--Turn in your "Grammar Hammer Application/Article of the Week #4" document by placing your best work in the black basket on the front table.
--After I finish taking attendance, we will head over to the library for the first 20 or so minutes of the class block. At the library, you are expected to select a book if you do not already have one, engage in quiet and independent reading, and/or quietly talk with a small group about your last reading book or whatever it is that you are currently reading.
--Please SEE ME in the library today:
- Casey L.
- Alexia M.
- Storme S.
- Bea T.
- Ian W.
--head to the library
LIBRARY
Transition
--head back to the classroom
--Pick up a copy of the "Short Story Analysis Practice--Excerpt from 'A Mink of One's Own' 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.
THINK -- Short Story Analysis Practice--Excerpt from "A Mink of One's Own" Multiple Choice
--complete active/purposeful reading quietly and independently
PAIR -- Short Story Analysis Practice--Excerpt from "A Mink of One's Own" Multiple Choice (cont.)
--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 -- Short Story 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
Closure -- Moving Forward from the "Midterm" Examination
--contextualizing your scores
--sharing performance on #1-10
--Q & A #1 (You can exercise your right to pass!)
- What kind of mood are you in right now? Why?
--a brief musical interlude--Limp Bizkit's "Counterfeit"
--Q & A #2 (You can exercise your right to pass!)
- What kind of mood are you in right now? Why?
--correct answers shared for #1-10
- Prior to #9, review mood as a literary element. How do author's create mood?
Transition
--"Midterm" Examinations placed back in the black basket
HW Time
HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM on 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).
Writing
--Your properly formatted, partially revised short story or poem is due Tuesday, 3/20 (ACE)/Wednesday, 3/21 (BDF). See your "Preparing for the GVEP Literary Contest" document for additional information.
--Complete 45 minutes of Membean training as directed before 11:59 PM on 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).
Writing
--Your properly formatted, partially revised short story or poem is due Tuesday, 3/20 (ACE)/Wednesday, 3/21 (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!).
--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!).
FINDING/FIXING ERRORS IN LITERARY ANALYSIS
FYI: 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.
DURING FREE READING, ADD SOMETHING TO CLASS COPY ON SMART BOARD/TO LIST OF "WHAT TO LOOK FOR..."
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
