English 10 Honors--1/31/2018 & 2/1/2018

"Lineage"

• poetry protocol/discussion ("speaking the language" of poetry)

Poetry "Unit" Exam

• poetry protocol/discussion with one poem ("speaking the language" of poetry)
• poems assigned via a drawing of cards
• jigsaw-ish
• Any of your responses change?

Go over Poetry "Unit" Exam

• add to "cheat sheet"
• return Poetry "Unit" Exam

"Roll Away Your Stone"/"The Cave"

• poems randomly assigned
• poetry protocol in preparation for discussion next class

HW Time

• "Roll Away Your Stone"/"The Cave"
• Article of the Week #2

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 2/8.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #4 on Friday, 2/2 (ACE) or Monday, 2/5 (BDF), you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).  In fact, I have referred several students to the main office for central detention so that they can get caught up.

Take-Home Assessment/Writing
--Complete Article of the Week #2 as directed for submission on Tuesday, 2/6 (ACE) or Wednesday, 2/7 (BDF).  I am available after school between now and then for anyone looking for a place to work and/or assistance.
HW (Class Preparation)
--Finish reading "Roll Away Your Stone" or "The Cave" as per the poetry protocol we used in class today:

• What do you know/what can you tell about the speaker?
• What do you observe about the structure of the poem?
• "Speak the language" of poetry!
• What is the central idea of the poem?
• What is the speaker's attitude toward his/her subject?

Expect to show your peers and me what you "made" of the poem.  Doing so will help us "gear up" for reading William Golding's Lord of the Flies.

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

• "Books are the perfect entertainment: no commercials, no batteries, hours of enjoyment for each dollar spent. What I wonder is why everybody doesn't carry a book around for those inevitable dead spots in life" (Stephen King).

Writing

--Consider doing the following if you have not already done so:

• Reread your short story with "fresh eyes", taking note of any annotations that I have included on your draft.
• Access the electronic version of your short story and begin revising it.

Miscellaneous

--Consider working toward achievement of your S.M.A.R.T. Goal.  Your deadline is likely approaching!

On the Backburner

• group writing assignment back
• where we're headed
• begin literary conventions work
• Chapter 1 of Lord of the Flies--just read!

English 9--1/31/2018 & 2/1/2018

Jump Off
--Pick up an index card from the front table.  Number the index card 1-20 as per the model on the front board.
--Open your vocabulary book to page 52. Spend the next few minutes of class quietly and independently looking over the words, as we will spend the first chunk of today's class reviewing.

S. the C.
--agenda/HW

Review -- Vocabulary Unit #4

--Objectives:

• Leave class mostly familiar with the meaning of and able to pronounce the Unit #4 vocabulary words
• Leave class with a sense of which words to further study in preparation for the vocabulary quiz next class

--PowerPoint slides shared--use word list on front board/write answers on card--check knowledge/understanding as we go, making note of which words to study more closely
--For HW, finish preparing for the Unit #4 vocabulary quiz, which will take place at the beginning of next class.

Transition
--Take out your notebook, date the page (1/31/2018 [ACE] or 2/1/2018 [BDF]), and label this section of your notes "Irony Rough Notes."  Then, write down each of the following items, skipping a few lines between each item (again, see the model on the front board): 

• Irony
• Situational Irony
• Verbal Irony
• Dramatic Irony

Finally, under each of the items, write down everything that you think you know so that I can get a sense of your collective prior knowledge and tailor the contents of the forthcoming mini-lesson accordingly.  I will post an illustrated Shel Silverstein poem that is ironic in an attempt to help you out a little bit!

Mini-Lesson -- The Three Types of Irony

--Objectives:
By the end of the mini-lesson, you should...

• be able to define both irony in general and the three main types of irony
• be able to recognize each of the types of irony in action
• understand some of the reasons why authors implement irony
• have a solid page of notes to study in order to master irony--your mastery and the notes page itself should aid you in future endeavors.

