITTEN!*

--pair share

Transition
--form an alphabetical-by-mom-or-dad's-first-name circle out of the desks

Literary Analysis Activity/Discussion -- Edgar Allan Poe's "The Masque of the Red Death"
--Next class, a multiple choice and short-ish answer assessment will take place.  The assessment aims to measure the following:

• your ability to hit the targets inherent within the "Reading Literature Like a Champ!" Framework
• For example, the framework notes that "English 10 Honors students...comprehend... [the] basic plot" of stories studied.  A "fair game" multiple choice question, then, might ask the following (providing four options from which to choose):
• What happens when Prince Prospero confronts the masked figure?
• Additionally, the framework notes that "English 10 Honors students...notic[e] literary devices, techniques, concepts, etc. in action and draw... conclusions about potential authorial purpose(s)."  The framework also notes that "English 10 Honors students...create truly complex theme statements (central ideas)."  A "fair game" short answer question, then, might ask the following:
• How does Edgar Allan Poe use allegory to develop a theme of the story?
• how well you closely read and re-read the story
• how well you engaged in our whole-group discussion of the story

--Q & A about assessment
--students share annotations from close reading/ideas from the preparation block last class/theme statements and opinions from today's preparation block--I encourage a "deeper dig" via prompting, follow-up questions, etc.
--Closure

• Make sure we have a meaningful and complex theme statement for Edgar Allan Poe's "The Masque of the Red Death" before leaving today!

HW Time/Free Reading

HW (Practice/Take-Home Assessment)

--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 11/2.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #3, you will not be permitted to take the quiz (see the "Membean Routine" document).
HW (Class Preparation)
--Prepare for the assessment about "The Masque of the Red Death", which will take place at the beginning of NEXT class (Wednesday, 11/1 [ACE]/Thursday, 11/2 [BDF]).  Please see the information listed earlier in this agenda and take the initiative to see me if necessary!
Writing
--Continue thinking about your short story.  The final draft of the assignment is tentatively due on Tuesday, 11/7 (ACE)/Wednesday, 11/8 (BDF), which is about one week away!  My classroom is open after school for any individuals looking to "workshop" together.
--The due date for submitting a revised Thematic Writing Assignment—Partner Interviews essay for the Cumulative Writing Portfolio is Thursday, 11/16 (ACE)/Friday, 11/17 (BDF) (2.5 weeks from today)—YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  When time permits, meetings can/will occur during class time.
Miscellaneous

--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until early-December to finish your book.

English 9--10/30/2017 & 10/31/2017

BLOCK 3 BDF

Jump Off

--At the front table, pick up your AoW #2 work from me. 
--Back at your desk, ...

• take out your index card from last class block ("Moving Forward with AoW") 
• quietly and independently reflect upon your AoW performance, capturing any final index card "to-do" list items and questions that you have about moving forward

S. the C.
--agenda/HW

--Reminder: Today's vocabulary work pertains to the following targets:

When reading nonfiction, I can...

• determine the "gist"
• use context clues to figure out what unfamiliar words and phrases most likely mean
• look up unfamiliar words to confirm their likely meaning or when context clues "fail" me.

Old Business (cont.) -- Article of the Week #2
--Q & A

Transition
--If you do not already have a copy of the document, pick up Article of the Week #3 from the front table.

Looking Ahead -- Article of the Week #3
--Reminder: Our notes about "popularity" form the end of last week

Popularity

• definition varies greatly from person to person (e.g., perceived popularity vs. actual? popularity)
• being known by a lot of people
• being noticeable/"catchy"
• "crazy" behavior
• popularity increases popularity
• following the crowd
• popularity does not necessarily equal good

--oral "first-draft" reading of AoW #3

• brief discussion about initial observations, impressions, etc.

--purposeful reading of the directions in the box on the front page

• Q & A
• active/purposeful reading directions modeled for the first few paragraphs
  

--quietly and independently, work on the Article of the Week for at least 5 more minutes

Transition

--At the front table, ...

• pick up your Unit #1 vocabulary quiz
• pick up a half-index card
• pick up a copy of the reading from the front table (a piece of historical nonfiction titled "Cowgirl Up!").

Instruction -- Vocabulary Unit #2

--oral "gist" reading: What is the "gist" of this text? ("setting the table" for purposeful reread of the text)

--rationale (nonfiction skills work/introduction to this week's words)

--look at notes on the board/do a few together on the SMART Board

• "JEERED"
• "UNFLINCHING"

--directions for purposeful reread of the text (small-group work):

• circle or box all of the bolded words
• pick a few of the words--"guess" the meaning of each of the words via context clues
• underline the context clues used for each word
• write a seemingly-appropriate synonym or definition right on your copy of the text near the word itself/in the available white space
• I WILL MODEL TO GET YOU STARTED WITH "JEERED" 

--small-group purposeful reread
--I will take a volunteer group (or draw a card if necessary)--students will come to the SMART Board and pick a word, providing a potential synonym or definition and explaining his/her reasoning while annotating the text--I will model first with "jeered"

• process repeated for a few words--student at SMART Board selects next contributor (or a card drawn if necessary)
• AS THIS OCCURS, COMMON CONTEXT CLUES/WHAT TO LOOK FOR WHEN FIGURING OUT WHAT UNFAMILIAR WORDS MEAN WILL BE PREVIEWED.

