English 10--11/2/2018

Jump Off (3-5 mins.)
--Please take out your copy of the "Propaganda/Some Types of Propaganda" document from last class block.  Cross-reference the definition that you created against the definition that I am about to project on the SMART Board.  Add to/adjust your definition accordingly.

S. the C. (8-10 mins.)
--agenda/HW

• The Key Question that Drives the Activity We Are Finishing: How might recognizing and understanding different types of propaganda impact important decisions that you make in the future?
• The Essential Question that Drives Our 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?

--Reminder: Beginning with the end in mind:

ROUGH End-of-Unit Assessment Writing Prompt:
Write a text-based, grammatically sound, tightly-written response of two to three paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from Animal Farm: What is George Orwell's "thesis" about human nature as revealed in the story he tells?  Then, analyze how Orwell's use of characterization or symbolism (or...) helps develop his "thesis" about human nature.  Use at least three pieces of strong textual evidence spanning the entire text to support your analysis, and be sure to tie back to your claim often.

Application Activity (cont.) -- Recognizing Propaganda in Our Lives (20-25 mins.)

--Reminder: Last time that we met, we established that Ocasio-Cortez seems to be using both the "plain folks" approach and the instillation of fear in her message.
--view the ad linked below a second time in order to answer these questions:

• To whom is Ocasio-Cortez appealing?  In other words, who is her audience?
• If Ocasio-Cortez is indeed instilling fear, what does she present as "scary"?

https://www.youtube.com/watch?v=rq3QXIVR0bs

--pair/share
--whole-class share-out
--view the video linked below in order to answer the following question/follow-up questions:

• What propaganda techniques are being used?  How so?

https://twitter.com/realDonaldTrump/status/1057728445386539008

--pair/share
--whole-class share-out
--oral reading of the excerpt included below from page 25 of George Orwell's Animal Farm in order to answer the following question/follow-up questions:

• What propaganda techniques are being used by Squealer?  How so?

"Comrades!"  he cried.  "You do not imagine, I hope, that we pigs are doing this in a spirit of selfishness and privilege?  Many of us actually dislike milk and apples.  I dislike them myself.  Our sole object in taking these things is to preserve our health.  Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well-being of a pig.  We pigs are brainworkers.  The whole management and organisation of this farm depend on us.  Day and night we are watching over your welfare.  It is for your sake that we drink that milk and eat those apples.  Do you know what would happen if we pigs failed in our duty?  Jones would come back!  Yes, Jones would come back!  Surely, comrades," cried Squealer almost pleadingly, skipping from side to side and whisking his tail, "surely there is no one among you who wants to see Jones come back?"

--pair/share
--whole-class share-out

Transition (10-15 mins.)
--Pick up an index card from the front table.  Write your name at the top of the lined side of the card.  Then, respond to the key question driving last class and today's class up to this point:

• How might recognizing and understanding different types of propaganda impact important decisions that you make in the future?

--When you finish, place your index card in the black basket on the front table.  Then, do the following:  

• Scan back through the Post-its/notes that you have completed for pages 3-75 of George Orwell's Animal Farm.
• Pick one Post-it/note (your best?  your biggest question?) to share with the class during our next block of time.  FROM WHAT PAGE DOES YOUR POST-IT DERIVE?

Activity Closure -- Propaganda--So What?! (3-5 mins.)
--share a few index cards
--share the following quotations:

"Propaganda becomes ineffective the moment we are aware of it"--Joseph Goebbels (1897-1945)

"If consumers are aware that they are being propagandized, the choice to accept or reject the message is theirs alone."--Jowett and O'Donnell in Propaganda and Persuasion (originally published in 1986)

Share-Out/Discussion -- Animal Farm up to Page 75 (remainder of class)
--take out your notebook and date the page (11/2/2018)--label this section of your notes "Animal Farm up to Page 75"
--organize based on chronological order
--share/discuss Post-its

• As this occurs, you are strongly advised to jot down notes in your notebook!

