English 9--5/1/2018 & 5/2/2018

Jump Off
--Spend the first few minutes of class engaging in last minute preparation for today's Unit #5 vocabulary quiz.
--When I ask you to stop, please give me your undivided attention so that I can give directions for what to do when you finish taking the vocabulary quiz.  Then, pick up a copy of the quiz from the front table.

Assessment -- Unit #5 Vocabulary Quiz
--After carefully reading all of the directions, complete the vocabulary quiz quietly and independently. Good luck!
--When you finish, place your quiz on the floor next to your desk.  Then, pick up both a highlighter and copy of the "Soft Skills Self-Assessment" document from the front table.  Actively/purposefully read the directions on the document and begin completing the task at hand as directed.
--trade and grade
--return quizzes to rightful owners--reflect on performance and note still-not-mastered words in vocabulary books--I will collect quizzes momentarily

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:

ROUGH 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

Self-Assessment -- Marking Period 5 Soft Skills
--share list on the whiteboard of items from this marking period for consideration
--MODELING/"THINK-ALOUD" on the SMART Board for "RESPONSIBILITY" (if necessary)
--quiet and independent work time
--When you finish your best work, place your document in the black basket on the front table.  Then, engage in free reading until you receive further instructions.

Transition
--Pick up a copy of the "Article of the Week #5 (4/30 - 5/4)--2017-2018 School Year" document from the front table.  We will read the directions together, and I will do my best to clarify and model the expectations so that you are set up for success.

HW Time
--AoW directions, modeling, Q & A, oral reading?

Take-Home Assessment
--Complete just the active/purposeful reading component of Article of the Week #5 as directed to turn in at the beginning of class NEXT TIME (Thursday, 5/3 [ACE] or Friday, 5/4 [BDF]).  I will score your work at the beginning of class and input your performance as the last bit of data for your Marking Period 5 report card.  Come and see me during my "Office Hours" if you need assistance!
HW (Class Preparation)
--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.

English 10 Honors--4/27/2018 & 4/30/2018

Jump Off
--Please spend the first few minutes of class completing the following checklist quietly and independently: 

• establish (a) rough goal(s) for today's work block--you will have about 70 minutes to work!
• respond to the following question:
• What would you like us to agree upon for today's work block so that everyone makes the most out of the time provided (e.g., "Listening to music is okay", "Talking is not aloud", etc.)?

--I need to see the following students during class today:

• Lauren C.
• Mady D.
• Elena D.
• Leah E.
• Grace K.
• Ian W.

S. the C.
--agenda/HW

• expectations for the class block clarified/HW list shared

Planning/Work Block -- Memoir Project

--goals shared
--work time as per parameters established together

Closure (last 5 mins.)
--evidence of having achieved goals shared

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 5/3.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

• FYI: Several of you have been referred to the main office for central detention due to being quite behind with Membean training.  I will continue writing referrals until you are caught up.  Despite my attempts to hold everyone accountable via less heavy-handed methods, some of you are still lacking responsibility, so here we are...

HW (Class Preparation)

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

--Move forward with regard to your Memoir Project (e.g., create a calendar [if you have not already done so], set rough [or, better yet, S.M.A.R.T.!] goals, and hold yourself accountable for achieving your goals.

--Please continue bringing your copy of Lord of the Flies to class.
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

English 9--4/27/2018 & 4/30/2018 DRAFT

The Tragedy of Romeo and Juliet Act 2 and Act 3 Quiz

Free Reading

Unit #5 Vocabulary Review

HW (Class Preparation)

--Finish preparing for the Unit #5 vocabulary quiz, which will take place next class (Tuesday, 5/1 [ACE] or Wednesday, 5/2 [BDF]).  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER.  The incentive plan is in place for this unit!

--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.
Miscellanous
--Block 2 ACE: Enjoy the weekend--you only get so many of 'em! :)

English 9--4/26/2018 (2 BDF and 3 BDF)

Jump Off
--Please take out your vocabulary book and open to page 62 so that we can briefly look at the word list (again) together.
*AS YOU ENTER THE CLASSROOM, I WILL RETURN YOUR UNIT #4 QUIZZES.*

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:

ROUGH 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?!

