Tuesday, February 9, 2016
English 9--2/10/2016
Jump Off
--Pick up the following items from the front table:
--Pick up the following items from the front table:
·
a BINGO board
·
a highlighter
Begin filling
in/setting up your BINGO board (unit word + "helper" word for
all 20 Unit #6 words).
*AS
YOU WORK, I WILL COME AROUND AND RETURN YOUR SMART GOALS FROM EARLY JANUARY.*
S. the C.
--brief
SMART Goal share-out
--Reminder: Beginning
with the end in mind--our ultimate purpose when closely re-reading
sections of The Tragedy of Romeo and Juliet:
ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances. Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances. Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?
--agenda/HW
Review -- Vocabulary Unit #6 BINGO
--Reminder:
Write five sentences on the back of your BINGO board (you may NOT just use
the sentences from the book)
--continue
filling in BINGO boards/writing sentences quietly and independently--open
your vocabulary book to page 72
--Reminder:
"How to win" boards
--Reminder:
Information about “board validation” (at podium, share words, basic
definitions, and a sample sentence)
--play
3-5 games (depending on time)--+1 bonus to winners
Transition
--Take out
your copy of the section of the play that we began working with at the end
of last class.
--Pick up a copy of
the "Romeo and Juliet Unit--Purposeful Close Re-reading
Questions--Act I, scene i, lines 152-230" document from the front table
and listen for your partnerships.
Purposeful Close Re-reading (Share-Out/Discussion
Preparation) -- Act I, scene i, lines 152-230 of The Tragedy of Romeo
and Juliet
--oral reading of
directions
--get in pairs
--continue working
with this section of the play as per the directions
Transition -- re-column desks
Share-Out/Discussion -- Act I, scene i,
lines 152-230 of The Tragedy of Romeo and Juliet
--as you and
your peers share and I mark up the text on the SMART Board, do the same on
your personal copy (volunteers first, then cards drawn)
Transition
--Pick up a copy of
the "Romeo and Juliet Unit--Purposeful Re-reading--Act I, scene
iii, lines 64-100" document. Carefully read the directions.
Then, complete the task at hand in order to close out our work with Act I.
Closure -- Purposeful Re-reading--Act I, scene iii, lines 64-100
--brief share-out
(time permitting)
HW (Class Preparation)
--Finish
preparing for the Unit #6 vocabulary quiz, which will take place next class
(Friday, 2/12). REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE
"FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--Don't
forget about your free reading book. Your book must be finished by
mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you
have finished reading your book and need a one-pager.
Miscellaneous
--As
always, whatever we do not completely finish in class today, you can expect to
finish next class!
On
the backburner:
- A Paragraph's a Paragraph's a Paragraph instruction (if
necessary)
- Break down model paragraph together (if necessary)
English 10 Honors--2/9/2016
Jump Off
--Pick up the following items from the front table:
*AS YOU WORK, I WILL COME AROUND AND RETURN YOUR SMART GOALS FROM EARLY JANUARY (BLOCK 4) AND YOUR TERM APPLICATION ASSESSMENTS FROM LAST CLASS.*
S. the C.
--brief SMART Goal share-out
--Reminder: Keep the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document in mind, as this is where we are headed as we continue working through our current literature unit. Do you have any potential ideas in mind already? (Frankly, you really should!)
--agenda/HW
Review -- Vocabulary Unit #6 BINGO
--Reminder: Write five sentences on the back of your BINGO board (you may NOT just use the sentences from the book)
--continue filling in BINGO boards/writing sentences quietly and independently--open your vocabulary book to page 72
--Reminder: Share "how to win" boards
--Reminder: Share information about “board validation” (at podium, share words, basic definitions, and a sample sentence)
--play 3-5 games (depending on time)--+1 bonus to winners
Transition #1/Discussion Preparation
--Pick up a copy of the "The Old Man and the Sea up to page 86--Have You..." document from the front table. Please spend about 3-5 minutes reading through the document pertaining to The Old Man and the Sea and picking an item about which to think/write/talk. Once you've made a selection, flip your document over and get thinking/writing!
--Reminder: Specific references to the text tend to move contributions up into the 3/4 range during discussion!
--You can also use this time to read through all of your reading notes as preparation for discussion.
Transition #2
--Form a circle out of the desks numerically from low to high based on the number corresponding with your birthday. (For example, my birthday is October 6th, so I am a 6.) Have your "Transition #1/Discussion Preparation" items, active/purposeful reading notes, discussion ideas, last two quizzes, and notebook handy.
