--If you have not yet received a copy of your thesis statement (essay claim) upon which I provided potentially helpful feedback (albeit brief) to help you move forward, please pick up your index card now.
--Please pick up a copy of the "End-of-Unit Essay--Procedures List #3" document from the front table.
--Please take out anything else that you need to move forward in the writing process (e.g., procedures lists, the Parsons texts, additional notes, etc.).
--Consider the following questions:
- What questions do you still have about the "so what?!" component of the essay?
- What is your essay's "so what?!"
--Reminder: It is important for you to stay caught up with regard to all of your coursework. It is in your best interest to check the blog and Schooltool often. Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise.
--agenda/HW
- You should leave class today with...
- your thesis statement updated...
- based on the feedback provided to you
- to include a preview of the "so what?!"
- at least one body paragraph mostly outlined
- a sound understanding of a what a hook is
- a sound understanding of what a bridge is
- an even stronger understanding of what a thesis statement (essay claim) is
- the ability to craft a hook and bridge (and, therefore, an introduction when combined with your thesis statement!) for your essay
- a potential hook written for your essay.
Writing Workshop #1 -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Updating Your Thesis Statement and Outlining)
--Reminder: THROUGHOUT THE COURSE OF THE WRITING PROCESS, I WILL MODEL WITH THE FOLLOWING ESSAY QUESTION:
--Q & A/three "so what?!"s shared by student volunteers
--purposeful oral reading of part one of Step 8
--Transition
*Block 3 BDF: AS YOU WORK, YOUR LAST TWO THE TRAGEDY OF ROMEO AND JULIET UNIT ASSESSMENTS WILL BE RETURNED. WHEN YOU FINISH NEED A BREAK FROM GATHERING EVIDENCE, SPEND SOME TIME LOOKING THROUGH YOUR ASSESSMENTS IN ORDER TO DEEPEN YOUR UNDERSTANDING OF THE PLAY. (FOR EXAMPLE, IF YOU WERE UNABLE TO ACCURATELY IDENTIFY THE LINES INCLUDED AS #3 ON THE SECOND ASSESSMENT, USE YOUR PARSONS TEXT. DOING SO WILL ALLOW YOU TO SEE THAT ROMEO SPEAKS THESE LINES, HIGHLIGHTING THE EXTENT TO WHICH HE ALREADY BELIEVES HIS LIFE REVOLVES AROUND JULIET.) REMEMBER THAT IN ORDER TO SUCCESSFULLY WRITE YOUR END-OF-UNIT ESSAY, YOU MUST FULLY UNDERSTAND THE PLAY. USING YOUR ASSESSMENTS AS LEARNING TOOLS OUGHT TO HELP!*
Transition
--Block 3 BDF: Return your The Tragedy of Romeo and Juliet Unit assessments by placing them in the black basket on the front table.
--Please pick up a copy of the "Writing--Crafting Introductions" sheet from the front table.
Writing Workshop #2 -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Beginning to Write)
--purposeful oral reading of the first page of the "Writing--Crafting Introductions" sheet
--hook, bridge, thesis statement Q & A
--purposeful oral reading of sample introductions
--share-out as per purposeful reading directions
--Transition
--quick-write a potential hook for your essay (8 minutes)--Do we need to review how quick writes work?
HW Time (time permitting)
Before You Leave
- WHO IS A BETTER FRIEND TO ROMEO, BENVOLIO OR MERCUTIO? SO WHAT?!*
--Q & A/three "so what?!"s shared by student volunteers
--purposeful oral reading of part one of Step 8
--modeling/Q & A
--quiet and independent work time--thesis statement improvement (part one of Step 8)
--purposeful oral reading of part two of Step 8
--modeling/Q & A
--quiet and independent work time--beginning to outline (part two of Step 8)
--purposeful oral reading of Step 9
--modeling/Q & A--Transition
- Please pick up at least one copy of the "A Paragraph's a Paragraph's a Paragraph! (CER)" document from the front table.