--pronounce each of the Unit #5 vocabulary words (pages 62-64) and briefly look at definitions/synonyms/antonyms

In order to actively engage, a student should...

• put a star next to each of the words that he or she is confident about knowing already
• put a question mark next to each of the words that are "foreign" to him or her (and, therefore, will definitely need to be studied)

--reflect upon your performance on the Unit #4 vocabulary quiz one last time; then, put the quiz back in the black basket on the front table
--agenda/HW

Introductory Activity -- Vocabulary Unit #5--Creating Review Slides
--directions given via models from Unit #4 (SEE POWERPOINT)/small groups formed (SEE THE FRONT BOARD)/computers and unit words assigned

• create Google Slides for use when reviewing on Monday, 4/30
• share slides with Mr. Martin by Thursday, 4/26 at 11:59 PM (TONIGHT!)

--work time

• each time your group completes a slide, "run it by" Mr. Martin for approval

HW Time

HW (Class Preparation)

--Next class (Monday, 4/30), a The Tragedy of Romeo and Juliet Act 2 and Act 3 quiz will occur.  Though you cannot use your viewing/reading guide or text frames with gaps, you can use any handwritten or personally typed notes that you bring with you.  Please finish preparing/planning.
--Your Unit #5 vocabulary review slides must be shared with Mr. Martin by Thursday, 4/26 at 11:59 PM (TONIGHT!).

--Continue preparing for the Unit #5 vocabulary quiz, which will take place on Wednesday, 5/2.  We will review next class block.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER.  The incentive plan is in place for this unit!
--Bring your vocabulary book again next class--please do not forget!

--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.

English 10 Honors--4/26/2018 (1 BDF)

Jump Off

--Please pick up a copy of the "NYS Regents Examination in English Language Arts" sheet from the front table.  Give the sheet a quick scan while I take attendance.  Then, form a circle.

S. the C.

--agenda/HW

--one final "Human Nature in Memoirs Symposium" contribution

• complete an "Appreciating Others" slip

Transition
--re-column the desks

Symposium Closure -- Updating Claims
--Open up your notebook to a clean sheet of paper.  Date the page (4/26/2018) and label this section of your notes "My Current Answer to the Essential 'Question'".  Then, thoughtfully respond to the following questions:

• After engaging in our symposium, what is your current philosophy regarding human nature?  (Here are some of the related questions that we have considered throughout the course: Why do people say what they say, do what they do, etc.?  What are human beings really like?)  After some thought--I encourage you to look through any notes you might have taken during our symposium--, write your updated claim about human nature in your notebook.  Re-read and revise your claim as necessary.

--Transition

• Pick up the following items from the front table:
• your poster that has been hung on the greenboard for the past few months
• a good-smelling marker or two
• a sheet of computer paper

--Write your claim neatly in marker(s) on your sheet of computer paper.  Place your poster in the black basket on the front table when you finish.

Transition
--Please spend the next 5-ish minutes of class establishing (a) rough goal(s) for today's work block (e.g., read 15 pages, write a journal entry, pick out two songs and write brief connection paragraphs for each, etc.).  Make sure to be realistic as per the amount of time left in class.

Planning/Work Block -- Memoir Project
--oral reading of "NYS Regents Examination in English Language Arts" sheet

• Q & A
• WE MUST ADD SOME SORT OF WRITING COMPONENT TO THE MEMOIR PROJECT!
• whole-class brainstorming

--goals shared
--work time

Closure (last 5 mins.)
--evidence of having achieved goals shared (e.g., a 3-sentence summary of what you read, your journal entry, your song selections and brief connection paragraphs, etc.)

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM TONIGHT (Thursday, 4/26).  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

HW (Class Preparation)

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

--Move forward with regard to your Memoir Project (e.g., create a calendar [if you have not already done so], set rough [or, better yet, S.M.A.R.T.!] goals, and hold yourself accountable for achieving your goals.

--Please continue bringing your copy of Lord of the Flies to class.

English 10 Honors--4/25/2018 (4 ACE)

Jump Off (first 5 mins.)
--Please spend the first 5-ish minutes of class establishing (a) rough goal(s) for today's work block (e.g., read 30 pages, write two journal entries, pick out three songs and write brief connection paragraphs for each, etc.).  You will have about 70 minutes to work today!

