English 9--3/4/2019 & 3/5/2019

Jump Off (1-2 mins.)
--Please take out your copy of the "The Shakespearean Sonnet" document from last class block.

S. the C. (5-8 mins.)
--Beginning With the End in Mind: Our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:

End-of-Unit Assessment Writing Prompt:

Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances.  Then, answer the "so what?" question.  So what?!  Who cares?!  Why does this matter?!

--agenda/HW

Transition (1-2 mins.)

--Please pick up a copy of the "'Sonnet 116'--Comprehension/Closure Questions" document from the front table.

Comprehension Check/Assessment -- "Sonnet 116"--Comprehension/Closure Questions (15-20 mins.)
--After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  Good luck!
--When you finish, please place your work in black basket on the front table.  Then, complete one of the following tasks until everyone is finished with the assessment:

• read your free reading book
• review your "Drama Terms Notes/Poetry Terms Notes" document in preparation for the upcoming comprehension check.

Transition (2-3 mins.)
--Pick up an index card from the front table and number it 1-14 like the model on the front board.

Comprehension Check/Previewing the Play -- Drama Terms/Poetry Terms in the Early Stages of William Shakespeare's The Tragedy of Romeo and Juliet (20-25 mins.)
--engage in comprehension check/"firm up" understanding via PowerPoint

Transition/Looking Ahead (5-8 mins.)

--Please pick up a copy of the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 from the front table.
--Engage in a "materials assessment" together for #1-5:

• What are we "looking for" while viewing Act 1, scene 1 of The Tragedy of Romeo and Juliet?
• What do we already know from the Prologue prior to Act 1?  How does the Prologue help create dramatic irony? 
• Each time that I read a question/prompt that we are already equipped to answer/respond to, shout out "STOP!" and share your thoughts.

Film/First-Draft "Reading" -- Act 1 of Franco Zeffirelli's Romeo and Juliet (flex time)

--purposefully view the film through #5, focusing mostly on the questions/prompts that we are as yet unable to answer/respond to--gather information for discussion/assessment preparation by jotting down notes and responding to viewing/reading guide questions/prompts
--repeat the process for next 5 (time permitting)
--repeat the process for final 4 (time permitting)

• Closure (time permitting) 
• engage in a brief whole-class share-out in response to this question:
• What were you able to "get" out of your first-draft "reading"?

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM this Thursday, 3/7 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)

--If you have not already done so, strongly consider pre-reading the rest of Act 1 of William Shakespeare's The Tragedy of Romeo and Juliet before next class for the "gist".  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_4.html

--Read at least 5-10 pages of your free reading book between now and next class.  Your book must be finished by the END OF THIS WEEK.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "Books are mirrors: you only see in them what you already have inside you" (Carlos Ruiz Zafon).

HW (Class Preparation)
--On Friday, 3/8 (ACE)/Monday, 3/11 (BDF), a The Tragedy of Romeo and Juliet Unit mini-test will occur.  In order to begin/continue preparing, consider...

• reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
• reviewing your "Drama Terms Notes/Poetry Terms Notes" document
• reviewing your "The Shakespearean Sonnet" sheet
• reviewing your "'Sonnet 116'--Comprehension/Closure Questions" sheet upon its return next class block
• reviewing the character map on the inside cover of your Parson text, which you will receive next class block
• rereading Act 1 of the play and visiting the following web address in order to improve your Act 1 viewing/reading guide responses
• http://nfs.sparknotes.com/romeojuliet/page_4.html
• reviewing your Act 1 viewing/reading guide responses.

Miscellaneous

--Work toward achievement of your S.M.A.R.T. Goal?!


On the backburner:

• INCLUDE AS PART OF ASSESSMENT: Pick up a copy of the "The Shakespearean Sonnet--Checking for Understanding" document.  After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  (See if you can complete this task without using your "The Shakespearean Sonnet" document from last class.)  Good luck!
• whole-class share-out/discussion (responses to the "The Shakespearean Sonnet--Checking for Understanding" document)
• Completion of Free Reading Course Component for Marking Periods 3 & 4 (Offer Book Review in Hallway as an Option)
• Finishing Gnomeo & Juliet by further discussing/returning to guide
• opening a window into The Tragedy of Romeo and Juliet
• continuing to master Reading Literature standards, irony, and theme
• 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.
• Writing returned/revised in waves
• Wave 1?!?!
• 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 10--3/1/2019

Jump Off
--On your desk, you will find the reading assessment that you took last class block.  Take a quick look before we move on by finishing the novella together!
*I WILL RE-COLLECT THE ASSESSMENTS IN A FEW MINUTES.*

S. the C.
--Wrapping Up With the End in Mind: Following our completion of Paulo Coelho's novella The Alchemist, you will write a two paragraph literary analysis response in which you...

