English 10 Honors--3/28/2018 & 3/29/2018

Jump Off

--Please pick up each of the following from the front table:

• your copy of the "Grammar Hammer Application/Article of the Week #4" document from the front table.
• the "Essay Booklet" document with sample writing pieces in it
• your "Midterm" Examination packet
• the "Feedback Analysis: Argumentative Writing Piece and Literary Analysis Writing Piece" sheet
• the "Spring Into Reading Challenge" document

S. the C.

--agenda/HW

Writing Workshop -- Moving Forward from the "Midterm" Examination--Argumentative Writing and Literary Analysis Writing

--During the first half of the class block, complete the following checklist:

• Go over "Grammar Hammer Application/Article of the Week #4" via modeling on the SMART Board.
• Please be aware that as I went through your work, I was not looking for perfection; instead, I was making sure that you engaged with the text in order to maybe, just maybe, get a little bit better at grammar than you were before you dealt with the document.
• Quietly and independently, purposefully read each of the quality writing pieces from the midterm ("Essay Booklet" document), your purpose being to engage in small group discussion about your observations, thoughts, etc.  Though neither of these writing pieces is perfect, both "stood out" to me as I scored the "Midterm" Examination.  Why do you suppose this was the case?
• In groups of two-three, engage in discussion about each of the writing pieces.
• Return to your desks and engage in self-reflection about your own writing pieces using the "Feedback Analysis: Argumentative Writing Piece and Literary Analysis Writing Piece" sheet.  (You know the drill--we've done this several times before!)
• When you finish, keep your feedback analysis sheet, but place your examination packet back on the front table.
• Read the "Spring Into Reading Challenge" document so that you know exactly what you are being invited to do over Spring Break.

Transition

--Take out your Hooked on Books book and get comfortable!

HOOKED ON BOOKS

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/29.  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).
HW (Class Preparation)

--Strongly consider completing the "Spring Into Reading Challenge" as per the document you received at the start of today's class block.  At the very least, read 20-30 pages of your memoir over Spring Break.  ALWAYS BRING YOUR MEMOIR TO CLASS!  These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
--You are STILL not yet expected to read any further in Lord of the Flies. (We might be abandoning our work with the text after Spring Break! :\ ).
Miscellaneous
--Enjoy Spring Breaks--you truly only get so many of 'em! :)

English 9--3/28/2018 & 3/29/2018

HOOKED ON BOOKS

Jump Off

--re-form our circle from last class block and take out Act 2 discussion materials

S. the C.

--Reminder: 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

Circle Discussion (cont.) -- Act 2 of The Tragedy of Romeo and Juliet

--Reminder: Today's discussion protocol:

• We will pass the ball around the circle clockwise in order to go over the text frames and viewing/reading guide.  As we do so, someone will jot down notes on the front board.
• When you offer a question, answer, observation, thought, etc. make sure to TAKE IT TO THE TEXT!
• If you want to offer an alternative answer, additional contribution, etc., make sure to do so when the ball arrives at your desk.  (This puts a premium on the next direction!)
• 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 (e.g., move to the next question), make sure that your intentions are fine by the greater majority.
• You have the right to pass if you are not prepared to contribute when the ball arrives at your desk as per the current topic; however, 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.

Transition -- re-column the desks

Closure -- Ticket-Out-the-Door (time permitting)

--Expand upon your response to the final question on the viewing/reading guide in quick-write fashion--do not worry so much about spelling, punctuation, how it "sounds", instead focusing on getting your ideas down.  What happens in the text that helps you draw your conclusion?

HW (Class Preparation)

--If you have not already done so, strongly consider re-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet in order to fill in remaining blank spaces in the text frames and add to your viewing/reading guide responses.  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_74.html

--Strongly consider completing the "Spring Into Reading Challenge" as per the document you received at the start of today's class block.  At the very least, read 20-30 pages of your free reading book over Spring Break.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
Miscellaneous
--Enjoy Spring Break--you truly only get so many of 'em! :)

On the backburner:

• Grammar Hammer--second wave with writing pieces

English 9--3/27/2018 (3 BDF)

Here's what we did:

• Finished watching Act 2 of the Zeffirelli film
• Spent 5 minutes in pairs comparing/sharing notes from Act 2 as preparation for a circle discussion on Thursday
• Formed a circle from least to most impulsive
• Shared impulsiveness stories from a few classes ago as an icebreaker
• HOOKED ON BOOKS

HW (Class Preparation)

--Strongly consider re-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet in order to add to your viewing/reading guide responses and fill in remaining blank spaces in the text frames.  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_74.html

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.