--share out work from the "Transition"  in order to begin creating class definitions for each of the terms--add to your rough notes in your notebook
--purposefully view three video clips, each of which corresponds with one of the three types of irony--your purpose:

• Knowing that each video exemplifies a type of irony, add to each of the definitions in your notebook
• Consider the way that you feel/the impact that the irony is having on you as a viewer--write your thoughts in your notebook

Video Clips:

Clip from M. Night Shyamalan's 2002 film Signs (I'll provide a brief plot summary first):
https://www.youtube.com/watch?v=bLZ5_Z5Qhv8

Will Ferrell's "Dissing Your Dog" skit from Saturday Night Live (I'll give a heads up about language first):
https://www.youtube.com/watch?v=MI6Jmgb04lU

Clips from DreamWorks' 2001 film Shrek (a student provides a brief plot summary first):

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

https://www.youtube.com/watch?v=obN8EIOj19M

--following each video clip, add to our rough notes up on the front board/your rough notes in your notebook
--Transition--pick up the "Irony Notes" page from the front table
--independently or in pairs (assigned by me), purposefully read the notes page (How did we do?!), fill in the blanks, write an example for each type of irony (from the video clips, other movies or television shows you have seen, works you have read in school in the past, and/or real life), and jot down in list form authorial purpose(s)/intended effect(s) (e.g., humor)--whole-class share-out--add to official notes page

• connect back to our work with "St. Lucy's Home for Girls Raised by Wolves" (contrast and contradictions and theme development)

--Closure
Directions: 

• For each of the following examples, if you think that the example is situational irony, hold up ONE finger.  If you think that the example is verbal irony, hold up TWO fingers.  If an example best fits dramatic irony, hold up THREE fingers.  Finally, if an example is in no way ironic at all, hold up a FIST.
• Put your head down on your desk, listen to each example, and throw your hand up in the air!

1. I failed the test because I did not study.

2. Dave’s blood pressure medication gave him a heart attack.

3. Juliet took a sleeping potion, but Romeo, who has no idea, thinks that she is dead and hastily takes his own life.
4. The box of airdropped humanitarian aid landed on the refugee and crushed him to death.
5. I missed the job interview because I overslept.
6. “Thank you for this ticket, Officer. You just made my day.”
--Where should you put this notes page?

Closure -- Ball Toss

--"Today, I learned/realized/understood that..."
*LOGICALLY END MINI-LESSON AND COMPLETE THIS CLOSURE PIECE IF UNABLE TO ENTIRELY FINISH.*

HW (Class Preparation)

--Finish preparing for the Unit #4 vocabulary quiz, which will take place next class (Friday, 2/2 [ACE]/Monday, 2/5 [BDF]), bearing in mind your rough goal set last class block.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER.
--"Clean up" your irony notes (e.g., finish copying information from your rough notes onto your "Irony Notes" page, write a clean page of notes in your notebook, etc.).
--Review your "Irony Notes" page.  A multiple choice assessment aiming to measure the following will occur next class:

• your ability to define the three main types of irony
• your ability to recognize each of the types of irony in action  
  

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

• "Books are the perfect entertainment: no commercials, no batteries, hours of enjoyment for each dollar spent. What I wonder is why everybody doesn't carry a book around for those inevitable dead spots in life" (Stephen King).

Miscellaneous
--Consider working toward achievement of your S.M.A.R.T. Goal.  Your deadline is likely approaching!

NEXT FEW WEEKS:

• Writing returned/revised in waves
• Wave 2--grammar hammer as per common errors
• Mastering irony
• Short works--The Tragedy of Romeo and Juliet Unit
• Edgar Allan Poe's "The Cask of Amontillado"
• Saki's "The Interlopers"

English 10 Honors--1/29/2018 & 1/30/2018

Jump Off
--Turn in your "Poetry Writing Assignment #1" by placing your best work in the black basket on the front table.  I assume that you made sure that your work aligns with the scoring parameters?

--Pick up a copy of the "Feedback Analysis: Article of the Week #1 Argumentative Writing Piece" sheet from the front table.  Read the directions at the top of the page.

S. the C. #1

--Q & A

Old Business/Looking Ahead/"Crash Course" -- Article of the Week #1, Article of the Week #2, and the Classical Approach to/Aristotelian Model of Argumentation
--commented-upon Article of the Week #1 Argumentative Writing Pieces returned
--use the "Feedback Analysis" document as directed

• During this time, students are encouraged to eventually work together in order to interpret feedback, help each other based on individual strengths, etc.