--go over Unit #2 word list (pages 24-26)--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...

• 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).
• compare actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
• write the words on the lines for each of the sentences

--set a rough goal for the Unit #2 quiz on your half-index card based upon your performance on the Unit #1 quiz

Transition
--When you finish the task described above, submit your half-index card to me at the front of the classroom.

HW (Take-Home Assessment)

--Complete Article of the Week #3, which is due at the beginning of class on Tuesday, 11/7 (ACE) or Wednesday, 11/8 (BDF).  This task will include purposefully reading the directions in the box on the front page and completing your best work with regard to the directions.  (You might want to wait on making connections to "St. Lucy's..." until later this week class as we have not yet analyzed the story.)   Make sure to bear in mind your index card "to-do" list as you work.  When you finish, check your work to make sure that it best represents your English skills.  Keep in mind that I am available during "Office Hours" and more than happy to help students who take initiative! :)
HW (Class Preparation)
--Begin preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of class on Friday, 11/3 (ACE) or Monday, 11/6 (BDF), bearing in mind your rough goal set during today's class.  You might want to consider completing each of the exercises in the vocabulary book.  Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you'll be in good shape!  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!

--If you struggled on the Unit #1 vocabulary quiz and would like some tips on how to prepare for the Unit #2 quiz, take the initiative to meet with me during my "Office Hours" so that we can put together a plan of action!
--Bring your vocabulary book to class again next time.  PLEASE DO NOT FORGET!
--Next week will be another "Grammar Hammer" week.  Make sure you know the eight parts of speech (especially verb, preposition, and conjunction.
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.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++


BLOCK 2 ACE & BLOCK 2 BDF

Jump Off (8-10 mins.)

--At the front table, ...

• pick up your Unit #1 vocabulary quiz
• pick up a half-index card
• pick up a copy of the reading from the front table (a piece of historical nonfiction titled "Cowgirl Up!").

--Back at your desk, conduct a first-draft reading of the text: What is the gist?

• Write your summary of the gist at the top of the page in no more than two sentences.

S. the C. (5-8 mins.)

--Reminder: Today's vocabulary work pertains to the following targets:

When reading nonfiction, I can...

• determine the "gist"
• use context clues to figure out what unfamiliar words and phrases most likely mean
• look up unfamiliar words to confirm their likely meaning or when context clues "fail" me.

--agenda/HW

Instruction -- Vocabulary Unit #2 (30-35 mins.)

--What is the gist? (nonfiction skills work/"setting the table" for purposeful reread of the text)

• pair/share

--rationale (nonfiction skills work/introduction to this week's words)

--directions for purposeful reread of the text:

• circle or box all of the bolded words
• pick five of the words--"guess" the meaning of each of the words via context clues
• underline the context clues used for each word
• write a seemingly-appropriate synonym or definition right on your copy of the text near the word itself/in the available white space
• I WILL MODEL TO GET YOU STARTED WITH "JEERED" 

--quiet and independent purposeful reread

• pair/share

--I will take a volunteer (or draw a card if necessary)--student will come to the SMART Board and pick a word, providing a potential synonym or definition and explaining his/her reasoning while annotating the text--I will model first with "jeered"

• process repeated for 3-5 words--student at SMART Board selects next contributor (or a card drawn if necessary)
• AS THIS OCCURS, COMMON CONTEXT CLUES/WHAT TO LOOK FOR WHEN FIGURING OUT WHAT UNFAMILIAR WORDS MEAN WILL BE PREVIEWED.

--go over Unit #2 word list (pages 24-26)--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...

• 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).
• compare actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
• write the words on the lines for each of the sentences

--set a rough goal for the Unit #2 quiz on your half-index card based upon your performance on the Unit #1 quiz

Transition (2 mins.)

--When you finish the task described above, submit your half-index card to me at the front of the classroom.

