English 10--Fable as a Genre and Allegory as a Literary Term

A fable...

• is a fictional story, typically short
• is sometimes in the form of a picture book
• is sometimes in the form of a narrative poem
• contains animals (or plants or forces of nature or inanimate objects) as main characters that have been given human attributes 
• conveys a moral (teaches a lesson, often directly stated) at the end
• often satirizes (makes fun of/criticizes) the often questionable behavior of human beings.

An allegory...

• is a fictional story where "everything" is symbolic
• contains characters, settings, and events that have significant meanings beyond the surface
• 's symbolic meanings work together in order to point readers toward a moral or theme.

English 10--10/3/2019 & 10/4/2019

Jump Off (1-2 mins.)
--Block 1 ACE: Please take out your document with pictures of animals from last class block.  Please recall that the following questions was posed: What does each animal/group of animals suggest to you/what might each animal represent within Orwell's novella?  Expect to continue brainstorming/sharing, and expect me to ask the "why?" question often!
--Block 2 BDF: On your desk, you should find a copy of a document with pictures of animals on it.  Today, we will consider the following question together: What does each animal/group of animals suggest to you/what might each animal represent within Orwell's novella?
--Block 4 BDF: On your desk, you should find a copy of a document with pictures of animals on it.  Today, we will consider the following question together: What does each animal/group of animals suggest to you/what might each animal represent within Orwell's novella?  Before we do so, however, we need to briefly go over the "allegory" section of your notes page from last class block, so please access the sheet in your binder!

S. the C. (5-8 mins.)

--Reminder: Beginning with the end in mind-the essential questions explored throughout the entirety of the course:

Why do people do what they do, say what they say, etc.?  What are human beings really like?  What is your "why?", and how is it related to your observations about/understanding of human nature?

--FYI: Beginning with the end in mind--our ultimate purpose for reading George Orwell's Animal Farm:

End-of-Unit Writing Assessment Prompt:

Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, discuss Orwell's characterization of at least one important character.  Then, analyze/explain how Orwell's use of characterization helps develop a theme statement (central idea) drawn from the novel.  Considering the following question might help when crafting a theme statement: What seems to be 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?  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!  

--You should leave class today...

• with some ideas about Animal Farm (e.g., what some of the animals as characters might represent) and a "game plan" for actively/purposefully listening to the novella
• having actively/purposefully listened to/discussed most (if not all!) of Chapter 1 of Animal Farm
• having (maybe?) demonstrated to me your ability to apply the definition of "allegory" to Animal Farm (informal assessment)
• with a better understanding of (and appreciation for?) some of the classmates with whom your share Room 203.

--agenda/HW

Block 4 BDF: Old Business -- Allegory as a Literary Terms

Notetaking/Activity (cont.) -- Animal Farm Unit--Allegory as a Literary Term and Symbol Inferences (Pre-reading) (10-15 mins.)
--SHARE: (continue) "dump(ing)" potential meanings for each of the pictures on the SMART Board/engage in discussion
--Closure

• Based on some of the inferences we just made, what should we do as part of our active/purposeful reading of George Orwell's Animal Farm (the novella that you will begin listening to/studying TODAY!)?

Transition (1-2 mins.)
--Please take out your notebook, draw a line underneath your last notebook entry, date the page in the righthand margin (10/3/2019 [ACE] or 10/4/2019 [BDF]), and label this section of your notes "George Orwell's Animal Farm--Chapter 1."

Read-Aloud -- George Orwell's Animal Farm (20-25 mins.)
--active/purposeful listening tasks assigned:

Chapter 1--Characterization Task

• What is/are __________ "like"?  Why does/do __________ do what he/she/they does/do, say what he/she/they says/say, etc.?
• Mr. Jones
• Mrs. Jones
• Old Major (a pig)
• Bluebell (a dog)
• Jessie (a dog)
• Pincher (a dog)
• the pigs
• the hens
• the pigeons
• the sheep
• the cows
• Boxer (a horse)
• Clover (a horse)
• Muriel (a goat)
• Benjamin (a donkey)
• the ducklings
• Mollie (a horse)
• the cat
• Moses (a raven)
• the rats

Chapter 1--Theme Task

• What themes do you see emerging?  Consider using the following "pathways" to determine emergent themes: characterization, conflict, and repetition.

