welcome to the 2014-2015 school year!
(all agendas below come from 2013-2014 school year)
June 6, 2014
Content Objective: I will evaluate Ms. Shawn's sixth grade English class by writing a letter to the incoming sixth graders and by completing a Google Form. Language Objective: I will use correct c.u.p.s. in my writing. End of Year Evaluation 1) Write homework 2) Set up notebook (for one last time!) 3) Do Now: In your groups, select a recorder. Brainstorm and list everything you have learned this year in English. 4) Review your portfolios, notebooks, and Class Dojo 5) Write a letter to the incoming sixth graders 6) End of Year Reflection Form 7) Watch and enjoy: -Google Graduation Commercial -Heroic Women of 2013 Commercial -Kid President Videos 8) Sign yearbooks, enjoy popcorn, and say farewell! June 4, 2014 Content Objective: I will use reading comprehension strategies that work for me to earn a 75% or higher on one or more Achieve 3000 activites. Language Objective: I will use a complete sentence to tell my classmates the books I plan to read over the summer. Do Now 1. Write homework 2. Do Now: Read through your objectives for today. Tell your tablemates what three books you plan to read this summer. 3. While waiting for Ipads to arrive, in a whole group each student shares the three books they plan to read this summer. 4. Read an article and complete an activity on Achieve 3000 for one or more final grades. June 3, 2014 Content Objective: I will perform in our Resistance Unit Play with 100% effort to clearly demonstrate my understanding of one Big Idea Question. Language Objective: I will use the Speakers Checklist during our entire performance. Resistance Unit Play 1) Write homework 2) Set up notebook 3) Do Now: Get into your groups. Discuss your understanding of each big idea question. 4) Finalize script and rehearse. 5) Analyze rubric and discuss indicators of A-level effort 6) Resistance Unit Play performances 7) Click here to give yourself a grade on your brain exercise for today. May 30, 2014 Content Objective: I will create a play that demonstrates my understanding of one big idea question. Language Objective: I will include details from the Open Minds in our script. Resistance Unit Play 1) Write homework 2) Set up notebook 3) Do Now: Take out your Open Mind and share it with your table group. Finish conferences. 4) Gallery Walk of Open Minds 5) Brainstorm answers to Big Idea Questions 6) Review requirements of the Resistance Unit Play a: Work in groups of 4 (or less) b: Each person must have one or more role in the play c: Collectively write a script (using Google Drive or paper) d: Your play captures your answer to one of the Big Idea Questions e: Your play has a detailed introduction, rising action, climax, falling action and conclusion. 7) Writers Workshop May 28, 2014 Content Objective: I will identify my lexile level reading growth by conferencing with Ms. Shawn. Language Objective: I will speak in complete sentences during my conference. Do Now 1) Write your homework 2) Do now: Read the schedule to decide what choice is best for you during independent work time. 3) Independent Work Time: -Put the final touches on your Open Mind -Complete a lesson on Achieve 3000 -(Re)read Chapter 17 and the Afterward of Number the Stars 4) Reading Growth Conferences with Ms. Shawn May 27, 2014 Content Objective: I will compare and contrast the novel and the comic strip versions of Chapters 15 and 16 of Number the Stars. Language Objective: I will use academic language to compare and contrast. Chapter 15 and 16: Novel Vs. Comic Strip 1) Write your homework 2) Set up your notebook 3) Do now: Take out your homework. Compare your bubble maps with your partner. Add any details to your bubble maps to increase your understanding of the characters in Number the Stars. 4) Close-read Chapters 15 and 16 (class choice) 5) Compare and contrast the book with the comic strip. Academic Language Sentence Starters: 1. The book says... whereas the comic strip says... 2. In contrast to the book, the comic strip says... 3. One difference between the book and the comic strip is... May 23, 2014 Content Objective: I will close-read and discuss Chapters 13 and 14 in Literature Circles by accomplishing my role in order to develop answers to the big idea questions and to earn an A on my Open Mind. Language Objective: I will use correct spelling on my Open Mind. Literature Circles Chapter 13 and 14 1) Write your homework 2) Set up your notebook 3) Do Now: Read the big idea questions up on the white-board. Discuss your ideas on the questions so far with your table groups. 4) Get into literature circles and select your roles. Character Scout: You will notice details about the characters in these chapters including what they look like and how they act. Plot Pro: You will notice what happens first, second, third, etc. in these chapters. Master Questioner: You will think of "Why" or "How" questions to ask your peers as you read these chapters. Discussion Director: You will make sure all your peers are doing their role, and participating in the discussion. 5) Re-read Chapters 13 and 14 in literature circles. Every two to three pages, pause so that everyone can share their thoughts on their role. 6) Spend the rest of the period adding evidence, details, and color to your Open Mind. Use the rubric to ensure you are earning an A! May 21, 2014 Content Objective: I will demonstrate what I have learned about the Danish resistance during the Holocaust by citing evidence from Number the Stars to earn a proficient or better on the quiz. Language Objective: I will write in complete sentences. Do Now 1) Write homework 2) Do Now: Discuss what happened in Chapters 10 and 11 with your partner to prepare for your quiz. 3) Click here to take your quiz. 4) Listen to Chapter 12 together May 20, 2014 Content Objective: I will close-read and select correct answers that are supported by evidence from the text to meet my expected post-test reading level on Achieve 3000. Language Objective I will read Chapter 8 and 9 in Literature Circles. Final Lexile Level Set Test 1) Write homework in agenda 2) Set up your notebook. 3) Do Now: Think back to the times you have earned a 75% or higher on your Achieve 3000 activities. Brainstorm a list of reading strategies you used to help you select correct answers. 4) Lexile Level Set Test Early-finishers: When you are done with your test, please silently pre-read Chapters 8 and 9. 