Mr. Martin's English--2019-2020: October 2019

Tuesday, October 29, 2019

English 10 Honors--10/31/2019

Jump Off (8-10 mins.)
--Please spend the first few minutes of the class block preparing for today's discussions. Also, I need you to brainstorm items for inclusion in our rough "Compact for Group Work" after I share the rationale behind the compact/MODEL.

S. the C. (8-10 mins.)
--rough "Compact for Group Work" created on the whiteboard

--Reminder: Continuing with the end in mind!--the ROUGH End-of-"Unit" Writing Assignment Prompt:

After closely reading Edgar Allan Poe's "The Masque of the Red Death," write a text-based, grammatically sound, tightly-written response of two paragraphs. In your response, make it clear that characterization or symbolism (or...) exists/is being implemented within the short story. Also, analyze/explain how Poe's use of the literary element or literary device helps develop a central idea of (convey a theme statement derived from) the short story: What seems to be Poe's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in this tale he spins? Use strong and thorough evidence (3+ pieces per paragraph) from the short story to support your analysis, and be sure to tie back to each of your claims often. Do not simply summarize the short story.

--You should leave class today...

with a better understanding of what close reading of literature looks like

having processed/discussed close reading annotations for Edgar Allan Poe's "The Masque of the Red Death" (and, hopefully, having moved forward as a close reader of literature as a result!)

having hit the following target at least once:

After reading a piece of literature (closely...like a champ!), I can contribute something (a question, an answer, an important detail, etc.) to a small-group and/or whole-group discussion that deepens our understanding of the text and moves us forward as close readers of literature.

somewhat more comfortable collaborating with your peers in a variety of groupings

How well do you, personally, "anchor in" to our rough "Compact for Group Work"?

with a deeper understanding of Poe's short story
with a few ideas for how to move further forward with our study of Poe's story.

--agenda/HW

Discussion #1 -- Edgar Allan Poe's "The Masque of the Red Death"
--Reminder: Close reading of literature =

"going after" items noticed during an initial purposeful reading
reading, rereading, and annotating as per the targets defined within the "'Reading Literature Like a Champ!' Framework" document

--today's "Discussion #2" protocol shared
--in pre-assigned-by-section-of-the-story groups of four/five and anchored in to our rough "Compact for Group Work," begin sharing contributions (questions, answers, key words/details, meanings of difficult words, etc.)
--Transition

Please pick up and begin completing the "Soft Skills Self-Assessment" sheet from the front table.

--Closure -- Soft Skills Self-Assessment--Small-Group Close Reading Discussion

Finish completing the self-assessment sheet quietly and independently as directed.
When you finish, place your sheet in the black basket on the front table and engage in free reading until further directions are given.

Transition

--Form an alphabetized-by-favorite-type-of-candy circle out of the desks. (I'm a "t" all day--Toblerone! :))

Discussion #2 -- Edgar Allan Poe's "The Masque of the Red Death" (cont.)

--students share annotations from close reading/ideas from today's first discussion (preparation block) as per protocol--I encourage a "deeper dig" via prompting, follow-up questions, etc.

I WILL ASSESS CONTRIBUTIONS VIA THE "DISCUSSION CONTRIBUTION RATING SCALE".

Transition (2 mins.)
--Re-column the desks and pick up a copy of the "Final Countdown" sheet from the front table.

Closure -- Final Countdown (last 5 mins.)
--Please fill in the areas of the triangle to the best of your ability so that I can get a snapshot of how we did today and where we should head next.

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 (11/7). DUE TO RECENT ISSUES WITH GOOGLE ACCOUNT LOGINS, I AM ADDING TOGETHER THE "STATS" FROM THIS WEEK'S REPORT AND NEXT WEEK'S REPORT. (See the "English Department Membean Routine" sheet.)
Writing
--Continually improve your Thematic Writing Assignment--Partner Interviews essay. Conferences will continue occurring until I have had a chance to meet with everyone, and a score will be reported as a part of your Marking Period 2 GPA.
--Continue outlining and/or drafting your short story. The final draft of the assignment is due on Wednesday, 11/13, which is just under 2 weeks from today! My classroom is open after school for any individuals looking to "workshop" together.
HW (Class Preparation)
--Review your notes for “The Masque…”. Be prepared for an assessment and/or more discussion about the reading NEXT class (Monday, 11/4).
--Read at least 10 pages of your free reading book between now and next class. You have up until early December to finish your book. ALWAYS BRING YOUR FREE READING
BOOK TO CLASS!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