Circle Discussion -- The Old Man and the Sea up to Page 86
--engage in discussion via protocol
Items for discussion:
Closure -- Ticket-Out-the Door
--After writing your name on your index card, respond to the following question:
What is your tentative idea for your end-of-unit essay?
HW (Class Preparation)
--Finish preparing for the Unit #6 vocabulary quiz, which will take place at the beginning of next class (Thursday, 2/11). You might want to consider completing each of the exercises in the vocabulary book, and you might also want to consider using your BINGO board from today's review session as a tool for studying. REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!
--Don't forget about your free reading book. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.
HW (Class Preparation/Take-Home Assessment)--Finish reading TOMatS by the beginning of class next time (Thursday, 2/11). Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur next class:
On the backburner:
--Pick up the following items from the front table:
- a BINGO board
- a highlighter
*AS YOU WORK, I WILL COME AROUND AND RETURN YOUR SMART GOALS FROM EARLY JANUARY (BLOCK 4) AND YOUR TERM APPLICATION ASSESSMENTS FROM LAST CLASS.*
S. the C.
--brief SMART Goal share-out
--Reminder: Keep the "Intertextuality Unit--The Alchemist and The Old Man and the Sea Culminating Essay Assignment" document in mind, as this is where we are headed as we continue working through our current literature unit. Do you have any potential ideas in mind already? (Frankly, you really should!)
--agenda/HW
Review -- Vocabulary Unit #6 BINGO
--Reminder: Write five sentences on the back of your BINGO board (you may NOT just use the sentences from the book)
--continue filling in BINGO boards/writing sentences quietly and independently--open your vocabulary book to page 72
--Reminder: Share "how to win" boards
--Reminder: Share information about “board validation” (at podium, share words, basic definitions, and a sample sentence)
--play 3-5 games (depending on time)--+1 bonus to winners
Transition #1/Discussion Preparation
--Pick up a copy of the "The Old Man and the Sea up to page 86--Have You..." document from the front table. Please spend about 3-5 minutes reading through the document pertaining to The Old Man and the Sea and picking an item about which to think/write/talk. Once you've made a selection, flip your document over and get thinking/writing!
--Reminder: Specific references to the text tend to move contributions up into the 3/4 range during discussion!
--You can also use this time to read through all of your reading notes as preparation for discussion.
Transition #2
--Form a circle out of the desks numerically from low to high based on the number corresponding with your birthday. (For example, my birthday is October 6th, so I am a 6.) Have your "Transition #1/Discussion Preparation" items, active/purposeful reading notes, discussion ideas, last two quizzes, and notebook handy.
Circle Discussion -- The Old Man and the Sea up to Page 86
--engage in discussion via protocol
Items for discussion:
- Active/purposeful
reading notes, perhaps about
- the
basics (characters, setting, conflict, etc.)
- Christological
figure
- Hero
as a literary term
- Hemingway's
writing style (for which he is famous!)
- Intertextuality
with The Alchemist
- Stoicism
- Application
of new terms/concepts from your reading of The Alchemist (e.g., dilemma,
fable, foil, monomyth) to this novella
- The
Term Application Assessments
- The
"Have You..." list
Closure -- Ticket-Out-the Door
--After writing your name on your index card, respond to the following question:
What is your tentative idea for your end-of-unit essay?
HW (Class Preparation)
--Finish preparing for the Unit #6 vocabulary quiz, which will take place at the beginning of next class (Thursday, 2/11). You might want to consider completing each of the exercises in the vocabulary book, and you might also want to consider using your BINGO board from today's review session as a tool for studying. REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!
--Don't forget about your free reading book. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.
HW (Class Preparation/Take-Home Assessment)--Finish reading TOMatS by the beginning of class next time (Thursday, 2/11). Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur next class:
- collection of
your Post-its for assessment purposes
- a reading
assessment--how well are you analyzing the text while reading?
- a discussion geared around your Post-it
On the backburner:
- ACT nonfiction passages and multiple choice questions
Sunday, February 7, 2016
English 9--2/8/2016
Jump Off (5-8 mins.)
--Turn in Article of the Week #6 by placing your best work in the black basket on the front table. While you're at the table, pick up a copy of the persuasive essay titled "Modernize the School Calendar."
