English 9--1/11/2018 & 1/12/2018

Jump Off

--Block 2 ACE/Block 2 BDF: Please take out the following items from last class block: 

• your index card with three sentences written on it
• the "Missing comma after an introductory element" document

*Block 2 BDF: DON'T LET ME FORGET TO RETURN YOUR LAST GRAMMAR
HAMMER ASSESSMENT FOR SELF-REFLECTION PURPOSES!*

--Block 3 BDF: Please pick up an index card from the front table.  On this index card, write the three sentences below.  Finally, label the subject and verb of each of the sentences.

• I go walking in my sleep.
• You are another day older.
• Wisdom often comes with age.

--ceremonial dropping of the hammer via a drawn card

S. the C.
--agenda/HW

Instruction (cont.) -- The Grammar Hammer--“Missing comma after an introductory element”
--Block 3 BDF: go over the "Jump Off" by labeling the S/V for each of the provided sentences
--work with the "Missing comma after an introductory element" document--read instructions, add commas to the sample sentences, model rule/tips with sample sentences written on the front board

• Block 2 ACE: Pick back up with Tip #2 and model on board with first two sentences
• Block 2 BDF/Block 3 BDF: Pick back up with reading instructions and model on board with all three sentences

--Closure

• go over PRACTICE, reiterating rule/tips

Instruction #2/Review -- The Grammar Hammer--“Missing comma after an introductory element”
--model purposeful RE-READING via SMART Notebook
--execute purposeful RE-READING/"warm up" for today's grammar assessment via SMART Notebook

Transition
--Pick up the "QUIZ: Parts...Introductory Element" from the front table.  Purposefully read all of the directions carefully.  Then, complete the tasks at hand.  Good luck!

Assessment -- QUIZ: Parts of Speech, Identifying Subjects, and Missing Comma after an Introductory Element
*AS YOU WORK, I WILL RETURN BOTH YOUR QUIZ AND INDEX CARD FROM LAST CLASS BLOCK.*
--When you finish with the assessment, do the following:

• Process through your quiz from last class block. 
• How "good" was your active/purposeful reading?
• How can you continue moving forward as an active/purposeful reader?
• Use your copy of Article of the Week #4 to determine correct choices for the prompts/questions with which you struggled.
• If you successfully complete the self-reflection process with time to spare, engage in free reading (your book or Upfront newsmagazine).

Transition

--Form a ROYGBIVBlackGrayWhite-by-most-prominent-color-in-shirt circle out of the desks.

Circle Discussion -- Article of the Week #4
--today's discussion protocol:

• I need a scribe to "mark up" the article on the SMART Board--any volunteers?
• We will begin by going over the "quiz" prompt/question-by-prompt/question.
• How "good" was your active/purposeful reading?  How can you continue moving forward?
• Raise your hand if you want to offer a response/answer as well as your rationale for selecting your choice.
• Once we are finished going over the "quiz", we will finish discussing the article via your active/purposeful annotations/responses.
• Raise your hand if you want to offer a contribution, but be aware of the signal (whether intended or not) that a raised hand sends to a speaker.  Think about when to raise your hand.
• Unless a discussion thread is clearly "dying out", contributions should relate to/build upon whatever was previously shared.  If you intend to "switch gears" with a contribution, make sure that your intentions are fine by the greater majority.
• The next contributor is selected by the previous contributor.  Try to "rope in" as many contributors as possible throughout the discussion.
• Everyone must contribute at least once to today's discussion, and no one is permitted to share more than twice.
• Contributions will be assessed via the "Discussion Contribution Rating Scale".
• I reserve the right to... 
• "jump in" whenever appropriate
• randomly select students to share.

--go over the "quiz"/discuss Article of the Week #4 until 8 minutes remaining in class

• If time permits, hand out the "Straight from Shakespeare" document and use its contents in order to extend the discussion.

Transition -- re-column the desks/places quizzes on black basket

Closure -- Ticket-Out-the-Door

--On the back of your index card, write the word "After".  Then, continue writing with regard to the following questions, making sure to include VALID reasons:

• Should today's high school students be required to read Shakespeare or not?
• Is your answer to this question still the same as it was when we began the lesson that we are currently wrapping up?  Why or why not?

HW (Class Preparation)

--Read at least 10 pages of your free reading book between now and next class.  Also, be prepared to talk about your book with your classmates next time that we meet.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "You can't buy happiness, but you can buy books...and that's kind of the same thing."

Miscellaneous
--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!