NYS ELA Incentive Plan Party
Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

tablet

first Grammar Hammer
continuing to add to "Interest Inventory"--selecting an initial research topic
writing an initial claim for the essential question(s) and posting on the greenboard

English 10--10/31/2019 & 11/1/2019

Jump Off
--Please pick up a copy of the "End-of-Unit Writing Assessment Note Catcher--Chapter 6-End" from the front table. Prior to reading more of Animal Farm, we will take a look at this sheet and make sure that its use is clear.

S. the C.
--agenda/HW
--top third of "Jump Off" sheet read/use MODELED

Read-Aloud/Brain Break -- George Orwell's Animal Farm
--FYI: Following our reading of Chapter 6 and Chapter 7, we will engage in a circle discussion during which I will use the "Discussion Contribution Rating Scale." Let's familiarize ourselves with the scale before reading today!
--"Discussion Contribution Rating Scale" shared along with exemplars at each level

Q & A

--THINK (Discussion Preparation): oral reading of Chapter 6/notetaking via note catcher sheet
--Brain Break -- One to Ten
--THINK (Discussion Preparation): oral reading of Chapter 7/notetaking via note catcher sheet
*1 ACE/2 BDF: DURING TODAY'S READING, SOMEONE WILL BE AROUND TO RETURN YOUR INDEX CARD FROM LAST CLASS BLOCK. (IF YOU WERE ABSENT, PLEASE SEE ME BEFORE LEAVING CLASS TODAY TO MAKE AN APPOINTMENT FOR MAKING UP THIS ASSIGNMENT.)*

Block 4 BDF: Transition

--Please pick up an index card from the front table.

Closure--DID NOT GET TO IN 1 ACE DUE TO FIRE DRILL--MAYBE DO NEXT TIME FOLLOWING CIRCLE DISCUSSION?

--Block 1 ACE/Block 2 BDF: Attending to the commentary jotted down on your index card and bearing in mind what we read today, please improve your index card. Tuck it in a safe place in your binder before leaving the room today!
--Block 4 BDF: Please write your name at the top of the lined side of your index card. Then, respond to the following questions:

What does George Orwell seem to think human beings are really like?
What did you hear in the story either today or in a previous class block that helped you answer the question above?

Transition

--When you finish, tuck your index card in a safe place in your binder (1 ACE/2 BDF)/place your index card in the black basket on the front table (4 BDF). Then, engage in free reading until the class block ends. Enjoy!

FYI: I will be around to talk to some of you about your free reading book. For example, I might ask the following questions: Who is/are the protagonist(s) in your book? What motivates him/her/them?

Free Reading/Conferencing (remainder of the block)

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 (11/7). DUE TO RECENT ISSUES WITH GOOGLE ACCOUNT LOGINS, I AM ADDING TOGETHER THE "STATS" FROM THIS WEEK'S REPORT AND NEXT WEEK'S REPORT. (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. You have up until early December to finish your book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

"Discussion Contribution Rating Scale" discussion about Chapter 6 and Chapter 7
Block 4 BDF: Continue bags
"Free Reading Course Component--Overview Document"
Continuing to add to "Interest Inventory"--selecting an initial research topic
Writing an initial claim for the essential question(s) and posting on the greenboard
Next AoW:

Personality Test
https://www.cnn.com/2018/09/26/health/screen-time-cognition-study/index.html

English 10 Honors--10/29/2019

Jump Off (2-3 mins.)
--If you already have a copy of the "Building an Interest Inventory" sheet, please find it in your binder. If you need the sheet, please pick up a copy from the front table. Then, (re-)read the directions at the top of the page.