S. the C. #2
--agenda/HW

Old Business/Looking Ahead/"Crash Course" (cont.) -- Article of the Week #1, Article of the Week #2, and the Classical Approach to/Aristotelian Model of Argumentation
--items shared via "Reflections on AoW 1 Argument" Word document
--Closure

• whole-group share-out (“I wrote…in the _____ category…” or “What exactly do you mean by…?”--items added under the appropriate categories on the front board and modeling where appropriate--CONSIDER JOTTING DOWN ANY HELPFUL NOTES ON YOUR “FEEDBACK ANALYSIS” SHEET OR ON YOUR ESSAY ITSELF

--quick notes given about the Classical Approach to/Aristotelian Model of Argument--I am aiming to aid you in your completion of AoW #2 and, potentially, your End-of-Course Assignment!

Transition
--Pick up a copy of the "Article of the Week #2 (1/29 - 2/2)--2017-2018 School Year" from the front table.  You have from now until class ends to work on the assignment quietly and independently.  Good luck!

Take-Home Assessment/Writing Time

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 2/8.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #4 on Friday, 2/2 (ACE) or Monday, 2/5 (BDF), you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).  In fact, I have referred several students to the main office for central detention so that they can get caught up.

Take-Home Assessment/Writing
--Complete Article of the Week #2 as directed for submission on Tuesday, 2/6 (ACE) or Wednesday, 2/7 (BDF).  I am available after school between now and then for anyone looking for a place to work and/or assistance.
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 substitute for books in the life of a child" (May Ellen Chase).

Writing

--Consider doing the following if you have not already done so:

• Reread your short story with "fresh eyes", taking note of any annotations that I have included on your draft.
• Access the electronic version of your short story and begin revising it.

Miscellaneous

--Consider working toward achievement of your S.M.A.R.T. Goal.  Your deadline is likely approaching!

On the Backburner
--poetry exam back

• complete "cheat sheet" while going over

--writing assignments back
--where we're headed
--begin literary conventions work
--Chapter 1 of Lord of the Flies--just read!

English 9--1/29/2018 & 1/30/2018

Jump Off
--Pick up both an index card and a half index card from the front table.
--On your desk, you will find a picture or two.  As soon as I have finished taking attendance, I will give you directions for what to do with your picture(s) as well as share a model using the picture taped to the whiteboard.

• After "anchoring in" to our Compact for Group Work, work with a partner to write one sentence for each of the pictures assigned to you.  Each of your sentences must properly use one of the Unit #4 vocabulary words (see pages 52-54 of your vocabulary book and/or the PowerPoint slide that I am about to project), including enough context to clearly show that you are using the word properly.  Your sentences are to be written on your full index card.  Good luck! 

*DURING THIS PERIOD OF TIME, I WILL RETURN YOUR UNIT #3 VOCABULARY QUIZ WITH THE ROUGH GOAL YOU SET STAPLED TO IT.  ADDITIONALLY, STUDENTS IN ONE BLOCK WILL RECEIVE THE REWARD THEY EARNED VIA THE INCENTIVE PLAN!*

S. the C.

--pronounce each of the Unit #4 vocabulary words (pages 52-54), look at definitions/synonyms/"tricks" for learning and remembering via PowerPoint, and share pictures/sentences

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)
• share a picture and a sentence as per today's "Jump Off" and attentively listen while others share, jotting down potentially helpful notes

--reflect upon your performance on the Unit #3 vocabulary quiz one last time and set a rough goal for Unit #4 on your half index card

• If your score falls within the ineffective range (0-64) on this particular vocabulary quiz, you likely did not carefully follow directions and/or follow our classroom commitment of maintaining good study habits.  I cannot stress enough how important care and effort are and will continue to be as you move throughout high school into adulthood.  Let's keep working together on these qualities! :)

--agenda/HW

Transition #1

--Turn in your half index card and your Unit #3 vocabulary quiz at the front table.  While you are up there, procure your "'St. Lucy's Home for Girls Raised by Wolves' Mini-Unit End-of-Mini-Unit Assessment" writing piece from me.

Application Activity -- Elevating Style by Dropping "Diction Bombs"
--What do the two scores that I earned mean?
--briefly reflect upon your performance on the writing assignment (MUCH more on this moving forward!)
--directions given for what to do with your writing assignment as well as a model shared via SMART Notebook and the Unit #3 word list

• After rereading your writing assignment, find a spot to properly use one of the Unit #4 vocabulary words (see pages 52-54 of your vocabulary book and/or the PowerPoint slide that I am about to project).  Revise the area of your paragraph accordingly.  If time permits, do this multiple times.  Good luck! 

