English 10--11/15/2018

Jump Off
--Please pick up a copy of the sheet from the front table ("Fixed vs. GROWTH Mindset" and "Continuous Improvement Cycle".  As you familiarize yourself with the contents of each slide included on the sheet, respond to at least four of the questions below (also included on the back of the sheet):

• What is the biggest difference between having a Fixed Mindset and having a GROWTH Mindset?
• With regard to English class, do you have a Fixed Mindset or a GROWTH Mindset?  (Be honest with yourself!)  What specific evidence do you have to support your claim about your mindset?
• If you had to explain the Continuous Improvement Cycle to a third grader, what would you say?
• What, specifically, have we done the past few classes operating within the Continuous Improvement Cycle?
• Where else do you see or have you seen the Continuous Improvement Cycle being implemented?  Explain.
• How does having a GROWTH Mindset relate to the Continuous Improvement Cycle?

Be ready to share your responses aloud!

*I WILL COME AROUND AND RETURN YOUR TICKETS-OUT-THE-DOOR FROM LAST CLASS AS WELL AS YOUR "ALLEGORY ASSESSMENT" SHEETS.  BOTH WILL COME IN HANDY WHEN STARTING THE WRITING ASSIGNMENT TODAY!*
--Please SEE ME before leaving class today:

• Sarah B.
• Trent W.  

S. the C.
--Reminder: Beginning with the end in mind:

UPDATED End-of-Unit Assessment Writing Prompt:
Write a text-based, grammatically sound, tightly-written response of two 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/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Orwell's characterization of at least one important character helps develop the theme statement that you crafted.  Use strong and thorough textual evidence spanning the entire text, and make sure that you reason through your evidence by tying back to your claim(s) often.  Good luck!

--agenda/HW
--pair/share (the "Jump Off")
--whole-class share-out (the "Jump Off") via volunteers and/or a drawing of cards and connect to our current endeavors

Self-Reflection/Writing Workshop -- Theme Statement Analysis and Allegory Assessment
--re-read your current theme statement and any feedback provided
--quickly go over HEDI Scale to contextualize scores earned on "Allegory Assessment"
--read feedback/look at scores earned on "Allegory Assessment" and self-reflect

• What is one "actionable improvement goal" that you can set and aim to achieve on the upcoming writing assignment?

--whole-class share-out via a drawing of cards

Transition

--Please keep out the following:

• your current theme statement for George Orwell's Animal Farm
• your "Allegory Assessment"

--Please take out the following:

• your copy of Animal Farm 
• any notes you took while reading the novella

--Please pick up the following from the front table:

• two copies of the "Writing Paragraphs" document (notes and template)

Writing Workshop -- Animal Farm Unit--End-of-Unit Writing Assessment (Regents Part 3)

--Complete the following steps:

• Reread the task:
• Write a text-based, grammatically sound, tightly-written response of two 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/why people do what they do, say what they say, etc. as revealed in the story he tells?  Then, analyze how Orwell's characterization of at least one important character helps develop the theme statement that you crafted.  Use strong and thorough textual evidence spanning the entire text, and make sure that you reason through your evidence by tying back to your claim(s) often.  Good luck!
• Read a sample response from a past English 10 student (central idea developed in a passage via symbolic setting).
• What is the purpose of the writer's first paragraph?
• What is the purpose of the writer's second paragraph?
• responses to these questions jotted down on the front board
• Get in groups (SEE THE WHITEBOARD FOR GROUPINGS).
• "Anchored in" to our "Compact for Group Work", ...
• share your theme statements with each other.
• draw consensus in order to either pick a theme statement about which to write or craft a new, "ultimate" theme statement about which to write.
• pick a character or multiple characters about which to write.  Consider, first, the characters about which you wrote your responses on the "Allegory Assessment"! 
• write the topic sentences for each of your paragraphs using the templates.  Review the notes included within the document as necessary.  (SEE THE FRONT BOARD FOR IDEAS ABOUT ORGANIZATION!)
• All group members must complete the template.  As closure, I will ask for submission of a copy at random from one group member. 
• "divide" and conquer the evidence-gathering process.

Transition

--Return to desks and gather evidence.

Ticket-Out-the-Door -- Template Collection via a Drawing of Cards

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

--Complete 45 minutes of Membean training in three different days before 11:59 PM TONIGHT (Thursday, 11/15) (see the "English Department Membean Routine" sheet).
--WE ARE TAKING A BREAK FROM MEMBEAN 11/16-11/22 DUE TO THE HOLIDAY; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
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