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

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 11/8 (see the "English Department Membean Routine" sheet).
HW (Class Preparation/Take-Home Assessment)

--Review your Post-its/notes for Chapter 1 - Chapter 8 of Animal Farm (up to the end of page 75).  Expect any or all of the following to occur next time that we meet:

• collection of your Post-its for assessment purposes
• a reading assessment
• Now that we have studied propaganda a little bit, can you apply your understanding of it to the novella beyond page 25?
• continued discussion geared around your Post-its

HW (Class Preparation)

--Read at least 10 pages of your free reading book between now and next class.  You have up until early December to finish your book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• Adding to "Interest Inventory" (AGAIN!)--selecting an initial research topic

English 10 Honors--11/2/2018

Jump Off--Discussion Preparation #1 (THINK)

--Please pick up a copy of the "Title Analysis" halfsheet from the front table.  Then, obtain your Chromebook and login.  Finally, complete #1-5 quietly and independently as preparation for today's continued discussion of Edgar Allan Poe's "The Masque of the Red Death".

S. the C.
--turn and talk about the halfsheet (PAIR)
--FYI: Wrapping up with the end in mind!--the ROUGH End-of-"Unit" Writing Assignment Prompt:

Write a text-based, grammatically sound, tightly-written response of two to three paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from "The Masque of the Red Death": What seems to be Edgar Allan Poe's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Poe's use of characterization or symbolism (or...) helps develop his "thesis" about human nature.  Use at least three pieces of strong textual evidence spanning the entire text to support your analysis, and be sure to tie back to your claim often.

--Reminder: Beginning with the end in mind!--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?

--You should leave class today...

• with a better understanding of what close reading of literature looks like
• having processed/discussed close reading annotations for Edgar Allan Poe's "The Masque of the Red Death" (and, hopefully, having moved forward as a close reader of literature as a result!)
• having hit the following target at least once:
• After reading a piece of literature (closely...like a champ!), I can contribute something (a question, an answer, an important detail, etc.) to a small-group and/or whole-group discussion that deepens our understanding of the text and moves us forward as close readers of literature.
• somewhat more comfortable collaborating with your peers in a variety of groupings
• How well do you, personally, "anchor in" to our "Compact for Group Work"?
• with a deeper understanding of Poe's short story
• having demonstrated your depth of understanding of Poe's story via a meaningful and complex theme statement (to be turned in at the end of the class block)

--agenda/HW

Discussion Preparation #2 (THINK/PAIR/SHARE) -- Interpreting Edgar Allan Poe's "The Masque of the Red Death"

--FYI: According to my records, the following individuals must contribute to today's discussion before anyone else can jump back in.
--oral "gist" reading of "Are Some Interpretations Simply Wrong?" [a section of Gerald Graff and Cathy Birkenstein's They Say/I Say]) via SMART Notebook as preparation for today's discussion

• turn and talk (with a different classmate than earlier in class!) about "takeaways" for today's discussion of "The Masque..."/run potential contributions by each other
• whole-class share-out
• application to the following question: "Is the whole body thing valid?" 

Transition

--form an alphabetical-by-mom-or-dad's-first-name circle out of the desks

Discussion (cont.) (SHARE) -- Edgar Allan Poe's "The Masque of the Red Death"
--Next class, a multiple choice and short-ish answer assessment will take place.  The assessment aims to measure the following:

• your ability to hit the targets inherent within the "Reading Literature Like a Champ!" Framework
• For example, the framework notes that "English 10 Honors students...comprehend...[the] basic plot" of stories studied.  A "fair game" multiple choice question, then, might ask the following (providing four options from which to choose):
• What happens when Prince Prospero confronts the masked figure?
• Additionally, the framework notes that "English 10 Honors students...notic[e] literary devices, techniques, concepts, etc. in action and draw...conclusions about potential authorial purpose(s)."  The framework also notes that "English 10 Honors students...create truly complex theme statements (central ideas)."  A "fair game" short answer question, then, might ask the following:
• How does Edgar Allan Poe use symbolism to develop a theme of the story?
• how well you closely read and re-read the story
• how well you engaged in our discussions of the story

--today's discussion protocol reviewed

• "Ready to Answer/Still Thinking" signs handed out
• manipulation of text on the SMART Board described (scribe and/or contributor)

--students continue sharing annotations from close reading as well as ideas from the preparation block last time (ARCHITECTURE, BLOOD, etc.) and today's preparation block ("Title Analysis") as per protocol--I encourage a "deeper dig" via prompting, follow-up questions, etc.