Flex Block -- Vocabulary Review OR Article of the Week #2 OR Free Reading (remainder of class)

Block 2 ACE/Block 2 BDF
--review Unit #2 vocabulary words (e.g., complete some of the exercises) OR work on Article of the Week #2 OR engage in free reading

HW (Take-Home Assessment) 

--Complete Article of the Week #3, which is due at the beginning of class on Tuesday, 11/7 (ACE) or Wednesday, 11/8 (BDF).  This task will include purposefully reading the directions in the box on the front page and completing your best work with regard to the directions.  (You might want to wait on making connections to "St. Lucy's..." until later this week class as we have not yet analyzed the story.)   Make sure to bear in mind your index card "to-do" list as you work.  When you finish, check your work to make sure that it best represents your English skills.  Keep in mind that I am available during "Office Hours" and more than happy to help students who take initiative! :)

HW (Class Preparation)

--Begin preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of class on Friday, 11/3 (ACE) or Monday, 11/6 (BDF), bearing in mind your rough goal set during today's class.  You might want to consider completing each of the exercises in the vocabulary book.  Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you'll be in good shape!  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!

--If you struggled on the Unit #1 vocabulary quiz and would like some tips on how to prepare for the Unit #2 quiz, take the initiative to meet with me during my "Office Hours" so that we can put together a plan of action!
--Bring your vocabulary book to class again next time.  PLEASE DO NOT FORGET!
--Next week will be another "Grammar Hammer" week.  Make sure you know the eight parts of speech (especially verb, preposition, and conjunction.
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.

English 10 Honors--10/26/2017 & 10/27/2017

Transition
--Please pick up a copy of the reading from the front table (a section of Gerald Graff and Cathy Birkenstein's They Say/I Say titled "Are Some Interpretations Simply Wrong?").  We will "gist" read this together as preparation for today's discussion.

S. the C.

--Reminder: Beginning with the end in mind!--the Essential Question that overarches our course:

UPDATED QUESTION

--agenda/HW

--oral "gist" reading of Graff/Birkenstein

• "takeaways" for today's discussion of "The Masque..."?
• application to the following question: 

Discussion Preparation -- Edgar Allan Poe's "The Masque of the Red Death"
--"we risk confusing the perspective of the work's author with our own"

• What do we know about Edgar Allan Poe and the context in which "The Masque..." was written?  (SEE YOUR "SHORT STORY ANALYSIS SHEET")
• "information dump" on the front board

--FYI: During today's circle discussion, the following individuals must contribute before anyone else can jump back in:

Block 4 ACE

• Ash
• Nina
• Jack

Block 1 BDF

• Tabitha
• Micah
• Kimmy
• Gina
• Ian

--Think: Pick one of the words/concepts from the list below and prepare a Level 4 contribution for today's discussion showing the significance of the word/concept:

• ARCHITECTURE
• BLOOD
• CARDINAL DIRECTIONS
• DREAMS
• LUNGS
• PERSPECTIVE
• PUNCTUATION

--Pair: After "anchoring in" to the "Compact for Group Work", in groups of up to three, share your contributions as preparation for today's circle discussion

Transition
--review today's discussion protocol

--If possible, sit next to at least one person you have not yet sat next to during discussion.

Discussion -- Edgar Allan Poe's "The Masque of the Red Death"

--students share annotations from close reading/ideas from today's preparation block as per protocol--I encourage a "deeper dig" via prompting, follow-up questions, etc.
--Closure

• Craft a meaningful and complex theme statement for Edgar Allan Poe's "The Masque of the Red Death" together.
• What does Poe want readers to learn/understand about "big ideas"?
• What is Poe's "thesis" about human nature?

Transition

--Re-column the desks and pick up a "Final Countdown" document from the front table.

Closure -- The Final Countdown

--In the time permitted, complete the document to the best of your ability so that I can get a snapshot of how we did today and where we should head next.

HW Time/Free Reading

HW (Practice/Take-Home Assessment)

--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 11/2.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #3, you will not be permitted to take the quiz (see the "Membean Routine" document).
HW (Take-Home Assessment)

--Finish your work with Article of the Week #1, which is due at the beginning of class NEXT time (Monday, 10/30 [ACE] or Tuesday, 10/31 [BDF]).  This task will include purposefully reading the directions in the box at the top of the first page and completing your best work with regard to the directions.  Good luck!

HW (Class Preparation)

--Review your notes for “The Masque…”.  Be prepared for an assessment and/or more discussion about the reading NEXT class.
Writing

--Continue thinking about your short story.  The final draft of the assignment is tentatively due on Tuesday, 11/7 (ACE)/Wednesday, 11/8 (BDF), which is about 1.5 weeks away!  My classroom is open after school for any individuals looking to "workshop" together.
--The due date for submitting a revised Thematic Writing Assignment—Partner Interviews essay for the Cumulative Writing Portfolio is Thursday, 11/16 (ACE)/Friday, 11/17 (BDF) (3 weeks from today)—YOU MUST schedule a meeting with me to go over your revisions; simply handing in the revisions is unacceptable as per the protocol.  When time permits, meetings can/will occur during class time.
Miscellaneous
--Read your free reading book for at least 15 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS.  You have up until early-December to finish your book.