• show that Coelho is implementing a writing strategy (literary element or literary technique or rhetorical device) within the novella
• explain how Coelho uses the writing strategy to develop an emergent theme of the story.

This writing assignment also serves as the "40" component of the second 60/40 reading assessment.

--agenda/HW

Activity #1 -- Purposeful Oral Reading of the Ending of The Alchemist

Transition
--Please pick up a copy of the "The Alchemist Novella Unit--End-of-Novella-Unit Literary Analysis Written Response Exemplar" document from the front table.
--Please take out your copy of the "The Alchemist Novella Unit--End-of-Novella-Unit Literary Analysis Written Response" sheet from the end of last class block.  If you do not have the sheet, pick up a copy from the front table.

Writing Workshop -- End-of-Novella-Unit Literary Analysis Written Response
--reminder/rationale
--picking apart the assignment sheet/preliminary plan of attack and brainstorming for my written response (symbolism conveying theme)
--gathering evidence, outlining, and writing of paragraph #1 (symbolism in the novella)

Closure -- Handwriting Paragraph #1
--copy down the first paragraph of the (hopefully?!) exemplary written response

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/7 (see the "English Department Membean Routine" sheet).
Writing

--Be thinking about your upcoming literary analysis written response.

• About which writing strategy will you write?
• What is a strong theme statement for the novella?
• What pieces of evidence from the novella do you intend to use?

You can expect to continue moving forward with the exemplar next week.

--Continue thinking about the following questions:

• Research Unit: What might you argue with regard to your research topic?
• We will be heading back over to the library again next week!
• End-of-Course Assignment: What is your "why?"?

HW (Class Preparation)
--Read at least 5-10 pages of your free reading book between now and next class.  Your book must be finished in just over a week.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "A book is made from a tree.  It is an assemblage of flat, flexible parts (still called 'leaves') imprinted with dark pigmented squiggles.  One glance at it and you hear the voice of another person, perhaps someone dead for thousands of years.  Across the millennia, the author is speaking, clearly and silently, inside your head, directly to you.  Writing is perhaps the greatest of human inventions, binding together people, citizens of distant epochs, who never knew one another.  Books break the shackles of time--proof that humans can work magic" (Carl Sagan).

Miscellaneous
--Be thinking about the memoir genre.  Whose life/what "type" of life would you like to read about during the last 12 weeks of the school year?

--Work toward achievement of your S.M.A.R.T. Goal?!
--Enjoy the weekend--you only get so many of 'em! :)

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--3/1/2019

Jump Off
--Please pick up a copy of the "Feedback Analysis: 'The Masque...'--Regents Part 3" sheet from the front table.

S. the C.
--agenda/HW

Writing Workshop -- "The Masque..."--Regents Part 3
--read the "Feedback Analysis: 'The Masque...'--Regents Part 3" sheet directions together

--writing pieces returned
--re-read writing piece/process feedback quietly and independently 
--share out/continue processing feedback in groups
--Closure 

• whole-group share-out (“I wrote…in the _____ category…” or “What exactly do you mean by…?”--items added under the appropriate categories on the front board and MODELING where appropriate--CONSIDER JOTTING DOWN ANY HELPFUL NOTES ON YOUR “FEEDBACK ANALYSIS” SHEET OR ON YOUR WRITING PIECE ITSELF

Transition

--Please take out your notebook and open back up to the section in which you are taking notes about The Lego Movie.

Application Activity/Writing Workshop -- Applying the Conventions of Literature to Animated Film
--Reminder: Following a purposeful viewing of Phil Lord and Christopher Miller's The Lego Movie, you will write a two paragraph response in which you...

• show that one of the conventions of literature is being implemented within the film
• explain how the director used the convention to develop an emergent theme of the story.

--Continue purposefully viewing the film by jotting down notes:

• Which conventions of literature are being used?  How so?
• What meaningful and complex theme statements "work" for the film?
• How do the conventions used "feed in" to the theme statement(s)?
• Anything that might be useful when crafting your final argument of the course

Closure -- "I have noticed _____ because..."

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/7 (see the "English Department Membean Routine" sheet).

