English 9--10/1/2018 (BDF)

Jump Off (3-5 mins.)
--Please take out your copy of Rainer Maria Rilke's "Letter One" and scan back through your annotations from last class block.  What did you "get" out of the reading so far?

S. the C. (3-5 mins.)
--FYI: The vocabulary quiz that was originally scheduled for today has been postponed!
--agenda/HW

Literacy Activity (cont.)--Oral Reading -- “Letter One" of Rainer Maria Rilke's Letters to a Young Poet (15-20 mins.)
--oral first-draft reading of "Letter One"

• Your purpose:
• Jot down curious questions on your personal copy of the text whenever such questions enter your mind (listen for them!)
• Underline key words/details and annotate with regard to these two questions:
• What does Rainer Maria Rilke, the author of this letter, say to "Sir" about what is important and meaningful to a person?
• What advice does Rilke give "Sir?"

Transition (2-3 mins.)
--Form a circle out of the desks.
--Sit in your assigned desk within the circle (cards drawn).

Teambuilding Activity -- Artifact Bags (until 20-ish mins. remaining)
--I hand a paper bag to random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...

Transition (1-2 mins.)
--re-column the desks

Flex Block -- Membean Training/Free Reading (15-20 mins.)
--log in to Membean and complete one 15-minute training session OR
--engage in free reading

Before You Leave

--If you used your Chromebook, full shut it down, return it to the proper slot, and plug it in via the proper cord--I'm watching yoouuu! :)

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/4 (see the "English Department Membean Routine" sheet).  Vocabulary Quiz #1 will tentatively take place on Friday, 10/12 (ACE) or Monday, 10/15 (BDF).
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!  I will be checking your books in the near future!
--Review your first-draft reading notes for Rilke's letter so that you are ready to hit the following target next class block:

• When reading nonfiction, I can contribute something (a question, an answer, an important detail, etc.) to a whole-group discussion that moves us forward.

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

Reminders for Mr. Martin:

• Do "Artifact Bag" as part of sharing in Block 2 ACE
• Do Dr. G's "Artifact Bag" and Mrs. Cole's "Artifact Bag" as part of sharing in Block 2 ACE
• Do Mrs. Cole's "Artifact Bag" as part of sharing in Block 4 BDF

English 10--10/1/2018

Jump Off (10-ish mins.)
--Please write your name on the back of your printed-out picture for the "It's in my nature..." wall.  Then, place the picture in the black basket on the front table.
--The following students need to SEE ME at the end of class regarding Membean:

• Steffan G.
• Morgan H.
• Keli H.
• Dawson S.
• Peter T.
• Trent W.

Transition (1-2 mins.)

--fully shutdown your Chromebook, return it to the proper slot, and plug it in via the proper cord--I'm watching yoouuu! :)

S. the C. (5-8 mins.)
--agenda/HW

Activity/Looking Ahead #1 -- Building an Interest Inventory (10-15 mins.)

--rationale/the "bigger picture"
--explain/model STEP 1 of the Building an Interest Inventory assignment (pages 25-27 of Bruce Ballenger's The Curious Researcher) using the drawings on the whiteboard:

• Fold a sheet of lined paper in three.
• Write the following headings, skipping about 10-15 lines after each:
• PLACES
• TRENDS
• THINGS
• TECHNOLOGIES
• PEOPLE
• CONTROVERSIES
• HISTORY
• JOBS
• HABITS
• HOBBIES
• Under each heading, list words and phrases in response to the three questions below.  Go crazy; write whatever comes to your mind:
• What is interesting/important to me related to this category?
• What do I know related to this category?
• What do I want to know related to this category?

Activity/Looking Ahead #2 -- Take a Stand/Discussion and Article of the Week/ThinkCERCA #1 (25-30 mins.)
--explanation of the protocol for Take a Stand (a quick activity we'll likely use often this school year):

• Momentarily, I will make a debatable statement:
• If you agree with the statement, STAND UP next to your desk.
• If you strongly agree with the statement, STAND ON your desk chair.
• If you disagree with the statement, STAY SEATED in your desk chair.
• If you strongly disagree with the statement, SIT ON THE FLOOR next to your desk.