5) Select your role during literature circles. Character Scout: You will notice details about the characters in these chapters including what they look like and how they act. Plot Pro: You will notice what happens first, second, third, etc. in these chapters. Master Questioner: You will think of "Why" or "How" questions to ask your peers as you read these chapters. Discussion Director: You will make sure all your peers are doing their role, and participating in the discussion. 6) Read Chapters 8 and 9 in literature circles. May 16, 2014 Content Objective: I will connect the reading to background knowledge on Denmark during the Holocaust to deepen my understanding of the setting. Language Objective I will use specific and "juicy" vocabulary in my Open Mind. Background on Denmark 1) Write homework in agenda. 2) Set up your notebook. 3) Do Now: Locate Denmark on your world map in your agenda. Write down in your notebook three or more observations you make about the geography. 4) Stations A- (Re)read Chapters 2 and 3 B- Literature discussion on EdModo + further research on the Holocaust 5) Listen to Chapters 4 and 5 6) Work on your Open Mind May 14, 2014 Content Objective: I will clarify my understanding of the first chapter of Number the Stars by participating in stations. Language Objective I will discuss what happened in Chapter 1. Do Now 1) Write homework in agenda 2) Do Now: Take out Number the Stars. In your table group, discuss what happened in Chapter 1. Share your questions and discuss your answers. 3) Explain and select the apporpriate station for you A= (Re)read Chapter 1 in groups and write your questions B= Work on your Open Mind C= Explore each other's Podcast Research Reports and complete the learning journal by clicking here. May 13, 2014 Objectives: I will close-read the article “Workers Wanted?” on Achieve 3000 by taking notes to earn a college-ready score of 75% or higher. (RC2.0) I will analyze a poem by discussing my thoughts on thought-questions in groups and by writing an organized paragraph at a proficient or higher on the rubric . (RC2.3) Introduction to Unit Resistance 1) Write homework in agenda and set up your notebook. 2) Do Now: Underneath you objectives, set up your cover page for our new unit on "Resistance" 3) Live Action Role Play 4) Explain stations Direct/ Collaborative Station A: Poem analysis, discussion, and Writers Workshop on Google Drive in the Shared Folder entitled "Resistance Paragraph" Independent Station B: Log in to Achieve 3000 and complete the lesson on the article "Workers Wanted?" The lesson should be in your mailbox, but if it is not, please search it. Don't forget the question mark in your search! 5) 4-walls self-assessment May 9, 2014 Content Objective: I will investigate my classmate's Weebly to learn something new, and I will track my learning by completing a Google form. Language Objective: I will use the rubric to self-assess my project. Project Self-Assessment 1) Write homework in agenda and set up your notebook. 2) Do Now: Check out your computer. Go to the Podcast Research Report Project rubric that you made a copy of last week. Using the comments tool, give yourself a grade on each standard based on the work you completed on your Weebly. 3) Reteaching Group: Finish adding components to the Weebly to earn an A on each section of the rubric. 4) Extension Group: Spend time exploring the Weeblies that have been posted so far. As you get ideas from your classmates' Weeblies, go back to your own Weebly and add more Pages. -or- Complete a lesson on Achieve 3000 5) Select one of your classmate's Weeblies to explore. Make sure the topic is different from your own. While exploring, complete the Learning Journal Google form by clicking here. May 7, 2014 Content Objective: I will post my Weebly site to share my report with my classmates. Language Objective: I will help a peer accomplish his or her "To Do List". Do Now 1) Write homework in agenda. 2) Do Now: Think back to what you told Ms. Shawn you needed to accomplish to complete your project. Tell your partner if you accomplished your "To Do List" or if you are having trouble completing it by the due-date, and why. 3) Post Weebly sites or provide peer support. 4) Free time on Weebly May 6, 2014 Content Objective: I will create an organized website that includes my podcast, written report, images, video, and cited sources to effectively teach my classmates about my topic and to earn an A on the rubric. Language Objective: I will record my podcast using adequate volume and clear pronunciation. Step 4: Creating my Weebly (Continued) 1) Write homework 2) Do Now: Go to your "To Do List" for the project. Check off everything you have completed already. Underline what you still need to get done. 3) Project work time 4) Meetings with Ms. Shawn to check for completion of necessary parts May 2, 2014 Content Objective: I will create an organized website that includes my podcast, written report, images, video, and cited sources to effectively teach my classmates about my topic and to earn an A on the rubric. Language Objective: I will record my podcast using adequate volume and clear pronunciation. Step 4: Creating my Weebly 1) Write homework and set up your notebook 2) Do Now: Brainstorm a list of things you plan to include on your Weebly to teach your classmates about your topic. 3) Close-read the rubric in a jig-saw. 4) Create your "To Do List" for project work time in your notebook. 5) Mini-Lesson: Tips for Creating a Weebly 6) Project work time Expectations during project work time: -finish writing your report before you start anything else -record your report using your Ipad, Photo Booth or Garage Band (this should take no longer than 15 minutes) -ask questions if you get stuck while designing your Weebly -refer to the objectives and rubric to make sure you earn your A! -make sure you have a place on your website where you list your cited sources. 7) Self-assess your progress on your project. Figure out what you need to do over the next four days to be prepared to turn your Weebly in by May 6, 2014. April 30, 2014 Content and Language Objective: I will record reading my report aloud using adequate volume and clear pronounciation. Do Now 1) Write HW 2) Do Now: Check out your computer. Go to the Podcast Research Report folder. Make sure your report is in the "Draft of Report" folder. If it is not, please create a file in that folder and copy and paste your draft. Then, locate the rubric and make a copy for yourself. Add your first initial and last name to the file. Finally, read through the rubric to understand how you will grade yourself on this project. 