S. the C. (5-ish mins.)
--agenda/HW

• expectations for the class block clarified/HW list shared

Planning/Work Block -- Memoir Project

--email your rough goal(s) to Mr. Martin within the first 15 minutes of the class block (jmartin2@livoniacsd.org)
--work time

Closure (last 5 mins.)
--email evidence of having achieved your rough goal(s) to Mr. Martin before leaving the classroom (e.g., a 3-sentence summary of what you read, your journal entries, your song selections and brief connection paragraphs, etc.)

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 4/26.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

HW (Class Preparation)

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

--Move forward with regard to your Memoir Project (e.g., create a calendar [if you have not already done so], set rough [or, better yet, S.M.A.R.T.!] goals, and hold yourself accountable for achieving your goals.

--Please continue bringing your copy of Lord of the Flies to class.

English 9--4/25/2018 (2 ACE)

NO CLASS DUE TO CAREER DAY

HW (Class Preparation)

--Next class (Friday, 4/27), a The Tragedy of Romeo and Juliet Act 2 and Act 3 quiz will occur.  Though you cannot use your viewing/reading guide or text frames with gaps, you can use any handwritten or personally typed notes that you bring with you.  Please finish preparing/planning.
--Continue preparing for the Unit #5 vocabulary quiz, which will take place on Tuesday, 5/1.  We will review next class block.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER.  The incentive plan is in place for this unit!
--Bring your vocabulary book again next class--please do not forget!

--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.

English 10 Honors--4/24/2018 (1 BDF)

Jump Off
--Please form a circle.

S. the C.
--agenda/HW

Circle Discussion (cont.) -- Human Nature in Memoirs Symposium
--ice breaking?!?!
--today's symposium protocol:

• I will begin the symposium by passing the ball to my left.  The ball will move to the left until someone shares his or her summary before passing the ball to the left.
• If the next person wants to ask a follow-up question so as to gain clarity regarding the memoir, he or she will do so.  The ball will continue moving left in this manner until it arrives back at the person who started. 
• The person sharing will finish his or her contribution (quote, interpretation, story, visual, and extension of thinking).
• The ball will get passed left again.  If the next person wants to comment upon, respond to, etc. the contribution that just occurred, he or she will do so.  Additionally, if a person has a planned contribution that is closely related to the current conversation, he or she might ask to share about his or her memoir to keep the conversation moving forward. 
• The ball will continue moving left in this manner until everyone has discussed his or her memoir.
• FYI: Individual contributions will be assessed via the "Discussion Contribution Rating Scale".  Also, I reserve the right to "jump in" whenever appropriate, yet I will try my darndest not to exercise this right!

Transition
--re-column the desks and pick up the "Appreciating Others" halfsheet from the front table

Closure -- Appreciating Others
--After completing the task at hand, place your completed halfsheet in the black basket on the front table.
--Open up your notebook to a clean sheet of paper.  Date the page (4/24/2018) and label this section of your notes "My Current Answer to the Essential 'Question'".  Then, thoughtfully respond to the following questions:

• After engaging in our symposium, what is your current philosophy regarding human nature?  (Here are some of the related questions that we have considered throughout the course: Why do people say what they say, do what they do, etc.?  What are human beings really like?)  After some thought--I encourage you to look through any notes you might have taken during our symposium--, write your updated claim about human nature in your notebook.  Re-read and revise your claim as necessary.

--Transition

• Pick up the following items from the front table:
• your poster that has been hung on the greenboard for the past few months
• a good-smelling marker or two
• a sheet of computer paper

--Write your claim neatly in marker(s) on your sheet of computer paper.  Leave your poster on your desk at the end of the class block.

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 4/26.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

HW (Class Preparation)

--Read at least 10 pages of your free reading book (memoir still?!) 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.

--Move forward with regard to your Memoir Project (e.g., create a calendar [if you have not already done so], set rough [or, better yet, S.M.A.R.T.!] goals, and hold yourself accountable for achieving your goals.

--Please continue bringing your copy of Lord of the Flies to class.

