English 10 Honors--2/28/2018 & 3/1/2018

Jump Off
--Block 4 ACE

• The following students must turn in both Article of the Week #2 and "Article of the Week" #3 at the front table:
• Wubazz
• Person from Whom I Never Received a Nickname
• Please return your purposeful reading quizzes for CHAPTER ONE of LotF by placing them in the black basket on the front table.

--Please clear your desks of all but a writing utensil.

S. the C.
--agenda/HW

Assessment -- Lord of the Flies Unit--Purposeful Reading Quiz--CHAPTER TWO

--When you finish, place your quiz in the black basket on the front table.  Then,...

• engage in free reading OR
• engage in purposeful reading of CHAPTER THREE of Lord of the Flies...

until you receive further directions.

Block 4 ACE: Continue reading

Block 1 BDF: Finish lessons from last class block

Application Activity/Writing Workshop -- Applying the Conventions of Literature to Animated Film

--Following a purposeful viewing of Pete Docter's Inside Out, you will write a two-three paragraph response in which you...

• show that one of the conventions of literature is being implemented within the film
• explain how the director used the convention to develop an emergent theme of the story.

--Purposefully view the film by jotting down notes:

• Which conventions of literature are being used?  How so?
• What meaningful and complex theme statements "work" for the film?
• How do the conventions used "feed in" to the theme statement(s)?
• Anything that might be useful when crafting your final argument of the course

Closure -- "I have noticed _____ because..."

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/1.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
--Complete another 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/8.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
Writing
--Consider doing the following if you have not already done so:

• Reread your short story with "fresh eyes", taking note of any annotations included by me on your draft.
• Reread your poem with "fresh eyes", taking note of any annotations included (by you, by a peer, and/or by me) on your draft.
• Access the electronic version of your short story and/or your poem and begin revising.

HW (Class Preparation)

--Continue reviewing the conventions of literature, bearing in mind that are expected to apply your knowledge and understanding (to Lord of the Flies, to your free reading books, to anything, really!) moving forward and will be writing about Inside Out soon.
--Purposefully/actively read CHAPTER THREE of Lord of the Flies as preparation for analysis/discussion/(an assessment?) next class.

• In order to engage in high-level discussions about this challenging text, our purposeful/active reading tasks are as follows:
• complete Post-its
• look for, draw potential conclusions about, and flag the items on our "What to Look for in Lord of the Flies" list
• read actively as we have done in the past (e.g., if you have a question, jot it down and flag the page; if you connect the text to personal experience, jot down notes about the connection and flag the page; etc.)
• complete the reading guide as directed

--Next week, you will be taking an examination that mirrors the New York State Regents Examination in English Language Arts (Common Core).  Please come prepared!

--Read at least 10 pages of your free reading book between now and next class.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "We read to know we are not alone" (C.S. Lewis).

On the Backburner

• group writing assignment back
• literary conventions writing piece with Inside Out
• memoir of choice (could be An Ordinary Man!) as last free reading

English 9--2/28/2018 & 3/1/2018

Jump Off (2-3 mins.)

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

• the "Drama Terms Notes/Poetry Terms Notes" document
• an index card
• the "Viewing/Reading Guide" sheet for the Prologue prior to Act 1
• the "Act 1, Prologue" sheet

--Using background knowledge, clues included within the word itself (e.g., the prefix "pro"), and, if necessary, Dictionary.com or a dictionary, respond to the following question: What does the term "prologue" mean?  Write your response on the lined side of your index card.

S. the C. (8-10 mins.)
--Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:

End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances.  Then, answer the "so what?" question.  So what?!  Who cares?!  Why does this matter?!

--agenda/HW (responses to the question posed in the "Jump Off" shared as part of assignment explanation)

Activity -- Drama Terms Notes/Poetry Terms Notes Posters (flex time)

--engage in a "materials assessment" together
--directions given:

• Use resources (smartphones, computer, literature books, dictionaries, etc.) in order to determine what is needed to fill in the blank(s) for your term.
• Wave your teacher(s) over when you finish in order to check your work before moving further forward.
• Paraphrase the definition of your term.
• Again, wave your teacher(s) over when you finish in order to check your work before moving further forward.
• Create a visually appealing poster for your term to share with the rest of the class, including...
• the term prominently displayed
• the paraphrased definition of your term
• an example of your term “in action”
• a corresponding visual.
• Prepare a brief presentation to share with the rest of the class in which you...
• share your term and paraphrased definition
• make sure that your classmates are able to fill in the blanks on their notes page for your term
• share your example and visual in order to clarify the meaning of your term
• are prepared to respond to any questions from your classmates regarding your term.

