homeroom - edl€¦ · wall by the door • create a table tent with your first name • fill out...

HOMEROOM •  WELCOME BACK!!!!! •  PICK ANY DESK, BUT DON’T MOVE

THEM •  FILL OUT STUDENT INVENTORY FORM •  SIGN SIGNATURE PAGE OF STUDENT

HANDBOOK AND TURN IN BEFORE YOU LEAVE AT 7:15

•  PROBLEM W/SCHEDULE? TAKE A PIC OF SCHEDULE TO FOLLOW TODAY, WRITE PROBLEM ON SCHEDULE AND TURN IN

WELCOME TO ENG 10 HONORS!

•  FIND YOUR NAME & DESK # ON THE WALL BY THE DOOR

•  CREATE A TABLE TENT WITH YOUR FIRST NAME

•  FILL OUT STUDENT INVENTORY

DAY 1 • Fill out Student Inventory form / Create table tent (10) • About the course & Dr. Charbonnet (10) • Goals for Lord of the Flies Unit / Overarching questions (5) • Review: Identifying subjects (5) • Close reading of passage from Lord of the Flies (10) / On a piece of paper: Complete a Quick write (10) • Small group: create list of subjects (5) • Homework: Prepare for your Lord of the Flies quiz tomorrow (re-read important scenes, etc) • We will turn in summer work before you leave

ABOUT THE COURSE • Understand and implement close reading techniques. • Determine multiple complex themes and/or purposes of a text. • Cite strong and thorough textual evidence to support an analysis of a text. • Evaluate an author’s methods to achieve theme and/or purpose. • Compose for different audiences and purposes, through the process of reading, writing, and discussing texts.

•  Now to the syllabus/calendar

OUR TEXTS • William Golding, Lord of the Flies • Ishmael Beah, Long Way Gone • William Shakespeare, Macbeth (no side-by-sides or “translated” versions. Only real-deal Shakespeare!!!) • Jane E. Aaron, 40 Model Essays- Second edition only • Foster’s How to Read Literature Like a Professor • Kate Chopin, The Awakening • James Joyce, Portrait of the Artist as a Young Man • Henry James, Daisy Miller

• (what’s missing?????)

ABOUT DR. CHARBONNET •  Live in Collierville •  BA in English Literature •  BA in Classical

Civilizations •  Masters in Secondary

Education •  Doctorate in Instruction/

Curriculum •  Love travel, live music,

photography, Memphis Grizzlies

•  Twin mom to Daphne and Augustus

ABOUT YOU

• Attendance • Say your full name (name you go by and last name) • Then..

GOALS FOR LORD OF THE FLIES UNIT

•  Write theme statements •  Understand modes of characterization •  Write a critical paragraph •  Incorporate partial quotations •  Analyze evidence thoroughly •  Write a timed in-class essay

OVERARCHING QUESTIONS

• What are the themes of Lord of the Flies? • How do the literary elements contribute to the development of these themes?

IDENTIFYING SUBJECTS • Topics examined in the text • 1 word, maybe 2 or 3 • Abstract

•  Ex. Love, Unrequited love, Redemption, the Consequences of War

• Identify as many as you can from the passage (10+?)

INDIVIDUAL INSTRUCTIONS • Read and annotate your given passage from the novel • As you read, identify subjects from the passage in Lord of the Flies • Complete a Quick Write: What big ideas are present in this passage, and the novel as a whole? Explain and support your answer in at least a paragraph. • Be prepared to discuss your annotations, ideas, and subjects with your small group • Do not finish early- go back and re-read

•  (20 minutes)

SUMMER WORK

•  Staple separately: •  LOTF MWDS •  LOTF Essay

•  Make three piles in your group 1) quick write, 2) stapled MWDS, 3) stapled essay

SMALL GROUP INSTRUCTIONS

• Go around the group, introduce yourself • Discuss your notes and findings • Create a combined list of possible subjects • As many as you can

•  (10 minutes)