On the backburner:

• Grammar Hammer--second wave with writing pieces

English 9--3/27/2018 (2 BDF)

Here's what we did:

• Spent 5 minutes in pairs comparing/sharing notes from Act 2 as preparation for a circle discussion on Thursday
• Formed a circle from least to most impulsive
• Shared impulsiveness stories from a few classes ago as an icebreaker
• Quickly drew the connection between telling stories and "hooking" a reader at the start of an essay
• HOOKED ON BOOKS

HW (Class Preparation)

--Strongly consider re-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet in order to add to your viewing/reading guide responses and fill in remaining blank spaces in the text frames.  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_74.html

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.

On the backburner:

• Grammar Hammer--second wave with writing pieces

English 10 Honors--3/26/2018 & 3/27/2018

Jump Off

--Pick up a copy of the "Informational Text Analysis Practice--Excerpt from 'Ecosystems on the Brink' Multiple Choice" document from the front table.  After everyone has read the directions, I will model a little bit on the front board to help you get started.
--Please SEE ME before leaving class today:

• Leah E.

THINK -- Informational Text Analysis Practice--Excerpt from "Ecosystems on the Brink" Multiple Choice
--complete active/purposeful reading quietly and independently

PAIR -- Informational Text Analysis Practice--Excerpt from "Ecosystems on the Brink" Multiple Choice
--in partnerships randomly selected via a drawing of cards, compare/share your markings/notes:

• For which prompts/questions do you have a consensus?
• For which do you not?
• For those prompts/questions where you do not have a consensus, talk together and see if you can come to one.  TAKE IT TO THE TEXT!

SHARE -- Informational Text Analysis Practice--Excerpt from "Ecosystems on the Brink" Multiple Choice
--whole-class share-out via a drawing of cards

• As sharing occurs, I will mark up the copy of the text on the SMART Board--feel free to continue marking up your copy of the text accordingly as practice!

Transition

--"Midterm" Examinations handed back (again)

Closure #1 -- Moving Forward from the "Midterm" Examination

--sharing performance on #15-24

--correct answers shared for #15-24

• Prior to #24, review THESIS STATEMENT and explain the term's connection to NYS's conception of central idea in informational texts.  How do reader's determine an author's THESIS STATEMENT?

Writing Workshop -- Literary Analysis Pointers

--quiet and independent commentary analysis (think in terms of "PROS" and "GROWS")

• Q & A

--read exemplary response together, pointing out its merits
--consider the "characterization develops theme" approach in order to lessen the potential for "confused" analysis (the most common "cause" of "2s" and "3s")

Transition

--"Midterm" Examinations placed back in the black basket

Closure #2 -- Ball Toss (time permitting)

• "Today, I learned/realized that..."

HOOKED ON BOOKS

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 3/29.  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
--Your properly formatted, fully revised short story or poem is due TONIGHT (Monday, 3/26 [ACE]/Tuesday, 3/27 [BDF]).  See your "Preparing for the GVEP Literary Contest" document for additional information.

HW (Class Preparation)
--Read at least 10 pages of your memoir between now and next class.  ALWAYS BRING YOUR MEMOIR TO CLASS!  These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
--You are STILL not yet expected to read any further in Lord of the Flies. (We might be abandoning our work with the text after break! :\ ).

On the backburner:

• "Madness" done in class upon submission of revisions
  

Moving On with LotF (time permitting)

· think-aloud--SNAKES

· discussion activity with Chapters 1-3

ouse "what to look for" document and quizzes

· begin reading/thinking aloud with Chapter 4

English 9--3/26/2018 (2 ACE)

Jump Off
--Please pick up a copy of the "Text Frames with Gaps (Richard Parsons Text)" document for Act 2 from the front table.  As soon as I finish taking attendance, I will briefly explain to you what this document is and how I intend for us to use it today.