I WILL SHARE AN EXEMPLAR FOR THE TERM “METAPHOR” IN ADDITION TO BRIEFLY SHOWING A FEW OTHER POSTERS FROM PAST YEARS.

--terms assigned/materials gathered 

• Block 2 ACE/Block 2 BDF classes will have several students dealing with two terms.

--quickly create a "Compact for Independent Work"

--independent work time

Mini-Presentations/Notetaking -- Drama Terms Notes/Poetry Terms Notes (flex time)

--When preparing/practicing your mini-presentation, keep this information about content and these seven public speaking tips in mind:

Content

• Your presentation must include all four of the items included in the bulleted list above, but you should not just read from your notes page and your poster!

Delivery (Public Speaking Tips)

• Pause/smile in front and gain the attention of your audience before speaking.
• Speak loudly enough to be heard by all.
• Speak at an appropriate speed (NOT TOO FAST).
• Speak with enthusiasm.
• Make clear attempts at eye contact to ALL parts of the classroom.
• Limit vocal fillers ("umm", "ahh", long silences, etc.)--NO MORE THAN 3-5 PER MINUTE.
• Limit distracting body movements (podium tapping, hair smoothing, etc.). 

--mini-presentations practiced in pairs
--mini-presentations delivered/notetaking

Closure -- Ball Toss (time permitting)

--Tell us something that you now know/understand that you did not know/understand/understand fully before class today.

HW Time (time permitting)

HW (Class Preparation)
--Block 2 ACE: Next class, you will be given 15 minutes to wrap up your posters and mini-presentation preparation prior to the first mini-presentation ("Drama" and "Tragedy").  Please prepare accordingly!
--Purposefully/actively read the text on the "Act 1, Prologue" sheet, which is the famous prologue to William Shakespeare's The Tragedy of Romeo and Juliet.  Then, complete the five questions on the "Viewing/Reading Guide" sheet as preparation for analysis/discussion/(an assessment?) next class.  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_2.html

--You are strongly advised to continue reviewing your work with "The Cask of Amontillado" as preparation for an assessment that mirrors your work with this short story.  This assessment will likely occur next week.

--Read at least 10 pages of your free reading book between now and next class.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "We read to know we are not alone" (C.S. Lewis).

Miscellaneous

--You can expect to finish the mini-presentation/notetaking activity next class if we do not entirely finish today.

NEXT FEW WEEKS:

• Writing returned/revised in waves
• Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"
• Prior to "The Interlopers", share a few paragraphs as review of both organization and the concepts therein.
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Gnomeo & Juliet review
• continuing to master Reading Literature standards, irony, and theme
• Prior to "The Interlopers", complete acting activity reviewing the types of irony from both Gnomeo & Juliet and Act 1 of The Tragedy of Romeo and Juliet.
• opening a window into The Tragedy of Romeo and Juliet
• Short works--The Tragedy of Romeo and Juliet Unit
• Saki's "The Interlopers"

English 10 Honors--2/26/2018 & 2/27/2018

Jump Off
--The following student must turn in Poetry Writing Assignment #1 at the front table:

• Person from Whom I Never Received a Nickname

--The following students must turn in both Article of the Week #2 and "Article of the Week" #3 at the front table:

• Wubazz
• Person from Whom I Never Received a Nickname
• Chicken Parmesan

--Procure the following from the front table:

• your LotF CHAPTER ONE quiz
• the "Lord of the Flies Unit--Novel Reading Guide"

--Take out the following:

• any materials you need to teach your lesson about your assigned convention of literature
• your "Convention of Literature Notes" document
• your notebook--date the page (2/26/2018 [ACE] or 2/27/2018 [BDF]) and label this section of your notes "Conventions of Literature"

S. the C.
--agenda/HW

• Reminder: List of information on the righthand whiteboard
• Reminder: When engaging in today's lessons about conventions of literature, keep this overarching question in mind:
• What should we be looking for and discussing when analyzing William Golding's Lord of the Flies?
• Reminder: LotF purposeful/active reading tasks and accountability

--Anyone complete the 10-Step Challenge over break?
--LotF CHAPTER ONE quizzes returned/final lesson preparation (5 mins.)

"Gearing Up" for Lord of the Flies (Phase 4) Activity (cont.) -- Learning Conventions of Literature via Thomas C. Foster's How to Read Literature Like a Professor
--teach lessons

• Literary Communion
• Christ(ological) Figure
• Geography
• Marked for Greatness
• Literary Blindness
• Irony

--Closure

• following each lesson, continue building our list of "what to look for" in Lord of the Flies--ADD TO THE LIST IN YOUR NOTEBOOK!