3) Mini-Lesson: Tips for Recording your Podcast 4) Practice reading your report aloud using the Speaker's Checklist or keep writing if you are behind your deadline. April 29, 2014 Content Objective: I will revise my report until I am satisfied with the quality of my writing. Language Objective: I will publish my report by reading aloud using the Speaker's Checklist. Step 3: Revision and Publication 1) Write HW and set up notebook 2) Do Now: Go back to your mini-lessons on how to paraphrase and how to organize your research. Read through your notes to prepare for today's writer's workshop. 3) Review expectations of the project. Discuss timeline and make any necessary changes. 4) Continue Writer's Workshop 5) When you are done writing the first draft of your report, read it aloud and revise. Think about the following questions as you revise: a. Do I have a thesis statement at the end of my introductory paragraph? b. Have I organized my paragraphs using T.R.E.E.? c. Have I paraphrased and quoted my research to avoid plagiarism? d. Have I answered all the questions my classmates might have about my topic? e. Have I used the thesaurus to make my words more interesting? f. Does my conclusion sum up my ideas? 6) Mini-Lesson: Publishing my Report 7) Before you are ready to publish, take the self-assessment by clicking here. If you have answered no to any of the questions, go back and continue revising. 8) If you are ready to publish your report, use your Ipad or computers to record yourself reading your report. 9) Exit Slip: Four-walls assessment on your revision skills. April 25, 2014 Content Objective: I will synthesize what I have learned about my topic by writing a four paragraph (or more) research report (6W2.0a). Language Objective: I will carefully paraphrase and organize my research into a thoughtful and detailed report using my knowledge from the BrainPop video. Step 2: Writer's Process 1) Write HW and set up notebook. 2) Do Now: Use the following rubric to grade yourself on the research you've done so far. A= I have collected research from 3 or more sources that answers more than 5 of my questions on the topic. I feel like an expert on my topic. B= I have collected research from 2 or more sources that answers 5 of my questions on the topic. I know a lot about my topic. C= I have collected research from 1 or more source that answers 3 to 4 of my questions on the topic. I know some about my topic. NP= I have collected research from 1 source that answers 2 (or less than 2) of my questions on the topic. I know very little about my topic. 3) Review the writer's process and the self-assessment form to guide today's writer's workshop. 4) Mini-Lesson: Organizing my Research Close-watch Brainpop video on "Outlines" and answer the following questions: How do I start a research report? How do I organize my ideas? How do I end my research report? 5) Self-assess to choose which group I am ready to work in. Group 1) Continue researching Group 2) Work collaboratively to write report Group 3) Work independently using the resources in the right column to write my report. 6) Writers Workshop 7) Exit Slip: Self-assess your writing by clicking here. April 23, 2014 Content Objective: I will differentiate between paraphrasing and quoting Language Objective: I will close watch a video to understand how to paraphrase. Mini-Lesson: Paraphrasing and Quoting 1) Write HW and set up notebook. 2) Do Now: Look at the word paraphrase. Break it into two parts. Discuss what you think each part means with your partner. 2) Close watch "Paraphrasing" on BrainPop 1. What is paraphrasing? 2. What are the steps for paraphrasing? 3. Why paraphrase? 3) Brainpop Quiz 4) Venn diagram on paraphrasing and quoting April 22, 2014 Content Objective: I will research reliable websites and gather information to answer the five questions I created on my topic. Language Objective: I will collaborate to figure out what I know and need to know to create my project. Step 1: Research 1) Write H.W. 2) Set up notebook 3) Do Now: Take out the five questions you created for your Podcast Research Project. Share them with your partner. 4) Collaboratively brainstorm what you know and need to know to be successful on your project 5) Mini-Lesson: Researching Questions Using Reliable Sources 6) Go to Google Drive and find the "Podcast Research Project" folder. Follow the directions on the Questions & Research document to begin your project. 7) Conference with Ms. Shawn on your project 8) Exit Slip: Ms. Shawn will check your progress on Google Drive before being excused to nutrition. April 10, 2014 Content Objective: I will analyze how the novel Freak the Mighty and the article “Making the World a Better Place” address one theme by identifying supporting evidence from each text to create a graphic organizer at a proficient or advanced level. Language Objective: I will brainstorm possible research topics for my podcast research project. Research Project Brainstorm 1) Write HW. 2) Set up notebook 3) Do Now: Check out your Ipad. Finish the graphic organizer that you began on Friday. 4) Show Ms. Shawn when you are done. If she gives you the "green light", move on to replicate the graphic organizer in Google Drawings and share it in your English folder. 5) If you have extra time, choose a website from the Weebly to explore. 6) Check to make sure all students have completed their graphic organizer and turned it in on Google Drive. 7) Introduce Podcast Research Project a) Go to Episode 2 Lesson 17 b) Learn the two options for your research project: exploring Arthurian legend or selecting another topic of your choice that relates to Freak the Mighty. c) Decide if you want to work individually or in pairs. Get your groups authorized by Ms. Shawn. 7) Work time to brainstorm possible research topics. 8) If you've selected your topic and it's been approved by Ms. Shawn, click here to close-read the following article on plagiarism. Answer the following questions in your notebook. a. What is plagiarism? b. Why is it important not to plagiarize? b. How can I make sure to avoid plagiarism? 9) When done reading the article, begin investigating credible resources to gather your research. Record your reserach into your notebook or on Google Drive (whichever works better for you). Make sure to avoid plagiarism as you go. April 9, 2014 Content Objective: I will analyze how the novel Freak the Mighty and the article “Making the World a Better Place” address one theme by identifying supporting evidence from each text to create a graphic organizer at a proficient or advanced level. Language Objective: I will capture supporting details from texts by quoting or paraphrasing. Investigating Theme Across Texts 1) Write HW. 2) Set up notebook 3) Do Now: Check out your Ipad and open the Pearson App. Take out the theme you selected for homework and begin brainstorming what evidence in Freak the Mighty addresses (or connects to) the theme. 4) Mini-Lesson: Analyzing one theme by investigating two or more texts. a. Read the introduction to "Making the World a Better Place" together. b. Identify a theme. c. Select evidence and model how to use the graphic organizer. 4) Review the rubric and create a helpful checklist together. 5) Self-evaluate readiness. 6) Independent or collaborative work time on graphic organizer. April 8, 2014 Content Objective: I will prepare for and participate in Literature Circles to discuss my feelings on the resolution of the novel Freak the Mighty. Language Objectives: I will follow along with the text as I listen closely to the audio-recording. Resolution of Freak the Mighty 1) Write HW 2) Set up notebook 3) Do Now: Log in to EdModo and participate in the Freak the Mighty discussion board. 4) Choose three or more of the following discussion questions and write them down in your notebook in Cornell Notes style: a. With whom is Max angry when he realizes that Kevin is dead? b. Why does Freak make up the story about his robot? c. What are your thoughts on the ending of the story? d. What more have you learned about each of the main characters? e. What feelings or emotions did the book evoke in you? 5) Listen and follow along to Chapters 22, 23, and 24 while taking down additional annotations. 6) Prepare for Literature Circles 7) Meet in Literature Circles to discuss your responses to the questions. April 4, 2014 Content Objectives: I will reflect on my ability to write argumentatively by completing a Google form in complete sentences. I will annotate while reading my Achieve 3000 article to earn a 75% or higher on the activity. Language Objective: I will use the Speaker's Checklist while presenting my character sketch and imagined resolution. Argument Writing Reflection 1) Write HW 2) Set up notebook. 3) Do Now: Take out your character sketch and your imagined resolution to Freak the Mighty. Practice reading your resolution to yourself. 4) Find your new seat using the chart provided by Ms. Sanchez. 5) In your new groups of four, each student reads your imagined resolution and share your character sketch. 6) Collect character sketches and put on Ms. Shawn's desk. 7) Pass back students' argument writing (found on my desk in the yellow folder). 8) Complete the Benchmark 3 Reflection form by clicking here. 9) Once you finish, go on Achieve 3000 and complete a lesson of your choice. 10) Collect back students' argument writing. 11) If you have extra time, you may explore the websites on the Weebly. 12) As a whole class, brainstorm the similarities and differences between reading an Achieve 3000 article and Freak the Mighty. April 2, 2014 Content Objectives: I will review citing evidence and determining the central idea of a text by practicing annotating the benchmark. Language Objective: I will share my annotations with my partner using the Speaker's Checklist. Benchmark 3 Review 1) Write HW 2) Do Now: Take out your annotations and share them with your partner. 3) Reteaching Group: Review the benchmark to practice citing evidence and determining the central idea of a text OR finish writing your argument if you neglected to do it last week. 4) Proficient/ Advanced Group: -Publish your Freak the Mighty resolution on Google Docs (if you haven't already). -Create a character sketch of one character from Freak the Mighty. Use evidence from the text and your imagination to inform/ inspire your sketch. March 28, 2014 Content Objectives: I will deepen my understanding of Freak the Mighty and the novel's themes by researching Kevin's disease and writing responses to five thought questions. Language Objective: I will take notes on Internet resources to learn new things. Themes in Freak the Mighty 1. Write homework 2. Set up your notebook 3. Do Now: Think about the following question and have a peer-discussion with your partner: What lessons have you learned from Freak the Mighty so far? 4. Click here to learn about theme. Answer the following questions in Cornell Note style as you read: a. What is theme? b. How do you find theme while reading a literary work? (Students will finish their E.L.A. Benchmark 3 if they need more time) 5. When you are done learning from the video, log-in to EdModo, read my comments, and continue the discussions from last Friday. 6. Whole group discussion of themes in Freak the Mighty. 7. Episode 2 Lesson 19: Research Morquio's Syndrome. Write down 5 or more things you learn about the symptoms and complications of Morquio Syndrome. 8. Write responses to thought questions by clicking here. 9. Return to the whole group discussion of themes in Freak the Mighty. 10. Author's Chair: Volunteer students share their imagined resolutions to Freak the Mighty. March 24 and 26, 2014 Content Objectives: I will close-read and annotate the text to fully comprehend the author's purpose in order to earn a proficient or better on the third benchmark. Language Objective: I will use textual evidence to support the claim in my argumentative response. E.L.A. Benchmark #3 1. Write down your homework. 2. Set up your notebook. 3. Mini-Lesson: Common Core Test Taking Strategies 4. Take the ELA Benchmark #3 by using the links below and your key in the image to the right. Your answer sheet may be accessed here--> Data Director Link Your test questions may be accessed here--> PDF 5. If you finish early, you may choose to type your imagined ending to Freak the Mighty into a Google Doc, or explore the websites on this weebly. March 21, 2014 Content Objectives: I will close-read Chapter 19 in literature circles. As we read, we will create five or more annotations in order to deepen our understanding of the plot and characters in Freak the Mighty. Language Objective: I will contribute one or more annotations to my group. Mini-Lesson: Wondering on Paper 1. Do Now: When you are done setting up your notebook, get your computer. Go to EdModo and follow the directions on the Freak the Mighty discussion board. (Small-group relearning for students who earned a C or lower on the Editing Practice from Wednesday) 2. Review Ms. Shawn's feedback on your S.M.A.R.T. goal. on Google Drive 3. Mini-Lesson: Wondering on Paper 4. In literature circles, read Chapter 19 and create 5 or more annotations using both "Wondering on Paper" and "Putting Yourself in the Characters' Shoes" close-reading strategies. 