Ideas for School Year 2018-2019

English 9
--convert Rilke's letter to Article of the Week format--use as first AoW and introduce with some sort of argumentative statement (e.g., "The most important person is myself.")
--share/assess together a sample "Letter to Mr. Martin" from 2016-2017
--do "The Lady, or the Tiger?" instead of "St. Lucy's..."--"marry" the current unit to work with "The Lady..." at the end of school year 2017-2018 (meaning argument instruction begins happening earlier and can be somewhat built upon as school year progresses!)
--as "hook" of summary lesson, present three summaries of, say, Harry Potter and the Sorceror's Stone

• Which is the strongest?
• Why? (pick out qualities to introduce components of a strong summary)

--for Grammar Hammer, make tasks align more with ACT--include a section on final exam that looks like the ACT and holds students accountable for English 9 errors
--prior to the final exam, ... 

• revisit theme via the questions from theme lesson (What is a theme? Theme statement? Etc.)
• revisit the "A Paragraph's a Paragraph's a Paragraph" template

English 10 Honors
--add "deus ex machina" and "in media res" to list of terms
--update term to reflect shift toward ThinkCERCA language
--for literary analysis, teach characterization to theme statement pathway as "easiest" route, but then move into other options (e.g., symbolism)--use "The Masque of the Red Death" still as a "training" story--all group writing?

• also, model explicit structure--characterization paragraph followed by theme paragraph

--Lord of the Flies will be first major work--teach conventions/marry them to devices, then have students complete group analysis with Inside Out

• assess via a Regents task after group writing practices
• assess Lord of the Flies via passage identification--marry to literary analysis "build up"

--when beginning counterargument work, tap into Divergent argument writing as a starting point
--majority of AoW work should deal with counterargument--consider writing counterargument paragraphs for each type of counterargument (e.g., finding a fallacy, piling up additional related evidence, etc. [SEE "METHODS OF REFUTATION" DOCUMENT])
--for End-of-Course Assignment, complete preliminary Works Cited for Mrs. Donohue--after receiving score/feedback, revise, highlight revisions, and resubmit
English 9 & English 10 Honors
--when engaging in self-reflection at the end of a marking period, use "Self-Assessment" document the first time.  Then, ALWAYS USE THE COMMENT BANK!!! (UPDATE BY MARRYING WITH "SELF-ASSESSMENT")
--preview the idea of slant and bias and the importance of awareness of from where information is coming--with each Article of the Week, provide a quick blurb about the source
--use a variety of argumentative pieces as choices for first Article of the Week after first making some claims about the end of summer, pop culture, and opinions:

• Pokemon Go--something about how "ridiculous" it is?
• http://www.wired.com/2016/08/ethics-ar-pokemon-go/
• Ryan Lochte--something about how he is a liar, entitled, immature, and giving the United States a bad name?
• http://www.forbes.com/sites/shannonsims/2016/08/18/the-case-for-ryan-lochte/#38e395132634
• Information about Forbes:
• TwentyOnePilots--something about how the band has "sold out"?
• http://underthegunreview.net/2015/05/14/review-twenty-one-pilots-blurryface/

--use Kelly Gallagher's "Nerd Alert: Reading is Good for Your Health" article as an Article of the Week prior to informing students about Free Reading Course Component (add to sheet created by GB and modified by me accordingly)
--check this out: http://argumentcenterededucation.com/

English 9--6/11/2018 (ACE)

Jump Off
--Please find both of the following on your desk:

• a copy of the "End-of-Unit Essay--Feedback Analysis" document
• your scored and commented upon impulsiveness essay

Reminders

• Free reading evidence (a one-pager, a book-talk, etc.) is OPTIONAL for the last two marking periods.  If you finished a book and decide to present evidence for an excellence score to be reported as part of your Marking Period 6 GPA,  you must do so by 3:00 PM TODAY.  Please make arrangements accordingly.
• I need you to turn in school materials (e.g., the Parsons text) ASAP.  Also, if you have any other books in your possession that belong to me, I need those back as well!
• The English 9 Final Examination will take place on Wednesday, 6/13 from 7:40 AM to 10:40 AM.  Continue preparing for a successful performance via the review sheet/information sheet, notes taken during the last few class blocks, the blog post notes about "The Lady, or the Tiger?", your "PROS" and "GROWS" document for your impulsiveness essay, any other helpful materials in your binder, etc.