*AS YOU SUBMIT WORK, I WILL RETURN YOUR UNIT #5 VOCABULARY QUIZ SO THAT YOU CAN REFLECT UPON AND CHART YOUR PERFORMANCE.*
--As I read "Modernize the School Calendar" aloud to you, annotate by completing the following tasks:
S. the C. (5-8 mins.)
--go over the "Jump Off" via the SMART Board
--agenda/HW
Transition (2 mins.)
--Clear your desk of all but a writing utensil. When you are instructed to do so, pick up a copy of the assessment from the front table.
Assessment -- The Tragedy of Romeo and Juliet--Act I and Background Information Quiz (10-20 mins.)
--carefully complete the assessment quietly and independently
--When you finish, place your work in the black basket on the front table. Then, engage in free reading until everyone is finished. Transition/"Setting the Table" (2-3 mins.)
--Pick up a copy of the section of the play with which we'll work today and an index card from the front table.
--beginning with the end in mind--our ultimate purpose when closely re-reading sections of the play:
ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances. Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?
Purposeful Oral Reading (Share-Out/Discussion Preparation) -- Act I, scene i, lines 152-230 of The Tragedy of Romeo and Juliet (10-15 mins.)
--think aloud: purposeful annotation of section of the play as per writing prompt modeled for 20-40 lines
--continued annotation of section of the play quietly and independently
Share-Out/Discussion -- Act I, scene i, lines 152-230 of The Tragedy of Romeo and Juliet (time permitting)
--as you and your peers share and I mark up the text on the SMART Board, do the same on your personal copy (volunteers first, then cards drawn)
Closure -- "Today, I realized that Romeo is ... because ..." (remainder of class)
On the backburner:
--Turn in Article of the Week #6 by placing your best work in the black basket on the front table. While you're at the table, pick up a copy of the persuasive essay titled "Modernize the School Calendar."
*AS YOU SUBMIT WORK, I WILL RETURN YOUR UNIT #5 VOCABULARY QUIZ SO THAT YOU CAN REFLECT UPON AND CHART YOUR PERFORMANCE.*
--As I read "Modernize the School Calendar" aloud to you, annotate by completing the following tasks:
- Underline the writer's main claim. In other words, find the sentence or sentences in the text that state(s) what the author of the essay is ultimately trying to argue.
- Highlight or circle one specific detail that the author uses in support of his/her argument.
S. the C. (5-8 mins.)
--go over the "Jump Off" via the SMART Board
--agenda/HW
Instruction -- Vocabulary Unit #6 (15-20 mins.)
--directions for purposeful reread of the text:
- box all of the bolded words
- pick five of the words--"guess" the meaning of each of the words via context clues, writing an appropriate synonym or definition right on your copy of the text near the word itself
- WE HAVE DONE THIS BEFORE! :)
--after modeling with the first word, three volunteers will come to the SMART Board and pick a word, providing a potential definition and explaining his/her reasoning while annotating the text
--How did we do?! (look at definitions provided for words addressed)
--go over Unit #6 word list (page 72)--read each word aloud and have students repeat the word
--How did we do?! (look at definitions provided for words addressed)
--go over Unit #6 word list (page 72)--read each word aloud and have students repeat the word
- In order to actively engage, students should be putting a star next to "foreign" words (those that will definitely need to be studied).
--reflect upon your performance on the Unit #5 vocabulary quiz (which I will then re-collect)
Transition (2 mins.)
--Clear your desk of all but a writing utensil. When you are instructed to do so, pick up a copy of the assessment from the front table.
Assessment -- The Tragedy of Romeo and Juliet--Act I and Background Information Quiz (10-20 mins.)
--carefully complete the assessment quietly and independently
--When you finish, place your work in the black basket on the front table. Then, engage in free reading until everyone is finished. Transition/"Setting the Table" (2-3 mins.)
--Pick up a copy of the section of the play with which we'll work today and an index card from the front table.
--beginning with the end in mind--our ultimate purpose when closely re-reading sections of the play:
ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are fatally impulsive by analyzing their responses to similar circumstances. Then, answer the "so what" question: Why did Shakespeare develop his two main characters in this manner?
Purposeful Oral Reading (Share-Out/Discussion Preparation) -- Act I, scene i, lines 152-230 of The Tragedy of Romeo and Juliet (10-15 mins.)