S. the C.
--Reminder: 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

Discussion Preparation -- Act 2 of The Tragedy of Romeo and Juliet
--THINK: Quietly and independently, use your viewing/reading guide from last class block, your "Text Frames with Gaps (Richard Parsons text)" document, and your Parsons text to further process through Act 2 of the play, jotting down notes on both documents as you do so.
--Transition

• form groups of two-three (depending on class block) via a drawing of cards

--PAIR: Compare/share your responses with each other until time is up, making sure to enter today's circle discussion with at least two potential contributions.

Transition
--re-form the circle from last class block

Circle Discussion (cont.) -- Act 2 of The Tragedy of Romeo and Juliet
--Reminder: Today's discussion protocol:

• We will begin by continuing to go over the viewing/reading guide question-by-question.
• Raise your hand if you want to receive the ball and offer an answer--TAKE IT TO THE TEXT!
• Raise your hand if you want to offer an alternative answer, additional contribution, etc., 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 (e.g., move to the next question), 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.

Transition -- re-column the desks

Closure -- Ticket-Out-the-Door (time permitting)

--Expand upon your response to the final question on the viewing/reading guide in quick-write fashion--do not worry so much about spelling, punctuation, how it "sounds", instead focusing on getting your ideas down.  What happens in the text that helps you draw your conclusion?

HOOKED ON BOOKS

HW (Class Preparation)

--Strongly consider re-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet in order to add to your viewing/reading guide responses and fill in remaining blank spaces in the text frames.  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_74.html

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.

On the backburner:

• Grammar Hammer--second wave with writing pieces

English 9--3/26/2018 & 3/27/2018 DRAFT

Re-form circle/continue and finish discussion, picking back up with those who have yet to contribute
Grammar Hammer

English 10 Honors--3/22/2018 & 3/23/2018

Jump Off

--Pick up a copy of the "Poetry Analysis Practice--'In the Wild' Multiple Choice" document from the front table.  After everyone has read the directions, I will model a little bit on the front board to help you get started.
--Please SEE ME before leaving class today:

• Storme S.

THINK -- Poetry Analysis Practice--"In the Wild" Multiple Choice
--complete active/purposeful reading quietly and independently

PAIR -- Poetry Analysis Practice--"In the Wild" Multiple Choice (cont.)
--in partnerships randomly selected via a drawing of cards, compare/share your markings/notes:

• For which prompts do you have a consensus?
• For which do you not?
• For those prompts where you do not have a consensus, talk together and see if you can come to one.  TAKE IT TO THE TEXT!

SHARE -- Poetry Analysis Practice--Excerpt from "A Mink of One's Own" Multiple Choice (cont.)

--whole-class share-out via a drawing of cards

• As sharing occurs, I will mark up the copy of the text on the SMART Board--feel free to continue marking up your copy of the text accordingly as practice!

Transition

--"Midterm" Examinations handed back (again)

Closure #1 -- Moving Forward from the "Midterm" Examination

--further information about contextualizing your scores

--sharing performance on #1-10 (Block 1 BDF) and/or #11-14

--Q & A #1 (You can exercise your right to pass!) (Block 1 BDF)

• What kind of mood are you in right now?  Why?

--a brief musical interlude--Limp Bizkit's "Counterfeit" (Block 1 BDF)

--Q & A #2 (You can exercise your right to pass!) (Block 1 BDF)

• What kind of mood are you in right now?  Why?

--correct answers shared for #1-10 (Block 1 BDF)

• Prior to #9, review the literary element of MOOD.  How do reader's determine MOOD in literature?

--notes on the front board shared as review (MOOD, THEME, and THEME STATEMENT)

• Connect notes about THEME to #12 and to transition into next phase of the lesson.

Transition

--Please pick up your copy of the "Grammar Hammer Application/Article of the Week #4" document from the front table.  Please be aware that as I went through your work, I was not looking for perfection; instead, I was making sure that you engaged with the text in order to maybe, just maybe, get a little bit better at grammar than you were before you dealt with the document.  Also, I used your notes to help me finalize an "official" list of what to look for in Lord of the Flies when we pick back up with our analysis of the text upon our return from Spring Break.

Writing Workshop -- Editing as per the Grammar Hammer
--Reminder: The standards that we are working toward mastering read as follows:

English 10 Honors students...

