1/30/2019 & 1/31/2019--SNOW DAYS!!!

English 9--1/29/2019 & 2/1/2019

Jump Off
--Obtain your Chromebook from the cart in the back of the classroom.  After logging in, log in to Membean and set up and complete a 15-minute training session.  Once you finish training, take out your book and engage in free reading until you receive further instructions.

S. the C. #1
--agenda/HW

Transition/"THINK"
--Reminder: The following are our focal points with Gnomeo & Juliet:

• opening up a window into Shakespeare's The Tragedy of Romeo and Juliet
• working toward mastery of a Reading Literature standard that we have not yet addressed
• continuing to "stay fresh" with regard to some of the work that we have been completing recently (e.g., reviewing and applying irony, reviewing and applying theme, etc.)

--Please take out your copy of the "Purposeful Viewing of Gnomeo & Juliet" document from last class block.  Skim back through the document and put a star next to one item to share with the class in the event that your card is pulled.  (For example, I might put a star next to the following note that I wrote: "2B" and "Not 2B" on the mailboxes is a reference to Hamlet's famous soliloquy in Shakespeare's The Tragedy of Hamlet, Prince of Denmark.)

"PAIR" and "SHARE"/S. the C. #2
--share starred item with a partner 
--whole-class share-out of starred items via a drawing of cards

Pre-reading/Film Analysis Activity -- Purposeful Viewing of Gnomeo & Juliet
--jot down notes on your "Purposeful Viewing of Gnomeo & Juliet" document for discussion
--share notes/finish notes with a partner--DID NOT GET THIS OR ANYTHING BELOW IN ACE CLASSES

Transition
--Form an alphabetized-by-middle-name line in the front of the classroom.  Bring your "Purposeful Viewing of Gnomeo & Juliet" document with you.

Discussion Activity -- Lines of Communication
--fold the line to form initial partnerships
--question related to the film posed--30 seconds to discuss responses/reasoning
--rotate via roll of a die
--repeat the process until most of the document has been discussed

Transition
--return to desks

Closure -- "Today, I learned..." Ball Toss
--brainstorm sentence-starter conclusions quietly and independently
--whole-class share-out via ball toss

HW Time (time permitting)

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 1/31 (see the "English Department Membean Routine" sheet).
--Block 4 BDF: Due to how this week has played out, please complete a total of 45 minutes of Membean training by 11:59 PM next Thursday, 2/7 (see the "English Department Membean Routine" sheet).  Any minutes completed either this week or next count!
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!

• "Books are the perfect entertainment: no commercials, no batteries, hours of enjoyment for each dollar spent. What I wonder is why everybody doesn't carry a book around for those inevitable dead spots in life" (Stephen King).

Miscellaneous

--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!


On the backburner:

• Finishing Gnomeo & Juliet
• opening a window into The Tragedy of Romeo and Juliet
• continuing to master Reading Literature standards, irony, and theme
• Prior to last part of film, engage in irony lesson and apply it to Gnomeo & Juliet.
• Prior to "The Interlopers", complete acting activity reviewing the types of irony from both Gnomeo & Juliet and Act 1 of The Tragedy of Romeo and Juliet.
• Irony
• Writing returned/revised in waves
• Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"
• Prior to "The Interlopers", share a few paragraphs as review of both organization and concepts therein.
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Short works--The Tragedy of Romeo and Juliet Unit
• Poe's "The Cask of Amontillado"
• Saki's "The Interlopers"

English 9--1/28/2019 DRAFT

STUDY HALL

English 10--1/28/2019

I stayed home with my ill children this day. Below, you will find the substitute plans.

• Have the students log in to their Chromebooks and complete a 30-minute long Membean training session.  Please let the students know that I will count this session as TWO SEPARATE DAYS when determining their Membean training score this week.
• Optional: Several students are struggling with grammar this school year and have asked for additional materials for moving forward.  In middle school, several of our current high schoolers used an online program called NoRedInk (www.noredink.com).  After finishing Membean, students who desire to do so can go to this website, log in (without a classroom code), and explore the site.  I have not had much time to “play around” with this site, but it looks like their Google accounts should work and that they can engage in some grammar training modules using the free version.
• Have the students engage in quiet and independent reading of their free reading books for the remainder of the class block.
• Optional: If you would like to allow students to work on work for other classes in a “study hall”-type format for the last 20 minutes or so, feel free to communicate this option and allow them to head to their lockers two at a time for materials using the wood block passes on the univent by the cabinet.