--THINK: oral reading of Chapter 1/notetaking

• Jot down notes in your notebook as per your assigned task!

Closure #1 (10-15 mins.)

--PAIR share
--whole-class SHARE-out

• share conclusions drawn about characters, theme words, etc.

Closure #2 -- "_____ might symbolize _____ because..." (5-10 mins.)

Teambuilding Activity -- Artifact Bags (remainder of class [time permitting])
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing

--guess who?!

--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher(s)/peers

--REPEAT THE PROCESS...

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

--ACE class: Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM TONIGHT (THURSDAY, 10/3).  (See the "English Department Membean Routine" sheet.)
--All classes: Complete another round of Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM next Thursday (10/10).  (See the "English Department Membean Routine" sheet.) 
HW (Class Preparation)
--Please read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  I will be checking your books in the near future!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• "Free Reading Course Component--Overview Document"
• High school library for additional book surfing time
• Introducing ThinkCERCA/Article of the Week purpose, framework, etc.
• Adding to "Interest Inventory"--selecting an initial research topic

English 10 Honors--10/1/2019

Jump Off (3-5 mins.)
--I recently reread the directions from the "Artifact Bag" assignment sheet.  Then, I wrote in red Expo marker the information on the whiteboard underneath the clock.  If you have not yet shared with the class, please read the information in red and (add to your?) plan(s) for today's circle.  If you have already shared your bag, please steal a few pages of your free reading book! :)

S. the C. (5-8 mins.)
--agenda/HW

Transition (up to 3 mins.)
--Form an alphabetized-by-middle-name circle out of the desks in three minutes or less.

Teambuilding Activity -- Artifact Bags (30-45 mins.)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers
--REPEAT THE PROCESS FOR UP TO 4 BAGS (OR 45 MINS.)

Transition (3-5 mins.)
--Please re-column the desks.  Then, pick up each of the following from the front table:

• the "Questions to Ask Yourself When You Are Assigned a Writing Task" sheet
• the "Thematic Writing Assignment--Partner Interviews" assignment sheet

Back at your desk, please take out any notes that you have about your partner as we will add to said notes during the next segment of today's class block.  Then, spend a few minutes analyzing the assignment sheet via the "Questions..." sheet.

Teambuilder/Research/Writing Workshop -- Thematic Writing Assignment--Partner Interviews (remainder of class)

--Q & A as per assignment analysis--PICK BACK UP HERE (SHEET READ IN BLOCK 3B...THAT'S IT!!!; RECOMMENDATION TO READ SHEET OUTSIDE OF CLASS IN BLOCK 4)

--another paragraph from a sample essay from the past shared

--Transition

• Please get back in partnerships/group formed last class block:
• Block 3B ACE:
• Kaelin writes about Isabelle writes about Sara writes about Kaelin
• Brooke and Justin
• Matthew and Lindsey
• Lillian and Paige
• Jillian and Shealyn
• Garan and Kelsey
• Block 4 ACE:
• Beth writes about Sarah writes about Nick writes about Beth
• Sabrina and Dani
• Nadia and Nathan
• Jacob and Eliot
• Katelyn and Courtney
• Angela and Kylei

--in partnerships/group, continue conducting interviews/taking notes

• REMINDER: YOU MUST INCLUDE A DIRECT QUOTATION FROM YOUR PARTNER IN YOUR ESSAY!

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

--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM THIS Thursday (10/3).  (See the "English Department Membean Routine" sheet.)
HW (Class Preparation)

--Please read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  I will be checking your books in the near future!
--Continue getting in touch with your writing assignment partner and engaging in the "research" process (especially now that your purpose is clearer having analyzed/discussed the assignment sheet).  The more intriguing information you have gathered about your partner by the end of this week, the better!