HOMEWORK DAY 1 •  Prepare for your quiz over Lord of the

Flies – have the novel with you every day from now on

•  On the quiz you will: •  Read passages from the novel •  Answer questions about each passage •  Determine who said what quotation •  Answer multiple choice questions about the plot

•  Start getting supplies

DAY 2 • Have out a pencil and name tag from yesterday, • How to turn in work • Book orders and other resources (website/Twitter) • Take Lord of the Flies quiz / Turn in and pick up book order form as needed • Exit ticket when quiz is finished – on notebook paper:

• Quick write: What is the most significant moment in the novel? Identify the page(s) and passage at the top of the page, and write at least one paragraph explaining why this passage shows the central ideas of the novel.

• Homework: Finish quick write. Bring tomorrow. Get supplies. Book order form due next week.

COURSE INFO

• Review: Daily Agenda • Tardy Sign in • Where to turn in work • Book orders • Website/Twitter account

GET QUIZ •  Put name on scantron sheet •  Do not write on the quiz •  Put quiz number on scantron sheet

next to your name •  Mark all answers on the scantron •  Turn in scantron to class folder,

make pile of quizzes •  There are no re-takes on reading

quizzes

EXIT TICKET •  What is the most significant

moment in the novel? Identify the page(s) and passage at the top of your page, and write at least one paragraph explaining why this passage shows the central ideas of the novel.

•  And, if you have an account, tonight tweet it to @CHSHonors10 and I’ll RT the interesting answers!

DAY 3 • Have out 4 things: your name tag, classwork/homework calendar (passed out on Monday), your Lord of the Flies passage from Monday, and your homework quick write • Review calendar for this week (5) / Review Unit Goals / Overarching Questions (5) • Swap and read homework quick write (5) / Discuss • Re-read your passage (5) / Identifying subjects • Note common subjects / write on graphic organizer / Find evidence in the passage to support your subjects (20) • Homework: calendar change!! finish THEME. we will do the evidence AND analysis portion tomorrow • Need a book order form? They’re on the table by the door. Be sure to pick up the one for 10th grade, not 12th.

BLUE CALENDAR

Calendar: Review this week, Review culminating assessment at the end of the unit

COURSE NORMS • Keep the task at the center • Be present and engaged • Monitor air time and share your voice • Challenge with respect • Risk productive struggle • Balance urgency and patience

GOALS FOR LORD OF THE FLIES UNIT

•  Write theme statements •  Understand modes of characterization •  Write a critical paragraph •  Incorporate partial quotations •  Analyze evidence thoroughly •  Write a timed in-class essay

QUICK WRITE •  Pass your homework quick write to the

person to your left •  Think about how what they said is

similar or different to what you said •  Be prepared to discuss

•  3 minutes

BY YOURSELF:

•  Quickly re-read your passage from Monday

•  Make a note of any new ideas or subjects

•  What new ideas do you have now on this 3rd read-through? •  5 minutes

INDIVIDUAL INSTRUCTIONS

• Read and annotate your given passage from the novel • As you read, identify subjects from the passage in Lord of the Flies • Be prepared to discuss your annotations, ideas, and subjects with your small group

SMALL GROUP INSTRUCTIONS

• Discuss your notes and findings • Create a combined list of possible subjects • As many as you can

• (5 minutes)

GALLERY WALK

•  Bring your pen and notebook

•  Take notes on any subjects that seem to overlap across multiple passages •  5 minutes

SMALL GROUP: FINDING EVIDENCE •  Discuss all subjects and narrow it

down •  Choose 3 most prevalent subjects

for your passage and write them on organizer

•  What are we learning about that subject? Write at least one sentence for each •  10 minutes

ON THE GRAPHIC ORGANIZER •  Work with your small group •  Agree/star your one major subject •  Handout: theme •  At the bottom of the handout, write a theme •  Write down at least three quotations from

your passage that support your theme •  Put themes on board

•  Finish finding evidence for homework •  We will do the analysis portion tomorrow