--think aloud: purposeful annotation of section of the play as per writing prompt modeled for 20-40 lines
--continued annotation of section of the play quietly and independently
Share-Out/Discussion -- Act I, scene i, lines 152-230 of The Tragedy of Romeo and Juliet (time permitting)
--as you and your peers share and I mark up the text on the SMART Board, do the same on your personal copy (volunteers first, then cards drawn)
Closure -- "Today, I realized that Romeo is ... because ..." (remainder of class)
--On your index card, complete the stem above in a detailed fashion in order to finish processing the last part of today's lesson.
--Leave your index card on your desk when the bell rings.
--Leave your index card on your desk when the bell rings.
HW (Class Preparation)
--Begin preparing for the Unit #6 vocabulary quiz, which will take place this Friday, 2/12. You might want to consider completing each of the exercises in the vocabulary book. REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--Bring your vocabulary book to class again next time. PLEASE DO NOT FORGET!
--Don't forget about your free reading book. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.
--Bring your vocabulary book to class again next time. PLEASE DO NOT FORGET!
--Don't forget about your free reading book. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.
Miscellaneous
--As always, whatever we do not completely finish in class today, you can expect to finish next class!
On the backburner:
- A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
- Break down model paragraph together (if necessary)
Wednesday, February 3, 2016
English 10 Honors--2/5/2016
COUNSELOR PRESENTATION
Jump Off
--Open your vocabulary book to page 70 where you will find an oral history reading passage titled "When the Wall Came Tumbling Down". Please read the passage and make an inference as to the meaning of each of the bolded words using context clues (as we have done in the past with these readings). Please do not "cheat" by looking ahead at the word list! :)
*AS YOU WORK, I WILL BE AROUND TO RETURN YOUR ASSESSMENT FROM LAST CLASS AND YOUR UNIT #5 VOCABULARY QUIZ.*
S. the C.
--go over the "Jump Off" via the SMART Board
--pronounce the Unit #6 vocabulary words and the five "Whimsical Words"
--reflect upon your performance on the Unit #5 vocabulary quiz (which I will then re-collect)
--agenda/HW
Assessment -- The Old Man and the Sea Novella Unit--Concept Application Assessment--pages 25-53
--reflect upon your performance on the last assessment
--complete the next assessment
--When you finish, place your work in the black basket on the front table. Then, begin working on completing the next section of reading.
HW Time
--active/purposeful reading of pages 53-86 of TOMatS
Transition
--Pick up a copy of the "Literature Terms Notes/Ernest Hemingway Author Background" sheet from the front table and read the directions at the top of the page.
Jump Off
--Open your vocabulary book to page 70 where you will find an oral history reading passage titled "When the Wall Came Tumbling Down". Please read the passage and make an inference as to the meaning of each of the bolded words using context clues (as we have done in the past with these readings). Please do not "cheat" by looking ahead at the word list! :)
*AS YOU WORK, I WILL BE AROUND TO RETURN YOUR ASSESSMENT FROM LAST CLASS AND YOUR UNIT #5 VOCABULARY QUIZ.*
S. the C.
--go over the "Jump Off" via the SMART Board
--pronounce the Unit #6 vocabulary words and the five "Whimsical Words"
--reflect upon your performance on the Unit #5 vocabulary quiz (which I will then re-collect)
--agenda/HW
Assessment -- The Old Man and the Sea Novella Unit--Concept Application Assessment--pages 25-53
--reflect upon your performance on the last assessment
--complete the next assessment
--When you finish, place your work in the black basket on the front table. Then, begin working on completing the next section of reading.
HW Time
--active/purposeful reading of pages 53-86 of TOMatS
Transition
--Pick up a copy of the "Literature Terms Notes/Ernest Hemingway Author Background" sheet from the front table and read the directions at the top of the page.
Discussion Preparation/Notetaking -- Hemingway Code/Hemingway Code Hero
--Complete the "L.T.N./E.H.A.B." sheet as directed (view the following video for the purpose of gathering background information about Ernest Hemingway--then, read the "ABOUT THE AUTHOR" from the back of our copy of the novella):
HW Time (cont.) (time permitting)
HW (Class Preparation)
--The Unit #5 vocabulary quiz will take place on Thursday, 2/11. REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER (EXCLUDING PAST "WHIMSICAL WORDS")!
--Bring your vocabulary book to class again next time. PLEASE DO NOT FORGET!
--Don't forget about your free reading book. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.