• demonstrate command of the conventions of standard English grammar, usage, and punctuation
• apply knowledge of language to make effective choices for meaning or style
• strengthen writing as needed by editing or trying a new approach
• use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

--go over "Grammar Hammer Application/Article of the Week #4" via modeling on the SMART Board
--quietly and independently, edit your literary analysis writing piece as per the grammar hammer

• I will model a little bit on the front board to help you get started.

Closure #2 -- Literary Analysis Pointers

• quiet and independent commentary analysis (think in terms of "PROS" and "GROWS")
• Q & A
• read exemplary response together, pointing out its merits
• consider the "characterization develops theme" approach in order to lessen the potential for "confused" analysis (the most common "cause" of "2s" and "3s")

Transition

--"Midterm" Examinations placed back in the black basket

Closure #3 -- Ball Toss (time permitting)

• "Today, I learned/realized that..."

HW Time (time permitting)

HW (Practice/Take-Home Assessment)
--Block 4 ACE: Complete 45 minutes of Membean training as directed before 11:59 PM TONIGHT (Thursday, 3/22).  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 TONIGHT (Thursday, 3/29).  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
--Your properly formatted, fully revised short story or poem is due Monday, 3/26 (ACE)/Tuesday, 3/27 (BDF).  See your "Preparing for the GVEP Literary Contest" document for additional information.

HW (Class Preparation)
--Read at least 10 pages of your memoir between now and next class.  ALWAYS BRING YOUR MEMOIR TO CLASS!  These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
--You are STILL not yet expected to read any further in Lord of the Flies (unless you want to!).

On the backburner:

• "Madness" done in class upon submission of revisions
  

Moving On with LotF (time permitting)

· think-aloud--SNAKES

· discussion activity with Chapters 1-3

ouse "what to look for" document and quizzes

· begin reading/thinking aloud with Chapter 4

English 9--3/22/2018 & 3/23/2018

Jump Off
--Pick up a copy of the "Text Frames with Gaps & Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 2.

S. the C.
--Reminder: 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

Film/First-Draft "Reading" -- Act 2 of Franco Zeffirelli's Romeo and Juliet
--work together with "Act 2, Prologue" so as to familiarize ourselves with the "Text Frames with Gaps" format
--engage in a "materials assessment" together

• What are we "looking for" while viewing the next scene of The Tragedy of Romeo and Juliet?

--purposefully view the film in order to gather information for discussion/assessment preparation by jotting down notes and responding to viewing/reading guide questions/prompts
--REPEAT THIS PROCESS FOR REMAINING SCENES

Transition

--Take out your copy of the Richard Parson's version of The Tragedy of Romeo and Juliet if you have not already done so.  Quietly and independently use the text to answer/respond to at least one of the questions/prompts on your reading guide for which you currently have a blank.

• I will respond to a question/prompt first as a model--MAJORITY RULES!

Discussion Preparation -- Act 2 of The Tragedy of Romeo and Juliet Pairs
--form groups of two-three (depending on class block) via a drawing of cards

--compare/share responses with each other until time is up, making sure to enter today's circle discussion with at least two potential contributions

Transition
--Form a circle out of the desks from least to most impulsive--think about the stories that you shared and conversations that you had last class block!

Circle Discussion -- Act 2 of The Tragedy of Romeo and Juliet

--ice breaker: stories of impulsiveness (You have the right to pass!)

--today's discussion protocol:

• We will begin by going over the viewing/reading guide question-by-question.
• Raise your hand if you want to receive the ball and offer an answer--TAKE IT TO THE TEXT!
• Raise your hand if you want to offer an alternative answer, additional contribution, etc., 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 (e.g., move to the next question), 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.

Transition -- re-column the desks

Closure -- Ticket-Out-the-Door (time permitting)

--Expand upon your response to the final question on the viewing/reading guide in quick-write fashion--do not worry so much about spelling, punctuation, how it "sounds", instead focusing on getting your ideas down.  What happens in the text that helps you draw your conclusion?

HW (Class Preparation)

--Strongly consider re-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet in order to add to your viewing/reading guide responses.  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_74.html

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  These next two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.

On the backburner:

• Grammar Hammer--second wave with writing pieces