English 10 Honors--4/23/2018 (4 ACE)

Jump Off
--Please pick up a copy of the "NYS Regents Examination in English Language Arts" sheet from the front table.  Give the sheet a quick scan while I take attendance.

S. the C.
--agenda/HW
--one final "Human Nature in Memoirs Symposium" contribution

Planning/Work Block -- Memoir Project

--oral reading of "NYS Regents Examination in English Language Arts" sheet

• Q & A
• WE MUST ADD SOME SORT OF WRITING COMPONENT TO THE MEMOIR PROJECT!
• whole-class brainstorming
  

--individual progress shared ("Last class block, I...")/mini-goals set for the remainder of the class block

--establish "Compact for Work Time"

• Why?!
  

--work time

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 4/26.  If you fail to appropriately train between now and the administration of Vocabulary Quiz #6, you will not be permitted to take the quiz until you catch up (see the "Membean Routine" document).

HW (Class Preparation)

--Read at least 10 pages of your free reading book (memoir still?!) 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.

--Move forward with regard to your Memoir Project (e.g., create a calendar [if you have not already done so], set rough [or, better yet, S.M.A.R.T.!] goals, and hold yourself accountable for achieving your goals.

--Please continue bringing your copy of Lord of the Flies to class.

English 9--4/23/2018 & 4/24/2018

Jump Off (5-10 mins.)
--Take out your copy of the Richard Parson's version of The Tragedy of Romeo and Juliet.  Quietly and independently use the text to answer/respond to at least one of the questions/prompts on your viewing/reading guide and/or fill in a text frame gap.

• I WILL MODEL FIRST TO GET YOU STARTED.

S. the C. (5-8 mins.)
--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:

ROUGH 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 3 of The Tragedy of Romeo and Juliet Small Groups (10 mins.) 

--form groups as per the lists on the front board
--compare/share responses/notes with each other until time is up, making sure to enter today's circle discussion with at least one potential contribution for each scene

Transition (2 mins.)
--form an alphabetical-by-first-name-of-an-impactful-adult circle out of the desks

Circle Discussion/Closure -- Act 3 of The Tragedy of Romeo and Juliet (flex time)

--ice breaker: stories about impactful adults (You have the right to pass!)

• I WILL MODEL FIRST WITH A STORY ABOUT MY INTEREST IN TEACHING AS A HIGH SCHOOLER.

--Today's discussion protocol:

• We will pass the ball around the circle clockwise in order to go over the viewing/reading guide and text frames (beginning with Act 3, scene 2).  As we do so, someone will jot down notes on the front board and/or SMART 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 (2 mins.)

--re-column the desks and open your vocabulary book to page 62

• DURING THIS PERIOD OF TIME, I WILL RETURN YOUR UNIT #4 VOCABULARY QUIZ WITH THE ROUGH GOAL YOU SET STAPLED TO IT. 

Introductory Activity -- Vocabulary Unit #5--Creating Review Slides (remainder of class)

--pronounce each of the Unit #5 vocabulary words (pages 62-64)
--directions given via models from Unit #4 (SEE POWERPOINT)/small groups re-formed/computers and unit words assigned

• create Google Slides for use when reviewing on Friday, 4/27
• share slides with Mr. Martin by Thursday, 4/26 at 11:59 PM

--work time until class ends

HW (Class Preparation)

--The class block after next (Friday, 4/27 [ACE] or Monday, 4/30 [BDF]), a The Tragedy of Romeo and Juliet Act 2 and Act 3 quiz will occur.  Though you cannot use your viewing/reading guide or text frames with gaps, you can use any handwritten notes that you bring with you.  Please begin planning accordingly.
--Block 2 BDF/Block 3 BDF: Your Unit #5 vocabulary review slides must be shared with Mr. Martin by Thursday, 4/26 at 11:59 PM.  You will have additional work time next class block.

--Begin preparing for the Unit #5 vocabulary quiz, which will take place on Tuesday, 5/1 (ACE) or Wednesday, 5/2 (BDF).  We will review the class block after next.  REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER.  The incentive plan is in place for this unit!
--Bring your vocabulary book again next class--please do not forget!

--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.