HW (Class Preparation/Take-Home Assessment)
- collection of your Post-its for assessment purposes
- a reading assessment--how well are you analyzing the text while reading?
- a discussion geared around your Post-its
- ACT nonfiction passages and multiple choice questions
Tuesday, February 2, 2016
English 9--2/4/2016
Jump Off (2-3 mins.)
--Take out your copy of the "Romeo and Juliet Character Connections" document and your copy of the Act I Reading Guide. What do you remember about what we viewed last class?
S. the C. (8-10 mins.)
--Reminder (Block 3): If you received a score lower than 70% on the possessive apostrophe quiz, you must take a requiz before the end of the day Friday (2/5). Please make arrangements with me ASAP. Additional preparation materials are located on the shelf next to the door above the “Grammar Hammer Extras” sign, and I am more than willing to go over the last quiz with you as well!
--agenda/HW
Film/First-Draft "Reading" -- Act I of Franco Zeffirelli's Romeo and Juliet (35-40 mins.)
--Back at your desk, take a look through the Parson's version of the text in order to get a feel for it. What do you notice?--briefly discuss observations so as to familiarize ourselves with the text
--quietly and independently use the text to address/answer at least two of the prompts/questions on your reading guide for which you currently have blanks
Transition -- pairs formed via a drawing of cards (3-5 mins.)
Discussion Preparation (PAIR) -- Act I of The Tragedy of Romeo and Juliet (5-6 mins.)
http://nfs.sparknotes.com/romeojuliet/page_4.html
--Bring your vocabulary book to class next time. PLEASE DO NOT FORGET!
--Try to find some time to read your free reading book between now and our next meeting. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! See me if you have finished reading your book and need a one-pager.
Miscellaneous
--As always, whatever we do not completely finish in class today, you can expect to finish next class!
On the backburner:
--Take out your copy of the "Romeo and Juliet Character Connections" document and your copy of the Act I Reading Guide. What do you remember about what we viewed last class?
S. the C. (8-10 mins.)
--Reminder (Block 3): If you received a score lower than 70% on the possessive apostrophe quiz, you must take a requiz before the end of the day Friday (2/5). Please make arrangements with me ASAP. Additional preparation materials are located on the shelf next to the door above the “Grammar Hammer Extras” sign, and I am more than willing to go over the last quiz with you as well!
--agenda/HW
- highlight "need to knows" for quiz next class
Film/First-Draft "Reading" -- Act I of Franco Zeffirelli's Romeo and Juliet (35-40 mins.)
--finish "materials assessment" for remaining scenes by reading prompts/questions. What are we "looking for" while viewing Act I?
--finish purposefully viewing Act I of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions
Transition (THINK) (10-15 mins.)
--Pick up a copy of the Richard Parson's version of The Tragedy of Romeo and Juliet from the front table. Write your first and last name and "Mr. Martin" on the first page of the text (the page with a man in sunglasses reading a book with "CGP" on the cover). Then, write your first and last name and book number on the sheet on the front table.--finish purposefully viewing Act I of the film--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions
Transition (THINK) (10-15 mins.)
--Back at your desk, take a look through the Parson's version of the text in order to get a feel for it. What do you notice?--briefly discuss observations so as to familiarize ourselves with the text
--quietly and independently use the text to address/answer at least two of the prompts/questions on your reading guide for which you currently have blanks
Transition -- pairs formed via a drawing of cards (3-5 mins.)
Discussion Preparation (PAIR) -- Act I of The Tragedy of Romeo and Juliet (5-6 mins.)
--compare/share responses with each other for the next five minutes--when time is up, we will engage in wrap-up discussion as a whole class
Discussion/Closure (SHARE) -- Act I of The Tragedy of Romeo and Juliet (remainder of class)
Discussion/Closure (SHARE) -- Act I of The Tragedy of Romeo and Juliet (remainder of class)
--whole-class share-out
HW (Take-Home Assessment)
HW (Take-Home Assessment)
--Complete Article of the Week #6, which is due at the beginning of class next time (Monday, 2/8). This task will include purposefully reading the directions in the box at the top of the page and completing your best work with regard to the directions.
HW (Class Preparation)
--Review your "The Shakespearean Sonnet" document, your "Romeo and Juliet Character Connections" document, your Act I Reading Guide, and your "Background Information Mini-Presentation Notes" page prior to next class (Monday, 2/8) in preparation for a quiz. You might want to also consider rereading Act I of the play and visiting the following web address:HW (Class Preparation)
http://nfs.sparknotes.com/romeojuliet/page_4.html
--Bring your vocabulary book to class next time. PLEASE DO NOT FORGET!