*Block 3 BDF: AS YOU WORK, YOUR LAST TWO THE TRAGEDY OF ROMEO AND JULIET UNIT ASSESSMENTS WILL BE RETURNED. WHEN YOU FINISH NEED A BREAK FROM GATHERING EVIDENCE, SPEND SOME TIME LOOKING THROUGH YOUR ASSESSMENTS IN ORDER TO DEEPEN YOUR UNDERSTANDING OF THE PLAY. (FOR EXAMPLE, IF YOU WERE UNABLE TO ACCURATELY IDENTIFY THE LINES INCLUDED AS #3 ON THE SECOND ASSESSMENT, USE YOUR PARSONS TEXT. DOING SO WILL ALLOW YOU TO SEE THAT ROMEO SPEAKS THESE LINES, HIGHLIGHTING THE EXTENT TO WHICH HE ALREADY BELIEVES HIS LIFE REVOLVES AROUND JULIET.) REMEMBER THAT IN ORDER TO SUCCESSFULLY WRITE YOUR END-OF-UNIT ESSAY, YOU MUST FULLY UNDERSTAND THE PLAY. USING YOUR ASSESSMENTS AS LEARNING TOOLS OUGHT TO HELP!*
Transition
--Block 3 BDF: Return your The Tragedy of Romeo and Juliet Unit assessments by placing them in the black basket on the front table.
--Please pick up a copy of the "Writing--Crafting Introductions" sheet from the front table.
Writing Workshop #2 -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Beginning to Write)
--purposeful oral reading of the first page of the "Writing--Crafting Introductions" sheet
--hook, bridge, thesis statement Q & A
--purposeful oral reading of sample introductions
--share-out as per purposeful reading directions
--Transition
- Please take out a clean sheet of lined paper--label the page "My Hook--Here Goes!".
--quick-write a potential hook for your essay (8 minutes)--Do we need to review how quick writes work?
HW Time (time permitting)
Before You Leave
--pick up additional paragraph outlining templates from the bookshelf by the door
HW (Class Preparation/Writing)
--We will have a three-class-day sequence of computer access beginning NEXT CLASS (Wednesday, 5/23 [ACE] or Thursday, 5/24 [BDF]). Next class, you can expect to receive the rubric for the assignment, learn about MLA format, and type your essay. Please prepare accordingly.
HW (Class Preparation/Writing)
--We will have a three-class-day sequence of computer access beginning NEXT CLASS (Wednesday, 5/23 [ACE] or Thursday, 5/24 [BDF]). Next class, you can expect to receive the rubric for the assignment, learn about MLA format, and type your essay. Please prepare accordingly.
--Continue progressing through your essay-writing process in whatever manner you see fit. It would be in your best interest to...
--A potentially helpful link if you are dissatisfied with your hook(s):
- finish outlining your first body paragraph and outline the rest of your body paragraphs.
- reread your hook written at the end of today's class block and make any necessary changes in order to improve this hook. Then, craft a bridge for your essay that logically links this hook to your thesis statement.
- write a second hook using an entirely different method on the same page as your hook written in class today. Is this one stronger than your first effort?
--A potentially helpful link if you are dissatisfied with your hook(s):
- http://www.youtube.com/watch?v=Rnq17dyxyu4 (writing hooks)
- Be wary of the first example in this video ("Inverted Pyramid"), though, as I DO NOT want to read any boring world statements!
--Read at least 10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! This final marking period, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
Preview of next few class blocks:
Transition
Writing Workshop -- The Tragedy of Romeo and Juliet End-of-Unit Essay
--What do you think of this agreement?:
COMPACT FOR WORK TIME
- Talking should be very limited
- When talking must occur, get peer's attention first and stay on task.
- Teacher will use the consequence system in place for lack of compliance.
- Listening to music via headphones is acceptable.
- SEE ME if you need an instructions page for MLA format.
HW (Class Preparation)
--"Gist" read up to the end of CHAPTER FIFTEEN of Divergent (pg. 188). This might include completing one or both of the following tasks:
- asking yourself the "Who, What, When, Where, Why, and How" questions every five pages and jotting down related notes on lined paper
- jotting down notes on Post-its related to important characters, plot events, contrasts and contradictions, etc. and sticking the Post-its to the corresponding pages in the book
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Class Preparation/Writing)
--Continue progressing through your essay-writing process in whatever manner you see fit. The final version of your essay (your absolute best effort) is due at the beginning of class on Friday, 5/12 (ACE) or Monday, 5/15 (BDF). Don't settle for anything less than your best! Please also keep in mind our classroom policy for meeting due dates of long term assignments. (What is the policy again?!)