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 1/31 (see the "English Department Membean Routine" sheet).

Writing

--Continue thinking about the following questions:

• Research Unit: What might you argue with regard to your research topic?
• I would like for us to head back over to the library again sometime soon!
• End-of-Course Assignment: What is your "why?"?

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!

• "There is no substitute for books in the life of a child" (May Ellen Chase).

Miscellaneous

--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!

English 10 Honors--1/28/2019

I stayed home with my ill children this day. Below, you will find the substitute plans.

• Have the students log in to their Chromebooks and complete a 30-minute long Membean training session.  Please let the students know that I will count this session as TWO SEPARATE DAYS when determining their Membean training score this week.
• Optional: Several students are struggling with grammar this school year and have asked for additional materials for moving forward.  In middle school, several of our current high schoolers used an online program called NoRedInk (www.noredink.com).  After finishing Membean, students who desire to do so can go to this website, log in (without a classroom code), and explore the site.  I have not had much time to “play around” with this site, but it looks like their Google accounts should work and that they can engage in some grammar training modules using the free version.
• Have the students engage in quiet and independent reading of their free reading books for the remainder of the class block.
• Optional: If you would like to allow students to work on work for other classes in a “study hall”-type format for the last 20 minutes or so, feel free to communicate this option and allow them to head to their lockers two at a time for materials using the wood block passes on the univent by the cabinet.

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 1/31 (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!

• "There is no substitute for books in the life of a child" (May Ellen Chase).

Writing

--"Poetry Writing Assignment #1" is due at the beginning of class on Thursday, 2/7.

Miscellaneous
--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!

English 10--1/18/2019

Jump Off

--Please do the following:

• take out the following: 
• any notes that will help you finish the Animal Farm group writing assignment
• your copy of the "Writing Paragraphs" document (notes and template) for your group's characterization paragraph (if you are still wrapping up typing)
• your copy of the "Writing Paragraphs" document (notes and template) for your group's theme paragraph
• pick up the following from the front table: 
• a copy of Animal Farm

S. the C.
--agenda/HW
--notes on PowerPoint slide shared (writing about literature in the present tense, using brackets when directly quoting, etc.)

Writing Workshop (Phase 3 cont.) -- Animal Farm End-of-Unit Writing Assessment (Regents Part 3)
--Complete the following steps:

• Get back into groups.
• "Anchored in" to our "Compact for Group Work", ...
• read, discuss, and attend to any feedback that I provided for your group's first paragraph (if you have not already done so).
• For example, if one of the comments reads, "Carefully copy quotes so as to avoid accidental plagiarism," use your copies of the novella to fix the mistakes.
• finish sharing evidence and tiebacks so as to complete the template for your group's first paragraph (if you have not already done so).
• Does anything need to be changed?  Added?  Etc.  (If so, "take care of business" accordingly!)
• as per the modeling that occurred during the "S. the C.," agree upon and start writing introductions for each piece of evidence.
• https://writing.wisc.edu/handbook/assignments/quoliterature/
• agree upon and write an all-encompassing concluding sentence.
• divvy up first paragraph typing tasks (e.g., Jonah types sentences 1-3, Nicki types sentences 4-6, and Chris types sentences 7-9).

Transition

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

Writing Workshop (Phase 4) -- Animal Farm End-of-Unit Writing Assessment (Regents Part 3)

--attend to any feedback that I provided if you already shared your writing piece with me
--continue group-typing response

Writing Workshop (Phase 5) -- Animal Farm End-of-Unit Writing Assessment (Regents Part 3)
--Complete the following steps:

• "Anchored in" to our "Compact for Group Work", ...
• read, discuss, and attend to any feedback that comes through via Google Docs
• write the claim for your second body paragraph on the appropriate lines of your second template (see your second halfsheet from before break)
• develop a precise plan for outlining/typing the second body paragraph of your group's response
• Be prepared to share your group's plan with the rest of the class before we enter in to the next phase of Writing Workshop!

