Jump Off (5-8 mins.)
--Please pick up the "Writing Paragraphs" document belonging to your group that is currently in the black basket.
--Please take out the following:
--Reminder: The End-of-"Unit" Writing Assignment Prompt:
After closely reading/discussing 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 any other writing strategy) exists/is being implemented within the short story. Also, analyze/explain how Poe's use of the literary element or literary device (writing strategy) helps develop a central idea of (convey a theme statement from 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.
--agenda/HW
Writing Workshop (Phase 4) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (__-__ mins.)
--whole-class share-out (plans for today's Writing Workshop)
*DURING THIS TIME, I WILL CONTINUE CALLING STUDENTS UP TO THE FRONT TABLE FOR CONFERENCING.*
--divvy up typing tasks (e.g., Nicki types sentences 1-5, Jonah types sentences 6-10, and Chris types sentences 11-15)
Transition (1-2 mins.)
--Obtain your Chromebook from the cart in the back of the classroom and log in.
Writing Workshop (Phase 5) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (remainder of class?)
--Please pick up the "Writing Paragraphs" document belonging to your group that is currently in the black basket.
--Please take out the following:
- your annotated copy of "The Masque of the Red Death"
- additional copies of the "Writing Paragraphs" document
--"Anchored in" to our "Compact for Group Work", ...
- develop a precise plan for outlining the second body paragraph of your group's response
- Be prepared to share your group's plan with the rest of the class before we enter in to the next phase of Writing Workshop!
S. the C. (8-10 mins.)
--Reminder: The NYS ELA Regents celebration will take place after school TOMORROW (Tuesday, 12/3) right here in Room 203!--Reminder: The End-of-"Unit" Writing Assignment Prompt:
After closely reading/discussing 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 any other writing strategy) exists/is being implemented within the short story. Also, analyze/explain how Poe's use of the literary element or literary device (writing strategy) helps develop a central idea of (convey a theme statement from 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.
--agenda/HW
Writing Workshop (Phase 4) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (__-__ mins.)
--whole-class share-out (plans for today's Writing Workshop)
- time determined according to plans shared
*DURING THIS TIME, I WILL CONTINUE CALLING STUDENTS UP TO THE FRONT TABLE FOR CONFERENCING.*
--divvy up typing tasks (e.g., Nicki types sentences 1-5, Jonah types sentences 6-10, and Chris types sentences 11-15)
Transition (1-2 mins.)
--Obtain your Chromebook from the cart in the back of the classroom and log in.
Writing Workshop (Phase 5) -- Short Story "Unit"--End-of-"Unit" Writing Assessment (Regents Part 3) (remainder of class?)
--one student per group creates a shared Google Doc
- MODEL (if necessary)
--group-type response
- MODEL (if necessary)
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
--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. Your improved essay is due via email before 11:59 PM on Thursday, 12/5.
- If I still have not yet had an opportunity to conference with you, strongly consider staying after school today (Monday, 12/2) or tomorrow (Tuesday, 12/3) so that you have more than 1.5 days to improve your piece.
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!
On the backburner:
- Introducing "Take a Stand" Activity and ThinkCERCA/Article of the Week purpose, framework, etc.
- tablet
- first Grammar Hammer (WUBAIS!!!)
