English 10 Honors--5/31/2019

Jump Off
--Please pick up the following from the front of the classroom:

• a copy of Paulo Coelho's The Alchemist
• a copy of the "The Alchemist Novella Unit--Paulo Coelho's 'Four Obstacles' Philosophy" sheet

Purposeful Reading/Discussion/Looking Ahead -- Paulo Coelho's "Four Obstacles" Philosophy and Novella Teaser
--oral reading/completion of assigned task (question and one obstacle)
--turn and talk
--purposeful oral reading of the "PROLOGUE" to The Alchemist via the graphic novel version

• Why might Coelho have begun the novella with this twisted retelling of the ancient myth of Narcissus?
• What connections do you see between Coelho's "'Four Obstacles' Philosophy" and the "PROLOGUE"?

--turn and talk

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!
--contextualizing today's work with Paulo Coelho's The Alchemist

• If you decide to read the novella, please sign out your copy on the sheet on the front table at the end of class today.  Otherwise, please just leave your copy of the text on the front table.

--Reminder: The third question that must be addressed as part of your writing piece:

• What is your "why?", and how is it related to your observations about/understanding of human nature? 

--agenda/HW

Transition
--If you have already contributed to the symposium but have not yet hung up your picture, please do so now.  The tape should be located on the desk by the classroom door.

--Please re-form the alphabetized-by-title-of-memoir circle out of the desks.  We will continue the symposium by picking back up with Gianna R.'s contribution (Garrard Conley's Boy Erased).

Circle Discussion -- Human Nature in Memoirs Symposium
--Reminder: the symposium protocol:

• I will begin the symposium by passing the ball to my left, and that person will first share his or her summary before passing the ball to the left.
• If the next person wants to ask a follow-up question so as to gain clarity regarding the memoir, he or she will do so.  The ball will continue moving left in this manner until it arrives back at the person who started. 
• The person sharing will finish his or her contribution (quote, interpretation, personal anecdote, visual, connection to another visual on the wall, and extension of thinking).
• The ball will get passed left again.  If the next person wants to comment upon, respond to, etc. the contribution that just occurred, he or she will do so.  Additionally, if a person has a planned contribution that is closely related to the current conversation, he or she might ask to share about his or her memoir to keep the conversation moving forward. 
• The ball will continue moving left in this manner until three-four more students have discussed their memoirs.

--Transition

• re-column the desks and pick up the "Appreciating Others" halfsheet from the front table

--Closure -- Appreciating Others

• complete the task at hand and place your completed halfsheet in the black basket on the front table

Transition

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

• a copy of the "Models of Argument" sheet  
• If you are looking to stray away from the Classical Approach to argumentation in your End-of-Course Assignment, you might find that this document helps!
• copies of the "A Paragraph's a Paragraph's a Paragraph! (CER)" template (if you think that you would benefit from using them as you finish outlining)
• copies of the "Basic Counterargument Paragraph Template" (if you think that you would benefit from using them as you finish outlining)
• the "Mini-Presentation Information" halfsheet

--Do I need your Works Cited page with source annotations?  If so, I will be touching base with you later in class.

Writing Workshop -- End-of-Course Assignment (Loose Ends/Outlining and Drafting)

--address End-of-Course Assignment "loose ends":

• summary of the "Models of Argument" sheet
• "putting it together" via templates (The Classical Model of Argument)
• How do I conclude my essay?!
• Strongly consider a call to action
• http://writingcenter.unc.edu/handouts/conclusions/
• Reminders: The Works Cited page
• add new sources
• delete unused sources
• delete annotations
• check in with Mrs. Donohue about her feedback
• insert your final Works Cited page as the last page of your essay
• oral reading of "Mini-Presentation Information" halfsheet
• Q & A

--a few controlling quotations for today's work block (if you are still in the process of gathering evidence):

• "At this point [of gathering evidence], you want to include anything, anything, that might be useful, and you also want to avoid the temptation to arrive at definite conclusions about your topic. Remember that one of the qualities that makes for a good interpretation is that it avoids the obvious. You want to develop complex ideas, and the best way to do that is to keep your ideas flexible until you've considered the evidence carefully. A good gauge of complexity is whether you feel you understand more about your topic than you did when you began (and even just reaching a higher state of confusion is a good indicator that you're treating your topic in a complex way)."
• "A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a 'working thesis,' a basic or main idea, an argument that you think you can support with evidence but that may need adjustment along the way."

--Reminder: Here is our compact:

COMPACT FOR WORK TIME

• Talking should be limited.
• When talking must occur, get your peer's attention first and stay on task.
• I will use the consequence system that we have in place for lack of compliance.
• Listening to music at a low volume via headphones/earbuds is permitted.

--work block
--meetings as per the order established on the front board

HW (Class Preparation)

--FYI: We will continue (finish?) the symposium next class block.
--Read at least 10 pages of your free reading book (memoir still?!) between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  During the final marking period, I intend to randomly check for books and include your level of preparation in my reporting via Schooltool.

HW (Class Preparation)/Writing

--Continue outlining, drafting, and refining your End-of-Course Assignment, which is due on our last academic day of class (two weeks from today!).  Mini-presentations will take place in class as well.  Prepare accordingly.

Miscellaneous

*I AM AVAILABLE AFTER SCHOOL PRETTY MUCH DAILY FROM NOW UNTIL THE END OF THE SCHOOL YEAR AND AM MORE THAN HAPPY TO WORK WITH INDIVIDUALS ONE-ON-ONE (ESPECIALLY THOSE OF YOU WHO ARE STRUGGLING--BE HONEST WITH YOURSELF AND TAKE INITIATIVE!).*

--The final novel assessment for Lord of the Flies is CANCELLED.  I hope, however, that each of you considered significant passages while reading and decide to use Golding's work in your End-of-Course Assignment!
--The NYS Regents Examination in English Language Arts will take place on Wednesday, 6/19 during the 7:40 AM-10:40 AM time slot.  Continue preparing for a successful performance--I believe in all of you!
--Enjoy the weekend--you only get so many of 'em! :)