HW Time

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/1.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
Writing
--Consider doing the following if you have not already done so:

• Reread your short story with "fresh eyes", taking note of any annotations included by me on your draft.
• Reread your poem with "fresh eyes", taking note of any annotations included (by you, by a peer, and/or by me) on your draft.
• Access the electronic version of your short story and/or your poem and begin revising.

HW (Class Preparation)

--Review the conventions of literature, bearing in mind that you will be expected to apply your knowledge and understanding moving forward.
--Purposefully/actively read CHAPTER TWO of Lord of the Flies as preparation for analysis/discussion/(an assessment?) next class.

• In order to engage in high-level discussions about this challenging text, our purposeful/active reading tasks are as follows:
• complete Post-its
• look for, draw potential conclusions about, and flag the items on our "What to Look for in Lord of the Flies" list
• read actively as we have done in the past (e.g., if you have a question, jot it down and flag the page; if you connect the text to personal experience, jot down notes about the connection and flag the page; etc.)
• complete the reading guide as directed

--Next week, you will be taking an examination that mirrors the New York State Regents Examination in English Language Arts (Common Core).  Please come prepared!
--Read at least 10 pages of your free reading book between now and next class.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "I think of life as a good book.  The further you get into it, the more it begins to make sense" (Harold Kushner).

On the Backburner

• group writing assignment back
• literary conventions writing piece with Inside Out
• memoir of choice (could be An Ordinary Man!) as last free reading

English 9--2/26/2018 & 2/27/2018

Jump Off/"THINK"
--Reminder: The following are our focal points with Gnomeo & Juliet:

• opening up a window into Shakespeare's The Tragedy of Romeo and Juliet
• working toward mastery of a Reading Literature standard that we have not yet addressed
• continuing to "stay fresh" with regard to some of the work that we have been completing recently (e.g., reviewing and applying irony, reviewing and applying theme, etc.)

--Please take out your copy of the "Purposeful Viewing of Gnomeo & Juliet" document from last class block.  Skim back through the document and put a star next to one item to share with the class in the event that your card is pulled.  (For example, I might put a star next to the following note that I wrote: "2B" and "Not 2B" on the mailboxes is a reference to Hamlet's famous soliloquy in Shakespeare's The Tragedy of Hamlet, Prince of Denmark.)

"PAIR" and "SHARE"/S. the C.
--share starred item with a partner 
--agenda/HW
--whole-class share-out of starred items via a drawing of cards
--Anyone complete the 10-Step Challenge over break?

Pre-reading/Film Analysis Activity -- Purposeful Viewing of Gnomeo & Juliet
--jot down notes on your "Purposeful Viewing of Gnomeo & Juliet" document for discussion
--share notes/finish notes with a partner

Transition
--Form an alphabetized-by-middle-name line in the front of the classroom.  Bring your "Purposeful Viewing of Gnomeo & Juliet" document with you.

Discussion Activity -- Lines of Communication
--fold the line to form initial partnerships
--question related to the film posed--30 seconds to discuss responses/reasoning
--rotate via roll of a die
--repeat the process until most of the document has been discussed

Transition
--return to desks

Closure -- "Today, I learned..." Ball Toss
--brainstorm sentence-starter conclusions quietly and independently
--whole-class share-out via ball toss

HW Time (time permitting)

HW (Class Preparation)
--You are strongly advised to continue reviewing your work with "The Cask of Amontillado" as preparation for an assessment that mirrors your work with this short story.  This assessment will likely occur next week.

--Read at least 10 pages of your free reading book between now and next class.  Your book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "I think of life as a good book.  The further you get into it, the more it begins to make sense" (Harold Kushner).

NEXT FEW WEEKS:

• Writing returned/revised in waves
• Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"
• Prior to "The Interlopers", share a few paragraphs as review of both organization and the concepts therein.
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Gnomeo & Juliet
• continuing to master Reading Literature standards, irony, and theme
• Prior to "The Interlopers", complete acting activity reviewing the types of irony from both Gnomeo & Juliet and Act 1 of The Tragedy of Romeo and Juliet.
• opening a window into The Tragedy of Romeo and Juliet
• Short works--The Tragedy of Romeo and Juliet Unit
• Saki's "The Interlopers"

English 10 Honors--2/15/2018 & 2/16/2018

Jump Off
--Staple your copy of Article of the Week #2 to the back of your copy of "Article of the Week" #3.  Then, place your "packet o' goodness" in the black basket on the front table.
--While you are at the table, pick up a copy of Thomas C. Foster's How to Read Literature Like a Professor.  Back at your desk, take out the following from last class block:

• your "Learning Conventions of Literature via Thomas C. Foster's How to Read Literature Like a Professor" sheet
• your "Convention of Literature Notes" document
• your "Convention of Literature T-chart" that corresponds with your assigned convention

S. the C.
--oral reading of S.M.A.R.T. Goal index cards

• Though you are free to exercise your "Right to Pass", I encourage you to share anecdotes about your progress, hurdles you have encountered, successes, etc.!