Writing
--The Thematic Essay Writing Assignment--Partner Interviews essay (your best effort) is tentatively due at the beginning of class on Tuesday, 10/15 typed in proper MLA format.

On the backburner:

• "Free Reading Course Component--Overview Document"
• High school library for additional book surfing time
• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

English 10--10/1/2019 & 10/2/2019

Jump Off (2-3 mins.)
--Please pick up a copy of the "Fable as a Genre and Allegory as a Literary Term" sheet from the front table.  Can you fill in any of the blanks via prior knowledge?
--The following students need to SEE ME at the end of class today with regard to the paragraph writing piece:

• Aidan H.
• Mason H.
• Anthony L.
• Savannah L.
• Wyatt R.
• Trey S.
• Dan S.
• Devin T.

S. the C. (10-12 mins.)
--Reminder: Beginning with the end in mind--the essential questions explored throughout the entirety of the course:

Why do people do what they do, say what they say, etc.?  What are human beings really like?  What is your "why?", and how is it related to your observations about/understanding of human nature?

--FYI: Beginning with the end in mind--our ultimate purpose for reading George Orwell's Animal Farm (which we will begin reading/studying next class block):

End-of-Unit Writing Assessment Prompt:

Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, discuss Orwell's characterization of at least one important character.  Then, analyze/explain how Orwell's use of characterization helps develop a theme statement (central idea) drawn from the novella.  Considering the following question might help when crafting a theme statement: What seems to be 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?  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!  

--You should leave class today...

• able to define "fable" and apply the definition to an actual fable (e.g., determine the fable's moral lesson)
• able to begin formulating and giving voice to your own ideas about human nature
• able to define "allegory" and begin to apply the definition to George Orwell's Animal Farm
• with some ideas about Animal Farm (e.g., what some of the animals as characters might represent) and a rough "game plan" for actively/purposefully reading the novella.

--agenda/HW

Mini-Lesson -- Fable as a Genre and Human Nature in Aesop's "The Scorpion and the Frog" (30-40 mins.)
--view Aesop's "The Lion and the Mouse" and complete the task at hand

• https://www.youtube.com/watch?v=iPybpc-xuG0

--whole-class share-out so as to deepen our understanding of the term "fable"--add to your notes accordingly!

--Transition

• Pick up a copy of the "Fable as a Genre and Human Nature in Aesop's 'The Scorpion and the Frog'" sheet from the front table.

--THINK: After purposefully reading the directions, complete the task at hand quietly and independently.

--PAIR/SHARE

--Transition

• As soon as I set the stopwatch and instruct you to do so, you will form an alphabetical-by-first-name circle out of the desks without talking.  This should take no more than two minutes!
• "Ready...set...GO!!!"

--Closure/Looking Ahead

• engage in discussion with regard to the "Fable as a Genre and Human Nature in Aesop's 'The Scorpion and the Frog'" sheet
• share (again!) the essential questions explored throughout the entirety of the course:

Why do people do what they do, say what they say, etc.?  What are human beings really like?  What is your "why?", and how is it related to your observations about/understanding of human nature?

--pass around the "English 10--End-of-Course Assignment 2020--VERY ROUGH DRAFT!!!" document and engage in an oral gist reading

--Q & A as per gist reading

Transition (3-5 mins.)

--Please re-column the desks and pick up the document with pictures and lines on it from the front table.  Then, turn your attention back to the sheet from the beginning of the class block, specifically attending to the "allegory" section.  Can you fill in any of the blanks via prior knowledge?  FYI: George Orwell's Animal Farm, which we will begin reading next class block, is both a fable AND an allegory!

Notetaking/Activity -- Animal Farm Unit--Allegory as a Literary Term and Symbol Inferences (Pre-reading) (10-15 mins.)

--finish "Transition" notes via summary/brief analysis of example (Edgar Allan Poe's "The Masque of the Red Death")/Q & A
--Directions:

• Take a thoughtful look at each of the pictures of a(n) animal(s) included within this document.  What does each animal/group of animals suggest to you/what might each animal pictured represent within Orwell's novella?  Write your ideas on the lines provided, and expect to share some of your ideas with the rest of the class.  As we share/discuss, expect me to ask the "why?" question often! 

--THINK/PAIR

--SHARE: "dump" potential meanings for each of the pictures on the SMART Board/engage in discussion

Closure (remainder of class?)

--Based on some of the inferences we just made, what should we do as part of our active/purposeful reading of George Orwell's Animal Farm (the novella that we will begin reading/studying next  class block!)?

Teambuilding Activity -- Artifact Bags (time permitting)

--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing

--guess who?!

--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher(s)/peers

--REPEAT THE PROCESS...

Before You Leave

--re-column the desks

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM THIS THURSDAY (10/3).  (See the "English Department Membean Routine" sheet.)
HW (Class Preparation)
--Please read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  I will be checking your books in the near future!

On the backburner:

• "Free Reading Course Component--Overview Document"
• High school library for additional book surfing time
• Introducing ThinkCERCA/Article of the Week purpose, framework, etc.
• Adding to "Interest Inventory"--selecting an initial research topic

English 10 Honors (4 ACE--ABBREVIATED BLOCK DUE TO PEP ASSEMBLY)--9/27/2019

Jump Off (3-5 mins.)
--Please pick up a copy of the strip of paper with several lines on it from the front table.  Then, back at your assigned seat, complete the task at hand quietly and independently.  I have listed all of your classmates' names in alphabetical order on the whiteboard.
--When you finish, please place your strip of paper in the black basket on the front table.  Then, engage in free reading.  When everyone is free reading, I will know that we can proceed together relatively soon thereafter!

Transition
--Please pick up an index card from the front table.
--Write down five interview questions on your index card.

• I will provide a few examples and share the writing prompt toward which today's interviews are building.

S. the C. (3-5 mins.)
--agenda/HW

Teambuilding/Writing Workshop -- Partner Interviews/Research (until a few mins. remaining)
--partnerships/group shared:

• Beth writes about Sarah writes about Nick writes about Beth
• Sabrina and Dani
• Nadia and Nathan
• Jacob and Eliot
• Katelyn and Courtney
• Angela and Kylei

--in partnerships established via strips of paper, conduct interviews/take notes

• MODEL with a randomly selected student first

Before You Leave
--sample body paragraph from past student shared
--re-column the desks

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

--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM on Thursday (10/3).  Make sure to attend "Membean Monday" as per policy if you did not meet the requirements last week.  (See the "English Department Membean Routine" sheet.)
HW (Class Preparation)
--Strongly consider getting in touch with the partner with whom you worked during class today and continue engaging in the "research" process.  The more intriguing and purpose-driven information you have gathered about your partner by the middle of next week, the better!
--Please read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  I will be checking your books in the near future!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• "Free Reading Course Component--Overview Document"
• High school library for additional book surfing time
• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• https://www.youtube.com/watch?v=dB-8RMUrzPA

English 10 Honors (3B ACE)--9/27/2019

Jump Off (3-5 mins.)
--Please pick up a copy of each of the following from the front table: 

• the strip of paper with several lines on it
• the sheet titled "Building an Interest Inventory" 

Then, back at your assigned seat, complete the strip of paper task at hand quietly and independently.  I have listed all of your classmates' names in alphabetical order on the whiteboard.

Transition (1-2 mins.)
--Please place your strip of paper in the black basket on the front table.  Then, take a look at the information below:

• FYI: Because of the pep assembly, we have considerably more class time today than the Block 4 English 10 Honors class.  Therefore, you have the following options for the next part of today's class block:
• Option #1: Engage in free reading.
• Option #2: Obtain your Chromebook from the cart in the back of the classroom, log in, log in to Membean, and set up and complete a 15-minute training session.
• Option #3: Begin your Interest Inventory by listing words and phrases as directed.

Flex Block -- Free Reading and/or Membean Training and/or Building an Interest Inventory (30-35 mins.)
--"Building an Interest Inventory" task briefly MODELED via the SMART Board (if necessary)

S. the C. (3-5 mins.)
--agenda/HW

Transition (5-8 mins.)
--For those of you who used your Chromebook: Please fully shut it down, return it to the proper slot, and plug it in via a cord.
--Please pick up an index card from the front table.
--Write down five interview questions on your index card.

• I will provide a few examples and share the writing prompt toward which today's interviews are building.

Teambuilding/Writing Workshop -- Partner Interviews/Research (until a few mins. remaining)
--partnerships/group shared:

• Kaelin writes about Isabelle writes about Sara writes about Kaelin
• Brooke and Justin
• Matthew and Lindsey
• Lillian and Paige
• Jillian and Shealyn
• Garan and Kelsey

--in partnerships established via strips of paper, conduct interviews/take notes

• MODEL with a randomly selected student first

Before You Leave
--re-column the desks

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

--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM on Thursday (10/3).  Make sure to attend "Membean Monday" as per policy if you did not meet the requirements last week.  (See the "English Department Membean Routine" sheet.)
HW (Class Preparation)
--Strongly consider getting in touch with the partner with whom you worked during class today and continue engaging in the "research" process.  The more intriguing and purpose-driven information you have gathered about your partner by the middle of next week, the better!
--Please read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  I will be checking your books in the near future!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• "Free Reading Course Component--Overview Document"
• High school library for additional book surfing time
• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

English 10--9/27/2019 & 9/30/2019

Jump Off (1-2 mins.)
--Block 1 ACE: 

• If you are one of the following students, please finish Phase 2 and Phase 3 of the writing piece that we worked on last class block:
• Zoe M.
• Alan P.-A.
• If you are one of the following students, please SEE ME at the front table so that I can get you started on Phase 1 of the writing piece and make arrangements with you for completing the assignment:
• Bryce H.
• Destinee W.

--Block 2 BDF: 

• If you are one of the following students, please finish Phase 2 and Phase 3 of the writing piece that we worked on last class block:
• Jon F.
• Emma M.
• Holly W.

--Block 4 BDF: 

• If you are one of the following students, please finish Phase 2 and Phase 3 of the writing piece that we worked on last class block:
• Anna C.
• Wyatte G.
• Aidan H.
• Mason H.
• Anthony L.
• Savannah L.
• Marissa M.
• Julia M.
• Wyatt R.
• Lizardo S.
• Matt S.
• Trey S.
• Dan S.
• If you are one of the following students, please SEE ME at my desk so that I can get you started on Phase 1 of the writing piece and make arrangements with you for completing the assignment:
• Mason H.
• Devin T.

--Those of you who submitted your writing pieces via ThinkCERCA last class block have the following options for the first part of today's class block:

• Option #1: Engage in free reading.
• Option #2: Obtain your Chromebook from the cart in the back of the classroom, log in, log in to Membean, and set up and complete a 15-minute training session.
• Option #3: Take out your Interest Inventory from two class blocks ago and continue listing words and phrases under each heading.
• What is interesting/important to me related to this category?
• What do I know related to this category?
• What do I want to know related to this category?

Flex Block -- Writing Workshop/Pre-Assessment and/or Free Reading and/or Membean Training and/or Building an Interest Inventory (20 mins.)

Transition (1- 2 mins.)
--For those of you who used your Chromebook: Please fully shut it down, return it to the proper slot, and plug it in via a cord.