--"My" claim: The Livonia Central School District administration should disable students' ability to use the internet on their personal electronic devices while on school grounds during the school day.  If students want/need to access the internet during school hours, they should be required to do so on a monitored school device.

• show your position
• cold-calling--students randomly selected to briefly explain their stance (no more than three sentences)
• Imagine that our school district did indeed censor your use of the internet and also banned you from talking about the things that are interesting and important to you (e.g., your iPhone or Android or..., memes, music, sports, travel, video games, etc.).  What would you do in response?

--share rationale behind Article of the Week/ThinkCERCA (PowerPoint)
--Transition

• Please pick up a copy of the "English 10--Article of the Week/ThinkCERCA #1" document from the front table.

--purposeful oral reading of the directions in the box at the top of the first page

• Purpose: You should know exactly what to do while independently reading with regard to this assignment.
• How can you attend to this purpose before, during, and after the upcoming oral reading block?

--Q & A/modeling

HW Time (remainder of class)
--work on actively/purposefully reading AoW #1

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/4) (see the "English Department Membean Routine" sheet).
HW (Take-Home Assessment)
--Finish actively/purposefully reading AoW #1 as per the directions in the box at the top of the page.  Expect to place your best work in the black basket at the beginning of NEXT class (Wednesday, 10/3).
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!

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

English 10 Honors--10/1/2018

Jump Off (1-2 mins.)
--If you did not turn in your "Thematic Writing Assignment--Partner Interviews" essay last class block, please do so now by placing it in the black basket on the front table.
--Please pick up a copy of the "English Department Membean Routine" sheet from the front table and give it a quick scan.  We will be dealing with this document later in the class block.

S. the C. (3-5 mins.)
--agenda/HW

Vocabulary Workshop -- Membean (Routine, Calibration, and Training Session) (25-30 mins.)
--oral reading purpose established

• After an oral reading of the Membean sheet, you should be able to answer the following questions:
• What is Membean?
• What are the weekly expectations for Membean?
• How is your interaction/progress with Membean reported?
• What accountability measures exist to help you stay current with Membean?
• BONUS:
• Why do we use Membean here at Livonia Senior High School?

--purposeful oral reading of "English Department Membean Routine" sheet

• discussion/Q & A

--Transition

• Obtain your Chromebook from the cart in the back of the classroom and log in.

--"Membean Learning Session Tutorial" video

• https://www.youtube.com/watch?v=mi81wKsyl8Y

--enroll in Membean via classroom code written on the whiteboard
--calibrate and complete one 15-minute training session

Transition (1-2 mins.)
--fully shutdown your Chromebook, return it to the proper slot, and plug it in via the proper cord--I'm watching yoouuu! :)

Teambuilding Activity -- Artifact Bags (remainder of class)
--I hand a paper bag to random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of the bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers--REPEAT THE PROCESS...

HW (Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/4 (see the "English Department Membean Routine" sheet).

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

English 9--9/28/2018 (ACE)

Block 2 ACE (8:55-10:00 [65 mins.])/Block 3 ACE (11:15-12:15 [60 mins.])

Jump Off (1 min.)
--FYI: The vocabulary quiz that was originally scheduled for today has been postponed!
--Find your name card in the circle and sit in the corresponding desk.

S. the C. (3-5 mins.)
--agenda/HW

Teambuilding Activity -- Artifact Bags (until 20-ish mins. remaining)
--I hand a paper bag to random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS...

Transition (1-2 mins.)
--re-column the desks

Flex Block -- Membean Training/Free Reading (15-20 mins.)
--log in to Membean and complete one 15-minute training session OR
--engage in free reading

Before You Leave

--If you used your Chromebook, full shut it down, return it to the proper slot, and plug it in via the proper cord--I'm watching yoouuu! :)

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/4 (see the "English Department Membean Routine" sheet).  Vocabulary Quiz #1 will tentatively take place on Thursday, 10/11 (BDF) or Friday, 10/12 (ACE).
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!  I will be checking your books in the near future!
--Review your first-draft reading notes for Rilke's letter so that you are ready to hit the following target next class block:

• When reading nonfiction, I can contribute something (a question, an answer, an important detail, etc.) to a whole-group discussion that moves us forward.

Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)


On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

Reminders for Mr. Martin:

• Do "Artifact Bag" as part of sharing in Block 2 ACE
• Do Dr. G's "Artifact Bag" and Mrs. Cole's "Artifact Bag" as part of sharing in Block 2 ACE
• Do Mrs. Cole's "Artifact Bag" as part of sharing in Block 4 BDF

English 10--9/27/2018

Jump Off (1-2 mins.)
--Please drop your "stuff" off at your desk and congregate at the south end of the classroom.  I would like to begin today's class by explaining the "It's in my nature..." wall so that you can successfully complete one of tonight's class preparation assignments.

S. the C. (8-10 mins.)
--clarify picture homework assignment
--agenda/HW

HW Time (5-8 mins.)
--find a picture for the "It's in my nature..." wall--insert the picture into a Google Doc so that you can print it prior to next class block

Teambuilding Activity -- Artifact Bags (flex time)
--revisit some of the directions from the "Artifact Bag" assignment sheet (see whiteboard)

• planning time for those who have yet to share/free reading time for those who have already shared (5-8 mins.)

--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS UNTIL ALL THE BAGS HAVE BEEN SHARED

Research Activity -- Building an Interest Inventory (remainder of class)
--rationale/the "bigger picture"
--explain/model STEP 1 of the Building an Interest Inventory assignment (pages 25-27 of Bruce Ballenger's The Curious Researcher) using the drawings on the whiteboard:

• Fold a sheet of lined paper in three.
• Write the following headings, skipping about 10-15 lines after each:
• PLACES
• TRENDS
• THINGS
• TECHNOLOGIES
• PEOPLE
• CONTROVERSIES
• HISTORY
• JOBS
• HABITS
• HOBBIES
• Under each heading, list words and phrases in response to the two questions below.  Go crazy; write whatever comes to your mind:
• What is interesting/important to me related to this category?
• What do I know related to this category?
• What do I want to know related to this category?

HW (Class Preparation)
--Find (if you did not find success during today's class block) and print out a picture for the "It's in my nature..." wall of our classroom.  Bring the picture for collection at the beginning of NEXT class (Monday, 10/1).

--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 9/27) (see the "English Department Membean Routine" sheet).  Vocabulary Quiz #1 will take place in class NEXT time (Monday, 10/1).

--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/4) (see the "English Department Membean Routine" sheet).

Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

English 10 Honors--9/27/2018

Jump Off (3-5 mins.)
--Take out your "Thematic Writing Assignment--Partner Interviews" essay.  Doublecheck that you have fulfilled all of the requirements set forth in the "Grading Rubric" section (e.g., make sure that you have labeled your five developed, intriguing pieces of evidence) before submitting your writing piece by placing it in the black basket on the front table.  If you are electing to use your "Classroom Coupon" today, place it in the black basket in lieu of your writing piece.
--Please write your first and last name on a Post-it.  Stick the Post-it to your free reading book, and place the book on the front table.
--Give me your undivided attention for directions for the rest of the class block.

S. the C. (3-5 mins.)
--agenda/HW

Review/Looking Ahead -- What Is CERCA? (3-5 mins.)
--view "crash course" slides together
--quick Q & A

Transition (1-2 mins.)
--Obtain your Chromebook from the cart in the back of the classroom.

Writing Workshop/Pre-Assessment -- ThinkCERCA Baseline Writing Assessment (remainder of class)
--log in to Chromebook
--log in to ThinkCERCA and create your writing sample (see directions written on the whiteboard)
--If you finish before class ends, please read your free reading book or a copy of Upfront newsmagazine until the bell rings.

Before You Leave
--Fully shutdown your Chromebook, return it to the proper slot, and plug it in via the proper cord--I'm watching yoouuu! :)

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!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• Membean

English 9--9/26/2018 & 9/27/2018

Jump Off (12-15 mins.)
--FYI: Today, we will begin studying a letter written by someone named Rainer Maria Rilke.
--Obtain your Chromebook from the cart in the back of the classroom.  Then, after logging in, carefully follow the directions below.  You have TEN minutes!

