English 9--4/11/2018 & 4/12/2018

Jump Off
--If you completed the "Spring Into Reading Challenge" as per the document you received prior to Spring Break and have not yet turned in anything, please place both the picture of your book cover and your brief recommendation form in the black basket on the front table.
--All three of the "sentences" written on the front board (created by Caleb Martin! :)) are punctuated incorrectly.  Please identify and fix the issues present in each "sentence".  (You can do this in your head or in writing in your notebook.)

• I had two carrots, my mom gave me twenty more.
• I had baseball, I had soccer on the same night.
• Six raccoons sat in the woods, two foxes came along.

*DURING THIS PERIOD OF TIME, I WILL... 

• RETURN YOUR "'ST. LUCY'S HOME FOR GIRLS RAISED BY WOLVES' MINI-UNIT END-OF-MINI-UNIT ASSESSMENT" WRITING PIECE SO THAT YOU CAN USE IT LATER IN THE CLASS BLOCK
• GET A SENSE FOR OUR CURRENT COLLECTIVE LEVEL OF UNDERSTANDING OF TODAY'S COMMON GRAMMAR ERROR BY PEEKING OVER YOUR SHOULDERS AT YOUR INDEX CARDS.*

S. the C.
--agenda/HW

--Reminder: Beginning with the end in mind:

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?!

--FYI: As part of today's class, we will work on demonstrating command of the conventions of standard English grammar and usage when writing.  THIS STANDARD WILL BE SELF-ASSESSED AND INFORMALLY ASSESSED IN CLASS TODAY AS PART OF THE GRAMMAR HAMMER MINI-LESSON, INFORMALLY ASSESSED IN SOME CASES DURING THE APPLICATION ACTIVITY, AND OFFICIALLY ASSESSED BOTH NEXT CLASS VIA THE QUIZ MENTIONED LAST CLASS BLOCK AND WITHIN YOUR FINAL END-OF-UNIT ESSAY.
--agenda/HW

Transition #1

--card drawn, grammar hammer dropped, sheets titled "Common Error: Missing comma in a compound sentence (before a FANBOYS)/unnecessary comma with a coordinating conjunction (FANBOYS)" handed out

Grammar Hammer Mini-Lesson -- Common Error: Missing Comma in a Compound Sentence (before a FANBOYS)/Unnecessary Comma with a Coordinating Conjunction (FANBOYS)
--view 0:00-1:12 and 3:32-End of the following video from TEDEd: http://ed.ted.com/lessons/comma-story-terisa-folaron
--essential questions for going over today's grammar work with the comma:

• If compound sentences are formed by combining two complete sentences, what constitutes a complete sentence?
• When do writers need a comma before a FANBOYS word?
• When do writers not need a comma before a FANBOYS word?

--answer essential questions/work with sample sentences on the front board
--purposefully read the instructions on the sheet handed out earlier and carefully complete the task at hand quietly and independently

• AS YOU WORK, I WILL BE AROUND TO CHECK FOR UNDERSTANDING ON THE TASK AT HAND AND ASK A FEW OF YOUR TO WRITE YOUR SENTENCES UP ON THE FRONT BOARD.

--Closure

• contextualize today's grammar work with the comma:
• A comma rule that should be mastered at this point is the following: Comma splices are bad! A comma alone is not strong enough to combine two complete sentences!
• Five useful methods exist for fixing comma splices. Using all of these sentence combining methods within your writing creates sentence variety (which improves the "Style [Language Use]" aspect of your writing!).
• One such method of combining sentences is adding a coordinating conjunction (FANBOYS word) after the comma in order to create a compound sentence.
• Two common errors exist when it comes to using FANBOYS words. Avoid making these errors by learning the rules (which improves the "Control of Conventions" aspect of your writing!)!
• answer the following essential question/work with the paragraph projected up on the front board: How can I RE-READ and edit/revise for FANBOYS errors?
• What questions do you still have?  I want to make sure that you are set up for success! :)

--For HW, prepare for the quiz based on our grammar work from last class block and today's class block, which will take place at the beginning of next class block.  As part of the quiz, you will be presented with a paragraph that contains both of the common errors pertaining to FANBOYS words and asked to find and fix the errors.

Application Activity -- Editing for the 4th C (Control of Conventions)
--directions given for what to do with your paragraph writing assignment as well as a model shared via SMART Notebook

• After quickly re-reading your paragraph, RE-READ the paragraph numerous times in order to fix each of the errors that you are able to locate related to the proper use of commas with introductory elements, proper use of the possessive apostrophe, and proper punctuation with FANBOYS words.  Reading aloud is a good idea, and an even better idea is to look specifically for...
• common introductory elements
• prepositional phrases
• subjects and verbs as components of independent clauses
• nouns ending in -s
• FANBOYS words. 

--quiet and independent work time

Transition #2
--Turn in your writing assignment at the front table.  Then, attend to the following task:

Below, you will find the first line of a series of lines spoken by Benvolio early in Act 3.  After reading Benvolio's line at least twice, decide which of the four "paraphrases" that follow is the best.  Be ready to both share and defend your choice.

"We talk here in the public haunt of men":

• This place is haunted by our words.
• We are having a conversation out in the open where all the townspeople hang out.
• We discuss here in the not private haunt of males.
• All the townspeople can watch us as we converse in this spot.

While you are up there, pick up the "Act 3--Paraphrasing Practice" sheet from the front table.  Purposefully read the directions back at your desk.

• Q & A

Writing Workshop -- Act 3--Paraphrasing Practice
--discuss "Transition #2" in pairs
--discuss "Transition #2" as a whole class
--Transition #3

• Pick up the "Act 3--Paraphrasing Practice/Making Inferences" sheet from the front table.  Purposefully read the directions back at your desk.

--directions modeled for second line of Benvolio’s lines
--quiet and independent work time OR small group work time depending upon your personal preference
--whole-class share-out

Closure/"Anticipatory Set" -- Making Inferences
--What do you think will happen at the start of Act 3?

HW Time/Free Reading (time permitting)

HW (Class Preparation)

--Prepare for a grammar hammer assessment about both the possessive apostrophe and commas with FANBOYS words, which will take place at the beginning of class NEXT TIME (Friday, 4/13 [ACE]/Monday, 4/16 [BDF]).  Also, with each new Grammar Hammer assessment administered, I reserve the right to "check on" your understanding of anything grammar-related that we have already worked on this school year.  Please keep this in mind when preparing! :)
--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:

• Act 3 swordfight
• Vocabulary (students create picture review)
• Next AoW