English 10--12/4/2019 & 12/5/2019

Jump Off (3-5 mins.)
--Please do the following: 

• take out any notes you took while listening to George Orwell's novella Animal Farm
• take a look at the sentence-starter written on the northern whiteboard, which is the start of the Room 203 "Compact for Group Work"
• After I share the rationale behind what we will create today and MODEL some ideas for you, I will ask you to brainstorm items for inclusion in our compact.

*AS YOU BRAINSTORM, I WILL RETURN YOUR INDEX CARDS FOR THE UPCOMING WRITING ASSIGNMENT.*

S. the C. (5-8 mins.)
--agenda/HW

Looking Ahead -- Creating a "Compact for Group Work" (5-10 mins.)
--create a rough "Compact for Group Work" on the whiteboard and align it with the current draft located in the front of the classroom

Self-Reflection/Writing Workshop -- Theme Statement Analysis (3-5 mins.)

--re-read your current theme statement and any feedback provided 
--improve your current theme statement in preparation for the rest of today's class block

Transition (1-2 mins.)

--Please keep out the following:

• any notes you took while listening to the novella
• your index cards (potential character[s] for analysis and current theme statement for George Orwell's Animal Farm)

--Please take out the following:

• your free reading book

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

• a copy of Animal Farm 
• sample response
• one of each of the following halfsheets:
• "Claim Templates with TAG About a Writing Strategy in Literature"
• "Claim Templates for a Theme Statement in Literature Conveyed Through a Writing Strategy"
• two copies of the "Writing Paragraphs" document (notes and template)

Writing Workshop (Phase 1) -- Animal Farm Unit--End-of-Unit Writing Assessment (Regents Part 3) (30-35 mins.)

--Complete the following steps:

• Reread the task:
• 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!
• Read a sample response to a similar task from a past English 10 Honors student (mood existing in a passage and aiding in the development of its central idea).
• What is the purpose of the writer's first paragraph?
• What is the purpose of the writer's second paragraph?
• I will jot down responses to these question on the front board as a reference.
• Get in groups (SEE THE BLOG POST FOR GROUPINGS).
• "Anchored in" to our rough "Compact for Group Work", ...
• share your improved theme statements with each other.
• draw consensus in order to either pick a theme statement about which to write or craft a new, "ultimate" theme statement about which to write.
• pick a character or multiple characters about which to write.  Consider, first, the characters that you jotted down on your index cards a few weeks back! 
• after I MODEL on the SMART Board, write the topic sentences for each of your paragraphs using both the halfsheet templates and the paragraph template documents.  Review the notes included within the paragraph template documents as necessary.  (SEE THE FRONT BOARD FOR IDEAS ABOUT ORGANIZATION!)
• All group members must complete the template.  As a ticket-out-the-door today, I will ask for submission of a copy at random from one group member.
• IF YOU HEAR YOUR NAME CALLED DURING THIS TIME, PLEASE SEE ME AT THE FRONT TABLE TO DISCUSS YOUR FREE READING BOOK.

Brain Break -- Mum Ball (up to 10 mins.)

Writing Workshop (Phase 2) -- Animal Farm Unit--End-of-Unit Writing Assessment (Regents Part 3) (flex time)
--Start on the following steps:

• MODEL "Phase 2" steps with a sample writing piece in response to a similar prompt about Edgar Allan Poe's "The Masque of the Red Death."
• Reread the topic sentence(s) for your first body paragraph.
• Reminder: All group members must complete the template.  As a ticket-out-the-door today, I will ask for submission of a copy at random from one group member.
• "Divide" and conquer" the evidence-gathering process for the first body paragraph by assigning each other a page range and template section upon which to write.
• Quietly and independently back at your own desk, search for the strongest piece of evidence in your page range in support of your group's claim about a writing strategy.  Carefully copy the direct quotation on the lines in your assigned template section.  PLEASE DO NOT WRITE A TIEBACK FOR YOUR PIECE OF EVIDENCE!

Transition (1-2 mins.)
--Please re-column the desks.

Ticket-Out-the-Door -- Template Collection via a Drawing of Cards (last few mins.)

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 (12/5).  DUE TO THANKSGIVING RECESS, I AM ADDING TOGETHER THE "STATS" FROM THE 11/22-11/28 REPORT AND THE 11/29-12/5 REPORT, MEANING THAT ONE OF THESE TWO WEEKS IS AN "EXTRA WEEK."  (See the updated "English Department Membean Routine" sheet.)

• If you earned the opportunity for Marking Period 2 credit recovery, you must stay after school this Friday, 12/6 to calculate your partial credit!

--Complete another cycle of Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM on Thursday, 12/12.  (See the updated "English Department Membean Routine" sheet.)   This is the first take-home assessment assignment of Marking Period 3! 

Writing

--Continue reviewing your notes for Animal Farm in preparation for continuing the in-class writing assignment next class block.

HW (Class Preparation/Take-Home Assessment)

--If you have not already done so, finish reading your free reading book by the end of this week.  ALWAYS BRING A FREE READING BOOK TO CLASS!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• Adding to "Interest Inventory" (AGAIN!)--selecting an initial research topic