• I WILL ASSESS CONTRIBUTIONS VIA THE "DISCUSSION CONTRIBUTION RATING SCALE".

Transition (12-ish mins. remaining)
--Re-column the desks and pick up each of the following from the front table: 

• an index card
• your the "Final Countdown" sheet

Closure -- Theme and the Final Countdown (last 10 mins.)
--On your index card, ...

• write your first and last name at the top of the lined side.
• craft a meaningful and complex theme statement for Edgar Allan Poe's "The Masque of the Red Death" on the lines.
• What does Poe want readers to learn/understand about the "big ideas" that emerge in his story?
• What seems to be Poe's "thesis" about human nature/why people do what they do, say what they say, etc.?

--On your "Final Countdown" sheet, ...

• fill in some more areas of the triangle to the best of your ability so that I can get another snapshot of how we are progressing through our analysis of this story.

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

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 11/8 (see the "English Department Membean Routine" sheet).

HW (Class Preparation)
--Review your notes for “The Masque…”.  Be prepared for an assessment (SEE INFORMATION INCLUDED EARLIER IN BLOG POST) and/or more discussion about the reading NEXT class (Tuesday, 11/6).
--Read at least 10 pages of your free reading book between now and next class.  You have up until early December to finish your book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Writing
--Continue drafting your short story.  The final draft of the assignment is due on Tuesday, 11/13, which is about 1.5 weeks from today!  My classroom remains open after school for any individuals looking to "workshop" together.
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.
• tablet
• first Grammar Hammer

English 9--11/1/2018 & 11/2/2018

Jump Off (2-3 mins.)
--Today's class begins with a reading/viewing of a popular children's story by P.D. Eastman called "The Best Nest".  As we read/view the story, simply look to "get the gist":

• What's "the deal" with this story?  What's it about?
• What resonates/"stands out"?
• What events seem important?
• BE READY TO SHARE OUT ONCE WE'VE VIEWED THE ENTIRE VIDEO.

Anticipatory Set/S. the C. (20-25 mins.)
--"gist" reading/viewing of P.D. Eastman's "The Best Nest" via the following link:

https://www.youtube.com/watch?v=7f6TsHA0kTM

--share out--create a bulleted list on the front board of items that resonated when reading/viewing for the "gist"

• Why did each item resonate?

--Transition

• Pick up a copy of the  "Successful Summary of 'The Best Nest'" halfsheet from the front table.

--purposeful oral reading of plot summary

• What makes a plot summary "successful"?
• What do you notice about this plot summary? (e.g., It is in the form of a paragraph.)
• What does this plot summary have in common with our "gist" list?

--share out--create a bulleted list of rough targets for writing a successful plot summary
--agenda/HW

• objectives for the mini-lesson we are beginning today:
• comprehend the basic plot of Frank R. Stockton's "The Lady, or the Tiger?"
• work cooperatively with others (listening, respecting, etc.) in a variety of groupings
• "anchor in" to our "Compact for Group Work"
• craft a successful plot summary that aligns with our targets

Mini-Lesson (Phase 1) -- Short Story in an "Hour" (30-35 mins.)

--objectives for the first phase of this mini-lesson:

• comprehend the basic plot (the "gist") of a section of Frank R. Stockton's "The Lady, or the Tiger?" and gather ideas from the section for potential inclusion within a plot summary of the entire short story
• (maybe?) comprehend the basic plot (the "gist") of the entire short story
• begin working cooperatively with others (listening, respecting, etc.)