HW (Class Preparation)

--Be thinking about your upcoming literary analysis writing piece.

• About which convention of literature will you write?
• What is a strong theme statement for the film?
• What pieces of evidence from the film do you intend to use?

--Continue reviewing the conventions of literature, bearing in mind that you are expected to apply your knowledge and understanding (to Lord of the Flies, to your free reading books, to anything, really!) moving forward.
--Sometime within the next few weeks, you will be taking an examination that mirrors the New York State Regents Examination in English Language Arts (Common Core).  Please come prepared!
--Read at least 5-10 pages of your free reading book between now and next class.  Your book must be finished in just over a week.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "A book is made from a tree.  It is an assemblage of flat, flexible parts (still called 'leaves') imprinted with dark pigmented squiggles.  One glance at it and you hear the voice of another person, perhaps someone dead for thousands of years.  Across the millennia, the author is speaking, clearly and silently, inside your head, directly to you.  Writing is perhaps the greatest of human inventions, binding together people, citizens of distant epochs, who never knew one another.  Books break the shackles of time--proof that humans can work magic" (Carl Sagan).

Miscellaneous

--Work toward achievement of your S.M.A.R.T. Goal?!

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

On the Backburner

• "Poetry Assessment #1" back
• complete "cheat sheet" while going over
• literary conventions writing piece with The Lego Movie
• preparing to read LotF
• memoir of choice (could be An Ordinary Man!) as last free reading

English 9--2/28/2019 & 3/1/2019

Jump Off
--2 ACE/3 ACE: Please take out your copy of the "The Shakespearean Sonnet" document from last class block.  Then, complete the following task for at least three unknown words essential to understanding:

• Draw a box around the unknown word (e.g., "tempests" or "bark" or "sickle" or "compass" or...).
• Use a dictionary or Dictionary.com to determine and write down (a) potential meaning(s).
• After arriving at a definition, reread the area of the poem from which the word comes with your newfound understanding in mind.
• Consider jotting a paraphrase in the margin.

*I WILL MODEL WITH MY WORK WITH THE WORD "IMPEDIMENTS" AGAIN TO CLARIFY THE DIRECTIONS/GET YOU STARTED.*

--4 BDF: Please pick up a copy of the poetry protocol halfsheet from the front table.  Then, take out your copy of the "The Shakespearean Sonnet" document from last class block.  After copying down the annotations written on the copy of the poem projected on the SMART Board, finish running the protocol on the poem.

S. the C.
--pair up and share
--You should leave class today...

• able to answer the following questions:
• How do I know a Shakespearean Sonnet when I see one?
• How do I "attack" a piece of poetry in order to get the most out of it?
• with a sound understanding of William Shakespeare's "Sonnet 116" ("Let Me Not to the Marriage of True Minds")
• What is the "gist"?
• What is the theme (central idea)?
• How does Shakespeare deliberately use writing strategies (e.g., diction, figurative language, etc.) to convey the theme (central idea)?
• YOUR LEVEL OF UNDERSTANDING WILL BE ASSESSED VIA THE "'SONNET 116'--COMPREHENSION/CLOSURE QUESTIONS", WHICH WILL BE TURNED IN ABOUT HALFWAY THROUGH THE CLASS BLOCK.  
• better equipped to appropriately understand and analyze William Shakespeare's The Tragedy of Romeo and Juliet
• having begun a first-draft "reading" of The Tragedy of Romeo and Juliet.

--Beginning With the End in Mind: Our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:

End-of-Unit Assessment Writing Prompt:

Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances.  Then, answer the "so what?" question.  So what?!  Who cares?!  Why does this matter?!

--agenda/HW

Mini-Lesson (cont.) -- The Shakespearean Sonnet

--whole-class share-out/discussion (cards drawn)

• notes added to whiteboard, text annotated, etc.
• 2 ACE: Who or what is being personified in the lines about "Love" and "Time"?
• 3 ACE: Is personification occurring in the line about the "bark"?  If so, how so?

Transition

--Pick up a copy of the "'Sonnet 116'--Comprehension/Closure Questions" document from the front table.  --DID NOT GET TO TODAY--WILL OCCUR IN CLASS NEXT TIME

Comprehension Check/Assessment -- "Sonnet 116"--Comprehension/Closure Questions
--After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  Good luck!
--When you finish, please place your work in black basket on the front table.  Then, read your free reading book until everyone is finished with the assessment. 

Mini-Lesson Closure -- "Sonnet 116"--Comprehension/Closure Questions
--pair up and share using the copy of the questions projected on the SMART Board
--whole-class share-out/discussion (cards drawn)

Transition/Looking Ahead

--Please pick up a copy of the "Viewing/Reading Guide (Franco Zeffirelli Film/Richard Parsons Text)" document for Act 1 from the front table.
--Engage in a "materials assessment" together for #1-5:

• What are we "looking for" while viewing Act 1, scene 1 of The Tragedy of Romeo and Juliet?
• What do we already know from the Prologue prior to Act 1?  How does the Prologue help create dramatic irony? 
• Each time that I read a question/prompt that we are already equipped to answer/respond to, shout out "STOP!" and share your thoughts.

Film/First-Draft "Reading" -- Act 1 of Franco Zeffirelli's Romeo and Juliet

--purposefully view the film through #5, focusing mostly on the questions/prompts that we are as yet unable to answer/respond to--gather information for discussion/assessment preparation by jotting down notes and responding to viewing/reading guide questions/prompts
--repeat the process for next 5 (time permitting)
--repeat the process for final 4 (time permitting)

• Closure 
• engage in a brief whole-class share-out in response to this question:
• What were you able to "get" out of your first-draft "reading"?

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/7 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Strongly consider reviewing your "The Shakespearean Sonnet" sheet as next class block, an assessment will occur.  (You ARE permitted to use your copy of the document when completing the assessment!)

--Strongly consider pre-reading the rest of Act 1 of William Shakespeare's The Tragedy of Romeo and Juliet before next class for the "gist".  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_4.html

--Read at least 5-10 pages of your free reading book between now and next class.  Your book must be finished in just over a week.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "A book is made from a tree.  It is an assemblage of flat, flexible parts (still called 'leaves') imprinted with dark pigmented squiggles.  One glance at it and you hear the voice of another person, perhaps someone dead for thousands of years.  Across the millennia, the author is speaking, clearly and silently, inside your head, directly to you.  Writing is perhaps the greatest of human inventions, binding together people, citizens of distant epochs, who never knew one another.  Books break the shackles of time--proof that humans can work magic" (Carl Sagan).

HW (Class Preparation)
--Sometime soon (two classes from now-ish?!), a The Tragedy of Romeo and Juliet Unit mini-test will occur.  In order to begin/continue preparing, consider...

• reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
• reviewing your "Drama Terms Notes/Poetry Terms Notes" document
• reviewing your "The Shakespearean Sonnet" sheet
• reviewing your "'Sonnet 116'--Comprehension/Closure Questions" sheet upon its return next class block
• reviewing the character map on the inside cover of your Parson text, which you will receive next class block
• rereading Act 1 of the play and visiting the following web address in order to improve your Act 1 viewing/reading guide responses
• http://nfs.sparknotes.com/romeojuliet/page_4.html

• reviewing your Act 1 viewing/reading guide responses.

Miscellaneous

--Work toward achievement of your S.M.A.R.T. Goal?!

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

On the backburner:

• Finishing Gnomeo & Juliet by further discussing/returning to guide
• opening a window into The Tragedy of Romeo and Juliet
• continuing to master Reading Literature standards, irony, and theme
• 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.
• Writing returned/revised in waves
• Wave 1?!?!
• 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 10--2/27/2019

Jump Off
--Open your notebook to the section labeled "The Alchemist--Quick Write #6".  Draw a line under what you wrote last class block.  Date this section of your notes (2/27/2019) and label it "The Alchemist--Quick Write #7".

S. the C.
--SMART Goal index cards read aloud
--Wrapping Up With the End in Mind: Following our completion of Paulo Coelho's novella The Alchemist, you will write a two paragraph literary analysis response in which you...

• show that Coelho is implementing a writing strategy (literary element or literary technique or rhetorical device) within the novella
• explain how Coelho uses the writing strategy to develop an emergent theme of the story.

This writing assignment also serves as the "40" component of the second 60/40 reading assessment.

--agenda/HW

Thinking, Writing, and Looking Ahead Activity -- The Alchemist--Quick Write #7

--write for 8 minutes in response to our FINAL quick write of the novella unit:

• Authors like Paulo Coelho purposefully use/do "things" (e.g., aphorism, flashback, the hero's journey, irony, motif, symbolism, etc.) in order to help reveal their life philosophy/philosophies to their reader.  What "things" do you notice Coelho purposefully using/doing?  How so?
• BEFORE YOU BEGIN WRITING, I WILL MODEL ON THE FRONT BOARD AFTER SPENDING A FEW MINUTES USING MY COPY OF THE NOVELLA TO GATHER MY THOUGHTS.