Writing Workshop -- Feedback Analysis/Moving Forward: The Tragedy of Romeo and Juliet End-of-Unit Essay
--quiet and independent feedback analysis
--When your name is called, come up to the front table for procurement of goodies!

AFTER EXAMS END, ENJOY YOUR SUMMER VACATION--YOU ONLY GET SO MANY OF 'EM! :)

English 10 Honors--6/7/2018 & 6/8/2018

Jump Off
--The following individuals currently have two zeroes reported for the annotated bibliography assignment (Mrs. Donohue score and Mr. Martin score):

• Casey L.
• Storme S.

HW (Class Preparation)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 6/7.  This is the last Membean training session of the course--boo hoo :'(.
Miscellaneous

--I need you to turn in school materials (e.g., Animal Farm) during our last two class blocks together.  Also, if you have any other books in your possession that belong to me, I need those back as well!
--The NYS Regents Examination in English Language Arts will take place on Tuesday, 6/12 during the 7:40 AM - 10:40 AM time slot.  Continue preparing for a successful performance--I believe in all of you!

English 9--6/7/2018 & 6/8/2018

Jump Off
--Please skim back through the list of reminders below:

Reminders

• 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!
• Free reading evidence (a one-pager, a book-talk, etc.) is OPTIONAL for the last two marking periods.  If you finished a book and decide to present evidence for an excellence score to be reported as part of your Marking Period 6 GPA,  you must do so by 3:00 PM on Monday, 6/11.  Please make arrangements accordingly.
• I need you to turn in school materials (e.g., the Parsons text) ASAP.  Also, if you have any other books in your possession that belong to me, I need those back as well!
• The English 9 Final Examination will take place on Wednesday, 6/13 from 7:40 AM to 10:40 AM.  Continue preparing for a successful performance via the review sheet/information sheet, notes taken during today's class block, any other helpful materials in your binder, etc.

--today's agenda previewed
--Block 2 ACE: Planning for Monday

Flex Block -- Moving Forward
--From now until class ends, do whatever you, personally, need to do in order to move forward in preparation for/mentally prepare for the final class days of the school year and final exams.  This might include...

• finishing an incomplete assignment for English 9 (e.g., your The Tragedy of Romeo and Juliet End-of-Unit Essay if you have not yet turned it in) or another course in which you are enrolled
• completing a one-pager for a Marking Period 6 excellence score
• using your review sheet/information sheet, notes taken during class last time (SEE THE BLOG POST WITH WHITEBOARD NOTES!), and any other helpful materials in your binder to prepare for the English 9 Final Examination next week
• making a list of definitions/examples in your notebook
• further discussing "The Lady, or the Tiger?" with a partner or small group
• What passages do you think will be on the exam?  Why?
• What are the most dominant traits for each of the six characters (Claim)?  How do you know (Evidence/Reasoning)?
• Based on your understanding of the story, what does Frank R. Stockton what readers to understand about "big ideas" such as choices, human nature, jealousy, etc. (Claim)?  How do you know (Evidence/Reasoning)?
• "Which came out of the opened door--the lady, or the tiger?" (Claim)?  How do you know (Evidence/Reasoning)?  What would those who disagree with your claim argue instead (Counterclaim)?  What piece of evidence might they use to "prove" their point?  How would you explain in a respectful manner that your claim is still stronger (Evidence/Reasoning)? 
• planning your "The Lady, or the Tiger?" responses (SEE BULLETED LIST ABOVE)
• practicing/preparing for the English 9 Final Examination next week via the following:
• "Reading Nonfiction Document" and a chapter of Thomas C. Foster's How to Read Literature Like a Professor
• sample ACT passage and questions
• engaging in free reading as a mental break! :)
• listening to music/resting as a mental break! :)

English 9--Notes for "The Lady, or the Tiger?"

The Gist of "The Lady, or the Tiger?"