5. Read the title of Chapter 20 (only the title!) In your groups, predict what will happen next in the plot. If you have already read ahead, no spoiling! 6. Group Brainstorm: What makes Freak the Mighty such an awesome book so far? 7. Ask and answer questions about the homework. March 19, 2014 Content Objective: I will create a S.M.A.R.T. goal in argumentative writing in order to earn a proficient or advanced on my short-response on the benchmark next week. Language Objective: I will write a S.M.A.R.T. goal. English Benchmark 3 S.M.A.R.T. Goal 1. Do Now: When you are done setting up your notebook, get your computer and click here to show what you know and what you learned about editing from yesterday. 2. Open your classmates' argumentative writing responses from last week's two-line debate by clicking here. 3. Find one or two responses that earned a 4. Carefully read them to figure out what your classmates did to earn a 4. Compare and contrast what you wrote to what your classmates wrote. 4. Based on the grade you earned on your argumentative writing response, write a S.M.A.R.T. goal on a new Google doc that will help you to prepare for the English Benchmark 3. 5. Move the Google doc into your English Portfolio. March 18, 2014 Content Objective: I will close-read and annotate Chapter 18 to develop a deeper understanding of the characters' experiences by putting myself in their shoes. Language Objective: I will practice how to edit writing correctly by earning a smart score of 80 or more on IXL. Mini-Lesson: Putting Myself in the Characters' Shoes 1. Do Now: a. First, check out your computer. b. Next, click here to complete your entrance slip for the day. c. Finally, to prepare for next week's benchmark, select a "C.U.P.S." topic you need to practice by clicking here. 2. Mini-Lesson: Putting Yourself in the Character's Shoes 3. Independent or Small Group Close-Read of Chapter 18. Write four or more annotations in which you put yourself in both Maxwell and Kane's shoes. Use the following sentence starters to begin your annotations: -If I were Maxwell, I would... -If I were Maxwell's dad Kane, I would.... 4. Vocabulary Development: Look up three or more words you noticed in Freak the Mighty that you didn't know the meaning of. Create a four column vocabulary chart on a new document in your Google Drive. Include the word, the part of speech, a meaningful definition, and a compound or complex sentence in which you use the new word. March 14, 2014 Content Objective: I will design and engage in a collegial discussion to debate Grim's right to bare arms. Language Objective: I will prepare for and follow rules of a collegial discussion. Collegial Discussion 1. Do Now: Have a peer-discussion on the following question Do you think Grim was right to get a gun for protection, even though Gram didn't want him to? Why or why not? 2. Listen to the end of Ch. 14 through Ch. 16 3. Discuss homework annotations in partners. 4. Complete the T-Chart Debate Template in Google Drive with your groups to brainstorm the reasons for and against Grim's choice to bare arms. 4. Collegial Two-Line Debate 5. Click here to complete your Argumentative Writing Practice March 12, 2014 Content Objective: I will determine how the events in Freak the Mighty match the first three stages of "The Hero's Journey" by identifying evidence and collaborating on a Google doc. Language Objective: I will contribute to a discussion about heroes by participating twice or more. The Hero's Journey: Lesson 11 1. Do Now: a. Check out your computer. b. Go to your Shared Folder in Google Docs, and click on your Period 2 Assignments folder. c. Read "Your Ideas of a Hero Entrance Slip" responses from your classmates yesterday. 2. Google Doc Discussion on the Hero's Journey Template (go to the doc in Period 2 assignments and read the directions) March 11, 2014 Content Objective: I will determine how the events in Freak the Mighty match the first three stages of "The Hero's Journey" by identifying evidence and collaborating on a Google doc. Language Objective: I will contribute to a discussion about heroes by participating twice or more. The Hero's Journey: Lesson 11 1. Do Now: Think about heroes. Then, in your table groups, share and write down words and examples that comes to your mind when you think of heroes. 2. Complete the Google form by clicking here. 3. If you finish before the other students, search "heroes" in Google Images. Think and answer the following questions in your notebook: -Do you think these images show what you believe a hero to be? Why or why not? -What is a stereotype? -Do you believe these images are stereotypical? Why or why not? 4. Review the plot of Chapters 12 and 14 by creating a flow-chart in your notebooks. 5. Read and discuss the elements of "The Hero's Journey" 6. Google Doc Discussion on the Hero's Journey Template (go to the doc in Period 2 assignments and read the directions) March 7, 2014 Content Objective: I will close-read and discuss Chapters 11 and 12 in small groups to complete a Character Quest Map on one or more characters from Freak the Mighty. Language Objective: I will identify the difference between reading a short story and reading a novel. Freak the Mighty Lesson 9 1. Do Now: Check out your Ipads. Open the Spelling Bee document in your Period 2 Assignments folder. Click "View" on the upper right-hand corner. Review the words while you wait for the final round of the Spelling Bee to begin. 2. Spelling Bee Final Round! 3. Mini-Lesson: Short Story vs. Novel 4. Check for homework and select the group that fits your needs Group A --> Close rereading of Chapters 11 and 12 to complete one or more Character Quest Maps on Google Forms (click here to access the form) Group B --> Small group discussions of Chapters 11 and 12 to complete one or more Character Quest Maps on Google Forms (click here to access the form) 5. Closing Questions: *What did you learn about your character (or characters) that you didn't know or hadn't thought of before? *Did your feelings about this character change after completing your quest(s)? March 4, 2014 Content and Language Objective: I will practice and demonstrate my spelling abilities by visualizing and chunking words, and by participating in the Spelling Bee. Spelling Tips 1. Do Now: Have a peer-discussion on the following question: What strategy do you use to help remember how to spell words? Why does it work for you? 2. Mini-Lesson: Read the following Spelling Tips by yourself or with a partner. 