--share in groups of three (formed via a drawing of cards)

• "I have noticed Coelho using/doing __________.  For example,..." AND/OR
• "I think that Coelho's life philosophy/philosophies is/are...because..."

Discussion/Looking Ahead Activity -- The Alchemist--Quick Write #7 and Developing the End-of-Unit Writing Assessment Prompt
--share-out via a drawing of cards/list compiled on the front board to aid in prompt-writing

• "I have noticed Coelho using/doing __________.  For example,..." AND/OR
• "I think that Coelho's life philosophy is...because..."

Flex Block -- Assessment Preparation AND/OR Free Reading

--engage in this block for 15 minutes prior to today's assessment

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

Assessment -- The Alchemist up to Page 143--60/40 Reading Assessment (Part 1)

--When you finish, please place your work in black basket on the table.  Then, read your free reading book until everyone is finished with the assessment. 

Until Class Ends -- Purposeful Oral Reading of the Ending of The Alchemist (time permitting)

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/7 (see the "English Department Membean Routine" sheet).
HW (Class Preparation/Take-Home Assessment)

--FYI: We will finish The Alchemist together in class; therefore, you are not expected to read any further outside of class.

Writing

--Continue thinking about the following questions:

• Research Unit: What might you argue with regard to your research topic?
• It looks like we will be heading back over to the library again next week!
• End-of-Course Assignment: What is your "why?"?

HW (Class Preparation)
--Read at least 5-10 pages of your free reading book between now and next class.  Your book must be finished in about a week and a half.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "The reading of all good books is like a conversation with the finest minds of past centuries" (Rene Descartes)

Miscellaneous

--Be thinking about the memoir genre.  Whose life/what "type" of life would you like to read about during the last 12 weeks of the school year?
--Work toward achievement of your S.M.A.R.T. Goal?!

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--2/27/2019

Jump Off
--Please stop by the front table in order to pick up the piece of poetry that you crafted before break.
--Please take out your notebook and date the page (2/27/2019).  Label this section of your notes "Conventions of Literature in The Lego Movie".
--Please SEE ME before leaving class today:

• Steven C.

S. the C.
--SMART Goal index cards read aloud
--agenda/HW

Application Activity/Writing Workshop -- Applying the Conventions of Literature to Animated Film

--Following a purposeful viewing of Phil Lord and Christopher Miller's The Lego Movie, you will write a two paragraph response in which you...

• show that one of the conventions of literature is being implemented within the film
• explain how the director used the convention to develop an emergent theme of the story.

--Purposefully view the film by jotting down notes:

• Which conventions of literature are being used?  How so?
• What meaningful and complex theme statements "work" for the film?
• How do the conventions used "feed in" to the theme statement(s)?
• Anything that might be useful when crafting your final argument of the course

Closure -- "I have noticed _____ because..."

HW (Practice/Take-Home Assessment)

--Complete 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/7 (see the "English Department Membean Routine" sheet).
Writing

--Consider doing the following if you have not already done so:

• Reread your short story with "fresh eyes", taking note of the commentary (albeit quite brief!) that I have included on your draft.
• Reread your poem with "fresh eyes", taking note of any annotations included (by you, by a peer, and/or by me) on your draft.
• Access the electronic version of your short story and/or your poem and begin revising.

HW (Class Preparation)

--Continue reviewing the conventions of literature, bearing in mind that are expected to apply your knowledge and understanding (to Lord of the Flies, to your free reading books, to anything, really!) moving forward and will be writing about The Lego Movie soon.
--Sometime within the next few weeks, you will be taking an examination that mirrors the New York State Regents Examination in English Language Arts (Common Core).  Please come prepared!

--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished in about a week and a half. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "The reading of all good books is like a conversation with the finest minds of past centuries" (Rene Descartes).

Miscellaneous

--Work toward achievement of your S.M.A.R.T. Goal?!

On the Backburner

• "Poetry Assessment #1" back
• complete "cheat sheet" while going over
• group writing assignment back
• literary conventions writing piece with The Lego Movie
• preparing to read LotF
• memoir of choice (could be An Ordinary Man!) as last free reading

English 9--2/26/2019 & 2/27/2019

Jump Off
--Please pick up an index card from the front table.  Write your name at the top of the lined side.
--Please take out your copy of the "Drama Terms Notes/Poetry Terms Notes" document with which we were working prior to break.
--Welcome back--we are heading in to an important stretch of the school year! :)

S. the C.
--SMART Goal index cards read aloud
--You should leave class today...

• with a basic understanding of the remaining terms included in the "Drama Terms Notes/Poetry Terms Notes" document
• with the "Drama Terms Notes/Poetry Terms Notes" document accurately completed so that you can use it to review each of the terms that you have not yet mastered 
• able to answer the following questions:
• How do I know a Shakespearean Sonnet when I see one?
• How do I "attack" a piece of poetry in order to get the most out of it?
• with a solid understanding of William Shakespeare's "Sonnet 116" ("Let Me Not to the Marriage of True Minds")
• What is the "gist"?
• What is the theme (central idea)?
• How does Shakespeare deliberately use writing strategies (e.g., diction, figurative language, etc.) to convey the theme (central idea)?
• better equipped to appropriately understand and analyze William Shakespeare's The Tragedy of Romeo and Juliet.

--agenda/HW

Mini-Presentations/Notetaking (cont.) -- Drama Terms Notes/Poetry Terms Notes

--remaining mini-presentations delivered/notetaking

• 2 ACE: "IMAGERY"-"TONE"
• 3 ACE: "BLANK VERSE"-"TONE"
• 4 BDF: "TRAGEDY", "IRONY", and "SOLILOQUY"-"TONE"

Anticipatory Activity #1 -- What is Love?

--On your index card, respond to the question below while light background music plays.  A bulleted list is appropriate:

• What is love?

--Pass the index cards up your column when you finish.

Anticipatory Activity #2 -- Sequencing Shakespeare's "Sonnet 116"

--after handing the first person in your column the lines of Shakespeare's poem out of order, "anchor in" to our "Compact for Group Work" and organize the lines into what you think is Shakespeare's poem

• I know this task might seem impossible, so perhaps this will help:
• Structurally, this poem is organized in the same manner as the Prologue to The Tragedy of Romeo and Juliet!  Shakespeare's form seen both in this poem and the Prologue is actually something that he created which now bears his name!

*DURING THIS TIME, I WILL LIST INFORMATION ON THE WHITEBOARD USING YOUR INDEX CARDS.*
--share out and build consensus via SMART Notebook
--What observations are you making about this poem in terms of its structure?

• notes jotted down on the whiteboard (beginning to define a Shakespearean Sonnet)
  

Transition

--Pick up a copy of the "The Shakespearean Sonnet" document from the front table.

Mini-Lesson -- The Shakespearean Sonnet
--Based on the work that we have done with the poem up to this point, what seems to be the "gist"?
--directions given for next two purposeful readings of the poem (William Shakespeare's "Sonnet 116")
--read through skeletal notes at the top of the document in order to clarify purpose

• Can we complete some of this together already?!

--oral readings of the sonnet
--finish completing skeletal notes together

--run the rest of the poetry protocol on the sonnet quietly and independently

• Would you like me to MODEL first with the first few lines?

--pair up and share

--Closure

• whole-class share-out/discussion (cards drawn)
• notes added to whiteboard, text annotated, etc.

Transition
--Pick up a copy of the "'Sonnet 116'--Comprehension/Closure Questions" document from the front table.  After purposefully reading the directions at the top of the page, complete the task at hand quietly and independently.  Good luck!

Closure -- "Sonnet 116"--Comprehension/Closure Questions 
--If time permits, engage in a whole-class share-out/discussion.

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, 3/7 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--Read at least 5-10 pages of your free reading book between now and next class. Your book must be finished in about a week and a half. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

• "The reading of all good books is like a conversation with the finest minds of past centuries" (Rene Descartes).

--Sometime soon, a The Tragedy of Romeo and Juliet Unit mini-test will occur.  In order to begin/continue preparing, consider...

• reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
• reviewing your "Drama Terms Notes/Poetry Terms Notes" document
• reviewing your "The Shakespearean Sonnet" sheet
• reviewing your "'Sonnet 116'--Comprehension/Closure Questions" sheet

Miscellaneous

--Work toward achievement of your S.M.A.R.T. Goal?!


On the backburner:

• Finishing Gnomeo & Juliet by further discussing/returning to guide
• opening a window into The Tragedy of Romeo and Juliet
• continuing to master Reading Literature standards, irony, and theme
• 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.
• Writing returned/revised in waves
• Wave 1?!?!
• 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"