• punishment for crimes/reward for innocence = unknown "consequence" of a lady or a tiger
• lady door = immediate wedding ceremony
• the lady or the tiger system of justice was the king's idea
• the king seems especially cruel for making his daughter's lover a pick a door
• punishing his daughter, too!
• the princess knows what is behind each door when her lover is in the arena, and she gives him a signal
• no set answer exists for how the story ends--the ending is arguable based on reader analysis

Resonant Passages

• "The semi-barbaric king had a daughter as blooming as his most florid fancies, and with a soul as fervent and imperious as his own."
• "The girl was lovely, but she had dared to raise her eyes to the loved one of the princess; and, with all the intensity of the savage blood transmitted through long lines of whole barbaric ancestors, she hated the woman who blushed and trembled behind that silent door."
• themes of love and hate explored
• characterization of the princess--suggests that maybe she is more than only partially cruel
• could be used as evidence in arguing the story's ending
• bells are mentioned multiple times
• bells of death
• bells of happiness
• the bells at story's end
• "right" is repeated multiple times
• a direction, but also suggests the word "correct" or the idea of "righteousness"

Characterization

• the king
• "semi-barbaric"
• fully barbaric?!
• the king's daughter (the princess)
• like her dad
• maybe more barbaric than her dad?
• jealous of the lady behind the door
• the lover of the princess
• handsome
• not royalty
• understands the princess' personality
• maybe trustworthy?
• the lady
• the tiger
• a community member in the arena

Theme Words/Theme Statements

• barbarism/savagery
• choice
• fairness
• hate
• human nature
• influence
• jealousy
• One can make negative or positive or, even sometimes, life or death decisions based on jealousy.
• justice
• Who determines what is "just"?
• In this case, it seems that the king and the king alone makes this decision in his creation of his justice system.
• A form of justice that seems fair might not actually be fair when one actually thinks about it.
• love
• trust

Arguing About the Ending

• The lady came out of the door at the end.
• The tiger came out of the door at the end.

English 10 Honors--6/5/2018 & 6/6/2018

Jump Off
--Please pick up each of the following from the front table:

• your briefly commented-upon and scored annotated bibliography
• your last Article of the Week

--The following individuals currently have two zeroes reported for the annotated bibliography assignment (Mrs. Donohue score and Mr. Martin score):

• Casey L.
• Storme S.
• Tatum S.

S. the C.
--agenda/HW

Writing Workshop -- End-of-Course Assignment

--quiet and independent work block

• Do whatever you need to do so that next class block, you can talk about and turn in something about which you can be proud!
• GET YOUR ANNOTATED BIBLIOGRAPHY BACK FROM MRS. DONOHUE SO THAT YOU CAN MAKE THE NECESSARY CHANGES TO YOUR WORKS CITED PAGE SO THAT YOU DO NOT LOSE THE SAME POINTS TWICE!

HW (Class Preparation)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 6/7.  This is the last Membean training session of the course--boo hoo :'(.
HW (Class Preparation)/Writing

--Your FINALIZED, typed-in-MLA End-of-Course Assignment is due at the beginning of class NEXT TIME (Thursday, 6/7 [ACE] or Friday, 6/8 [BDF].  Mini-presentations will take place in class on Thursday and Friday as well.  Prepare accordingly.
*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING WITH THIS ASSIGNMENT AND/OR ARE STILL BEHIND IN OTHER ASPECTS OF THE COURSE--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*
Miscellaneous

--I need you to turn in school materials (e.g., Animal Farm) during our last two class blocks together.  Also, if you have any other books in your possession that belong to me, I need those back as well!
--The NYS Regents Examination in English Language Arts will take place on Tuesday, 6/12 during the 7:40 AM - 10:40 AM time slot.  Continue preparing for a successful performance--I believe in all of you!

English 9--6/5/2018 & 6/6/2018

Jump Off
--Take out your FINALIZED, typed-in-MLA The Tragedy of Romeo and Juliet End-of-Unit Essay and place it in the black basket on the front table.  Please keep in mind our classroom policy for meeting due dates of long-term assignments if, for some reason, you do not have your best work to turn in.
--Please pick up an index card from the front table.  On the index card, jot down notes in response to the following questions:

• What's the "deal" with Frank R. Stockton's "The Lady, or the Tiger?"?
• What resonates/"stands out"?
• What events seem important?