DAY 4 •  Have out a pen, your name tag, Lord of the Flies,

theme handout from yesterday, and graphic organizer from yesterday

•  Review of theme •  Share themes on graphic organizer •  Handout: Intro to formulaic paragraph construction •  Gather evidence on graphic organizer •  Review analysis, see examples •  Review paragraph rubric for tomorrow’s Routine

Write •  Homework: Finish evidence and analysis on

graphic organizer

ROMEO AND JULIET One’s destiny cannot be avoided. Love conquers all. Romeo and Juliet are punished not because of the flaws in their personalities but because fate is against them. Love is almost a disease that makes a person physically ill and that makes you behave in a foolish way. Intense emotions can blind a person to the reality of the situation. Foolish quarrels should be ended quickly, for they are never productive and can lead to tragedy. Fate or destiny is sometimes used as an excuse to avoid the responsibility of one’s own choices.

One’s destiny cannot be avoided. (not a theme- vague)

Love conquers all. (not a theme- cliché) Romeo and Juliet are punished not because of the flaws in their personalities but because fate is against them. (not a theme- mentions characters)

Love is almost a disease that makes a person physically ill and that makes you behave in a foolish way. (almost a theme- avoid “you”)

Intense emotions can blind a person to the reality of the situation. (theme! But why does it blind a person? Keep going!)

Foolish quarrels should be ended quickly, for they are never productive and can lead to tragedy. (almost a theme- avoid “should” and “never” – themes are not lessons or morals)

Fate or destiny is sometimes used as an excuse to avoid the responsibility of one’s own choices. (theme!!)

SMALL GROUP

•  Read themes aloud to group •  Create/Revise a theme as

needed •  Put one theme from group

on board •  10 minutes

FORMULAIC PARAGRAPH •  HANDOUT

•  In Romeo and Juliet, author William Shakespeare suggests that fate or destiny is sometimes used as an excuse to avoid the responsibility of one’s own choices.

•  For example, as they fight, Romeo yells at Tybalt, “Oh am I fortune’s fool!”

EVIDENCE TO ANALYSIS •  For example, as they fight, Romeo yells at

Tybalt, “Oh I am fortune’s fool!” •  Quality piece of evidence, relates to theme mentioned in topic

sentence •  Context given for the quote •  Partial quote •  Incorporated into the sentence well

•  Romeo’s outburst highlights the way in which he feels that that fate has been especially and unnecessarily cruel to him. He has had no control over his own destiny and is simply a “fool” manipulated by the hands of fate. •  Analysis relates the quotation back to the theme •  More than one sentence •  Uses analysis words •  Goes in depth

SAME SENTENCE Telling Romeo to forget about Rosaline, Benvolio argues that “one fire burns out another’s burning; / One pain is less’ned by another’s anguish,” which suggests that Benvolio knows Romeo is playing a game. If falling in love is easy, Benvolio seems to be saying, then so is falling out of love.

TOMORROW’S ROUTINE WRITE •  Discuss paragraph requirements

•  Routine Write 1: Choose ONE theme for LOTF and write one paragraph providing evidence for the development of that theme. (10 points) You may use your graphic organizer but not your novel. Use pen only.

DAY 5: YOU SURVIVED THE FIRST WEEK! •  Put any remaining health forms on chair

under whiteboard •  Have out a pen, a piece of paper, your name

tag and graphic organizer, read over rubric •  Before class, look over your quotes/

analysis •  Quick small group discussion before writing •  Write paragraph on theme •  Turn in paragraph at the end of class •  Homework: none!! Woohoo!

SMALL GROUP • Discuss chosen theme • Discuss evidence to support your theme • Verbally explain how your evidence proves your theme • Think about how the evidence fits together and into the format

•  5 minutes

ROUTINE WRITING: 10 POINTS •  One sheet loose leaf. Use pen only. •  Put name on paper •  Routine Write 1: Choose ONE theme for LOTF

and write one paragraph providing evidence for the development of that theme. (10 points) You may use your graphic organizer but not your novel. Use pen only.