Miscellaneous
--We will have computer access again next class. Prepare accordingly.
On the backburner:
- "Dos" and "Do Nots" Powerpoint
- Rubric handed out and "analyzed"
- continuing to address board items for the essay
- analyzing results of self-assessment
- zeroing in on Divergent reading purposes
Jump Off (1-2 mins.)
--Take out your notebook, open to a new page, and put the date in the lefthand margin (5/10 [ACE] or 5/11 [BDF]). Then, label the page "R & J Essay--Dos and Do Nots". Finally, draw a t-chart in your notebook as directed.
--Please SEE ME before leaving class today (preferably down in the Computer Lab while working):
--rationale/directions
--take notes/complete mini-lessons as per PowerPoint slides--this information will prove helpful when finishing and revising your writing pieces!
--Please SEE ME before leaving class today (preferably down in the Computer Lab while working):
- Noah F.
- Mackenzie G.
- Mike H.
- Jasmine M.
- Jake O.
- Carter P.
- Jordan P.
- Alyssa P.-A.
- Bryanna R.
--rationale/directions
--take notes/complete mini-lessons as per PowerPoint slides--this information will prove helpful when finishing and revising your writing pieces!
- after each section of slideshow, add to Dos and Do Nots t-chart
- What questions do you still have? I want to make sure that you are set up for success!
Transition (2-3 mins.)
--head down to the Computer Lab and sit at computers assigned via a drawing of cards
Writing Workshop -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Drafting) (remainder of class block)
--What do you think of this agreement?:
COMPACT FOR WORK TIME
HW (Class Preparation)
--"Gist" read up to the end of page 226 of Divergent. This might include completing one or both of the following tasks:
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Class Preparation/Writing)
--Your absolute best effort with regard to the End-of-Unit Essay must be printed out and brought to class on Friday, 5/12 (ACE) or Monday, 5/15 (BDF). Don't settle for anything less than your best! Please also keep in mind our classroom policy for meeting due dates of long term assignments. (What is the policy again?!)
--You should strongly consider:
Writing Workshop -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Drafting) (remainder of class block)
--What do you think of this agreement?:
COMPACT FOR WORK TIME
- Talking should be very limited
- When talking must occur, get peer's attention first and stay on task.
- Teacher will use the consequence system in place for lack of compliance.
- Listening to music via headphones is acceptable.
- SEE ME if you need an instructions page for MLA format.
HW (Class Preparation)
--"Gist" read up to the end of page 226 of Divergent. This might include completing one or both of the following tasks:
- asking yourself the "Who, What, When, Where, Why, and How" questions every five pages and jotting down related notes on lined paper
- jotting down notes on Post-its related to important characters, plot events, contrasts and contradictions, etc. and sticking the Post-its to the corresponding pages in the book
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Class Preparation/Writing)
--Your absolute best effort with regard to the End-of-Unit Essay must be printed out and brought to class on Friday, 5/12 (ACE) or Monday, 5/15 (BDF). Don't settle for anything less than your best! Please also keep in mind our classroom policy for meeting due dates of long term assignments. (What is the policy again?!)
--You should strongly consider:
- doublechecking the directions for MLA format and making sure that your document aligns
- RE-READING your work in order to demonstrate control over the conventions of standard written English
- having someone with skills superior to your own read your work and offer you suggestions
- Rubric handed out and "analyzed"
- continuing to address board items for the essay
- analyzing results of self-assessment
- zeroing in on Divergent reading purposes
Jump Off
--As you come into the classroom, please populate the "Dos and Do Nots" t-chart on the front board with items you wrote down and/or remember from last class. (I, too, plan to add a few items!)
--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.
--Reminder: It is important for you to stay caught up with regard to all of your coursework. It is in your best interest to check the blog and SchoolTool often. Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise!