• Google Rainer Maria Rilke and scroll through your hits for a reliable source.
• Once you have found a reliable source, look for two important facts about Rilke. 
• Click on this Google Doc link:
• https://docs.google.com/document/d/17qEfVScQ8VQaN86q1_oCLqg0gEvPguyeYe1OXSVuBSs/edit?usp=sharing
• After reading what others before you have typed (so that your contribution is not unnecessarily repetitive), type one of the important facts that you found about Rilke.
• Change the color of your font and type your name after your contribution as I have done in my model.  

*I CAN MODEL THIS FIRST IF YOU NEED ME TO! :)*
--When you finish, read the targets below (focal points of today's lesson) and consider and be ready to discuss the questions that follow:

• When reading nonfiction, I can...
• pick out the author's main point
• pick out the important details that the author uses that connect back to his/her main point
• explain how the author's details connect back to his/her main point
• contribute something (a question, an answer, an important detail, etc.) to a whole-group discussion that moves us forward in hitting the three targets listed above.
• When and how have we worked toward hitting these targets already this school year?
• On a scale of 1-5+, how would you rate your ability to hit these targets?  BE HONEST WITH YOURSELF.

S. the C. (8-10 mins.)

--quick share-out as per the "When you finish..." component of the "Jump Off"

• Today's class, which marks the beginning of our first mini-unit, is driven by the targets above.  More specifically, today's class really presents an opportunity to hit the fourth target by aiming to participate effectively in a collaborative discussion.  You will likely pose and respond to questions, incorporate each other into the discussion, and challenge/verify each other's ideas and conclusions.  In fact, I will assess your ability to hit the fourth target using the "Discussion Contribution Rating Scale," which you will receive later in the class block.

--agenda/HW

Transition (1-2 mins.)
--Fully shutdown your Chromebook, return it to the proper slot, and plug it in via the proper cord--I'm watching yoouuu! :)

Literacy Activity--Oral Reading and Discussion -- “Letter One" of Rainer Maria Rilke's Letters to a Young Poet (40-45 mins.)
--An insightful excerpt from educational researcher Robert Marzano's book Building Background Knowledge for Academic Achievement:

• "Although it is true that the extent to which students will learn...new content is dependent on factors such as the skill of the teacher, the interest of the student, and the complexity of the content, the research literature supports one compelling fact: what students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content. Commonly, researchers and theorists refer to what a person already knows about a topic as “background knowledge.” Numerous studies have confirmed the relationship between background knowledge and achievement (Nagy, Anderson, & Herman, 1987; Bloom, 1976; Dochy, Segers, & Buehl, 1999; Tobias, 1994; Alexander, Kulikowich, & Schulze, 1994; Schiefele & Krapp, 1996; Tamir, 1996; Boulanger, 1981). In these studies, the reported average correlation between a person's background knowledge of a given topic and the extent to which that person learns new information on that topic is .66 (see Technical Note 1 on p. 127 for a discussion of how the correlation was computed)."

--take a look at background information about Rainer Maria Rilke compiled in Google Docs

• How can this information help us better analyze and understand Rilke's letter during today's class block?  What might we see, learn, etc. in/from a letter written by this person?

--discuss the nature of a typical “first-draft” reading of a difficult text:

• A gist reading = “survival mode” in order to understand/comprehend the text on a literal level
• Ask the “curious questions”
• Basic comprehension is essential if any deeper understanding is to occur.
• Easier with some sort of defined purpose (therefore, often a purposeful reading)
• Most effective when it is still somewhat active reading (annotate: jot down curious questions, jot down notes related to your defined purpose, etc.)