Activity/Looking Ahead/DEAR -- Building an Interest Inventory and Free Reading (20-25 mins)
--explain/model STEP 1 of the Building an Interest Inventory assignment again (pages 25-27 of Bruce Ballenger's The Curious Researcher) using the drawings on the whiteboard:

Under each heading, continue listing words and phrases in response to the three questions below. Go crazy; write whatever comes to your mind:

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?

--After adding at least five items, clip your Interest Inventory into your binder. Then, engage in free reading until further instructions are given.
*DURING THIS TIME, I WILL CONTINUE CALLING STUDENTS UP TO THE FRONT TABLE FOR CONFERENCING.*

Transition (1-2 mins.)
--Please pick up a copy of the "Discussion Contribution Rating Scale" halfsheet from the front table.

S. the C. (8-10 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?

--Reminder: Continuing with the end in mind!--the ROUGH End-of-"Unit" Writing Assignment Prompt:

--You should leave class today...

a little bit closer to selecting a topic for your English 10 Honors Inquiry-Based Research Paper

further along in your free reading book

with some notes in place for improving your Thematic Writing Assignment--Partner Interviews essay (in some cases)

with a better understanding of what close reading of literature looks like

having processed/discussed close reading annotations for Edgar Allan Poe's "The Masque of the Red Death" (and, hopefully, having moved forward as a close reader of literature as a result!)

having hit the following target at least once:

After reading a piece of literature (closely...like a champ!), I can contribute something (a question, an answer, an important detail, etc.) to a small-group discussion that deepens our understanding of the text and moves us forward as close readers of literature.

somewhat more comfortable collaborating with your peers in a variety of groupings

How well do you, personally, "anchor in" to our rough "Compact for Group Work"?

with a deeper understanding of Poe's short story

with a few ideas for how to move further forward with our study of Poe's story.

--agenda/HW

Discussion Preparation (THINK) (15-20 mins.)
--"Discussion Contribution Rating Scale" shared along with exemplars at each level

Q & A

--Please take out your copy of Edgar Allan Poe's "The Masque of the Red Death" and review your close reading annotations for your assigned section of the short story. Highlight/prepare at least two striving-for-Level-4 contributions that you hope to share during today's small-group discussion. Then, pick one of the words/concepts from the list below and prepare another striving-for-Level-4 contribution for today's discussion showing the significance of the word/concept:

ARCHITECTURE
BLOOD
CARDINAL DIRECTIONS
DREAMS
LUNGS
PERSPECTIVE
PUNCTUATION

*DURING THIS TIME, I WILL CONTINUE CALLING STUDENTS UP TO THE FRONT TABLE FOR CONFERENCING.*

Transition (3-5 mins.)
--Please brainstorm items for inclusion in our rough "Compact for Group Work" after share the rationale behind the compact/MODEL.

Discussion -- Edgar Allan Poe's "The Masque of the Red Death" (flex time)

--Reminder: Close reading of literature =

"going after" items noticed during an initial purposeful reading
reading, rereading, and annotating as per the targets defined within the "'Reading Literature Like a Champ!' Framework" document

--in pre-assigned-by-section-of-the-story groups of four/five and anchored in to our rough "Compact for Group Work," begin sharing contributions (questions, answers, key words/details, meanings of difficult words, etc.)

Transition (2 mins.)
--Re-column the desks and pick up a copy of the "Final Countdown" sheet from the front table.

Closure -- Final Countdown (last 5 mins.)
--Please fill in the areas of the triangle to the best of your ability so that I can get a snapshot of how we did today and where we should head next.

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 (10/31). Did you attend "Membean Monday" as per policy if you did not meet the requirements last week? (See the "English Department Membean Routine" sheet.)
Writing
--Continually improve your Thematic Writing Assignment--Partner Interviews essay. Conferences will continue occurring until I have had a chance to meet with everyone, and a score will be reported as a part of your Marking Period 2 GPA.
--Continue outlining and/or drafting your short story. The final draft of the assignment is due on Wednesday, 11/13, which is just over 2 weeks from today! My classroom is open after school for any individuals looking to "workshop" together.
HW (Class Preparation)
--Review your notes for “The Masque…”. Be prepared for an assessment and/or more discussion about the reading NEXT class (Thursday, 10/31). Ooooooo...spooooooky!
--Read at least 10 pages of your free reading book between now and next class. You have up until early December to finish your book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