--FYI: As part of today's class, we will work on demonstrating command of the conventions of standard English grammar and usage when writing (L.1). THIS STANDARD WILL BE SELF-ASSESSED IN CLASS TODAY AS PART OF THE GRAMMAR HAMMER MINI-LESSON AND OFFICIALLY ASSESSED NEXT CLASS VIA A QUIZ AND WITHIN YOUR FINAL END-OF-UNIT ESSAY.
--agenda/HW
Transition
--Pick up the "Common Error: Missing comma in a compound sentence/unnecessary comma with a coordinating conjunction" sheet from the front table. Purposefully read the instructions and carefully complete the task at hand quietly and independently. I will be around to check for understanding on the task at hand and ask a few of you to write your sentences up on the front board.
Mini-Lesson -- GRAMMAR HAMMER: 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?
--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 paragraph projected up on the front board: How can I RE-READ and edit/revise for FANBOYS errors?
Transition
--Take out the printout of your best effort with regard to the End-of-Unit Essay.
Writing Workshop -- The Tragedy of Romeo and Juliet End-of-Unit Essay (Editing/Revising)
--RE-READ your essay and edit/revise for FANBOYS errors (8 mins.)
- If time permits, RE-READ and edit/revise for commas with introductory elements as well.
--Transition--pick up a copy of the assignment sheet and grading sheet from the front table
--oral re-reading of the assignment sheet
--oral reading of the front of the grading sheet
--Q & A
--purposefully read through the back of the grading sheet as per the following question: What distinguishes a "4" from a "5" in each of the five rubric categories?
--Transition--pick up a blank grading sheet from the front table
--purposefully read an End-of-Unit Essay, looking for the "Dos and Do Nots", arriving at a "score", and editing/revising accordingly
HW (Class Preparation)
--oral re-reading of the assignment sheet
--oral reading of the front of the grading sheet
--Q & A
--purposefully read through the back of the grading sheet as per the following question: What distinguishes a "4" from a "5" in each of the five rubric categories?
- I will MODEL with both the "Meaning" and "Language Use" categories. (Of course, you should also be considering the other columns on the chart!)
--Transition--pick up a blank grading sheet from the front table
--purposefully read an End-of-Unit Essay, looking for the "Dos and Do Nots", arriving at a "score", and editing/revising accordingly
- Though you can complete the aforementioned task with your own work, you are strongly advised to work with a peer's work.
Closure (time permitting)
--What questions do you still have? I want to make sure that you are set up for success!
HW Time -- Veronica Roth's Divergent CHAPTER EIGHTEEN-CHAPTER TWENTY: Oral "Gist" Reading (time permitting)
HW Time -- Veronica Roth's Divergent CHAPTER EIGHTEEN-CHAPTER TWENTY: Oral "Gist" Reading (time permitting)
HW (Class Preparation)
--Prepare for the quiz based on today's grammar work, which will take place at the beginning of next class. 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.
--"Gist" read up to the end of page 260 of Divergent. Though you are not required to do anything other than read the next 33 pages of Divergent--you do not need to take notes--, expect a "Did You Read?" assessment about this section and the previous three sections of reading as part of class next time (Tuesday, 5/16 [ACE] or Wednesday, 5/17 [BDF]). If you have completed successful "gist" readings, said assessment should not be challenging at all! :)
- FYI: If you have kept with the reading, you are already more than halfway through the book! (If you have not kept up, use this weekend to get back on track!) Beginning next week, you will be assigned more deliberate reading purposes with an awareness of what you will be asked to write about on the English 9 Final Examination. We will start actually discussing the novel as well.
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
HW (Writing)
--You should strongly consider the following:
- fully RE-READING your work in order to demonstrate control over the conventions of standard written English
- having someone with skills superior to your own read your work and offer you suggestions
- purposefully re-reading the grading sheet one last time and making sure that your essay aligns
Jump Off
--If you have your Parsons text with you today, please turn it in by placing it on the front table. If you do not have the book today, please turn it in next class.
--Pick up the following items from the front table:
- the final exam study guide
- an index card
- your FANBOYS quiz
- your last two Divergent quizzes
- your self-assessment
--Please SEE ME before leaving class today:
- Alex B.