--Transition

• Pick up each of the following from the front table: 
• a copy of the "'Letter One' of Rainer Maria Rilke's Letters to a Young Poet" document 
• a copy of the "Discussion Contribution Rating Scale" halfsheet

--oral first-draft reading of "Letter One"

• Your purpose:
• Jot down curious questions on your personal copy of the text whenever such questions enter your mind (listen for them!)
• Underline key words/details and annotate with regard to these two questions:
• What does Rainer Maria Rilke, the author of this letter, say to "Sir" about what is important and meaningful to a person?
• What advice does Rilke give "Sir?"

*I WILL MODEL A LITTLE BIT TO GET US STARTED!*
--scan back through your copy of "Letter One"

• What curious questions did you jot down?
• What did you underline/how did you annotate with regard to these two questions?:
• What does Rainer Maria Rilke, the author of this letter, say to "Sir" about what is important and meaningful to a person?
• What advice does Rilke give "Sir?"

--briefly share in pairs as preparation for whole-class share-out
--whole-class share-out as per gist reading/address my related questions (cards drawn if necessary)--as I mark up the text on the SMART Board, do the same on your personal copy of the text

• Contributions will be assessed via the "Discussion Contribution Rating Scale"

Teambuilding Activity -- Artifact Bags (remainder of class [time permitting])
--I hand a paper bag to random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers

--REPEAT THE PROCESS...

HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 9/27 (see the "English Department Membean Routine" sheet).  Any days/minutes logged last week count!  Vocabulary Quiz #1 will take place NEXT class (Friday, 9/28 [ACE] or Monday, 10/1 [BDF]).
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!  I will be checking your books in the near future!

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

Reminders for Mr. Martin:

• Do "Artifact Bag" as part of sharing in Block 2 ACE
• Do Dr. G's "Artifact Bag" and Mrs. Cole's "Artifact Bag" as part of sharing in Block 2 ACE
• Do Mrs. Cole's "Artifact Bag" as part of sharing in Block 4 BDF

English 10--9/25/2018

Jump Off (3-5 mins.)
--Take out your notebook, date the page in the lefthand margin (9/25/2018), and label this section of your notes "Animal Farm Unit--Fable as a Genre and the Essential Questions."  Then, copy down the definition of "fable" written on the whiteboard.  Can you think of any fables that you have read/seen in the past?

S. the C. (5-8 mins.)
--agenda/HW

Mini-Lesson -- Fable as a Genre and Human Nature in Aesop's "The Scorpion and the Frog" (15-20 mins.)

--By the end of this mini-lesson, you should be able to...

• define the term "fable"
• apply the definition to an actual fable (e.g., determine the fable's moral lesson)
• begin formulating and giving voice to your own ideas about human nature.

--via a whole-class share-out, deepen our understanding of the term "fable" through exemplification--add to your notes accordingly!

--Transition

• Pick up a copy of the "Fable as a Genre and Human Nature in Aesop's 'The Scorpion and the Frog'" document from the front table.

--after purposefully reading the directions, complete the task at hand quietly and independently

--pair/share (time permitting)

--Transition

• As soon as I set the stopwatch and instruct you to do so, you will form an alphabetical-by-first-name circle out of the desks without talking.  This should take no more than two minutes!
• "Ready...set...GO!!!"

Closure/Looking Ahead (20-25 mins.)

--engage in discussion with regard to the "Fable as a Genre and Human Nature in Aesop's 'The Scorpion and the Frog'" document

--share the essential questions explored throughout the entirety of the course:

Why do people say what they say, do what they do, etc.?  What are human beings really like?  What is your "why?", and how is it related to your observations about/understanding of human nature?

--pass around the "English 10--End-of-Course Assignment 2019 (VERY ROUGH DRAFT!)" document and engage in an oral gist reading

--Q & A as per gist reading

--clarify picture homework assignment

Teambuilding Activity -- Artifact Bags (most of the remainder of class)

--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing

--guess who?!

--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers

--REPEAT THE PROCESS UNTIL ALL THE BAGS HAVE BEEN SHARED

Before You Leave (last 1-2 mins.)