NYS ELA Incentive Plan Party
Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

tablet

first Grammar Hammer
continuing to add to "Interest Inventory"--selecting an initial research topic
writing an initial claim for the essential question(s) and posting on the greenboard

Thursday, October 24, 2019

English 10--10/29/2019 & 10/30/2019

Jump Off
--Please take out your "Interest Inventory" from earlier in the course. (If you are not sure to what this refers, look at the model on the whiteboard. Feel free to pick up a copy of the document on the front table if you would prefer working with it over a page in your notebook.)

S. the C.
--agenda/HW

Activity/Looking Ahead (cont.) -- Building an Interest Inventory

--explain/model STEP 1 of the Building an Interest Inventory assignment again (pages 25-27 of Bruce Ballenger's The Curious Researcher) using the drawings on the whiteboard:

Under each heading, continue listing words and phrases in response to the three questions below. Go crazy; write whatever comes to your mind:

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?

*PLEASE AIM TO ADD AT LEAST 3 MORE ITEMS TODAY!*

Transition (up to 3 mins.)
--Pick the first name of one of your parents/guardians. Then, seat yourselves alphabetically. (I am an "H" in honor of my mom, Holly!)

Read-Aloud -- George Orwell's Animal Farm

--Reminder: 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 George 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 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!

--access your Chapters 3 and 4 notes from last class block and PAIR share an item with someone next to you in the circle
--review via a whole-class SHARE-out using a talking piece

share conclusions drawn about characters, theme words, etc.

--active/purposeful listening tasks assigned via drawing of cards:

Chapter 5--Characterization Task

What is/are __________ "like"? Why does/do __________ do what he/she/they does/do, say what he/she/they says/say, etc.?

Mollie (a horse)
Clover (a horse)
Mr. Pilkington's man
the pigeons
the pigs
Snowball (a pig)
Napoleon (a pig)
the sheep
Mr. Jones
the hens
the ducks
Benjamin (a donkey)
the dogs ("nine enormous" ones)
Boxer (a horse)
Squealer (a pig)
Minimus (a pig)

Chapter 5--Theme Task

We determined the emergence of the following themes in Chapters 1-4:

communication
comradeship
deception
fear
leadership
manipulation
power
rebellion

What specific evidence exists about the themes above that might eventually help us answer the following question:

What does George Orwell want readers like us to think, realize, understand, etc. about __________?

Chapter 5--Propaganda Task

What propaganda technique(s) do you see being used by (a) character(s) in this chapter? How so? So what?!

--THINK: oral reading of Chapter 5/notetaking

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

Closure #1

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

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

Transition

--Please...

pick up an index card from the front table
re-column the desks.

Closure #2
--Please write your name at the top of the lined side of your index card. Then, respond to the following questions:

What does George Orwell seem to think human beings are really like?
What did you hear in the story either today or in a previous class block that helped you answer the question above?

Transition

--When you finish, place your index card in the black basket on the front table. Then, engage in free reading until the class block ends. Enjoy!

FYI: I will be around to talk to some of you about your free reading book. For example, I might ask the following questions: Who is/are the protagonist(s) in your book? What motivates him/her/them?

Free Reading/Conferencing (remainder of the block)

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 (10/31). 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. You have up until early December to finish your book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!

On the backburner:

Block 4 BDF: Continue bags
"Free Reading Course Component--Overview Document"
Continuing to add to "Interest Inventory"--selecting an initial research topic
Writing an initial claim for the essential question(s) and posting on the greenboard
Next AoW:

Personality Test
https://www.cnn.com/2018/09/26/health/screen-time-cognition-study/index.html

English 10 Honors--10/25/2019

Jump Off
--Please...

pick up a copy of the vignette titled "The Barber" from the front table. (I would like to first-draft read this together to begin today's class.)
sit in your new assigned seat again.