•  Follow the Formulaic Paragraph format •  Turn in by end of class

•  20 minutes

DAY 6 • Book orders? Due Thursday • Have out your name tag, a pen, your English notebook, and your copy of Lord of the Flies (but keep your desk organized, since we will move seats during class today) • Review the 5 Methods of Characterization (5) • In notebook: Quickwrite on a character (10) / Small group discussion of character (5) • Read your new passage from Lord of the Flies based on your character (10) • Revise quick write on notebook paper –add evidence and analysis • Homework: Finish revising quick write / Get a copy of Ishmael Beah’s Long Way Gone

BOOK ORDERS

•  Money? •  Due Thursday

•  First book: Ishmael Beah’s Long Way Gone, not on book order list

5 METHODS

•  What the character looks like •  What the character does •  What the character says •  What the character thinks •  What other characters say or think

about that character

QUICKWRITE • Have out a piece of notebook paper • Choose one character from this list: Jack, Piggy, Ralph, Simon • Keeping these five characteristics in mind, what do you think about this character? • Why? • Cite textual evidence (you can use your book) • Write the entire time

•  10 minutes

•  What the character looks like

•  What the character does

•  What the character says

•  What the character thinks

•  What other characters say or think about that character

SMALL GROUP

•  Reorganize based on character •  Go around group, one at a time •  Share your responses from the

QuickWrite – summarize or read aloud from your writing •  5 minutes

NEW PASSAGE •  Read passage, annotate as

you go •  Look for 5 methods of

characterization •  Note/Underline anything

significant to your character’s persona

•  At the end of the passage, write a short summary of what you learn about your character in this passage •  15 minutes

•  What the character looks like

•  What the character does

•  What the character says

•  What the character thinks

•  What other characters say or think about that character

SMALL GROUP

• Start at the beginning of the passage

• Combine annotations as you go through the passage

•  5 minutes

REFLECTION •  Write underneath QuickWrite •  How does this passage match up

with or differ from your initial understanding of this character? What additional insights are you realizing after reading this passage? Explain.

•  5 minutes

BACK TO GROUP • Revise your quick write • Add in at least two new sentences • Think about how your character evolves over the course of the novel

• 5 minutes • Finish for homework • Bring to class tomorrow to share with group

DAY 7 • Have out your name tag, passage from yesterday, yesterday’s revised quick write and notebook • Review quick write instructions from yesterday • Read revised quick writes • Annotation “How-to” with new passage • Back to your passage / work on making inferences • Homework: None • Get a copy of Ishmael Beah’s novel Long Way Gone

QUICK WRITES •  Pass around your quick writes •  Silently read all of the quick writes

in your group •  After you have read all of them,

discuss: •  How does the character change? •  How is the character related to

theme? •  5 minutes

CHARACTER POSTER •  With your small group: •  On poster, make two columns

•  Put character’ name at the top •  Left hand side: Seven major events for your

character, showing evolution throughout the novel

•  Right hand side: What each of the seven events says about your character

•  Be prepared to share with class •  15 minutes

GALLERY WALK

•  Leave one person at your poster to explain

•  Group travels around •  Walk “visitors” through the

character’s changes •  Discuss how character changes

throughout the novel

STAND AND SHARE • Introduce yourself to someone in another group who has a DIFFERENT character • Swap paragraphs with that person • Read the paragraph silently • Discuss your own reflection on that character

• 5 minutes

5 METHODS

•  What the character looks like •  What the character does •  What the character says •  What the character thinks •  What other characters say or think

about that character

ANNOTATION •  Look at first five lines •  What do we notice about Piggy and

Ralph? •  Model annotation •  Read rest of passage •  Pass paper to left •  Pass paper again •  Get your paper back •  On transparency, annotate together.