--re-column the desks

HW (Class Preparation)

--Find and print out a picture for the south wall of our classroom.  Bring the picture for collection at the beginning of NEXT class (Thursday, 9/27).  THIS ASSIGNMENT IS POSTPONED UNTIL FUTURE NOTICE!
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  I will be checking your books in the near future!
HW (Practice/Take-Home Assessment/Class Preparation)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 9/27 (see the "English Department Membean Routine" sheet).  Vocabulary Quiz #1 will take place in class on Monday, 10/1 (BDF).

On the backburner:

• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

A Paragraph's a Paragraph's a Paragraph! and Template -- CER (English 10 Honors)

https://docs.google.com/document/d/1DiQTeZptxKB2DqLO32WJNkKwz-VW9ApkMphG_KEZqMM/edit?usp=sharing

English 10 Honors--9/25/2018

Jump Off (1-2 mins.)
--Please pick up the "English 10 Honors--Literature and Nonfiction Terms/Concepts--Assessment--Terms/Concepts #1-82" document from the front table.

Assessment -- English 10 Honors--Literature and Nonfiction (20-45 mins.) Terms/Concepts--Assessment--Terms/Concepts #1-82
--Complete the quiz quietly and independently back at your assigned seat.  Good luck!

• When you finish taking the quiz, please place it facedown on the floor underneath your desk.  Then, pick up a copy of the "MLA Format (Google Docs)" sheet from the front table.  Finally, consider the following question:
• In order to move forward in the writing process ("Thematic Writing Assignment--Partner Interviews") as much as possible today after going over the quiz, what do you need the environment to be like?

--trade and grade

• During this time, I highly encourage you to ask clarifying questions and add to your definitions on your terms/concepts packet!

--return quizzes to owners--reflect upon performance and note still-not-mastered terms/concepts on your packet--I will collect quizzes momentarily

S. the C. (12-15 mins.)
--information shared about the Cumulative Writing Portfolio (blog post)--THIS FIRST ASSIGNMENT WILL INCLUDED WITHIN THE CWP!
--MLA Format overview--wave me over to your desk later if you need assistance
--thesis statement review (purpose, structure, an example, etc.)--Do you have a quality thesis statement yet?  Should you?

• STRONGLY consider writing down any information from the board!

--discuss responses to the question posed following the quiz so as to create a "Compact for Writing Workshop"
--agenda/HW

Writing Workshop -- Thematic Writing Assignment--Partner Interviews (remainder of class)

--Suggested "game plan":

• take out your notes, outline(s), etc. and open up a Google Doc
• correctly format your document using the sheet picked up after taking the quiz
• quick-write a hook (10-ish mins.)--Do we need to review how quick-writes work?
• finalize your theme statement (and, by extension, your thesis statement)
• write a bridge that smoothly connects your hook to your thesis statement
• outline/write a body paragraph--SEE the blog post titled "A Paragraph's a Paragraph's a Paragraph! and Template -- CER (English 10 Honors)"
• keep plugging away!

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!  I will be checking your books in the near future!
Writing
--The Thematic Essay Writing Assignment--Partner Interviews essay (your best effort) is due at the beginning of NEXT class (Thursday, 9/27) typed in proper MLA format and printed out for placement in the black basket.  Good luck!

• Consider visiting the following links for assistance if you are finding difficulty crafting a hook:
• http://writingcenter.unc.edu/handouts/introductions/
• http://grammar.about.com/od/developingessays/a/How-To-Begin-An-Essay-13-Engaging-Strategies-With-Examples.htm
• Paragraph templates are available via the link provided on the blog.

Miscellaneous

--Expect to produce your first argumentative writing sample of the course next class block! ;)  If you think it would be beneficial to do so, review the meaning and application of the following terms:

• argument
• claim
• counterclaim
• paragraph claim (topic sentence[s])
• evidence
• reasoning (explanatory tieback[s])
• concluding sentence(s)

Consider, too, reviewing the following grammar rules addressed in English 9:

• commas with introductory elements/transitions
• proper use of possessive apostrophes
• proper punctuation with coordinating conjunctions (FANBOYS words)

NEXT CLASS:

• AoW/ThinkCERCA intro.
• ThinkCERCA benchmark

On the backburner:

• GoGuardian
• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• ThinkCERCA Benchmark
• Membean