English 9--1/4/2018 & 1/8/2018

Jump Off 
--Block 2 ACE (15 mins.):

• Please take out your free reading book.  Engage in quiet and independent reading for the first 15 minutes of class.  Enjoy! :)

--Block 2 BDF (2-3 mins.):

• Find your name card and sit in the corresponding desk.  These are your new assigned seats moving forward!
• Take out your "Setting S.M.A.R.T. Goals..." document from last class block and wait for further instructions.

--Block 3 BDF (10-15 mins.):

• Please pick up an index card from the front table.  Then, find your name card and sit in the corresponding desk.  These are your new assigned seats moving forward!  Finally, take out your "Setting S.M.A.R.T. Goals..." document from last class block.
• Spend the first few minutes of class finishing setting your S.M.A.R.T. Goal.  This will involve picking back up where you left off last time with the form included within your document.
• Write your first and last name at the top of your index card.  Then, write your S.M.A.R.T. Goal (just the SPECIFIC goal, not everything else) down on your index card.  When you finish, place your index card in the black basket on the front table and engage in free reading until you receive further instructions.
• Please SEE ME at the end of class today:
• Losha C.

S. the C. (5-8 mins.)

--Block 2 BDF (3-5 mins.):

• old business: share S.M.A.R.T. goals in pairs

--agenda/HW

Transition (1-2 mins.)

--Pick up a copy of the "The Essential Questions" sheet from the front table.  I would like to both read and discuss this sheet together so that the directions are clear for how to proceed during the next chunk of the class block.

Looking Ahead/Whole-Class Share-Out -- Romeo and Juliet Unit--The Essential Questions (15-20 mins.)

--oral reading of the "The Essential Questions" sheet as well as directions given/modeled for how to use the sheet

Directions

• Re-read the Essential Questions for the The Tragedy of Romeo and Juliet Unit.  Then, freely write any shareable thoughts/ideas you have about one or more of the questions.  You can write your thoughts/ideas on the back of the sheet.  Be prepared to share, as I will likely draw cards!

--Q & A
--quiet and independent work time as per "Directions" above

• AS YOU WORK, I WILL BE AROUND TO RETURN YOUR AOW #3 WORK.

--via volunteers and/or a drawing of cards, begin discussing the Essential Questions

Old Business -- Article of the Week #3 (3-5 mins.)

--engage in self-reflection

• Today, a similar reading experience will occur followed by an assessment based on the reading next class--what can you "do better" reading-wise with the next article?
• exemplary AoW #3 paragraph derived from template shared:
  
  
       The general argument made by Dina Spector in her work titled "Researchers Figured Out What Really Happens to Cool Kids When They Grow Up" is about high school popularity and life after high school.  More specifically, Spector argues that after high school, those who were popular as adolescents have more social issues, such as difficulty forming friendships,  than those who were unpopular as adolescents; therefore, high school "nerds" are actually better off in life in the long run.  This is most apparent when she writes, "By 22, the cool kids struggled to make friends.  'These previously cool teens appeared less competent -- socially and otherwise -- than their less cool peers by the time they reached young adulthood'".  In conclusion, Spector contends that being a "nerd" growing up might just be better than being popular when it comes to long-term success.

Transition (5-8 mins.)
--Pick up the "Article of the Week #4 (1/1-1/5)--2017-2018 School Year" document from the front table.  Purposefully read the directions in the box on the first page. What questions do you have?
--Q & A/MODELING (if necessary)

Literacy Activity/HW Time -- Article of the Week #4 (remainder of class)
--engage in active/purposeful reading/marking up of the text as directed (ultimately in preparation for both a follow-up multiple choice assessment and a circle debate)
--review your annotations as preparation for the forthcoming assessment

DEAR -- Free Reading Books (remainder of class/time permitting)
--engage in free reading--students without books will read Upfront newsmagazine (located on the front table)

HW (Class Preparation)
--Finish your work with Article of the Week #4 as directed.  Make sure that you show up to class next time ready to take a multiple choice assessment about the reading and have a debate related to the reading. 
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Reading is a discount ticket to everywhere" (Mary Schmich).

Miscellaneous

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