--agenda/HW

• Reminder: When working with your peers today, keep this overarching question in mind:
• What should we be looking for and discussing when analyzing William Golding's Lord of the Flies?

--list of information on the righthand whiteboard shared as further guidance for today's block of time for lesson preparation

"Gearing Up" for Lord of the Flies (Phase 4) Activity (cont.) -- Learning Conventions of Literature via Thomas C. Foster's How to Read Literature Like a Professor
--"anchor in" to the "Compact for Group Work"
--continue preparing lesson in small groups as per the information listed on the righthand whiteboard

HW Time (remainder of class)
--If your group finishes planning your lesson with class time remaining, complete one of the following tasks quietly and independently until the class block ends:

• Membean training on a phone
• Revising your short story or poem as per feedback from me and your peers
• Free reading of either your free reading book or Upfront newsmagazine (located in a

HW (Practice/Take-Home Assessment)

--Block 2 ACE: Complete 45 minutes of Membean training as directed before 11:59 PM TONIGHT (Thursday, 2/15).  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/1.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #5, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).
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.

HW (Class Preparation)

--Review your notes from today's class bearing in mind that we will engage in yet another "What to Look for in Lord of the Flies"  discussion prior to moving forward further in the novel!  You are not yet expected to read any further in Lord of the Flies (unless you want to!).

--Elementary school students and teachers have challenged themselves to read 10 (or more!) steps of free reading over February Break.  A step equals 15 minutes, so 10 steps equals 150 minutes/2.5 hours.  I challenge you to do the same!  Remember that your free reading book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Reading...a vacation for the mind..." (Dave Barry).

Miscellaneous
--Enjoy your vacation--you truly only get so many of 'em! :)

On the Backburner

• group writing assignment back
• where we're headed
• begin literary conventions work

English 9--2/15/2018 & 2/16/2018

Jump Off
--Block 2 ACE: Please take out your copy of the "Purposeful Viewing of Gnomeo & Juliet" document from the end of last class block.
--Block 2 BDF/Block 3 BDF: Pick up a copy of the "Purposeful Viewing of Gnomeo & Juliet" document from the front table.  After reading and discussing both the "Rationale" section and the "Directions" section together, we will view Gnomeo & Juliet until a few minutes remain in class.  (FYI: We will continue our work with this film when we return from February Break!)

S. the C.
--oral reading of S.M.A.R.T. Goal index cards

• Though you are free to exercise your "Right to Pass", I encourage you to share anecdotes about your progress, hurdles you have encountered, successes, etc.!

--agenda/HW

• Our focal points with Gnomeo & Juliet:
• opening up a window into Shakespeare's The Tragedy of Romeo and Juliet
• working toward mastery of a Reading Literature standard that we have not yet addressed
• continuing to "stay fresh" with regard to some of the work that we have been completing recently (e.g., reviewing and applying irony, reviewing and applying theme, etc.)

Pre-reading/Film Analysis Activity -- Purposeful Viewing of Gnomeo & Juliet
--jot down notes on your "Purposeful Viewing of Gnomeo & Juliet" document for discussion upon our return from February Break

Closure
--In the last few minutes of class, we will briefly discuss the film via a "Ball Toss".

HW (Class Preparation)
--You are strongly advised to review your work with "The Cask of Amontillado" over the course of the next 1.5 weeks as preparation for an assessment that mirrors your work with this short story.  This assessment will occur upon our return from February Break.
--Elementary school students and teachers have challenged themselves to read 10 (or more!) steps of free reading over February Break.  A step equals 15 minutes, so 10 steps equals 150 minutes/2.5 hours.  I challenge you to do the same!  Remember that your free reading book must be finished by mid-March.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Reading...a vacation for the mind..." (Dave Barry).

Miscellaneous
--Enjoy your vacation--you truly only get so many of 'em! :)

NEXT FEW WEEKS:

• Writing returned/revised in waves
• Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Gnomeo & Juliet
• continuing to master Reading Literature standards, irony, and theme
• opening a window into The Tragedy of Romeo and Juliet
• Short works--The Tragedy of Romeo and Juliet Unit
• Saki's "The Interlopers"