Writing Workshop (Phase 6) -- Animal Farm End-of-Unit Writing Assessment (Regents Part 3) (__-__ mins.)
--whole-class share-out (plans for the next phase of Writing Workshop)

• time determined according to plans shared

--execute your group's plan in the time permitted!
--divvy up typing tasks (e.g., Nicki types sentences 1-3, Chris types sentences 4-6, and Jonah types sentences 7-9)

Closure -- Group Work Self- and Peer-Assessment
--Please pick up a copy of the halfsheet from the front table.  Read the directions quietly and independently.  I will then MODEL on the front board and answer any questions that you have about what you are being asked to do.
--complete/submit the halfsheet

Before You Leave...

• share Google Docs with me
• return Chromebooks
• place your halfsheets in the black basket

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete Membean training until you have earned 100 correct responses or trained for a total of 45 minutes over three different days before 11:59 PM this Thursday (1/16).  (See the most recent "English Department Membean Routine" sheet.)
--WE ARE TAKING A BREAK FROM MEMBEAN 1/17-1/23, WHICH MEANS THAT MIDTERM WEEK IS AN "EXTRA WEEK."  (See the updated "English Department Membean Routine" sheet.)
--Complete another cycle of Membean training until you have earned 100 correct responses or trained for a total of 45 minutes over three different days between Friday, 1/24 and 11:59 PM on Thursday, 1/30.  (See the most recent "English Department Membean Routine" sheet.)

Writing/Class Preparation

--Continue thinking about the following questions:

• Research Unit: What topic(s) might you write about in your argumentative research paper?
• End-of-Course Assignment: What is your "why?"?

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.

• "What really knocks me out is a book that, when you're all done reading it, you wish the author that wrote it was a terrific friend of yours and you could call him up on the phone whenever you felt like it.  That doesn't happen much, though" (J.D. Salinger, The Catcher in the Rye).

On the backburner:

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

English 10 Honors--1/18/2019

Jump Off
--Pick up both a highlighter and a copy of the "Soft Skills Self-Assessment" document from the front table.  Actively/purposefully read the directions on the document, bearing in mind that you have already completed this task this school year!

Self-Assessment -- Marking Period 3 Soft Skills
--quiet and independent work time

• I encourage you to access the blog so that you can specifically recall what we have been up to since 12/10 that you should be considering.

--When you finish your best work, place your document in the black basket on the front table.  Then, complete the following: 

• look through your "Poetry 'Unit' Notes -- English 10 Honors" for the following terms, which we will review today in preparation for the rest of the class block:
• Hyperbole
• Mood
• Repetition
• Rhythm
• Simile
• Theme
• Tone
• engage in free reading until you receive further instructions

S. the C.
--agenda/HW
--review the following terms in preparation for the rest of today's class block:

• Hyperbole
• Mood
• Repetition
• Rhythm
• Simile
• Theme
• Tone

Transition

--Take out a clean sheet of notebook paper and write your first and last name at the top.  As soon as I say "GO!", write one line of poetry consisting of no more than fifteen syllables.  The line can be absolutely anything.

Application Activity/Writing Activity -- Pass-Back Poetry
--continue/complete the writing activity via the directions included within the "Pass-Back Poetry Activity" document

HW (Practice/Take-Home Assessment)

--WE ARE TAKING A BREAK FROM MEMBEAN 1/18-1/24; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
--Complete another 45 minutes of Membean training in three different days before 11:59 PM Thursday, 1/31 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Add to your effect/authorial purpose sheet wherever possible based on today's writing activity.
--Aim to read at least 10 pages of your free reading book between now and next class.  (Reading something enjoyable ought to be a nice break from preparing for midterms!)  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "What really knocks me out is a book that, when you're all done reading it, you wish the author that wrote it was a terrific friend of yours and you could call him up on the phone whenever you felt like it.  That doesn't happen much, though" (J.D. Salinger, The Catcher in the Rye).

Writing

--"Poetry Writing Assignment #1" will be due the second full week back after Midterm Week.

Miscellaneous
--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!
--Good luck on midterms!
--Enjoy the weekend--you only get so many of 'em! :)

English 9--1/17/2019 & 1/18/2019

Jump Off
--Pick up both a highlighter and a copy of the "Soft Skills Self-Assessment" document from the front table.  Actively/purposefully read the directions on the document, bearing in mind that you have completed this task two times already this school year!

S. the C.
--agenda/HW

Self-Assessment -- Marking Period 3 Soft Skills
--share list in Microsoft Word of items from this marking period for consideration
--"THINK-ALOUD" for "RESPONSIBILITY"
--quiet and independent work time
--When you finish your best work, place your document in the black basket on the front table.  Then, complete the following: 

• review and/or finishing gathering your thoughts/ideas on the back of the "The Essential Questions" sheet so that we can begin engaging in discussion
• engage in free reading until you receive further instructions

Discussion -- The Tragedy of Romeo and Juliet Unit--The Essential Questions
--in groups of three determined via a drawing of cards, begin discussing the Essential Questions
--oral reading of the "The Essential Questions" sheet, continuing to engage in discussion via volunteers and/or a drawing of cards

Transition
--Pick up a copy of the "Purposeful Viewing of Gnomeo & Juliet" document from the front table.  After reading and discussing both the "Rationale" section and the "Directions" section together, we will read each of the questions/prompts, highlighting the purposes that we are aiming to fulfill while viewing the film today.  Finally, we will view Gnomeo & Juliet until a few minutes remain in class.  (FYI: We will continue our work with this film after Midterm Week!)

Pre-reading/Film Analysis Activity -- Purposeful Viewing of Gnomeo & Juliet
--In the last few minutes of class, we will briefly discuss what we have seen thus far in the film via a "Ball Toss".

HW (Practice/Take-Home Assessment)
--Complete 45 minutes of Membean training in three different days before 11:59 PM TODAY (Thursday, 1/17) (see the "English Department Membean Routine" sheet).
--WE ARE TAKING A BREAK FROM MEMBEAN 1/18-1/24; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
--Complete another 45 minutes of Membean training in three different days before 11:59 PM Thursday, 1/31 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Aim to read at least 10 pages of your free reading book between now and next class.  (Reading something enjoyable ought to be a nice break from preparing for midterms!)  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "What really knocks me out is a book that, when you're all done reading it, you wish the author that wrote it was a terrific friend of yours and you could call him up on the phone whenever you felt like it.  That doesn't happen much, though" (J.D. Salinger, The Catcher in the Rye).

Miscellaneous
--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!
--Good luck on midterms!
--Enjoy the weekend--you only get so many of 'em! :)


On the backburner:

• Finishing Gnomeo & Juliet
• continuing to master Reading Literature standards, irony, and theme
• opening a window into The Tragedy of Romeo and Juliet
• Irony
• Writing returned/revised in waves

• Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"
• Wave 3--grammar hammer as per common errors
• Continuing to master Reading Literature standards, irony, and theme
• Short works--The Tragedy of Romeo and Juliet Unit
• Saki's "The Interlopers"

English 10--1/16/2019

Jump Off
--Please seat yourselves alphabetically by looking at the name lists taped to the first desk in each column.
--Please take out your notebook and date the page (1/16/2019).  Label this section of your notes "Paulo Coelho--Author Background".

S. the C.
--agenda/HW

Notetaking/Looking Ahead -- Paulo Coelho--Author Background
--As I read information aloud about author Paulo Coelho, jot down purposeful notes.

• What seems interesting/important?
• Based on his life experiences, why might Paulo Coelho have developed his "Four Obstacles" philosophy?
• What connections do you see between Coelho's life and the plot, themes, etc. of The Alchemist so far?

--pair/share
--brief share-out via a drawing of cards

Transition
--Please clear your desk of all by a writing utensil in preparation for today's 60/40 reading assessment.  Then, procure Part 1 of the assessment from the table.

Assessment -- The Alchemist up to Page 33--60/40 Reading Assessment (Part 1)
--When you finish, please place your work in black basket on the table.  Then, pick up a copy of Part 2 of the assessment.  You can use both your notes from earlier in the class block and your copy of The Alchemist when completing this section of the assessment.

Assessment (cont.) -- The Alchemist up to Page 33--60/40 Reading Assessment (Part 2)
--When you finish, please...

• place your work in the black basket on the table.
• decide which of the following you will do until class ends:
• log in to your Chromebook and complete a Membean training session
• conduct a "first-draft" reading of the next 14 pages of The Alchemist as directed
• read your free reading book

HW Time (time permitting)

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 1/17 (see the "English Department Membean Routine" sheet).
HW (Class Preparation/Take-Home Assessment)
--Consider the following questions for the first section of reading of The Alchemist:

• Why do the characters that we encounter in the novella say what they say, do what they do, etc.?  What are human beings really like?

--Read page 33 through the end of PART ONE of The Alchemist.  Demonstrate your best skill level in "first-draft" reading, aiming to both basically comprehend the text and respond to the following questions:

• In the "INTRODUCTION" to Paulo Coelho's The Alchemist, he explains his "Four Obstacles" philosophy.  In the story itself, Coelho portrays the philosophy through his characters.  How is this case through the end of PART ONE of the novella? 
• Why do the characters that we encounter in the novella say what they say, do what they do, etc.?  What are human beings really like?

Reminder: 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[s], etc.)

Expect any or all of the following to occur during our next class block: 

• a "60/40" reading assessment
• a discussion geared around your "first-draft" reading

Writing

--Continue thinking about the following questions:

• Research Unit: What might you argue with regard to your research topic?
• I would like for us to head back over to the library again sometime soon!
• End-of-Course Assignment: What is your "why?"?

HW (Class Participation)

--Try to read 5-10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Reading is important because if you can read, you can learn anything about everything and everything about anything" (Tomie dePaolo).

Miscellaneous

--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!



On the backburner:

• Library
• print a promising source procured from a database
• back at the classroom, engage in active/purposeful reading as per the same directions given on last AoW

English 10 Honors--1/16/2019 (Partial Block--Assembly at 8:30)

Jump Off
--Please turn in your counterargument paragraph by placing your best work in the black basket on the front table.  Keep in mind that your "Classroom Coupon" expires at the end of our current marking period!
--Please pick up a copy of the halfsheet titled "Poetry Protocol--'Give Us Our Peace'" from the front table.  Purposefully read the sheet.  What questions can I answer before we get started today?

S. the C.
--Q & A/directions given
--agenda/HW

Poetry Analysis Practice Activity -- "Give Us Our Peace"
--Step 1: Familiarize yourself with the poetry protocol by running it on the poem titled "Give Us Our Peace".
--Step 2: Confer, compare, and clarify in groups of three (formed via a drawing of cards).
--Step 3: After purposefully reading the directions on the "Poetry Analysis Practice" sheet, complete the task at hand until you are given another document and instructed to move forward with the multiple choice.
--Step 4: Complete the multiple choice quietly and independently.
--Step 5: Go over the multiple choice via a whole-class share-out.  

Transition
--Please pick up a copy of the "Poetry 'Unit' Notes -- English 10 Honors" page from the front table.  Prior to next class block, fill in as many of the blanks as you can on the notes page using prior knowledge, your "Literature and Nonfiction Terms/Concepts" document from the beginning of the course, a computer, a smart device, etc.  I recommend using a pencil as you will likely make changes to your notes page moving forward.

HW Time (time permitting)

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 1/17 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Fill in the blanks of your "Poetry 'Unit' Notes -- English 10 Honors" document.
Writing
--Continue working on the "Poetry Writing Assignment #1", which is due after Midterm Week.  Make sure that your work aligns with the scoring parameters.  My classroom is available after school for any individuals looking to "workshop" together.
HW (Class Participation)
--Read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Reading is important because if you can read, you can learn anything about everything and everything about anything" (Tomie dePaolo).

Miscellaneous
--Consider working toward achievement of your S.M.A.R.T. Goal.  Do something great this year!

On the backburner:

• Literary Conventions Work
• LotF