- Owen F.--SAW ME ON 5/22
- Austin H.--SAW ME ON 5/22
- Brooklyn K.
- Cara M.
- Bryanna R.--MISSED CLASS ON 5/22
S. the C.
??????????
--Reminder: It is important for you to stay caught up with regard to all of your coursework. It is in your best interest to check the blog and SchoolTool often. Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise!
--FYI: I am working through both English 9 and English 10 Honors writing pieces. Please be patient! :)
--agenda/HW
--Reminder: It is important for you to stay caught up with regard to all of your coursework. It is in your best interest to check the blog and SchoolTool often. Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise!
--FYI: I am working through both English 9 and English 10 Honors writing pieces. Please be patient! :)
--agenda/HW
Looking Ahead -- The English 9 Final Examination
--oral reading of final exam study guide
--oral reading of final exam study guide
- Q & A
Review -- GRAMMAR HAMMER: Missing Comma in a Compound Sentence (before a FANBOYS)/Unnecessary Comma with a Coordinating Conjunction (FANBOYS)
--go over the grammar hammer quiz on the SMART Board
--Please SEE ME about reassessing after class today.
Discussion Preparation -- Veronica Roth's Divergent CHAPTER ONE - CHAPTER TWENTY-FIVE
--determine results of self-assessment as per PowerPoint slides--go over the grammar hammer quiz on the SMART Board
--Please SEE ME about reassessing after class today.
Discussion Preparation -- Veronica Roth's Divergent CHAPTER ONE - CHAPTER TWENTY-FIVE
--after writing your name at the top of the lined side of your index card, respond to the following questions:
- According to your results, for what faction are you best suited?
- Do you agree with your results? Why or why not?
- On the unlined side of your index card, choose your faction. As the factionless man says at the conclusion of CHAPTER THREE, "Choose wisely."
--Reminder: Today's discussion is a continuation of the discussion we started having two classes ago. (SHARE TOPICS VIA PICTURE)
--as final preparation for today's discussion, bear in mind...
Transition
--Spell your last name backwards and think about how to pronounce it. (Mine would be Nitram...it pretty much sounds the way it looks!) Then, form an alphabetical circle using your "last names".
Discussion -- Veronica Roth's Divergent CHAPTER ONE - CHAPTER TWENTY-FIVE
--some notes about today's discussion:
--as final preparation for today's discussion, bear in mind...
- the writing prompt topics on the final exam
- that "good" contributions always refer specifically to evidence from the text.
Transition
--Spell your last name backwards and think about how to pronounce it. (Mine would be Nitram...it pretty much sounds the way it looks!) Then, form an alphabetical circle using your "last names".
Discussion -- Veronica Roth's Divergent CHAPTER ONE - CHAPTER TWENTY-FIVE
--some notes about today's discussion:
- I need a volunteer to capture and organize notes on the front board as our discussion occurs--any takers?!
- Contributions, as in the past, will be assessed via the "Discussion Contribution Rating Scale". Does anyone need to see the scale as a reminder of the expectations?
- No one can make a second contribution until everyone has made one contribution.
--engage in discussion
HW Time (time permitting)
Ticket-Out-the-Door -- Before Your Leave, ...
Ticket-Out-the-Door -- Before Your Leave, ...
--...place your index card and Divergent quizzes in the black basket on the front table.
HW (Class Preparation)
--Purposefully read up to the page break on page 360 of Divergent by following the directions on the halfsheet titled "Divergent Unit--Purposeful Reading Tasks". These reading tasks are aligned with the writing sections of the English 9 Final Examination! You should also consider jotting down any notes that...
- help you get the "gist"
- build upon anything that has come up in discussion.
--Following each section of reading of Divergent, I still reserve the right to administer "Did You Read?" assessments similar to those that you have been taking. If you have completed a successful reading of each section, said assessments should not be too terribly challenging! :)
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--If you have made arrangements to reassess regarding FANBOYS, make sure to follow through.
--Aim to read at least 5-10 pages of your free reading book between now and next class if time permits you to do so. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--If you have made arrangements to reassess regarding FANBOYS, make sure to follow through.