--FYI: You should take copious notes during today's class block in order to help you prepare for the English 9 Final Examination.  I will take pictures of whatever ends up on the front board, but I'm sure I won't catch everything!

S. the C.

Reminders

• 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!
• Free reading evidence (a one-pager, a book-talk, etc.) is OPTIONAL for the last two marking periods.  If you finished a book and decide to present evidence for an excellence score to be reported as part of your Marking Period 6 GPA,  you must do so by 3:00 PM on Monday, 6/11.  Please make arrangements accordingly.
• I need you to turn in school materials (e.g., the Parsons text) ASAP.  Also, if you have any other books in your possession that belong to me, I need those back as well!
• The English 9 Final Examination will take place on Wednesday, 6/13 from 7:40 AM to 10:40 AM.  Continue preparing for a successful performance via the review sheet/information sheet, notes taken during today's class block, any other helpful materials in your binder, etc.

--partner share
--brief whole-class share-out via a drawing of cards so as to populate a list of "gist" notes on the whiteboard
--today's agenda previewed

Purposeful Oral Reading Preparation -- "The Lady, or the Tiger?"
--model purposeful reading tasks with examples from The Tragedy of Romeo and Juliet

• resonant passages
• characterization
• emergent themes

Purposeful Oral Reading -- "The Lady, or the Tiger?"
--box resonant passages, annotating in response to the "why?" question:

• Why is this passage "standing out" to you?

--underline details that help you answer the following questions about important characters:

• What is ______ like?
• Why does _____ do what he/she does, say what he/she says, etc.?

--make a list of potential theme words in the extra space available on the final page of the story

• Strongly consider using your character notes!

--independent work time--finish purposeful reading tasks

--partner share (same partners as earlier in the class block)

Transition
--form desk groups for stations activity

Stations Activity -- "The Lady, or the Tiger?"--English 9 Final Examination Writing Tasks
--work at each station (flex time) in order to prepare for closure discussion

Closure -- "The Lady, or the Tiger?"--English 9 Final Examination Writing Tasks Ball Toss
--"Today, I realized/concluded/learned that..."

• As students pass the ball around, specifically completing this sentence-starter and responding to follow-up questions, I will capture notes on the whiteboard.

English 10 Honors--6/1/2018 & 6/4/2018

Jump Off
--Please pick up each of the following from the front table:

• a copy of the "Writing Skills--A Handbook" document
• We will spend the first part of today's class block working with this document in order to create a handbook that you can use when working on completing your End-of-Course Assignment (and similar assignments in future English course both here at Livonia and beyond!).
• a copy of the "Models of Argument" sheet  
• If you are looking to stray away from the Classical Approach to argumentation in your End-of-Course Assignment, you might find that this document helps!
• copies of the "A Paragraph's a Paragraph's a Paragraph!" template (if you think that you would benefit from using them as you finish outlining)
• copies of the "Basic Counterargument Paragraph Template" (if you think that you would benefit from using them as you finish outlining)
• your last Article of the Week
• the "Mini-Presentation Information" halfsheet

--Do I need your Works Cited page with source annotations?  If so, I will be touching base with you later in class?

S. the C.
--agenda/HW

Writing Workshop #1 -- End-of-Course Assignment (Writing Skills--A Handbook)
--my first handbook--a walk down memory lane...
--direct instruction--put together your personal copy of "A Handbook"

Brain Break -- The Shoe Game

Writing Workshop #2 -- End-of-Course Assignment (Loose Ends/Outlining and Drafting)

--address End-of-Course Assignment "loose ends":

• summary of the "Models of Argument" sheet
• "putting it together" via templates (The Classical Model of Argument)
• How do I conclude my essay?!
• Strongly consider a call to action
• http://writingcenter.unc.edu/handouts/conclusions/
• Reminders: The Works Cited page
• add new sources
• delete unused sources
• delete annotations
• check in with Mrs. Donohue about her feedback
• insert your final Works Cited page as the last page of your essay
• oral reading of "Mini-Presentation Information" halfsheet
• Q & A

--a few controlling quotations for today's work block (if you are still in the process of gathering evidence):

• "At this point [of gathering evidence], you want to include anything, anything, that might be useful, and you also want to avoid the temptation to arrive at definite conclusions about your topic. Remember that one of the qualities that makes for a good interpretation is that it avoids the obvious. You want to develop complex ideas, and the best way to do that is to keep your ideas flexible until you've considered the evidence carefully. A good gauge of complexity is whether you feel you understand more about your topic than you did when you began (and even just reaching a higher state of confusion is a good indicator that you're treating your topic in a complex way)."
• "A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a 'working thesis,' a basic or main idea, an argument that you think you can support with evidence but that may need adjustment along the way."