--quiet and independent work time

Transition #2
--Turn in your writing assignment at the front table.
--Take out your notebook, date the page (1/29/2018 [ACE] or 1/30/2018 [BDF]), and label this section of your notes "Irony Rough Notes."  Then, write down each of the following items, skipping a few lines between each item: 

• Irony
• Situational Irony
• Verbal Irony
• Dramatic Irony

Finally, under each of the items, write down everything that you think you know so that I can get a sense of your collective prior knowledge and tailor the contents of the forthcoming mini-lesson accordingly.  I will post an illustrated Shel Silverstein poem that is ironic in an attempt to help you out a little bit!

Mini-Lesson -- The Three Types of Irony

--Objectives:
By the end of the mini-lesson (which will continue into our next class block together), you should...

• be able to define both irony in general and the three main types of irony
• be able to recognize each of the types of irony in action
• understand some of the reasons why authors implement irony
• have a solid page of notes to study in order to master irony--your mastery and the notes page itself should aid you in future endeavors.

--share out work from "Transition #2"  in order to begin creating class definitions for each of the terms--add to your rough notes in your notebook
--purposefully view three video clips, each of which corresponds with one of the three types of irony--your purpose:

• Knowing that each video exemplifies a type of irony, add to each of the definitions in your notebook
• Consider the way that you feel/the impact that the irony is having on you as a viewer--write your thoughts in your notebook

Video Clips:

Clip from M. Night Shyamalan's 2002 film Signs (I'll provide a brief plot summary first):
https://www.youtube.com/watch?v=bLZ5_Z5Qhv8

Will Ferrell's "Dissing Your Dog" skit from Saturday Night Live (I'll give a heads up about language first):
https://www.youtube.com/watch?v=MI6Jmgb04lU

Clips from DreamWorks' 2001 film Shrek (a student provides a brief plot summary first):
https://www.youtube.com/watch?v=fYcnlw_QoQY

https://www.youtube.com/watch?v=obN8EIOj19M

--following each video clip, add to our rough notes up on the front board/your rough notes in your notebook

--Transition--pick up the "Irony Notes" page from the front table

--independently or in pairs (assigned by me), purposefully read the notes page (How did we do?!), write an example for each type of irony (from the video clips, other movies or television shows you have seen, works you have read in school in the past, and/or real life), and jot down in list form authorial purpose(s)/intended effect(s) (e.g., humor)

--whole-class share-out--add to official notes page

• connect back to our work with "St. Lucy's Home for Girls Raised by Wolves" (contrast and contradictions and theme development)

--Closure
Directions: 

• For each of the following examples, if you think that the example is situational irony, hold up ONE finger.  If you think that the example is verbal irony, hold up TWO fingers.  If an example best fits dramatic irony, hold up THREE fingers.  Finally, if an example is in no way ironic at all, hold up a FIST.
• Put your head down on your desk, listen to each example, and throw your hand up in the air!

1. I failed the test because I did not study.

2. Dave’s blood pressure medication gave him a heart attack.

3. Juliet took a sleeping potion, but Romeo, who has no idea, thinks that she is dead and hastily takes his own life.
4. The box of airdropped humanitarian aid landed on the refugee and crushed him to death.
5. I missed the job interview because I overslept.

6. “Thank you for this ticket, Officer. You just made my day.”

--Where should you put this notes page?

Closure -- Ball Toss

--"Today, I learned/realized/understood that..."
*LOGICALLY END MINI-LESSON AND COMPLETE THIS CLOSURE PIECE.*

HW (Class Preparation)

--Begin preparing for the Unit #4 vocabulary quiz, which will take place this Friday, 2/2 (ACE) or next Monday, 2/5 (BDF), bearing in mind your rough goal set during today's class.  Next time that we meet, we will continue working with this week's words, and if you already have most of the words mastered or close to being mastered, you will be in good shape!  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER.
--If you are still struggling to find success on the vocabulary quizzes, take the initiative to meet with me during homeroom or after school so that we can put together a plan of action!
--Bring your vocabulary book again next class--please do not forget!
--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 substitute for books in the life of a child" (May Ellen Chase).

