English 9--10/2/2018 & 10/3/2018

Jump Off (2-3 mins.)
--Take out your notebook and date the page in the lefthand margin (10/2/2018 [ACE] or 10/3/2018 [BDF]).  Label this section of your notes as follows: "My Definition of Tone".  After carefully reading the following definition several times, write your own, easier-to-understand version of the definition in your notebook.  Complete this task quietly and independently, and be ready to share your definition with a classmate and/or the entire class.  Good luck! 

• A writer's tone is the attitude he or she has toward the subject about which and/or audience to which he or she is speaking.  A writer's tone can be described using adjectives such as the following: angry, honest, ironic, etc.

--The following students need to SEE ME at the end of class regarding Membean:

• Nathan B.
• Aidan H.
• Garrett L.
• Evan S.
• Nathaniel W.
• Wyatte G.
• Shane M.
• Makenna M.
• Jake W.
• Leah (Alina) W.

"Hook"/Warm-Up (10-12 mins.)

--pair/share as per the "Jump Off" in order to clarify the definition of tone--add to your notes accordingly!

• perhaps a volunteer shares a personal anecdote and we determine his/her tone?

Tone in Email Correspondence 
--"set the table" for the reading about to be shared
--Your purpose:

• When listening to the return email from me to "Random Student", determine my tone. Remember that a writer's tone is the attitude he or she has toward the subject about which and/or audience to which he or she is speaking. A writer's tone can be described using adjectives such as any of those from the list below:
• amused
• angry
• annoyed
• arrogant
• caring
• confused
• depressed
• formal
• honest
• indifferent
• instructional
• intimate
• ironic
• outraged
• peaceful
• playful
• serious

--brief discussion as per your purpose--cards drawn if necessary

• What was the subject of my email?
• Who was the audience of my email?
• What was my tone in the email?
• How do you know?

S. the C. (10-15 mins.)
--Reminder: Policies regarding Membean training
--binder tabs setup and organizing
--review the "Discussion Contribution Rating Scale" (halfsheet from last class block)

• "Ready to Answer/Still Thinking" signs handed out/modeled for use (maybe?) at the end of this class block and (definitely!) next class block

--the first part of today's class relates to the targets from last class block:

• When reading nonfiction, I can...
• pick out the author's main point (Target #1)
• pick out the important details that the author uses that connect back to his/her main point (Target #2)
• explain how the author's details connect back to his/her main point (Target #3)
• 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 (Target #4).

--additionally, the first part of today's class relates to three new targets with informal assessments occurring throughout the block:

• When reading nonfiction, I can...
• tell how the author feels about the topic and/or person(s) he/she is writing about/to (Target #5)
• pick out words that show how the author feels about the topic and/or person(s) (Target #6)
• explain how the author's word choices show how he/she feels (Target #7).

Purposeful Rereading/Informal Assessment/Discussion -- Central Idea and Tone in "Letter One of Rainer Maria Rilke's Letters to a Young Poet (40-45 mins.)

--Purposefully reread as much of Rilke's letter as you can in 10 minutes quietly and independently.

• Your purpose:
• Continue jotting down curious questions whenever such questions enter your mind (listen for them!)
• Continue underlining more key words/details with the first three targets in mind
• Draw boxes around any words or phrases that help you figure out what Rilke's tone is (our new targets)
• FYI: THESE ANNOTATIONS, IF COMPLETED DILIGENTLY, WILL COME IN EXTREMELY HANDY DURING THE INFORMAL ASSESSMENT THAT FOLLOWS THIS PORTION OF THE LESSON AND THE FORMAL ASSESSMENT PERTAINING TO THIS LETTER!

--informal assessment of our new targets (SEE FRONT BOARD/BELOW):

Hold up a finger or fingers to indicate which word best characterizes Rilke's tone:

1. angry
2. honest
3. indifferent
4. instructional
5. playful

"Cool-Down"/Full-Circle Ending (3-5 mins.)
--let's talk about "Random Student" again and what he's up to now...

• What do you think Rainer Maria Rilke would have to say about this circumstance?  How do you know?

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, 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).

--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 10/11 (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.  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.