--work block
--meetings as per the order established on the front board

HW (Class Preparation)
--Complete 45 minutes of Membean training as directed before 11:59 PM on Thursday, 6/7.  This is the last Membean training session of the course--boo hoo :'(.
HW (Class Preparation)/Writing

--Continue outlining, drafting, and refining your End-of-Course Assignment, which is due on our last academic day of class (Thursday, 6/7 [ACE] or Friday, 6/8 [BDF]).  Mini-presentations will take place in class on Thursday and Friday as well.  Prepare accordingly.

*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING WITH THIS ASSIGNMENT--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*

Miscellaneous

--I need you to turn in school materials (e.g., Animal Farm) during our last two class blocks together.  Also, if you have any other books in your possession that belong to me, I need those back as well!
--The NYS Regents Examination in English Language Arts will take place on Tuesday, 6/12 during the 7:40 AM - 10:40 AM time slot.  Continue preparing for a successful performance--I believe in all of you!

English 9--6/1/2018 & 6/4/2018

Jump Off

--If you do not have a pencil, please pick one up from the mug on the front table.
--Take out your finalized, typed-in-MLA The Tragedy of Romeo and Juliet End-of-Unit Essay and your copy of the grading sheet.  If, for some bizarre reason, you have misplaced your grading sheet, pick up a clean copy from the front table.

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!
--agenda/rationale/HW

Writing Workshop -- The Tragedy of Romeo and Juliet End-of-Unit Essay Improvement Session
--go through PowerPoint slides in order to check/improve MLA Format and parenthetical references
*I will check for completion of writing pieces during this time (Class Preparation score)*
--Transition

• Pick up another grading sheet from the front table.

--purposefully read an End-of-Unit Essay, arriving at a content "score" and providing suggestions on a sheet of lined paper for editing/revising

• Though you can complete the aforementioned task with your own work, you are strongly advised to work with a peer's work.

--Closure

• What questions do you still have? I want to make sure that you are set up for success!

--When finished, put your essay in a safe place.  Revise your essay prior to the beginning of next class (unless your essay is already in prime condition, in which case, place the essay in the black basket on the front table after making sure that there are no stray marks on the essay).

Transition

--Pick up the final exam study guide from the front table.

Looking Ahead -- The English 9 Final Examination
--oral reading of the front of the final exam study guide

• Q & A

--information shared about the back of the final exam study guide

Transition
--Pick up a copy of Frank R. Stockton's "The Lady, or the Tiger?" from the front table.

HW Time (time permitting)

HW (Writing)

--Your FINALIZED, typed-in-MLA The Tragedy of Romeo and Juliet End-of-Unit Essay is due at the beginning of class NEXT TIME (Tuesday, 6/5/2018 [ACE] or Wednesday, 6/6/2018 [BDF]).  Make sure to submit your best work, a true representation of your abilities, revised as per today's Writing Workshop block.  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.
HW (Class Preparation)

--Begin preparing for the English 9 Final Examination, which will take place on Wednesday, 6/13 from 7:40 AM to 10:40 AM.  I hope that you prepare diligently for this exam, as the results are meant to help me determine how you grew and what you mastered throughout the year, where to focus instruction next school year for freshmen, etc. If the entire school year was a sports season, finals week is Sectionals. ALL OF YOU HAVE THE POTENTIAL AND DESERVE TO NAIL THIS FINAL ASSESSMENT, BUT IT'S IN YOUR HANDS!
--Strongly consider "gist reading" Frank R. Stockton's "The Lady, or the Tiger?" prior to next class, our second-to-last academic meeting together!