S. the C. (3-5 mins.)
--agenda/HW

• Reminder: Membean policy/Code of Conduct

Teambuilding Activity Preparation -- Artifact Bags (5-8 mins.)
--revisit some of the directions from the "Artifact Bag" assignment sheet (see whiteboard)

• planning time for those who have yet to share/continued flex block for those who have already shared

Transition (3 mins.)
--1 ACE/2 BDF: Form an alphabetized-by-first-name circle out of the desks in three minutes or less
--4 BDF: Form an alphabetized-by-middle-name circle out of the desks in three minutes or less

Teambuilding Activity -- Artifact Bags (until a few mins. remaining)
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher(s)/peers
--REPEAT THE PROCESS...

Before You Leave
--re-column the desks

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

--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM on Thursday (10/3).  Make sure to attend "Membean Monday" as per policy if you did not meet the requirements last week.  (See the "English Department Membean Routine" sheet.)
HW (Class Preparation)
--Please read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  I will be checking your books in the near future!
Miscellaneous
--ACE class: Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• "Free Reading Course Component--Overview Document"
• High school library for additional book surfing time
• Introducing ThinkCERCA/Article of the Week purpose, framework, etc.

Binder Tabs--Suggested Setup for English 10/English 10 Honors

• NOTES/TERMS
• AOW
• GRAMMAR HAMMER
• WRITING
• RET. WORK/MISC.

English 10 Honors--9/25/2019

Jump Off (3-5 mins.)
--Please set up your binder tabs using the list on the front board.  (This list also exists as a blog post.)
--Please attend to your terms/concepts assessment from last class block for a few moments before picking up and beginning today's assessment.  Then, when you are instructed to do so, please return your previous assessments to the black basket on the front table and pick up the "English 10 Honors--Literature and Nonfiction Terms/Concepts--Assessment--Terms/Concepts #1-85" sheet.  

Transition (1 min.)
--Please return your previous assessments to the black basket on the front table and pick up the "English 10 Honors--Literature and Nonfiction Terms/Concepts--Assessment--Terms/Concepts #1-85" sheet.  Complete the quiz quietly and independently back at your assigned seat.  Good luck!

Assessment and Literacy Activity -- English 10 Honors--Literature and Nonfiction Terms/Concepts--Assessment--Terms/Concepts #1-85 and Membean Training (25-30 mins.)
--finish completing the quiz
--When you finish, please...

• place the quiz facedown on the floor underneath your desk
• obtain your Chromebook from the cart in the back of the classroom and log in (see the list adhered to the top of the cart)
• log in to Membean
• set up and complete one 15-minute training session
• fully shut down your Chromebook, return it to the proper slot, and plug it in via a cord
• engage in free reading (if some of your peers are still not yet finished).

S. the C. (5-8 mins.)
--Membean "stats" check

• What are your personal requirements by the end of the day tomorrow?

--agenda/HW

Assessment/Instruction -- English 10 Honors--Literature and Nonfiction Terms/Concepts--Assessment--Terms/Concepts #1-85 (10-15 mins.)
--trade and grade

• During this time, I highly encourage you to ask clarifying questions and add to your definitions on your terms/concepts packet!

--return quizzes to owners--reflect upon performance and note still-not-mastered terms/concepts on your packet--I will collect quizzes momentarily

Teambuilding Activity -- Artifact Bags (remainder of class [time permitting])
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
--guess who?!
--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher(s)/peers
--REPEAT THE PROCESS...

HW (Practice/Take-Home Assessment/Class Preparation)
--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM THIS THURSDAY (9/26).  (See the "English Department Membean Routine" sheet.)
--Complete another round of Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM next Thursday (10/3).  (See the "English Department Membean Routine" sheet.)
HW (Class Preparation)
--Please aim to read at least 10 pages of your free reading book between now and next class.  BRING YOUR FREE READING BOOK TO CLASS DAILY!
Miscellaneous
--You can expect to begin your first writing assignment of the course next class block! :)

On the backburner:

• "Free Reading Course Component--Overview Document"
• High school library for additional book surfing time
• Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
• Thematic Writing Assignment