--Try to find some time to read your free reading book between now and our next meeting. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! See me if you have finished reading your book and need a one-pager.
Miscellaneous
--As always, whatever we do not completely finish in class today, you can expect to finish next class!
On the backburner:
- A Paragraph's a Paragraph's a Paragraph instruction (if necessary)
- Break down model paragraph together (if necessary)
English 10 Honors--2/3/2016
Jump Off
--Pick up a copy of the "The Grammar Hammer--QUIZ--Parallelism" document from the front table. Complete the assessment quietly and independently back at your desk.
*BLOCK 4 STUDENTS: AS YOU WORK, I WILL BE AROUND TO RETURN YOUR LAST FEW GRAMMAR HAMMER ASSESSMENTS. IF YOU DID NOT PERFORM EFFECTIVELY ON EITHER OF THE TWO OR BOTH, YOU MIGHT WANT TO CONSIDER SEEING ME.*
S. the C.
--agenda/HW
Assessment #1 -- The Grammar Hammer--QUIZ--Parallelism
--finish completing the assessment
--When you finish, place your work in the black basket on the front table. Then, pick up a copy of the "The Old Man and the Sea Novella Unit--Concept Application Assessment--pages 9-25" halfsheet from the front table. Begin completing this assessment quietly and independently back at your desk.
Assessment #2 -- The Old Man and the Sea Novella Unit--Concept Application Assessment--pages 9-25
--finish completing the assessment
--When you finish, place your work in the black basket on the front table. Then, begin working on completing the next section of reading.
HW Time
--Pick up a copy of the "The Grammar Hammer--QUIZ--Parallelism" document from the front table. Complete the assessment quietly and independently back at your desk.
*BLOCK 4 STUDENTS: AS YOU WORK, I WILL BE AROUND TO RETURN YOUR LAST FEW GRAMMAR HAMMER ASSESSMENTS. IF YOU DID NOT PERFORM EFFECTIVELY ON EITHER OF THE TWO OR BOTH, YOU MIGHT WANT TO CONSIDER SEEING ME.*
S. the C.
--agenda/HW
Assessment #1 -- The Grammar Hammer--QUIZ--Parallelism
--finish completing the assessment
--When you finish, place your work in the black basket on the front table. Then, pick up a copy of the "The Old Man and the Sea Novella Unit--Concept Application Assessment--pages 9-25" halfsheet from the front table. Begin completing this assessment quietly and independently back at your desk.
Assessment #2 -- The Old Man and the Sea Novella Unit--Concept Application Assessment--pages 9-25
--finish completing the assessment
--When you finish, place your work in the black basket on the front table. Then, begin working on completing the next section of reading.
HW Time
--active/purposeful reading of pages 25-53 of TOMatS
Instruction/Discussion/Application Activity -- Hemingway's Style
--pick up and read aloud three paragraphs from the front of the classroom
--Vote: Which is Hemingway?
--discuss qualities that make Hemingway Hemingway
--copy Style/Hemingway's Style Notes in notebook
HW (Class Preparation)
--Bring your vocabulary book to class next time. PLEASE DO NOT FORGET!
--Don't forget about your free reading book. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.
HW (Class Preparation/Take-Home Assessment)
--Read pages 25-53 of TOMatS. Demonstrate your best skill level in reading actively/purposefully via the Post-it Note strategy, and expect any or all of the following to occur next class (Friday, 2/5): Instruction/Discussion/Application Activity -- Hemingway's Style
--pick up and read aloud three paragraphs from the front of the classroom
--Vote: Which is Hemingway?
--discuss qualities that make Hemingway Hemingway
--copy Style/Hemingway's Style Notes in notebook
- search for "proof passages" following each slide--briefly discuss
HW (Class Preparation)
--Bring your vocabulary book to class next time. PLEASE DO NOT FORGET!
--Don't forget about your free reading book. Your book must be finished by mid-March. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. See me if you have finished reading your book and need a one-pager.
HW (Class Preparation/Take-Home Assessment)
- collection of your Post-its for assessment purposes
- a reading assessment--how well are you analyzing the text while reading?
- a discussion geared around your Post-its
- ACT nonfiction passages and multiple choice questions
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