Please take attendance via the following roster. Then, call attendance down to the main office (ext. 1000)
- Alexia Auccello
- Mikhail Boggs
- Nathan Bosch
- Kenneth Faulkner
- Eliot Gavin
- Daniela Gonzalez
- Aidan Hendrick
- Bryce Hoang
- Gabriel Munson
- Noah Panipinto
- Sara Perdue
- Evan Swan
- Owen Sweeting
- Kylei Waters
- Katarina Weldy
- Nathaniel Wonsey
Please read aloud the "Jump Off" below.
Jump Off
--Please take out your notebook and/or the viewing/reading guides for Act 4 and Act 5 so that you are ready to complete today's target assessment. You can also use your Parsons text! Please remember that your class block is responding to this question:
- Throughout the last two acts of the play, which character seems more impulsive, Romeo or Juliet? Support your answer with specific references to the play.
--This is the information shared last class block. If follow-up has not yet occurred, Mr. Martin, unfortunately, will be forced to move to the next step of the policy.
As per policy, the following students need to stay after school today as they have not yet submitted a writing assignment:
As per policy, the following students need to stay after school today as they have not yet submitted a writing assignment:
- M. Boggs
- D. Gonzalez
- A. Hendrick
- N. Panipinto
S. the C.
--Reminder: It is important for you to stay caught up with regard to all of your coursework. It is in your best interest to check the blog and Schooltool often. Additionally, if you have an "INC" for a Marking Period, following up with Mr. Martin ASAP would be wise!
--agenda/HW
--Reminder: 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?!
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
Closure -- The Tragedy of Romeo and Juliet Act 4 and Act 5 Target Assessment
--After carefully reading the directions, complete the task at hand and submit your best work in the time permitted.
--When you finish, please place your halfsheet in the black basket on the front table. Then, read your free reading book quietly and independently until everyone is finished.
After all students have completed the closure task, placed their work in the black basket on the front table, and read for about 10 additional minutes, please proceed to the "Activity" below. Please inform the students that they are "gearing up" for an activity that will take place during class on Thursday.
Activity -- Debate Circle
Step #1: Debate Preparation--Phase One
- read the question below aloud:
- What does a teacher mean when he or she says, "Think like a trial lawyer!"?
- view some of the following video with the question in mind:
- elicit student responses to the question, and make a bulleted list of responses on the whiteboard--a student might say the following, for example:
- Know exactly what your claim is and STICK TO IT!
After creating a list on the board of approximately 4-6 items, instruct the students to complete the "Transition" below. Then, begin wrapping up the class block by reading the official assignment sheet for the writing assignment togther. After reading the assignment sheet, students can either begin thinking/preparing with regard to the writing assignment and/or complete some additional free reading.
HW (Practice/Take-Home Assessment)
Transition
--Please pick up the "The Tragedy of Romeo and Juliet End-0f-Unit Essay" sheet from the front table.
Looking Ahead/Closure
--oral reading of assignment sheet/Q & A
--Please pick up the "The Tragedy of Romeo and Juliet End-0f-Unit Essay" sheet from the front table.
Looking Ahead/Closure
--oral reading of assignment sheet/Q & A
Flex Block -- End-of-Unit Essay Thinking/Preparation and/or Free Reading (time permitting)
HW (Practice/Take-Home Assessment)
--WE ARE TAKING A BREAK FROM MEMBEAN 4/26-5/2 DUE TO THE MARKING PERIOD ENDING; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)!
HW (Class Preparation)
--Begin/continue thinking about and preparing for the End-0f-Unit Essay (especially now that you have the official assignment sheet in your possession).
--Read at least 10 pages of your (dystopian?) free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! These final two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
Miscellaneous
--As always, whatever we do not finish in class today, you can expect to continue with next class!--Read at least 10 pages of your (dystopian?) free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! These final two marking periods, I will randomly check for books and include your level of preparation in my reporting via Schooltool.
Miscellaneous