S. the C.

--You should leave class today better able to attend to the following directive from the "Short Story Writing Assignment #1":

mimic the style of Edgar Allan Poe or another author for whom you have an appreciation

--agenda/HW

Activity/Writing Workshop -- Style/Voice Exposure: Pinpoint the Style/Voice of Another and Mimic It! and Short Story Writing Assignment #1
--share anecdote of how "The Barber" was created
--Transition

Please pick up a copy of the "Style/Voice Exposure" activity sheet from the front table.

--purposeful oral reading of George Carlin's "Fruit-Flavored Teas" in order to model process on the SMART Board

--directions shared/followed in order to complete activity

--quiet and independent short story drafting time
*DURING THIS TIME, I WILL CONTINUE CALLING STUDENTS UP TO THE FRONT TABLE FOR CONFERENCING.*

Transition
--Please pick up a "Final Countdown" sheet from the front table.

Closure -- The Final Countdown (last 5 mins.)
--In the time permitted, reflect upon your first- and partial-second-draft reading of "The Masque..." so as to complete the sheet to the best of your ability. I am looking to get a snapshot of how we have done with the story (last class especially!) and where we should head next.

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 (10/31). 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.)
Writing
--Continually improve your Thematic Writing Assignment--Partner Interviews essay. Conferences will continue occurring through next week, and a score will be reported as part of your Marking Period 2 GPA.
--Continue outlining and/or drafting your short story. The final draft of the assignment is due on Wednesday, 11/13, which is just under three weeks from today! My classroom is open after school for any individuals looking to "workshop" together.
HW (Class Preparation)
--Continue working with "The Masque..." and be prepared for an assessment and/or a discussion about the reading NEXT WEEK.
--Please read at least 10 pages of your free reading book between now and next class. You have up until early December to finish your book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

NYS ELA Incentive Plan Party
Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.

tablet

first Grammar Hammer
officially begin creating an "Interest Inventory"

Wednesday, October 23, 2019

English 10--10/25/2019 & 10/28/2019

Jump Off (2-3 mins.)
--Please...

pick up a copy of the "Propaganda/Some Types of Propaganda--Simplified Notes for Review" halfsheet from the front table
sit in your new assigned seat again
take out your copy of the "Propaganda/Some Types of Propaganda" document from last class block and staple the halfsheet to the front when the stapler gets to you.

S. the C. (5-8 mins.)
--agenda/HW

The Key Question that Drives the Activity We Are Finishing: How might recognizing and understanding different types of propaganda impact important decisions that you make in the future?

Application Activity -- Propaganda Review, Recognizing Propaganda in Our Lives, and Recognizing Propaganda in Literature (35-40 mins.)

--briefly review the six types of propaganda via the simplified notes both on the halfsheet and written on the whiteboard
--oral reading of the excerpt included below from page 25 of Animal Farm in order to A.) review Chapter 4 and B.) answer the following question/follow-up questions:

What propaganda technique(s) is/are being used by Squealer? How so?

"Comrades!" he cried. "You do not imagine, I hope, that we pigs are doing this in a spirit of selfishness and privilege? Many of us actually dislike milk and apples. I dislike them myself. Our sole object in taking these things is to preserve our health. Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well-being of a pig. We pigs are brainworkers. The whole management and organisation of this farm depend on us. Day and night we are watching over your welfare. It is for your sake that we drink that milk and eat those apples. Do you know what would happen if we pigs failed in our duty? Jones would come back! Yes, Jones would come back! Surely, comrades," cried Squealer almost pleadingly, skipping from side to side and whisking his tail, "surely there is no one among you who wants to see Jones come back?"

--pair/share
--whole-class share-out
--oral reading of the excerpt included below from page 27 of Animal Farm in order to A.) review Chapter 4 and B.) answer the following question/follow-up questions:

What propaganda technique(s) is/are being used by Mr. Frederick and Mr. Pilkington?

[Mr. Frederick and Mr. Pilkington] put it about that the animals on the Manor Farm (they insisted on calling it the Manor Farm; they would not tolerate the name "Animal Farm") were perpetually fighting among themselves and were also rapidly starving to death. When time passed and the animals had evidently not starved to death, Frederick and Pilkington changed their tune and began to talk of the terrible wickedness that now flourished on Animal Farm. It was given out that the animals there practised cannibalism, tortured one another with red-hot horseshoes, and had their females in common.