YOUR PASSAGE

• Go back to your passage • Re-read your passage • Annotate again • Pick four significant moments for your character in this passage

SMALL GROUP •  Small group discussion: •  What inferences can we make about this

character? •  What are two other significant passages

that reflect this character’s progression/evolution throughout the text?

•  Find those passages and mark them •  As time allows: re-read those passages

and discuss

HOMEWORK •  Homework reminder: •  Find two other passages for your

character and book mark (sticky note, dog ear, etc) them in your book

•  Re-read those passages and be prepared to discuss tomorrow

•  Get a copy of Ishmael Beah’s Long Way Gone

DAY 8

•  Have out your name tag and Lord of the Flies •  Identify three passages for your character (you can use

the one I gave you) (10) •  Re-read and annotate those passages (10) •  Find evidence from all three passages to support your

analysis of the character (graphic organizer) •  Fill out graphic organizer for new passages (15) •  Homework: Finish finding your evidence •  Tomorrow: go over rubric for Friday’s Routine Write,

look at sample high and low scoring RW’s, get yours back, complete the analysis on graphic organizer

•  Book order money due tomorrow

ROUTINE WRITE

•  Routine Write 2: Using your chosen character, write a brief character analysis (more than one paragraph), citing evidence from all three passages to support your claims. (20 points) You may use your graphic organizer but not your novel. Use pen only.

NEW PASSAGE •  New passages should:

•  Be at least one page long •  Appear in a different section of the novel than

your other two •  Show a different aspect of the character than

the original passage •  Primarily focus on your character •  Could be an initial impression or a major

turning point •  You need three passages total – remember

that you will writing about how a character evolves over the course of the text

•  Discuss w/group, sticky note passages

YOUR PASSAGES

• Go back to your passages • Re-read your passages • Annotate • Pick at least two significant moments for your character in each passage

SMALL GROUP

• How is your character different between the three passages?

• 5 minutes

GRAPHIC ORGANIZER: NEED AT LEAST 4 QUOTES Quote: “Piggy grinned reluctantly, pleased despite himself, at even this much recognition.” Analysis: Piggy has been ignored all his life and is glad to have any attention at all. He is “pleased” at making someone else happy even through his own misery. He grins “reluctantly” because even though he doesn’t want to be the butt of the joke, he wants to be included.

DAY 9 • Have out name tag, Lord of the Flies novel, graphic organizer on character, a pen • Book order $$? (today is the last day) • Review last week’s Routine Write / Look at sample high and low scoring Routine Writes • Review rubric for this week’s routine write • Finish graphic organizer for your own passage if needed for homework • Friday: Write on how the character evolves through the novel (using 3 different scenes, at least 4 quotations) • Homework: Prepare for tomorrow’s Routine Write, finish graphic organizer, start looking for a copy of Ishmael Beah’s A Long Way Gone

LAST WEEK •  Read two exemplary Routine Writes: read

and discuss: •  Both scored a 5 (10 out of 10 points) •  What makes these RW’s successful? •  Write down notes in the commentary

section •  Get back last week’s Routine Write /

Review your own and compare •  Get progress report

WHAT I NOTICED •  NO DROP QUOTING – drop quoting

tomorrow will result in automatic ZERO •  Choose great quotations •  Analysis!

•  Reference parts of the quote to analyze in depth

•  Don’t take “around” the quote in the text, discuss the actual quote itself

QUOTE INTEGRATION

Quote with context/introductory phrase: Thoreau suggests the consequences of making ourselves slaves to progress when he says, "We do not ride on the railroad; it rides upon us.” Quote with no punctuation before the quote: According to Thoreau, people are too often "thrown off the track by every nutshell and mosquito's wing that falls on the rails.”

QUOTE INTEGRATION

Use only partial quote Thoreau argues that people blindly accept "shams and delusions" as the "soundest truths," while regarding reality as "fabulous."