--steps for this phase of the mini-lesson:

• View student-created short story trailer so as to potentially pique curiosity:
• https://www.youtube.com/watch?v=8UVLxOtbVX0
• The story we are "gearing up" to read, "The Lady, or the Tiger?", is very much about people like me and you!
• Transition
• Pick up a copy of Frank R. Stockton's "The Lady, or the Tiger?" and the "First-Draft Reading--Summary Notes/Short Story Summary" sheet from the front table.
• Engage in a purposeful oral reading of the front side of the "First-Draft Reading--Summary Notes/Short Story Summary" sheet prior to flipping it over.
• On the back of the document, write in the number that corresponds with your assigned Section.  (SEE ADDITIONAL INFORMATION ABOUT SECTIONS AND GROUPS LISTED ON THE FRONT BOARD.)
• As I "gist"-read the entire text aloud, key in on your assigned section and jot down notes under the "'Gist' Notes..." heading.
• You will be sharing the "gist" of your section with some of your classmates next time that we meet!

Closure (time permitting)
--discuss the questions below in pre-assigned groups:

• "Which came out of the opened door,--the lady, or the tiger?"
• How does this story connect to our discussion we had prior to Article of the Week #1 as well as the article itself?
• If Frank R. Stockton was a member of our discussion about violent video games, what do you think he would have said?

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

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 11/1 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)

--Read at least 10 pages of your free reading book between now and next class.  You have up until early December to finish your book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

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

On the backburner:

• returning assignments
• standards assessment
• grammar hammer assessment
• e-mail

English 10--10/31/2018

Jump Off (15-18 mins.)
--Obtain your Chromebook from the cart in the back of the classroom and log in.  Then, log in to Membean and complete one 15-minutes training session.  Happy Halloween! :)

Transition (1-2 mins.)
--Pick up the "Propaganda/Some Types of Propaganda" document from the front table (directions delivered via GoGuardian).

S. the C. (8-10 mins.)
--oral reading of "Propaganda/Some Types of Propaganda" document directions/Q & A
--agenda/HW

• The Key Question that Drives Today's First Two Activities: How might recognizing and understanding different types of propaganda impact important decisions that you make in the future?
• The Essential Question that Drives Our 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?

--Reminder: Beginning with the end in mind:

ROUGH End-of-Unit Assessment Writing Prompt:
Write a text-based, grammatically sound, tightly-written response of two to three paragraphs.  In your response, respond to the following question so as to reveal a theme statement (central idea) drawn from Animal Farm: What is George Orwell's "thesis" about human nature as revealed in the story he tells?  Then, analyze how Orwell's use of characterization or symbolism (or...) helps develop his "thesis" about human nature.  Use at least three pieces of strong textual evidence spanning the entire text to support your analysis, and be sure to tie back to your claim often.

Instructional Activity -- Animal Farm Unit--Propaganda/Some Types of Propaganda (20-25 mins.)
--Following this activity, you should be able to...

• define the term propaganda
• define, provide examples or, and begin to recognize each of the provided types of propaganda

--either independently or in pairs, finish writing your own definitions of propaganda

--whole-class share-out

--oral reading of the second set of directions/Q & A

--continue working independently or in pairs in order to fill in the blanks under each provided type of propaganda

--whole-class share-out

Application Activity -- Recognizing Propaganda in Our Lives (10-15 mins.)

--view the following ad in order to answer these questions:

• What types of propaganda are being used?  How so?

https://www.youtube.com/watch?v=rq3QXIVR0bs

--pair/share
--repeat this process for the mailing titled "President Trump Needs You to Vote"

Transition (5-8 mins.)
--Pick up an index card from the front table.  Write your name at the top of the lined side of the card.  Then, respond to the key question driving the preceding activities:

• How might recognizing and understanding different types of propaganda impact important decisions that you make in the future?

--When you finish, place your index card in the black basket on the front table.  Let's read the next section of Animal Farm until class ends!

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 11/1 (see the "English Department Membean Routine" sheet).
HW (Class Preparation/Take-Home Assessment)

--Read Chapter 8 of Animal Farm (up to the end of page 75).  Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy.  Expect any or all of the following to occur next time that we meet:

• collection of your Post-its for assessment purposes
• a reading assessment
• Now that we have studied propaganda a little bit, can you apply your understanding of it to the novella?
• a discussion geared around your Post-its

HW (Class Preparation)

--Read at least 10 pages of your free reading book between now and next class.  You have up until early December to finish your book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• Adding to "Interest Inventory" (AGAIN!)--selecting an initial research topic

English 10 Honors--10/31/2018

Jump Off--Discussion Preparation #1 (THINK) (10-15 mins.)
--Please take out your copy of Edgar Allan Poe's "The Masque of the Red Death" and review your close reading annotations for your assigned section of the short story.  Highlight at least two striving-for-Level-4 contributions that you hope to share during today's discussions.  Then, pick one of the words/concepts from the list below and prepare another striving-for-Level-4 contribution for today's discussion showing the significance of the word/concept:

• ARCHITECTURE
• BLOOD
• CARDINAL DIRECTIONS
• DREAMS
• LUNGS
• PERSPECTIVE
• PUNCTUATION

S. the C. (8-10 mins.)

--oral reading of ICE poster posted next to the clock
--Reminder: Beginning with the end in mind!--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?

--You should leave class today...

• with a better understanding of what close reading of literature looks like
• having processed/discussed close reading annotations for Edgar Allan Poe's "The Masque of the Red Death" (and, hopefully, having moved forward as a close reader of literature as a result!)
• having hit the following target at least once:
• After reading a piece of literature (closely...like a champ!), I can contribute something (a question, an answer, an important detail, etc.) to a small-group and/or whole-group discussion that deepens our understanding of the text and moves us forward as close readers of literature.
• somewhat more comfortable collaborating with your peers in a variety of groupings
• How well do you, personally, "anchor in" to our "Compact for Group Work"?
• with a deeper understanding of Poe's short story
• having demonstrated your depth of understanding of Poe's story via a meaningful and complex theme statement (to be turned in at the end of the class block)
• with a few ideas for how to move further forward with our study of Poe's story.

--agenda/HW

Discussion #1/Discussion Preparation #2 ("PAIR") -- Edgar Allan Poe's "The Masque of the Red Death" (8-15 mins.)

--Reminder: Close reading of literature =

• "going after" items noticed during an initial purposeful reading
• reading, rereading, and annotating as per the targets defined within the "'Reading Literature Like a Champ!' Framework" document

--in pre-assigned-by-section-of-the-story groups of four and anchored in to the "Compact for Group Work," share contributions (questions, answers, key words/details, meanings of difficult words, etc.) in preparation for the forthcoming circle discussion

Transition (2 mins.)
--Form an alphabetized-by-favorite-type-of-candy circle out of the desks.  (I'm an "s" all day--Snickers! :))

Discussion #1 (SHARE) -- Edgar Allan Poe's "The Masque of the Red Death" (30-ish mins.)
--today's discussion protocol shared

• "Ready to Answer/Still Thinking" signs handed out
• manipulation of text on the SMART Board described (scribe and/or contributor)

--students share annotations from close reading/ideas from today's preparation blocks as per protocol--I encourage a "deeper dig" via prompting, follow-up questions, etc.

• I WILL ASSESS CONTRIBUTIONS VIA THE "DISCUSSION CONTRIBUTION RATING SCALE".

Transition (2 mins.)
--Re-column the desks and pick up each of the following from the front table: 

• an index card
• the "Final Countdown" document

Closure -- Theme and the Final Countdown (last 10 mins.)
--On your index card, ...

• write your first and last name at the top of the lined side.
• craft a meaningful and complex theme statement for Edgar Allan Poe's "The Masque of the Red Death" on the lines.
• What does Poe want readers to learn/understand about the "big ideas" that emerge in his story?
• What seems to be Poe's "thesis" about human nature/why people do what they do, say what they say,etc.?

--On your "Final Countdown" sheet, ...

• fill in the areas of the triangle to the best of your ability so that I can get a snapshot of how we did today and where we should head next.

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

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 11/1 (see the "English Department Membean Routine" sheet).

