--Please pick up a copy of the "MLA Format" directions sheet for Microsoft Word or Google Docs (or both!) from the front table.
--What do you think about this agreement for today's work block? If you have any suggestions, please be ready to share them after I finish taking attendance.
COMPACT FOR WORK TIME
- Talking should be very limited.
- When talking must occur, get your peer's attention first and stay on task.
- I will use the consequence system that we have in place for lack of compliance.
- Listening to music via headphones is acceptable.
--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...
- a Microsoft Word document or a Google Doc properly formatted in MLA.
- Doublecheck the "MLA Format" directions sheet and make sure that your document aligns.
- at least your introduction and first body paragraph of your essay typed into your document.
- any of your nagging questions answered (e.g., What exactly is the 'so what?!' supposed to be?).
- I am available for 3-5-minute long one-on-one meetings in the lab today--simply write your name on the list on the whiteboard to schedule a meeting.
--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)
--work block
- Wave me over if you are struggling with the instructions for setting up your essay in MLA format.
--Block 3 BDF: AS YOU WORK, YOUR LAST TWO THE TRAGEDY OF ROMEO AND JULIET UNIT ASSESSMENTS WILL BE RETURNED. WHEN YOU 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!*
HW (Class Preparation/Writing)
--We have two more class days of computer access beginning NEXT CLASS (Friday, 5/25 [ACE] or Tuesday, 5/29 [BDF]). Next class, you can expect to receive the rubric for the assignment and continue typing 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 type at least one more body paragraph. The final version of your essay (your absolute best effort) is tentatively due at the end of class on Wednesday, 5/30 (ACE) or Thursday, 5/31 (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?!)
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! This final marking period, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
On the backburner:
- "Dos" and "Do Nots" Powerpoint
- Rubric handed out and "analyzed"
Preview of next few class blocks:
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.
Writing Workshop #1 -- The Tragedy of Romeo and Juliet End-of-Unit Essay Notes/Mini-lessons/Dos and Do Nots (flex time--as quickly [but as meaningfully] as possible)
--rationale/directions
--take notes/complete mini-lessons as per PowerPoint slides--this information will prove helpful when finishing and revising your writing pieces!
Writing Workshop #1 -- The Tragedy of Romeo and Juliet End-of-Unit Essay Notes/Mini-lessons/Dos and Do Nots (flex time--as quickly [but as meaningfully] as possible)
--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
- 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.
--meetings as per the order established on the white board in the lab
HW (Class Preparation)
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!)
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: 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
--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
--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?
- 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 (Class Preparation)
HW (Writing)
HW (Class Preparation)
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
--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
--FYI: I am working through both English 9 and English 10 Honors writing pieces. Please be patient! :)
--agenda/HW
--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
