English 10--1/2/2019

Jump Off (2 mins.)
--Take out your notebook and date the page (1/2/2019).  At the start of class today, we will bounce back and forth between me giving you a prompt and you doing some writing (hence the need for lined paper!).

S. the C. (5-8 mins.)
--agenda/HW

Thinking, Writing, and Speaking Activity -- The Time Machine, The Quest for Your "Why?", and Setting S.M.A.R.T. Goals

Part 1--The Time Machine and The Quest for Your "Why?" (45-60 mins.)
--write for 3-5 minutes in response to each of the four related prompts

• Prior to each prompt, I will share some anecdotes!

--share the quote below and apply it to the writing responses just completed via a student in the "hot seat" so as to frame our viewing of the upcoming videos

• "Your WHY is the purpose, cause, or belief that inspires you."

--view the following talks:

https://www.youtube.com/watch?v=u4ZoJKF_VuA

https://www.youtube.com/watch?v=YnBs6YGPAu4&t=197s

• Jot down notes about what resonates with you while viewing the talks, considering the questions that overarch our course and the writing responses you just completed:
• Why do people say what they say, do what they do, etc.?
• Why do you say what you say, do what you do, etc.?  Why did you write the "things" that you wrote earlier in class?
• What are human beings really like?
• What is your "why?", and how is it related to your observations about/understanding of human nature?

--Transition

• Pick up a copy of the "The Quest for Your 'Why?'" sheet from the front table.

--use of the sheet MODELED
--complete the task at hand

Transition (1 min.)
--form partnerships

Closure (last 5-ish mins.)
--partner share (up to 60 seconds per partner)

HW Time (time permitting)

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 1/10 (see the "English Department Membean Routine" sheet).
Writing
--Continue thinking about the following questions:

• Research Unit: What might you argue with regard to your research topic?
• End-of-Course Assignment: What is your "why?"?

HW (Class Participation)

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

• "Reading gives us someplace to go when we have to stay where we are" (Mason Cooley).

On the backburner:

• Library
• print a promising source procured from a database
• back at the classroom, engage in active/purposeful reading as per the same directions given on last AoW

English 10 Honors--1/2/2019

Jump Off (2 mins.)
--Take out your notebook and date the page (1/2/2019).  At the start of class today, we will bounce back and forth between me giving you a prompt and you doing some writing (hence the need for lined paper!).

S. the C. (5-8 mins.)
--agenda/HW

Thinking, Writing, and Speaking Activity -- Time Machines, The Quest for Your "Why?", and Setting S.M.A.R.T. Goals

Part 1--Time Machines and The Quest for Your "Why?" (45-60 mins.)
--write for 3-5 minutes in response to each of the four related prompts

• Prior to each prompt, I will share some anecdotes!

--share the quote below and apply it to the writing responses just completed via a student in the "hot seat" so as to frame our viewing of the upcoming videos

• "Your WHY is the purpose, cause, or belief that inspires you."

--view the following talks:

https://www.youtube.com/watch?v=u4ZoJKF_VuA

https://www.youtube.com/watch?v=YnBs6YGPAu4&t=197s

• Jot down notes about what resonates with you while viewing the talks, considering the questions that overarch our course and the writing responses you just completed:
• Why do people say what they say, do what they do, etc.?
• Why do you say what you say, do what you do, etc.?  Why did you write the "things" that you wrote earlier in class?
• What are human beings really like?
• What is your "why?", and how is it related to your observations about/understanding of human nature?

--Transition

• Pick up a copy of the "The Quest for Your 'Why?'" sheet from the front table.

--use of the sheet MODELED
--complete the task at hand

Transition (1 min.)
--form partnerships

Closure (last 5-ish mins.)
--partner share (up to 60 seconds per partner)

HW Time (time permitting)

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 1/10 (see the "English Department Membean Routine" sheet).
Writing

--Continue thinking about the following End-of-Course Assignment question: What is your "why?"?

HW (Class Participation)

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS.

• "Reading gives us someplace to go when we have to stay where we are" (Mason Cooley).

On the backburner:

• AoW #1 (cont.)

English 10--12/20/2018

Jump Off
--Please obtain your Chromebook from the cart in the back of the classroom.  

Instruction/Practice/DEAR -- Membean Training OR Free Reading
--After logging in to your Chromebook, log in to Membean.  Then, set up and complete a 15-minute training session.
--Once you finish training, ...

• put your Chromebook on the floor next to your desk
• take out your free reading book and "steal" a few pages until you receive further instructions.

S. the C. 

--FYI: Your "Animal Farm End-of-Unit Writing Assessment (Regents Part 3)" group responses are due at the end of class TODAY completed to a high degree (e.g., strong and thorough textual evidence, well-reasoned explanations, logical organization, few conventions errors, etc.) and submitted to me via email.
--agenda/HW
--the protocol for today's public speaking activity:

• best two out of three Rock-Paper-Scissors (Reed vs. Smith)
• final 30 seconds given (if desired) to prepare
• podium approached when name called
• speech delivered and timed (five-second countdown given)
• 60-Second Club officially joined (or not :'( )
• repeat for second and final speaker

Activity (cont.) -- 60-Second Club: Sharing "Working Knowledge" (3-5 mins.)

--final two speeches delivered

Transition
--project partially scored and commented-upon English 10 Honors group writing response and the job I will do once writing pieces are submitted  

--share list of "Common Errors to Avoid" written on north whiteboard--MODEL/Q & A
--Please take out the following:

• your copy of Animal Farm
• any notes you took while reading the novella
• your "Allegory Assessment"
• your copies of the "Writing Paragraphs" document with which we have been working

Writing Workshop (Phase 7) -- Animal Farm End-of-Unit Writing Assessment (Regents Part 3) (remainder of class)

--Get back into groups.
--"Anchored in" to our "Compact for Group Work", ...

• finish group-typing second paragraph (if necessary)
• review the writing piece as per the list of "Common Errors to Avoid"
• I recommend dividing and conquering!

--Closure -- Ticket-Out-the-Door and Soft-Skills Self-Assessment

• Share your group's Google Doc with me.
• Return the Chromebooks.
• Pick up, complete, and submit the "Soft-Skills Self-Assessment" sheet.

HW Time (time permitting)

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

--Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 12/20) (see the "English Department Membean Routine" sheet).

Writing

--Continue thinking about the following questions:

• Research Unit: What might you argue with regard to your research topic?
• End-of-Course Assignment: What is your "why?"?

HW (Class Preparation)

--Read a substantial chunk of your free reading book over Winter Break.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Reading not only educates, but it is relaxing and allows you to feed your imagination--creating beautiful pictures from carefully chosen words” (Eric Ripert).

Miscellaneous

--Enjoy Winter Break--what a gift!


On the backburner:

• Library
• print a promising source procured from a database
• back at the classroom, engage in active/purposeful reading as per the same directions given on last AoW

English 10 Honors--12/20/2018

Jump Off
--Please obtain your Chromebook from the cart in the back of the classroom.  

Instruction/Practice/DEAR -- Membean Training OR Free Reading
--After logging in to your Chromebook, log in to Membean.  Then, set up and complete a 15-minute training session.
--Once you finish training, ...

• return your Chromebook
• take out your free reading book and "steal" a few pages until you receive further instructions.

Transition
--Please pick up a copy of the "English 10 Honors--Article of the Week/ThinkCERCA #1" document from the front table.

S. the C.
--purposeful oral reading of the directions in the box at the top of the first page AoW #1

• Purpose: You should know exactly what to do while reading with regard to this assignment.

--Q & A
--agenda/HW

Discussion Preparation -- English 10 Honors--Article of the Week/ThinkCERCA #1
--actively/purposefully read AoW #1

• skills practice
• discussion preparation

Transition

--pair/share

--form a circle out of the desks and seat yourselves as per a drawing of cards

Discussion -- English 10 Honors--Article of the Week/ThinkCERCA #1

--engage in discussion as we have done in the past
--"debate" with regard to the following question:

• Mrs. Martin and I have an unopened tablet that has been in our closet for over two years.  Should we give the tablet to our oldest son Caleb for Christmas this year?

*At some point during the discussion, I will hand out the document titled "The CRAP Test" for our perusal.  Does this change our discussion in any way?*

Transition

--re-column the desks

HW Time (time permitting)

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

--Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 12/20) (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Read a substantial chunk of your free reading book over Winter Break.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Reading not only educates, but it is relaxing and allows you to feed your imagination--creating beautiful pictures from carefully chosen words” (Eric Ripert).

Miscellaneous

--Enjoy Winter Break--what a gift!

English 9--12/19/2018-1/2/2018 (Hooked on Books + 124 minutes)

HOOKED ON BOOKS

Transition (1-2 mins.)
--Please obtain your Chromebook from the cart in the back of the classroom.  

Instruction/Practice -- Membean Training (18-20 mins.)

--After logging in to your Chromebook, log in to Membean.  Then, set up and complete a 15-minute training session.  
--Once you finish training, ...

• return your Chromebook
• take out your free reading book and "steal" a few pages until you receive further instructions.

Transition (2-3 mins.)
--Please pick up each of the following sheets from the front table and wait quietly for further directions:

• "Rough Outline for Writing a Paragraph" example page
• "A Paragraph's a Paragraph's a Paragraph!" notes page and "A Paragraph's a Paragraph's a Paragraph!--Template..." example page

--Please take out each of the following:

• your "Rough Outline for Writing a Paragraph (CER)" sheet
• your "Textual Evidence/Rough Theme Statements" sheet
• your "Writing a Meaningful and Complex Theme Statement" halfsheet
• your copy of "The Lady, or the Tiger?"

S. the C. (8-12 mins.)
--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 Frank R. Stockton's "The Lady, or the Tiger?"  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

--By the end of class on 12/21/2018 or 1/2/2019, you should leave...

• with a better understanding of how to roughly outline a writing piece
• with your "End-of-Mini-Unit Assessment" writing piece roughly outlined
• able to define the following:
  • paragraph Claim (topic sentence[s])
  • Evidence (direct quotations, paraphrased quotations, examples, anecdotes, etc.)
  • Reasoning (explanatory tiebacks)
  • all-encompassing concluding sentence(s)
• knowing how to convert a rough outline to a formal outline and having practiced doing so and, as such, with strategies for...
• writing a paragraph claim (topic sentence[s])
• introducing evidence with appropriate grammar
• writing tiebacks
• writing all-encompassing concluding sentence(s)
• having reviewed how to parenthetically reference direct quotations
• with tips written down in your notes intended to help you avoid some of the common mistakes made in the past on this particular writing assignment
• with your formal outline ("A Paragraph's a Paragraph's a Paragraph!--Template...") mostely (entirely?!) completed/improved.

--agenda/HW

Writing Workshop #3 (cont.) -- End-of-Mini-Unit Assessment Writing Piece: Crafting a Rough Outline (5-10 mins.)

--Take a purposeful look at the model for "The Best Nest" via the SMART Board.

• brief Q & A
• If you have not yet completed your rough outline, you will work on doing so before moving on in the writing process.

Instructional Activity -- Crafting a Purpose-Driven, Tightly-Written Paragraph/Converting a Rough Outline to a Formal Outline (10-15 mins.)
--purposeful oral reading of "A Paragraph's a Paragraph's a Paragraph!" notes page
--"think-aloud" conducted for example page (application of notes page)

• call attention to tips written on the front board

--in pairs working quietly, continue the conversion work that I have started for 5 minutes

BRAIN BREAK?!?!
--share-out via a drawing of cards

• example paragraph shared and added to

Application Activity/Flex Block -- Finishing Your Rough Outline/Converting Your Rough Outline to a Formal Outline (flex time)

--work quietly and independently on...

• your rough outline (if necessary)
• your formal outline, keeping track of issues you are encountering, questions that you have, etc.
• free reading (if you prefer).

Closure -- Q & A (last 10 mins.)
--address issues, questions, etc. via a drawing of cards until class ends

• additional tips, etc. written on the front board

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/20 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--The "End-of-Mini-Unit Assessment" for "The Lady..." will take place in class after Winter Break on Thursday, 1/3 (ACE) or Friday, 1/4 (BDF), and you are free to use your formal outline and any additional planning that you bring with you to the test site.
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "In a sense, one can never read the book that the author originally wrote, and one can never read the same book twice" (Edmund Wilson, The Triple Thinkers).

Miscellaneous

--ACE classes: Enjoy Winter Break.  What a gift!

English 10--12/18/2018

Jump Off (3-5 mins.)

--If you have not yet taken the podium in order to share your "working knowledge" of your research topic with the class, please take out your index card and any notes that you have taken in the library up to this point in time.  Spend the first few minutes of class preparing.  These directions pertain to...

• Leah A.
• Sarah B.
• Jack D.
• Abigail F.
• Olivia F.
• Sierra G.
• Emma H.
• Jenna L.
• Dominic R.
• Elijah S.
• Peter T.
• Haylee Y.

S. the C. (5-8 mins.)
--FYI: Your "Animal Farm End-of-Unit Writing Assessment (Regents Part 3)" group responses are due at the end of class NEXT TIME (Thursday, 12/20) completed to a high degree (e.g., strong and thorough textual evidence, well-reasoned explanations, logical organization, few conventions errors, etc.) and submitted to me via email.
--agenda/HW
--Reminder: the protocol for today's public speaking activity:

• card drawn
• final 30 seconds given (if desired) to prepare
• podium approached when name called
• speech delivered and timed (five-second countdown given)
• "60-Second Club--Entrance Criteria" slide shared
• 60-Second Club officially joined (or not :'( )
• repeat until 25 minutes remaining in class

Activity (cont.) -- 60-Second Club: Sharing "Working Knowledge" (30-ish mins.)

--speeches delivered via volunteers and/or a drawing of cards
--FYI: Any student who does not speak today will do so next class! :)

HOOKED ON BOOKS

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

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/20 (see the "English Department Membean Routine" sheet).

Writing
--Your "Animal Farm End-of-Unit Writing Assessment (Regents Part 3)" group responses are due at the end of class NEXT TIME (Thursday, 12/20) submitted to me via email.

--Continue thinking about the following question:

• What might you argue with regard to your research topic?

HW (Class Preparation)
--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).

English 10 Honors--12/18/2018

HOOKED ON BOOKS

S. the C.
--agenda/HW

Activity/Looking Ahead -- Take a Stand/Discussion and Article of the Week/ThinkCERCA #1
--explanation of the protocol for Take a Stand (a quick activity we'll likely use often this school year):

• In about three-four minutes, I will make a debatable statement:
• If you agree with the statement, STAND UP next to your desk.
• If you strongly agree with the statement, STAND ON your desk chair.
• If you disagree with the statement, STAY SEATED in your desk chair.
• If you strongly disagree with the statement, SIT ON THE FLOOR next to your desk.

--watch the video posted at the following link:
https://news.avclub.com/jimmy-kimmel-endangers-nations-parents-with-fortnite-tv-1831099127
--"My" claim: The majority of Livonia Central High School students have an unhealthy addiction to technological devices and/or video games.  As a result, fewer and fewer students are apt to demonstrate strong soft skills as a result (e.g., basic manners, face-to-face positive collaboration, responsibility, etc.).

• show your position
• cold-calling--students randomly selected to briefly explain their stance (no more than three sentences)

--share rationale behind Article of the Week/ThinkCERCA in the context of English 10 Honors
--Transition

• Please pick up a copy of the "English 10 Honors--Article of the Week/ThinkCERCA #1" document from the front table.

--purposeful oral reading of the directions in the box at the top of the first page

• Purpose: You should know exactly what to do while independently reading with regard to this assignment.
• How can you attend to this purpose before, during, and after the upcoming oral reading block?

--Q & A/modeling

HW Time (remainder of class)
--work on actively/purposefully reading AoW #1

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/20 (see the "English Department Membean Routine" sheet).

HW (Take-Home Assessment)

--Finish actively/purposefully reading AoW #1 as per the directions in the box at the top of the page.  Expect to place your best work in the black basket at the beginning of NEXT class (Thursday, 12/20).--THIS ASSIGNMENT IS POSTPONED UNTIL FURTHER NOTICE!
HW (Class Preparation)
--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).

English 9--12/17/2018 & 12/18/2018

Jump Off (1-2 mins.)

--Please take out each of the following from the end of last class block:

• your copy of "The Lady, or the Tiger?"
• the theme tracking document for "The Lady..." (if you used it)
• your "Crafting a Rough Theme Statement" halfsheet

S. the C. (8-12 mins.)
--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 Frank R. Stockton's "The Lady, or the Tiger?"  Use at least three pieces of strong textual evidence spanning the entire text, and be sure to tie back to your theme statement often.

--You should leave class today...

• with an even deeper understanding of what makes a theme statement meaningful and complex
• with several rough theme statements written for Frank R. Stockton's "The Lady, or the Tiger?"
• with pieces of strong textual evidence in mind (or, better yet, written down!) for use in support of (a) theme statement(s) for "The Lady..."
• with a meaningful and complex theme statement of your own for "The Lady..." both written and revised as per peer feedback
• with a copy of a document in your possession for use when planning your "End-of-Mini-Unit Assessment" writing piece
• with your "End-of-Mini-Unit Assessment" writing piece partially roughly outlined.

--agenda/HW

• brief Q & A

Activity/Discussion (Phase 3 [cont.]) -- Engaging in Reasoning: Traveling the Path to Theme Statements and Beginning to Gather Evidence (20-25 mins.)

--"anchored in" to the "Compact for Group Work", finish engaging 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 "The Lady..." ("get[ting] at what the author is saying")!
• If your group already has a theme statement written (or once you have a theme statement written), ask yourselves these questions:
• Are you sure that the theme statement "works"?  (If not, revise accordingly.)
• What are the strongest pieces of evidence in support of the theme statement?
• How would you explain how each piece of evidence supports the theme statement?
• I WILL MODEL USING THE ROUGH THEME STATEMENT FOR "THE BEST NEST" WRITTEN UP ON THE WHITEBOARD.

--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" sheet from the front table

--Closure -- Ball Toss

• spokespeople share/classmates jot down notes
• I will type theme statements in Google Docs and project the document on the SMART Board.
• At the end of this block of time, one halfsheet per group must be placed in the black basket on the front table.

Brain Break -- Mum Ball (5-10 mins.)

Transition (1-2 mins.)

--Pick up both of the following from the front table:

• the "Writing a Meaningful and Complex Theme Statement" halfsheet
• the "Rough Outline for Writing a Paragraph (CER)" sheet

Writing Workshop #1 -- End-of-Mini-Unit Assessment Writing Piece: Writing a Meaningful and Complex Theme Statement (15-20 mins.)--BLOCK 3 ACE STUDENTS HAVE THE HALFSHEET AND OUTLINING PAGE BUT DID NOT DO ANYTHING WITH EITHER IN CLASS
--oral reading of "Writing a Meaningful and Complex Theme Statement" halfsheet

• What materials do you have in your possession that can help you successfully complete this task?
• Consider this: A truly meaningful and complex theme statement often includes more than one theme word.
• Q & A

--quiet and independent work time
--Transition

• If you have not already done so, take out your copy of the "Theme Statements--The Do Nots/The Dos" sheet.
• Switch your theme statement with a partner (as per a drawing of cards).

--providing feedback process MODELED with the rough theme statement for "The Best Nest" written up on the whiteboard
--after "anchoring in" to our "Compact for Group Work", help each other revise theme statements

Writing Workshop #2 -- End-of-Mini-Unit Assessment Writing Piece: Crafting a Rough Outline (flex time)
--after putting the desks back in columns, "break down" the "Rough Outline for Writing a Paragraph" sheet together as per the assignment upon which we are currently working

• Take a purposeful look at the model for "The Best Nest" via the SMART Board.

--brief Q & A

HW Time (time permitting)
--work on roughly outlining your "End-of-Mini-Unit Assessment" writing piece

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/20 (see the "English Department Membean Routine" sheet).

HW (Class Preparation)

--Roughly outline your "End-of-Mini-Unit Assessment" writing piece using the "Rough Outline for Writing a Paragraph" sheet.  You should come to class next time with your theme statement more or less perfected and all of your pieces of evidence gathered and written down.
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "The more that you read, the more things you will know. The more that you learn, the more places you'll go" (Dr. Seuss, "I Can Read with My Eyes Shut!"). 

On the backburner:

• Continue using "The Best Nest" as outline and paragraph model

English 10--12/14/2018

Jump Off
--Please pick up an index card from the front table.  On the index card, write down your research topic.  If you have "landed on" a preliminary inquiry question, jot that down on the index card as well.  (I have put my index card up on the whiteboard as an example.)

S. the C.
--oral reading of "Sample Argument for Animal Farm" document in order to answer the following questions:

• What is an academic argument?
• What does an academic argument require?

--Today in the library, you are...

• starting to explore databases in search of more scholarly, credible sources.
• continuing to develop your "working knowledge" of your topic.  Think of it this way:
• Could you come up to the podium and talk intelligently about your topic for five minutes without repeating yourself?
• working on narrowing your topic by zeroing in on the "right" question with the knowledge that the paper you will eventually write will be argumentative.  As such, you should be jotting down new questions as they occur to you.
• beginning to build a Works Cited page via Noodletools in order to keep track of the most useful potential sources you find.

--agenda/HW

LIBRARY

• Seat yourselves at the same computers at which you sat on Monday
• Engage with instruction delivered by Mrs. Donohue (reviewing assessments from Monday, learning about logical databases from which to gather information, and setting up a rough Works Cited page via NoodleTools)
• Continue conducting preliminary research in order to develop a deeper "working knowledge" of your topic
• Continue jotting down notes on the back of your "Selecting a Potential Topic and a Developing a 'Working Knowledge'" sheet and/or in your notebook
• Tip: Begin inputting potentially useful sources in NoodleTools (building a rough Works Cited page) so that you can easily re-access any that might end up being used in your final research paper!
• Jot down any additional curious questions that come to you on the front of your sheet and/or in your notebook
• Are you any closer to "landing on" an inquiry question about which you can write an argument?
• FYI: Next class, some more of you will take the podium and share your "working knowledge" with the class via a continuation of our somewhat impromptu public speaking exercise!

Before We Head Over
--quickly develop a compact for today's library time
--pick up a copy of the "Understanding Argument" sheet from the front table

• How did we do earlier in class?

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

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 12/20 (see the "English Department Membean Routine" sheet).
Writing
--Your "Animal Farm End-of-Unit Writing Assessment (Regents Part 3)" group responses are due at the end of next class on Tuesday of next week (12/18) submitted to me via email.
HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  

• "There is no such thing as a child who hates to read; there are only children who have not found the right book" (Frank Serafini, author of The Reading Workshop)

Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• more library time (When?  What?)
• first Grammar Hammer (WUBAIS!!!)