HW (Class Preparation)
--Review your notes for “The Masque…”.  Be prepared for an assessment and/or more discussion about the reading NEXT class (Friday, 11/2).
--Read at least 10 pages of your free reading book between now and next class.  You have up until early December to finish your book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Writing
--Continue outlining and/or drafting your short story.  The final draft of the assignment is due on Tuesday, 11/13, which is just under 2 weeks from today!  My classroom is open after school for any individuals looking to "workshop" together.

On the backburner:

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

English 9--10/30/2018 & 10/31/2018

Jump Off (2 mins.)
--Please take out your copy of "Shooting in the Dark" from last class block.  What do you remember...

• from our pre-reading discussion?
• about why we are reading this article?
• reading in the article so far?

S. the C. (8-10 mins.)
--briefly discuss the "Jump Off"
--You should leave class today...

• having continued practicing active/purposeful reading skills for nonfiction (and, hopefully, having moved forward as a result!)
• having hit the following target at least once:
• After reading a piece of nonfiction, I can contribute something (a question, an answer, an important detail, etc.) to a small-group and/or whole-group discussion that deepens our understanding of the text and moves us forward as active/purposeful readers of nonfiction.
• somewhat more comfortable collaborating with your peers in a variety of groupings
• How well do you, personally, "anchor in" to our "Compact for Group Work"?
• having demonstrated your understanding of the article titled "Shooting in the Dark" via a multiple choice assessment completed in ThinkCERCA
• with more of your free reading book (maybe?) completed.

--agenda/HW

Discussion Preparation #1 (THINK) -- Article of the Week/ThinkCERCA #1 ("Shooting in the Dark") (10-15 mins.)
--modeling of directions continued

• When underlining/annotating key words/details, consider the following focus questions:
• What is the central idea?
• Why did the author include the "Mortal Kombat" study?
• How come experts struggle to study events like the Newtown massacre?
• What does the phrase "stirs the blood" mean?
• How does the author show that violent video games impact social interactions? 

--independent active/purposeful (oral?) reading of Article of the Week/ThinkCERCA #1

• Please make sure that before you enter today's discussions, you have at least three potential contributions ready.

Discussion Preparation ("PAIR") -- Article of the Week/ThinkCERCA #1 ("Shooting in the Dark") (8-15 mins.)
--in pre-assigned groups of three or four and anchored in to the "Compact for Group Work," share contributions (questions, answers, key words/details, meanings of difficult words, etc.) in preparation for the forthcoming circle discussion

Transition (2 mins.)
--Form a numerical-order-from-least-to-highest-by-birthday (just day, not month!) circle out of the desks.  (For example, my birthday is October 6th, so I will be a "6" when we organize.)

Discussion (SHARE) -- Article of the Week/ThinkCERCA #1 ("Shooting in the Dark") (20-30 mins.)

--today's discussion protocol shared

• "Ready to Answer/Still Thinking" signs handed out
• scribe determined

--engage in discussion as per the protocol

• I WILL ASSESS CONTRIBUTIONS VIA THE "DISCUSSION CONTRIBUTION RATING SCALE".

Transition (3-5 mins.)

--Obtain your Chromebook from the cart in the back of the classroom.
--Reconvene with your group from earlier in the class block.

Closure -- Article of the Week/ThinkCERCA #1 ("Shooting in the Dark") Multiple Choice (5-10 mins.)
--log in to Chromebook
--log in to ThinkCERCA and... 

• skip "Step 1: Connect" by clicking the "NEXT" button
• use your active/purposeful reading annotations and collaboration skills to complete the multiple choice questions together ("Step 2: Read")--click "SUBMIT" when you finish
• click the "NEXT" button when finished to advance you to "Step #3"
• doublecheck with Mr. Martin that your responses have registered

--If you finish before class ends, ... 

• fully shutdown your Chromebook, return it to the proper slot, and plug it in via the proper cord--I'm watching yoouuu! :)
• read your free reading book or a copy of Upfront newsmagazine until the bell rings.

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

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 11/1 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)

--Read at least 10 pages of your free reading book between now and next class.  You have up until early December to finish your book.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

• Next unit--connect to AoW (influence)