ROUTINE WRITE

•  Routine Write 2: Using your assigned character, write a brief character analysis (more than one paragraph), citing evidence from all three passages to support your claims. (20 points) You may use your graphic organizer but not your novel. Use pen only.

TOMORROW’S WRITE

•  Review rubric for tomorrow’s RW •  Topic sentence should:

•  Contain the character’s name •  Make an argument about how the

character evolves in the text •  Topic sentence should not:

•  Mention plot points

WHAT WE DON’T WANT:

In the beginning of the play Romeo seems in love with Juliet, and by the end of the play he is even more infatuated with her. Tybalt dislikes Romeo before he meets him, and when they face each other in Act III, he is ready to attack and kill.

GOOD EXAMPLE Juliet, in William Shakespeare’s Romeo and Juliet, is initially apprehensive, sheltered, and naive, yet as her love for Romeo grows, her character changes to become much more determined and strong. William Shakespeare’s Romeo feels in control of his life and choices in Romeo and Juliet, but by the end of the play he resigns himself to be controlled by fate.

TO PREPARE •  You need

•  At least four quotes in tomorrow’s RW •  To show the character’s evolution chronologically

throughout the text •  Analysis for each quotation •  Topic sentence (you can brainstorm this together

today with your group and write it on your graphic organizer)

DAY 10

• Have out a pen, paper, and your graphic organizer (not your novel) • Complete Routine Write #2. • Homework: Get a copy of Long Way Gone

ROUTINE WRITE •  Routine Write 2: Using your assigned

character, write a brief character analysis (more than one paragraph), citing evidence from all three passages to support your claims. (20 points) You may use your graphic organizer but not your novel. Use pen only.

DAY 11 • Have out your name tag, your novel, and your notebook • Introduction to the Performance Task (5)

• Choose one character • Choose one theme • Brainstorm how these two elements work together in the novel

(10) • Regroup and discuss rubric (20) • Revise your theme and look for textual evidence (graphic organizer) (as time allows) • Homework: Get a copy of Ishmael Beah’s Long Way Gone – start reading • Finish finding your evidence

PERFORMANCE TASK

Using ONLY your novel and blank paper (no notes), choose a character and write an essay in which you discuss how this character reveals a theme from the text. (40 Points) Use pen only.

BY YOURSELF

• Choose a character • Choose a theme • Brainstorm in your notebook how that character and theme fit together in the novel • 10 minutes

REGROUP

• Reorganize to meet with other people working with a similar character or theme • Review the Performance Task rubric • Discuss and plan together • 20 minutes

DAY 12

• Have out name tag, pen, and novel • Review Performance Task • Compare and evaluate your evidence • Analyze your evidence • Writing 101: Writing the introduction • Introduction checklist • Homework: Get a copy of Ishmael Beah’s Long Way Gone – start reading • Revise introductory paragraph and brainstorm ideas for body paragraphs

PERFORMANCE TASK


DAY 13 • Review performance task • Writing 101: focus and organization, incorporating support, analysis and elaboration • Review: Formulaic paragraph construction • Review previous Routine Writes and sample Routine Writes, high and low scoring • Homework: Prepare for tomorrow’s Performance Task • Revise your Lord of the Flies summer essay, adding at least one additional source from the summer list.

PERFORMANCE TASK


DAY 14

• Have out paper and a pen for today’s Performance Task • Turn in by the end of class • Homework: Revise your Lord of the Flies summer essay, adding at least one additional source from the summer list.

PERFORMANCE TASK


DAY 15 • Have out your revised summer essay and your articles • Revised Lord of the Flies summer essay due • Review of MLA citation and Works Cited pages • Peer review of summer essay

• Review rubric • Swap, read, give feedback

• Homework: finish editing your draft! Final draft due tomorrow.

DAY 16 •  Final Lord of the Flies summer essay

due – attach all of your drafts- 1) the one you wrote over the summer 2) the one you had edited - to the back of this third and final copy.

homeroom - edl€¦ · wall by the door • create a table tent with your first name • fill out...

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