Miscellaneous
--Consider working toward achievement of your S.M.A.R.T. Goal.  Your deadline is likely approaching!

NEXT FEW WEEKS:

• Vocabulary Unit #4
• revisions wave 1--adding in vocabulary words
• Writing returned/revised in waves
• Wave 1--adding in vocabulary words
• Wave 2--grammar hammer as per common errors
• Mastering irony
• Short works--The Tragedy of Romeo and Juliet Unit

English 10 Honors--1/18/2018 & 1/19/2018

Jump Off
--Pick up both a highlighter and a copy of the "Soft Skills Self-Assessment" document from the front table.  Actively/purposefully read the directions on the document.  Then, place your document on the floor next to your desk--that's how I'll know you're finished!

S. the C.

--agenda/HW

• Today's two obligations: complete poetry assessment and complete soft skills self-assessment
• share list on the whiteboard of items from this marking period for consideration
• show sample self-assessment from English 9 as a model of expectations

Transition
--Pick up a copy of the poetry assessment from the front table.  For each of the multiple choice prompts/questions, circle or bubble in your final choice.  Good luck!

Assessment -- Poetry "Unit"
--When you finish your best work, place your assessment in the black basket on the front table.  Then, begin working quietly and independently on your soft skills self-assessment.

Self-Assessment -- Marking Period 3 Soft Skills
--quiet and independent work time
--When you finish your best work, place your document in the black basket on the front table.  Then, engage in free reading until class ends.  (FYI: A new issue of Upfront newsmagazine is available on the front table!)

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM TONIGHT (Thursday, 1/18).  If you fail to appropriately train between now and the administration of Vocabulary Quiz #4 (which will occur after Midterm Week), you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class.  (Reading something enjoyable ought to be a nice break from preparing for midterms!)  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "What really knocks me out is a book that, when you're all done reading it, you wish the author that wrote it was a terrific friend of yours and you could call him up on the phone whenever you felt like it.  That doesn't happen much, though" (J.D. Salinger, The Catcher in the Rye).

Writing

--Continue working on the "Poetry Writing Assignment #1", which is due at the beginning of NEXT CLASS (Monday, 1/29 [ACE]/Tuesday, 1/30 [BDF]).  Make sure that your work aligns with the scoring parameters.  My classroom is available after school for any individuals looking to "workshop" together.
--Consider doing the following if you have not already done so:

• Reread your short story with "fresh eyes", taking note of any annotations that I have included on your draft.
• Access the electronic version of your short story and begin revising it.

Miscellaneous

--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!
--Good luck on midterms!
--Enjoy the weekend--you only get so many of 'em! :)

English 9--1/18/2018 & 1/19/2018

Jump Off
--Pick up both a highlighter and a copy of the "Soft Skills Self-Assessment" document from the front table.  Actively/purposefully read the directions on the document.  Then, place your document on the floor next to your desk--that's how I'll know you're finished!

S. the C.
--agenda/HW

Old Business -- Informal Book Talks
--Block 2 BDF: Lacey W. (One of Us Is Lying)
--Block 3 BDF: Abigail C. (Suzanne's Diary for Nicholas)

Self-Assessment -- Marking Period 3 Soft Skills
--share list on the whiteboard of items from this marking period for consideration
--MODELING/"THINK-ALOUD" on the SMART Board for "RESPONSIBILITY"
--quiet and independent work time
--When you finish your best work, place your document in the black basket on the front table.  Then, engage in free reading until you receive further instructions.  (FYI: A new issue of Upfront newsmagazine is available on the front table!)

MIDTERM EXAM STRATEGIES (Mrs. Williamson) (41 mins.)

HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class.  (Reading something enjoyable ought to be a nice break from preparing for midterms!)  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "What really knocks me out is a book that, when you're all done reading it, you wish the author that wrote it was a terrific friend of yours and you could call him up on the phone whenever you felt like it.  That doesn't happen much, though" (J.D. Salinger, The Catcher in the Rye).

--Bring your vocabulary book to class next time that we meet--PLEASE DO NOT FORGET!Miscellaneous
--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!
--Good luck on midterms!
--Enjoy the weekend--you only get so many of 'em! :)

On the Backburner

• Vocabulary Unit #4
• Irony