English 10 Honors--12/1/2017 & 12/4/2017

Jump Off
--After attendance, we will head down to the lab in order to take both the Animal Farm multiple choice assessment via Castle Learning and the Membean assessment.  Please bring your free reading book with you so that you can read when you finish both assessments.

Transition
--head down to the lab

Assessments -- Animal Farm Multiple Choice and Membean
--take the Animal Farm multiple choice assessment first--troubleshoot our way through Castle Learning
--When you finish with both assessments, engage in free reading until we head back to the classroom.

Transition
--head back to the classroom

S. the C.
--agenda (remainder of class)/HW

Discussion Preparation -- Animal Farm--Beginning to End
--view the following brief video prior to re-forming the circle from last class block:

https://www.youtube.com/watch?v=KOK1TMSyKcM

Transition
--re-form the circle from last class block and take out the following:

• your Post-it-ed copy of Animal Farm
• the "Orwell's Allegory and the Russian Revolution" chart
• the "Revolution in Russia: Causes and Impacts" reading

Circle Discussion -- Animal Farm--Beginning to End

--continue engaging in discussion/notetaking about Animal Farm, beginning by first going over the charts--contributions will be assessed via the "Discussion Contribution Rating Scale"

HW (Class Preparation/Take-Home Assessment)

--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 12/7.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #4, you will not be permitted to take the quiz until you catch up (see the “Membean Routine” document).
Miscellaneous

--Please consult the "Free Reading--Course Component Fulfillment Options for Marking Periods 1 and 2" sheet for specific information about the forthcoming deadline for free reading.  Wednesday, 12/6 is the magic day!

• If you opt to complete a one-pager, one-pagers are due in class NEXT time (Tuesday, 12/5 [ACE]/Wednesday, 12/6 [BDF]).  We will use some class time on that day to complete one-pagers.  Students who have already submitted a one-pager will either engage in free reading during this time or complete Membean training.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

English 9--12/1/2017 & 12/4/2017

Jump Off 
--Pick up a copy of the Unit #3 vocabulary quiz from the front table.  After carefully reading all of the directions, complete the vocabulary quiz quietly and independently. Good luck!
--Block 2 ACE: When you finish with the quiz, place your work on the floor next to your desk.  Then, engage in free reading until you receive further instructions.
--Block 2 BDF and Block 3 BDF: When you finish with the quiz, place your work in the black basket on the front table.  Then, engage in free reading until you receive further instructions.

S. the C.
--Block 2 ACE: trade and grade
--Block 2 ACE: return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily
--You should leave class today...

• hopefully having achieved the goal you set with regard to vocabulary!
• with several rough theme statements written for "St. Lucy's..."
• with pieces of strong textual evidence in mind (or, better yet, written down!) for use in support of a theme statement for "St. Lucy's..."
• understanding how to go about purposefully re-reading Stage 4 of "St. Lucy's..." and with a plan of action for moving forward between now and next class block.

--agenda/HW

Transition

--Please take out your copies of the theme tracking documents for both Stage 2 and Stage 3 as well as your copy of "St. Lucy's...".

Activity/Discussion/Share-Out (cont.) -- Traveling the Path to Theme Statements
--Block 2 BDF (review) and Block 3 BDF (give): directions given/MODELED for small-group discussions

• Would Karen Russell strongly agree, agree, strongly disagree, disagree, etc. with the life philosophy written on the front board?  How do you know?
• If your group determines that Karen Russell would not completely agree or would completely disagree, what do you think she would say instead?  In other words, what seems to be Karen Russell's life philosophy?
• IN ORDER TO EFFECTIVELY ANSWER THESE QUESTIONS, STRONGLY CONSIDER THE EVIDENCE DUMPED ON THE BOARD!

--All Blocks: "anchor in" to the "Compact for Group Work"
--Block 3 BDF: small groups formed via a drawing of cards/themes selected/directions halfsheet picked up from the front table ("Crafting a Rough Theme Statement")
--Block 2 ACE: spend a few minutes recalling your discussion of last class and making sure your "spokesperson" is ready to roll
--Block 2 BDF and Block 3 BDF: engage in discussion as per directions

• In discussing textual evidence and life philosophies, you are coming closer to crafting a meaningful and complex theme statement for "St. Lucy's..." ("get[ting] at what the author is saying")!
• at the close of your discussion, pick a "spokesperson" to share with the whole class highlights of your discussion as well as your group's rough theme statement

--Transition

• re-column the desks/pick up a copy of the "Textual Evidence/Rough Theme Statements--End of Stage 3" sheet from the front table

--Closure -- Ball Toss

• spokespeople share/classmates jot down notes
• At the end of this block of time, one halfsheet per group must be placed in the black basket on the front table.

Transition
--Pick up a copy of the "Purposeful Re-reading Tasks--Stage 4" document from the front table.  After forming groups for next class block, I will briefly preview the tasks for you so that within your groups, you can decide who will complete each of the tasks.

Small-Group Discussion Preparation (Phase 1) -- Stage 4 of "St. Lucy's..." (flex time)
--groups formed via a drawing of cards
--four reading tasks briefly previewed

• While this is occurring, be thinking about which of the tasks you feel that you are best equipped to complete.

--decide who will complete each of the tasks

--form groups based on like task
--purposeful re-reading tasks more specifically shared and MODELED one-by-one for the epigraph and first four paragraphs of Stage 3:

• Theme Development
• Character Motive, Complexity, and Development
• Purposeful Diction
• Structure Impacting Meaning

--Q & A

HW Time (time permitting)

HW (Class Preparation)
--Move forward with regard to writing a theme statement for your End-of-Unit Writing Piece:

• If you wrote a rough theme statement between last class and today, reread/revise it based on anything that resonated with you during today's class block.  Also, take a look at your "Theme Statements--The Do Nots/The Dos" sheet and use it to check the quality of your rough theme statement, further revising your sentence(s) accordingly.
• Strongly consider working further with your "Textual Evidence/Rough Theme Statement--End of Stage 3" sheet: 
• Pick a couple of the rough theme statements from today's class block.  Then, use your "Theme Statements--The Do Nots/The Dos" sheet to check the quality of/revise the rough theme statements.

--Spend 15 minutes working on your reading task for Stage 4 using your copy of "St. Lucy's..." and the "Purposeful Re-reading Tasks--Stage 4" document.  NEXT class (Tuesday, 12/5 [ACE]/Wednesday, 12/6 [BDF]), I will check for completion of this assignment.  Please be aware of our homework policy with the awareness that I will absolutely follow it to a T. (Block 2 ACE--DO NOT WORRY ABOUT THIS YET!)
Miscellaneous
--Please consult the "Free Reading--Course Component Fulfillment Options for Marking Periods 1 and 2" sheet for specific information about the forthcoming deadline for free reading.  Wednesday, 12/6 is the magic day!

• If you opt to complete a one-pager, one-pagers are due in class NEXT time (Tuesday, 12/5 [ACE]/Wednesday, 12/6 [BDF]).  We will use some class time on that day to complete one-pagers.  Students who have already submitted a one-pager will either engage in free reading during this time or work on purposefully re-reading Stage 4 of "St. Lucy's..."  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
  

English 10 Honors--11/29/2017 & 11/30/2017

Jump Off
--Pick up the "The Grammar Hammer--Assessment: Parts of Speech, Comma Usage with Coordinating Conjunctions (FANBOYS), and Comma Usage with Subordinating Conjunctions (WUBAIS)" document from the front table.  Complete the quiz quietly and independently.  Good luck!

*AS YOU WORK, I WILL RETURN YOUR ASSESSMENTS FOR "THE MASQUE..."*
--When you finish, place your quiz in the black basket on the front table.  Then, take out the following and begin planning contributions as directed:

• your Post-it-ed copy of Animal Farm
• the "Orwell's Allegory and the Russian Revolution" chart
• the "Revolution in Russia: Causes and Impacts" reading

S. the C.

--5 minutes in: second half of "Jump Off" clarified
--agenda/HW

Transition/Discussion Preparation 

--Reminder: Some of Our Key Purposes: We are actively/purposefully reading Animal Farm in order to..

• define and apply symbolism
• define and apply allegory
• define and apply fable
• define and apply satire
• determine Orwell's "thesis" about human nature
• understand the historical context, but more importantly, to recognize and consider the connections to current events
• explore, add to, and/or refine our own ideas about human nature as per the Essential Question that overarches our course.

--Beginning with the end in mind:

End-of-Unit Assessment Writing Prompt:Write a text-based, grammatically sound, tightly-written response of two to three paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) of Animal Farm: What is George Orwell's "thesis" about human nature as revealed in the story he tells?  Then, analyze how Orwell's use of symbolism helps develop his "thesis" about human nature.  Use at least three pieces of strong textual evidence spanning the entire text to support your analysis, and be sure to tie back to your claim often.

--Really beginning with the end in mind!--the Essential Question that overarches our course:

Why do people say what they say, do what they do, etc.?  What are human beings really like?  By nature, are human beings inherently evil or good or...?

--Reminder: "Discussion Contribution Rating Scale" shared/sample Level 4 response MODELED
--plan at least two contributions to today's Animal Farm discussion--strive for Level 4!:

Transition
--form an alphabetical-by-favorite-Thanksgiving-meal-food circle out of the desks--talk to each other about your choices (e.g., describe your family's stuffing recipe: Does it have sausage in it?  Cranberries?  Is it cooked inside the turkey or out?  Do you know nothing about it other than it tastes good?  Etc.)

Circle Discussion -- Animal Farm--Beginning to End
--"The Masque..." assessment Q & A first--assessments passed back in--today's discussion protocol shared:

• In order to maintain some structure, ...
• I have established an order for contributions on the whiteboard
• the first contributor to today's discussion will be the first person on the list on the whiteboard
• contributions will be about the same topic/area of the text until we have exhausted the thread
• raised hands will be acknowledged as per the order on the whiteboard
• everyone present must contribute once before anyone can offer a second (third, etc.) contribution.
• As such, you should write down additional contributions as thoughts occur when you are being "blocked" from contributing.

--finish preparing for discussion (if necessary)
--engage in discussion/notetaking about Animal Farm--contributions will be assessed via the "Discussion Contribution Rating Scale"

Transition
--re-column the desks
--pick up an index card from the front table and write your first and last name at the top of the lined side

Closure -- Before You Leave...
--respond to the following question on your index card:

• What did not come up during today's discussion that you feel we must still talk about in order to fully do Animal Farm justice?

HW (Class Preparation/Take-Home Assessment)

--A Membean assessment will take place in class NEXT time (Friday, 12/1 [ACE]/Monday, 12/4 [BDF]).
--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 12/7.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #4, you will not be permitted to take the quiz until you catch up (see the “Membean Routine” document).
--An Animal Farm multiple choice assessment will also take place in class NEXT time (Friday, 12/1 [ACE]/Monday, 12/4 [BDF]).  The assessment aims to measure the following:

• your ability to hit the targets inherent within the "Reading Literature Like a Champ!" Framework
• how well you closely read (and, maybe, re-read?) the novella with the targets in mind
• how well you engaged in our whole-group discussion of the story
• "Fair game" multiple choice questions, then, include the following (providing four options from which to choose):
• What do the pigs sell to get money to purchase whiskey?
• In Chapter 10, the author states that after the death of Boxer, “Old Benjamin was… more morose and taciturn than ever."  What is the best definition of taciturn as it is used in this sentence?
• Throughout the text, what do the sheep symbolize?

Miscellaneous

--Aim to read at least 10 pages of your free reading book between now and next class.  Please consult the "Free Reading--Course Component Fulfillment Options for Marking Periods 1 and 2" sheet for specific information about the forthcoming deadline.  Wednesday, 12/6 is the magic day!

English 9--11/29/2017 & 11/30/2017

Jump Off

--See if you can find your "Determining Unfamiliar Words--Common Context Clues/What to Look for" halfsheet in your binder.  Perhaps its contents will help you successfully complete the task set forth below?
--Open your vocabulary book to page 37.  Mindfully complete the "Choosing the Right Word" exercise on pages 37 and 38 quietly and independently.

• underline the specific context clues within each sentence that help you determine which word you select (skill-building)
• be prepared to share your logic later in the class block (as several students did on review day during our Unit #2 work)

*I CAN MODEL FIRST WITH #1 TO GET YOU STARTED!*

S. the C.

--goals from half index cards shared
--You should leave class today...

• having practiced metacognition with regard to using context clues and, hopefully, better prepared to execute this skill set on the Unit #3 vocabulary quiz next class
• with deeper knowledge and understanding of many of this week's vocabulary words
• with a sense of which words to further study in preparation for the quiz next class
• ready to write a rough theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves" (and maybe even with a rough theme statement actually written!)

--agenda/HW

Review -- Vocabulary Unit #3: Choosing the Right Word

--finish mindfully completing the "Choosing the Right Word" exercise--feel free to wrap up with a partner!

--answers shared with emphasis on corresponding pictures (SEE POWERPOINT SLIDES) and context clues 

Transition

--Please take out your copies of the theme tracking documents for both Stage 2 and Stage 3 as well as your copy of "St. Lucy's...".

Activity/Discussion -- Traveling the Path to Theme Statements
--beginning with the end in mind--our ultimate purpose for re-reading the short story:

End-of-Mini-Unit Assessment Writing Prompt:
Write a well-developed paragraph in which you support a meaningful and complex theme statement for Karen Russell's "St. Lucy's Home for Girls Raised by Wolves."  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

--Block 3 BDF: connection made between vocabulary acquisition and "Style" component of academic writing
--Block 2 BDF/Block 3 BDF: direct quotation shared so as to share rationale/preview directions:

"As the literary theorist Robert Scholes puts it, reading, conceived "as a submission to the intentions of another[,] is the first step" to understanding what a literary work is saying.  For "if we do not postulate the existence of [an author] behind the verbal text," we will "simply project our own subjective modes of thought and desire upon the text."  In other words, unless we do the best we can to get at what the author is saying, we will never truly recognize his or her ideas except as some version of our own.  Scholes acknowledges that good reading often involves going beyond the author's intention, pointing out contradictions and ideological blind spots, but he argues that we must recognize the author's intention before we can try to see beyond it in these ways" (Graff and Birkenstein, They Say/I Say: The Moves That Matter in Academic Writing, 199).

--Block 2 ACE (review)/Block 2 BDF and Block 3 BDF (give): directions given/MODELED for small-group discussions

• Would Karen Russell strongly agree, agree, strongly disagree, disagree, etc. with the life philosophy written on the front board?  How do you know?
• If your group determines that Karen Russell would not completely agree or would completely disagree, what do you think she would say instead?  In other words, what seems to be Karen Russell's life philosophy?
• IN ORDER TO EFFECTIVELY ANSWER THESE QUESTIONS, STRONGLY CONSIDER THE EVIDENCE DUMPED ON THE BOARD!

--"anchor in" to the "Compact for Group Work"
--small groups formed via a drawing of cards/themes selected/directions halfsheet picked up from the front table ("Crafting a Rough Theme Statement")
--engage in discussion as per directions

• In discussing textual evidence and life philosophies, you are coming closer to crafting a meaningful and complex theme statement for "St. Lucy's..." ("get[ting] at what the author is saying")!

--at the close of your discussion, pick a "spokesperson" to share with the whole class highlights of your discussion as well as your group's rough theme statement

Transition
--re-column the desks/pick up a copy of the "Textual Evidence/Rough Theme Statements--End of Stage 3" sheet from the front table

Closure -- Ball Toss

• spokespeople share/classmates jot down notes
• At the end of this block of time, one halfsheet per group must be placed in the black basket on the front table.

HW Time

HW (Class Preparation)
--Finish preparing for the Unit #3 vocabulary quiz, which will take place at the beginning of NEXT class (Friday, 12/1 [ACE]/Monday, 12/4 [BDF]), bearing in mind your rough goal set during last class block.  If you have not already done so, I strongly encourage you to do one or both of the following as part of your preparation process: 

• finish and use your "Drawing Study Strategy" sheet from last class block OR use the PowerPoint slides from today's class (available in the stack on the front table)
• complete the rest of the exercises in your vocabulary book, focusing especially on using/underlining context clues whenever the opportunity arises

REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!  Don't forget about the incentive plan!
--Strongly consider working further with your "Textual Evidence/Rough Theme Statement--End of Stage 3" sheet so that you come to class next time with several rough theme statements in mind. 
Miscellaneous
--Aim to read at least 10 pages of your free reading book between now and next class.  Please consult the "Free Reading--Course Component Fulfillment Options for Marking Periods 1 and 2" sheet for specific information about the forthcoming deadline.  Wednesday, 12/6 is the magic day!

English 10 Honors--11/27/2017 & 11/28/2017

Jump Off
--Pick up a copy of the "The Grammar Hammer" document from the front table.  Spend the first 10 or so minutes of class carefully completing the document in order to review our next set of common errors.
--As you work, I will return both of the following:

• your "The Grammar Hammer--Parts of Speech--Post-test" sheet
• your Control-of-Conventions-scored Article of the Week #1

--Please SEE ME before leaving class today:

• Bea T.
• Ian W.

--FYI: I, unfortunately, will be using some of my after school time today writing referrals for students from whom I am missing material (e.g., Article of the Week #1, Short Story Writing Assignment, writing revisions, etc.).

S. the C.
--??????????
--agenda/HW
--ceremonial dropping of the hammer (Jack W. and Lauren C.)/slides prepared for next activity

Review/Instruction and Informal Assessment -- The Grammar Hammer--Missing Comma in a Compound Sentence/Unnecessary Comma Before a Coordinating Conjunction (FANBOYS) & Missing Comma in a Complex Sentence/Unnecessary Comma Before a Subordinating Conjunction (WUBAIS)
--First, please note whether or not I have drawn any asterisks on your parts of speech quiz next to #3 or #7.  If so, you will likely need more practice with regard to the corresponding parts of speech before moving forward.  Also, take note of the following:

• If you did not earn a score indicative of mastery on this quiz, consider taking the initiative to discuss your performance with me so that we can come up with a plan for reaching mastery.

--today's rules/errors modeled on the SMART Board with the following two sentences:

• School was fun in kindergarten.
• I still cried at least once a week.

--Q & A about the "Jump Off"
--directions given for informal assessment
--Transition

• Pick up a tile, an Expo marker, and a scrap for erasing from the front bookshelf--be kind to my markers!

--indicate responses as directed by the SMART Notebook pages/take any necessary notes in preparation for the assessment next class
--For HW, prepare for the Grammar Hammer assessment stemming from today's work.  You must really “know your way around” these two errors and fixing them in order to be successful on said assessment. 

Application Activity -- The Grammar Hammer/Article of the Week #1: RE-READing
--a note about scoring conducted thus far:

• * = FANBOYS/WUBAIS
• Q & A

--spend about 5 minutes RE-READing your written response and fixing any errors that you find pertaining to today's Grammar Hammer work
--Please share some of your revisions on the SMART Board.  Thank you!

Transition/HW Time
--Return the following to the front of the classroom: 

• parts of speech quiz
• AoW
• informal assessment materials

--Take out the following:

• your Post-it-ed copy of Orwell's novella

--Reminder: Some of Our Key Purposes: We are actively/purposefully reading Animal Farm in order to..

• define and apply symbolism
• define and apply allegory
• define and apply fable
• define and apply satire
• determine Orwell's "thesis" about human nature
• understand the historical context, but more importantly, to recognize and consider the connections to current events
• explore, add to, and/or refine our own ideas about human nature as per the Essential Question that overarches our course.

--Beginning with the end in mind:

End-of-Unit Assessment Writing Prompt:Write a text-based, grammatically sound, tightly-written response of two to three paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) of Animal Farm: What is George Orwell's "thesis" about human nature as revealed in the story he tells?  Then, analyze how Orwell's use of symbolism helps develop his "thesis" about human nature.  Use at least three pieces of strong textual evidence spanning the entire text to support your analysis, and be sure to tie back to your claim often.

--Really beginning with the end in mind!--the Essential Question that overarches our course:

Why do people say what they say, do what they do, etc.?  What are human beings really like?  By nature, are human beings inherently evil or good or...?

--active/purposeful oral reading so as to "take a chunk" out of the homework assignment
--Closure -- Post-it Share

• What did you write?
• Why did you write it?

HW (Class Preparation)

--Prepare for the Grammar Hammer assessment stemming from today's work, which will take place at the beginning of NEXT class (Wednesday, 11/29 [ACE]/Thursday, 11/30 [BDF]).  You must really "know your way around" these two errors and fixing them in order to be successful on said assessment.  Also, with each new Grammar Hammer assessment administered, I reserve the right to "check on" your understanding of anything grammar-related that we have already worked on this school year.  Here are the directions for each of the sections of the assessment:

• For each of the following sentences (all taken from George Orwell's Animal Farm), highlight the part of speech as directed.
• Read the paragraph below about the performance of the Syracuse Orange men’s basketball team at the beginning of the season a few years ago in order to get the gist.  Then, RE-READ the paragraph.  Fix any errors related to comma usage with coordinating conjunctions.  If a necessary comma is missing, add a LARGE comma in the appropriate area.  If a comma is unnecessary, put a LARGE X over the comma.
• Carefully read each of the sentences below.  If a sentence contains an error, fix the error so that the sentence is correct.  If a sentence is correct as written, write the letter C in the margin next to the sentence.
• Create your own complex sentence below using the correct punctuation for the provided subordinating conjunction (WUBAIS word)—YOU MUST PUT THE WUBAIS WORD IN THE MIDDLE OF YOUR SENTENCE!
• Create your own complex sentence below using the correct punctuation for the provided subordinating conjunction (WUBAIS word)—YOU MUST PUT THE WUBAIS WORD AT THE BEGINNING OF YOUR SENTENCE!

HW (Class Preparation/Take-Home Assessment)

--A Membean assessment will take place in class on Friday, 12/1 (ACE)/Monday, 12/4 (BDF).
--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 12/7.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #4, you will not be permitted to take the quiz until you catch up (see the “Membean Routine” document).

--Finish reading Animal Farm.  Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur NEXT class: 

• collection of your Post-its for assessment purposes
• a "60/40" reading assessment
• a final discussion geared in part around your Post-its

Miscellaneous

--Aim to read at least 10 pages of your free reading book between now and next class.  Please consult the "Free Reading--Course Component Fulfillment Options for Marking Periods 1 and 2" sheet for specific information about the forthcoming deadline.