--oral reading of the excerpt included below from pages 33 and 34 of George Orwell's Animal Farm in order to A.) preview Chapter 5 and B.) answer the following question/follow-up questions:

What propaganda technique(s) is/are being used by Napoleon? How so?

At the Meetings Snowball often won over the majority by his brilliant speeches, but Napoleon was better at canvassing support for himself in between times...Of late the sheep had taken to bleating "Four legs good, two legs bad" both in and out of season, and they often interrupted the Meeting with this. It was noticed that they were especially liable to break into "Four legs good, two legs bad" at crucial moments in Snowball's speeches."

--pair/shares
--whole-class share-outs
--view each example in PowerPoint in order to answer the following question/follow-up questions:

What propaganda technique(s) is/are being used? How so?

--pair/shares

--whole-class share-outs

Activity Closure -- Propaganda--So What?! (3-5 mins.)
--(re-)consider the following question in your head:

How might recognizing and understanding different types of propaganda impact important decisions that you make in the future?

--share information from index cards in response to the key question:

I will...

ask myself if the propaganda is good or bad
THINK so that I am not manipulated, made a fool of, etc. by bad propaganda
ignore anything that seems like bad propaganda
do research and apply reasoning before _____ so that I make better decisions

voting for a political candidate, buying a product, further spreading "news," etc.

--share the following quotations:

"Propaganda becomes ineffective the moment we are aware of it."--Joseph Goebbels (1897-1945)

"If consumers are aware that they are being propagandized, the choice to accept or reject the message is theirs alone."--Jowett and O'Donnell in Propaganda and Persuasion (originally published in 1986)

--answer the following questions:

How does one actually stop and research, reason, and THINK, especially in the fast-paced, information-heavy times in which we currently live?
Why do some (many? most?!) people not do what the "I will..." list above recommends?
What are human beings really like?
What does George Orwell seem to think human beings are really like?

Consider this excerpt from page 25 of Animal Farm:

Now if there was one thing that the animals were completely certain of, it was that they did not want Jones back. When it was put to them in this light, they had no more to say. The importance of keeping the pigs in good health was all too obvious. So it was agreed without further argument that the milk and the windfall apples (and also the main crop of apples when they ripened) should be reserved for the pigs along.

And this one from pages 26 and 27:

Nevertheless, [Mr. Frederick and Mr. Pilkington] were both thoroughly frightened by the rebellion on Animal Farm, and very anxious to prevent their own animals from learning too much about it.

And, lastly, this one from page 33:

He was especially successful with the sheep.

--pair/shares
--whole-class share-outs

DEAR/Conferencing/Teambuilding (Artifact Bags) (remainder of the block)
--engage in free reading until the class block ends--enjoy!

FYI: I will be around to talk to some of you about your free reading book. For example, I might ask you the following questions: Who is/are the protagonist(s) in your book? What motivates him/her/them?

--2 BDF/4 BDF: Artifact Bags

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 (10/31). 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. You have up until early December to finish your book. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
Miscellaneous
--Block 1 ACE: Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

Block 2 BDF: Finish Sophia's bag and do last bag
Block 4 BDF: Continue bags
Process through Chs. 3 & 4 of Animal Farm
"Free Reading Course Component--Overview Document"
Adding to "Interest Inventory"--selecting an initial research topic
Writing an initial claim for the essential question(s) and posting on the greenboard

Directions for Close Reading/Annotating of "The Masque..."

Follow these steps in preparation for next class (Friday, 10/25):

1. Distinguish between an initial purposeful reading and a true "reading literature like a champ!" reading via the following link:

http://writingcenter.fas.harvard.edu/pages/how-do-close-reading

2. Consider refamiliarizing yourself with the "'Reading Literature Like a Champ!' Framework" via the following document:

https://docs.google.com/document/d/1-Na43ZHOS3SMIdlIUDXKM13111eWwSzSYUz5ku0N2XY/edit?usp=sharing

3. Take a look at the photo below, which captures some initial impressions of, thoughts related to, interpretations of, etc. Poe's story from last year's English 10 Honors class and this year's Block 3B ACE class: