English 10 Honors--12/13/2017 & 12/14/2017

Jump Off
--Please pick up the materials located on the front table.

S. the C.
--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.


--You should leave class today...

• having moved forward even further with regard to your ability to write an academic argument (what to include, how to organize, etc.)
• Your ability to write an academic argument will be assessed via the take-home assessment under the "Writing" heading.
• with a rough plan in place for moving forward as an active/purposeful reader of informational text
• Your ability to actively/purposefully read informational text will be assessed as part of Article of the Week #2.
• with a deeper understanding of and appreciation for the importance of source awareness/credibility
• with a rough meaningful and complex theme statement for George Orwell's Animal Farm
• The quality of your theme statement will be assessed as a component of the "End-of-Unit Assessment" writing piece completed in class NEXT time.
• with progress made with regard to the take-home assessment under the "Writing" heading

--agenda/HW

--The following students have earned an INCOMPLETE for Marking Period 2 and need to stay after class today:

• Leba McFlurry
• Microdave
• Person from Whom I Never Received a Nickname
• Sugar Cookies
• Wubazz

Instruction/Practice/Looking Ahead -- Writing an Academic Argument and Wrapping Up George Orwell's Animal Farm
--review different methods of structuring an argument as per the scenario with which we began working last class block (SEE FRONT BOARD)
--Block 1 BDF: take a look at mostly completed outline/partial paragraph for the structure that the other class agreed upon implementing
--Block 4 ACE: take a look at outline/partial paragraph for the structure that our class agreed upon implementing
--Block 1 BDF: take a look at partial outline for the structure that our class agreed upon implementing
--Block 4 ACE: quietly and independently, continue writing this paragraph of our argument
--Block 1 BDF: quietly and independently, continue outlining our argument
--as per a drawing of cards, pick an outline with which to work 

--Closure -- T-P-S

• Thematically, what do you think that George Orwell is ultimately suggesting?

Old Business/Application Activity/HW Time -- Article of the Week #1
--take a look at sample student work via SMART Notebook:

• highlighter analysis explained
• applauding reader for picking up on sensationalism

--Transition

• Pick up your copy of Article of the Week #1 from the front table.

--look back through your active/purposeful reading of Article of the Week #1

• What are my "GROWS" for AoW #2?

--re-read your argument writing piece, bearing in mind both last class' and today's "Writing an Academic Argument" work

• How can I strengthen this argument?

--quietly and independently work on the take-home assessment due next class

• Feel free to pick up copies of the "A Paragraph's a Paragraph's a Paragraph!--Template..." sheet from the front table if you think that they will help!

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete a total of 45 minutes of Membean training as directed before 11:59 PM on Thursday, 12/14.  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).
HW (Class Preparation)
--Come to class NEXT time (Friday, 12/15 [ACE]/Monday, 12/18 [BDF] prepared to complete the "End-of-Unit Assessment" writing piece.  Strongly consider planning, gathering evidence, outlining, etc. if you have not already done so.  
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  

• "A reader lives a thousand lives before he dies, said Jojen. The man who never reads lives only one" (George R.R. Martin, A Dance with Dragons).

Writing
--Using your Article of the Week #1 argumentative writing piece as a starting point and bearing in mind both last class' and today's "Writing an Academic Argument" work, type in MLA format a two-paragraph argument of no more than 750 words in response to the following question: Should we (Mr. and Mrs. Martin) or should we not buy our oldest son, six-year-old Caleb, a tablet for Christmas this year?  When scoring and/or providing growth-oriented feedback upon your written work, I will have the following framework in mind:

Page 3 of this link: http://www.nysedregents.org/hsela/115/hsela12015-rgb.pdf

This writing assignment is due at the beginning of class on Tuesday, 12/19 [ACE]/Wednesday, 12/20 [BDF]).