3. Vote on two options for the Spelling Bee configuration a. Stay in a whole group b. Break into small groups 3. Spelling Bee Final Round! March 3, 2014 I will demonstrate my academic growth in reading, writing and speaking by clearly photographing and moving my work into my 6th Grade English Portfolio on Google Drive. Language Objective: I will include student work in my portfolio that demonstrates my ability to analyze texts and write in an organized way. Do Now 1. Have a peer-discussion on the following question using evidence from the text: Are you more similar to Kevin or Maxwell? Why? 2. Review poll results from EdModo 3. Review Google forms data from the "Figurative Language in Freak the Mighty Exit Slip" 4. Mini-lesson on taking clear photos of your student work. 5. Independent work time to finish compiling and sharing your sixth grade student portfolio. 5. Students earning a C or less on the "Figurative Language in Freak the Mighty Exit Slip" meet with Ms. Shawn for reteaching. 5. With extra time, study for the Freak the Mighty Spelling Bee by clicking here. 6. Begin the Freak the Mighty Spelling Bee! February 28, 2014 Content Objective: I will accurately identify types of figurative language in Freak the Mighty by close-reading and working carefully with a partner to complete the practice. Language Objective: I will be able to earn a 75% on my activity and a 100% on my Google form by analyzing and annotating what I read. Figurative Language in Freak the Mighty 1. Do Now: a. Check out your Ipad or computer. b. On Achieve 3000, select a lesson you are interested in learning from. c. Annotate as youread. d. Complete your activity at 75% or higher. 2. Extra time? Study for the Freak the Mighty Spelling Bee by clicking here. 3. Mini-Lesson: Figurative Language (using Episode 1 Lesson 8 on the Ipad). 4. Independently or with your partner, practice identifying figurative language by completing the "Finding Figurative Language" practice (using Episode 1 Lesson 8 on the Ipad). 5. Figurative Language in Freak the Mighty Exit Slip: Complete the Google form by clicking here. February 26, 2014 Content Objective: I will demonstrate my reading, writing and speaking abilities by creating my Sixth Grade English Portfolio using Google Drive. Language Objective: I will follow directions carefully. My Sixth Grade Student Portfolio 1. Directions: Check out your Ipad or computer. Go to your Google Drive, locate the Sixth Grade English Portfolio doc, and read the directions carefully. 2. Pass out student work. 3. Mini-lesson on taking photographs and uploading them to Google Drive. 4. Create your Sixth Grade English Portfolio. February 25, 2014: Content Objective: I will deepen my understanding of the vocabulary, characters, plot, and allusions in Freak the Mighty by close-reading, participating in literature circles, and completing a Google form. Language Objective: I will monitor my understanding of the story by reading with a purpose and annotating. Close-Reading of Chapters 9 and 10 1. Do Now: Check out your Ipad or computer; open your Freak the Mighty Ch. 1-6 quiz and review your results. When you are done, move on to number two on today's schedule. 2. Copy your homework responses to the Google form by clicking here. If Chapters 9 and 10 were challenging to understand, try your best to answer the questions on the Google form, and we will work together to deepen your understanding during Literature Circles. 3. With extra time, go to Episode 1: Lesson 8 and follow directions on the "Work Time: Vocabulary" page. You may look up as many words as you want. 4. Literature Circles ----> "A" Circles: Close-reread Chapters 9 and 10 with Ms. Shawn with a focus on answering the homework questions. -----> "B" Circles: Close-reread Chapters 9 and 10 in groups with a focus on answering the homework questions. Then, continue to complete the allusions search on Episode 1 Lesson 7 of the Ipads. If your Ipad does not work, use the "Just an Allusion Chart" on the right of this page to organize your ideas. Choose: ~Make a video sharing two allusions and explaining why they are significant to the story ~Create a mini-presentation to share two allusions and explain why they are significant to the story 5. Use your annotations from close-reading and complete the Google form again by clicking here. 6. Discuss and begin preparing for the Spelling Bee next Tuesday by clicking here to study challenging words from Freak the Mighty. February 21, 2014: Content Objective: I will cite evidence to support my analysis of characters and plot in Freak the Mighty to earn an A on my quiz. I will participate in literature circles to either deepen my understanding of characters and plot or investigate for allusions in Freak the Mighty. Language Objective: I will use quotation marks around my evidence. Do Now 1. Do Now: Go to where we left off in Freak the Mighty. Prepare to resume our close-listen. 2. Close-listen to Ch. 5-6 of Freak the Mighty; annotate. 3. Complete Ch. 1-6 Freak the Mighty quiz on Google Drive. 4. Extra time? Help plan our Spelling Bee! Go back to the personal dictionary you started at the beginning of this semester. Add to this dictionary by writing down and defining any words you have come across in Freak the Mighty that you would like to learn. Click here to use this awesome new dictionary. 5. Still have more time: Click here to learn more new words in this cool visual program. 6. Literature Circles ----> "A" Circles: Close-Read Chapters 7 and 8 with Ms. Shawn while analyzing characters and plot -----> "B" Circles: Complete the allusions search on Episode 1 Lesson 7 of the Ipads. If your Ipad does not work, use the "Just an Allusion Chart" on the right of this page to organize your ideas. Choose: ~Make a video sharing two allusions and explaining why they are significant to the story ~Create a mini-presentation to share two allusions and explain why they are significant to the story February 19, 2014: Content Objective: I will cite evidence to support my analysis of characters and plot in Freak the Mighty to earn an A on my quiz. Language Objective: I will use quotation marks around my evidence. Do Now 1. Do Now: Go to where we left off in Freak the Mighty. Prepare to resume our close-listen. 2. Close-listen to Ch. 3-6 of Freak the Mighty; annotate. 3. Complete Ch. 1-6 Freak the Mighty quiz February 17, 2014: Content Objective: I will cite evidence to support my analysis of characters and plot in Freak the Mighty to earn an A on my quiz. Language Objective: I will use quotation marks around my evidence. Citing Evidence (Review) 1. Do Now: Set up your notebook. Then, read the following tips for citing evidence from the Writing Center at the University of Wisconsin-Madison:
Source: https://writing.wisc.edu/Handbook/QuoLiterature.html 2. Close-listen to Ch. 1-6 of Freak the Mighty; annotate. 3. Complete Ch. 1-6 Freak the Mighty quiz February 14, 2014: Happy Valentines Day! Content Objective: I will analyze the characters and plot in Freak the Mighty by creating annotations and by participating in Literature Circles to be able to earn an A on my quiz. Language Objective: I will have a productive discussion by using the Speaker's and Listener's Checklists. My Annotation Guide 1. Do Now: Set up a Frayer Map for the verb "annotate". Learn the word by creating the Frayer Map. Credibility Tip: Use more than one dictionary source on your Ipad or computer to make sure you have a reliable definition. 2. Mini-Lesson: Annotation 3. Literature Circles: Review the first six chapters of Freak the Mighty by discussing the following questions in your groups. Make sure to cite evidence from the text to support your answers. -What is going on in the plot so far? -Who is your favorite character? Why? -Put yourself in Maxell "The Mighty" shoes. What would it be like to be Maxwell? Why? -Put yourself in Kevin "The Freak's" shoes. What would it be like to be Kevin? Why? -Who has the bigger imagination, Maxwell or Kevin? -Does this story remind you of other stories you've read or seen? -What allusions to King Arthur (pictured in the right margin), Guinevere, Lancelot, knights and elements of the medieival world did you find while reading for homework? 4. Complete Ch. 1-6 Quiz on Google Drive 5. With extra time, explore and use any link on Ms. Shawn's Weebly. February 12, 2014 Content Objective: I will differentiate between articles and novels by creating a thinking map with all of my ideas and by close-reading both types of texts. Language Objective: I will discuss similarities and differences using transitions. Do Now 1. Do Now: Go back to your thinking map on articles and novels. Think about what it took to read an article versus what it takes to read a novel. In your table groups, brainstorm and add ideas to your thinking map. 2. Set up close-reading notes in Cornell Notes style (question on the left, answer+evidence+ ideas on the right): Questions to investigate and answer while reading: What is happening in this chapter? How do I know? What am I learning about the characters in the story? What are the living arrangements of the characters and why might this be important to the story? _________________________________________________________ 3. In Literature Circles, read Chapters 2 and 3 _________________________________________________________ 4. With extra time, you may begin the homework of reading Chapters 4, 5, and 6 independently. While you read, make a list of words you do not know. Try to guess what the words mean using context clues. Also, write down evidence of references to King Arthur, Guinevere, Lancelot, knights, and elements of the medieival world. _________________________________________________________ 5. Peer-discussion on articles versus novels. February 11, 2014 Content Objective: I will differentiate between articles and novels by creating a thinking map with all of my ideas and by close-reading both types of texts. Language Objective: I will close read my Achieve 3000 article by taking notes after each paragraph to earn a 75% or higher. Chapter 2: Freak the Mighty 1. Do Now: First, recall which thinking-map is the best for brainstorming and organizing similarities and differences. Then, use that thinking-map to write down everything that is the same and everything that is different between the elements of articles and novels. Tip: Remember from Friday that an 'element' is a part or aspect of something. ________________________________________________________ 2. Close-read "Following a Dream, Fighting a Disease" on Achieve 3000 and complete the activity at 75% or higher. ________________________________________________________ 3. Set up close-reading notes in Cornell Notes style (question on the left, answer+evidence+ ideas on the right): Questions to investigate and answer while reading: What is happening in this chapter? How do I know? What am I learning about the characters in the story? What are the living arrangements of the characters and why might this be important to the story? _________________________________________________________ 4. In Literature Circles, read Chapters 2 and 3 _________________________________________________________ 5. With extra time, you may begin the homework of reading Chapters 4, 5, and 6 independently. While you read, make a list of words you do not know. Try to guess what the words mean using context clues. Also, write down evidence of references to King Arthur, Guinevere, Lancelot, knights, and elements of the medieival world. February 7, 2014 Content Objective: I will discuss elements of imaginative stories and close-read the first chapter of Freak the Mighty to identify the speaker of the novel. Language Objective: I will participate in peer-discussion by using the Speaker's and Listener's Checklists. Chapter 1: Freak the Mighty 1. Do Now: Get your Ipad or computer. Navigate the Weebly to locate the ELA, Resources, Unit 4: Imagination page. To complete our lesson from Tuesday and Wednesday, look at two of the listed resources. Respond to the following questions underneath Tuesday's objectives. Questions:
2. Opening: Imagination Starters Sentence frames to use in discussion: I chose... I think this would be a great resource to get your imagination started because... 3. Reflection and Peer Discussion on Imagination in Literature 4. Take the "Freak the Mighty Before" Survey on Google Drive 5. Reflection on the title. 6. The Opposite Experiment 8. Read the first chapter of "Freak the Mighty" individually, in pairs, or in groups (based on needs) and answer the following questions: Questions:
9. Closing (if time) and discuss the homework. February 3, 2014 Content Objective: I will discuss how the theme of imagination applies to the classic painting "A Sunday Afternoon on the Island of La Grande Jatte" and investigate allusions to this painting by writing four or more responses in my notebook. Language Objective: I will comprehend what I read by answering questions as I read. Investigating A Classic and Its Allusions 1. Do Now: Log-in to Google Drive. Open your Organizational Patterns Quiz and compare and contrast your answers with your partners. Discuss why each answer is correct. When you finish, read your homework story aloud to yourself to prepare for Author's Chair. 2. Teacher modeling of Achieve 3000 and Independent Work Time 3. Author's Chair (optional) 4. Imaginative Ideas Peer Discussion 5. Learning From Each Others' Ideas Group Discussion 6. Investigate the word allusion 7. Taking Inspiration From Others Research Time 8. Discuss homework January 31, 2014 Content Objective: I will be able to analyze writing assignments to determine the most effective organizational patterns by earning an 80% or better on the quiz. Language Objective: I will use the Speaker's and Listener's Checklist during peer discussion. What is Imagination? Lesson 2 1. Do Now: Draw and label a tree-map, flow-chart, cause-and-effect chart, Venn diagram and bubble-map to prepare for your quiz. 2. Gallery Walk 3. Organizational Patterns Quiz 4. Review the Unit Accomplishments (below on the right) 5. Click here to preview the painting "A Sunday Afternoon on the Island of La Grand Jatte" by the artist Seurat. Make notes on the following question/prompt: -What's going on? -Write down everything you see in this scene. 6. Observation Comparison -What did each of us see in the painting? -What did we see in common? -How did our minds and imaginations see things differently? 7. Partner Work: Decide who goes first, and read your "You Are Famous!" stories to each other. Listen as your partner shares. Then be prepared to say the following. -One thing you liked about the story. -One thing in the story that you thought was very imaginative. 8. Reflection on Imagination (project from the Ipad) 9. Closing: Pointillism 10. Discuss Homework January 29, 2014 Content Objective: I will review the types of organizational patterns that are regularly found in reading and writing. Language Objective: I will ask questions about organizational patterns. Common Core Unit 1: Imagination 1. Do Now: Get your Ipad or computer and finish reading through your Unit Accomplishments. 2. Discuss grades 3. Finish transition assignment posters -Have individual conferences with necessary students 4. Gallery walk with posters January 27, 2014 Content Objective: I will investigate and set up my Ipad by applying my prior knowledge of computer technology. Language Objective: I will correctly capitalize words in sentences. Common Core Unit 1: Imagination 1. Do Now: Compare and contrast the answers to your capitalization homework with your partner. Discuss and debate any differences you have. 2. Ipad Investigation: -Add Ms. Shawn's Weebly to the Home Screen -Add Achieve 3000 to the Home Screen/ discover completing a lesson -Add Google Drive to the Home Screen -Produce a 1-minute video teaching a 5th grader how to capitalize their writing correctly -Share videos 3. Review peer discussion guidelines 4. Peer-discussion: -What is imagination? -What does imagination help you in your every day life? 5. Review the Unit Accomplishments 6. Closing Wrap-Up 7. Discuss and begin homework assignment (if time) January 24, 2014 Content Objective: I will continue to master using transitions effectively by reading a table, analyzing a song, and by creating a poster. Language Objective: I will put my ideas in order and connect my ideas using transitions. Order + Transitions = Organized! 1. Do Now: Write a paragraph explaining what you do (in order) between the time you wake up to the time you get to school. As you write, use transitions to connect and organize your ideas. 2. Independent Work Time (choose what you need to do): -Review and resubmit the Writing Quiz for a better grade -Organize your Google Drive documents into folders -Review your portfolio on Achieve 3000 -Read an article of your choice on Achieve 3000 -Click here to investigate the geography of Ancient Greece 3. Review the objectives and stations Independent Station Directions -Go to your Google Drive and locate your "Transition" assignment. -Follow the directions 4. Go into independent and direct stations 5. If time, share posters in small groups January 21, 2014 Content Objective: I will analyze writing for organization and voice to deepen my understanding of what makes good writing. Language Objective: I will read and follow directions step-by-step. 1. Do Now 2. Mini-Lesson: Writing with Organization and Voice (refer to diagram on the right) 3. Return short-response from Benchmark 2 4. Complete Google Drive assessment January 15, 2014 Content Objective: I will deliver my persuasive letter to convince my classmates to read my favorite book or watch my favorite movie or television show. Language Objective: I will use the Speaker's Checklist to engage my audience in the presentation of my letter. 1) Write homework in your agenda 2) Do Now 3) Receive and adjust to new seat (if necessary, provide feedback to Ms. Shawn to make sure you are in the best seat possible for your learning needs) 4) Present your homework letters to your classmates in small groups I will accurately identify types of figurative language in Freak the Mighty by close-reading and working carefully with a partner to complete the practice. Language Objective: I will be able to earn a 75% on my activity and a 100% on my Google form by analyzing and annotating what I read.March 3, 2014February 28, 2014 Content Objective: I will accurately identify types of figurative language in Freak the Mighty by close-reading and working carefully with a partner to complete the practice. Language Objective: I will be able to earn a 75% on my activity and a 100% on my Google form by analyzing and annotating what I read. My Sixth Grade Student Portfolio 1. Do Now: a. Check out your Ipad or computer. b. On Achieve 3000, select a lesson you are interested in learning from. c. Annotate as youread. d. Complete your activity at 75% or higher. 2. Extra time? Study for the Freak the Mighty Spelling Bee by clicking here. 3. Mini-Lesson: Figurative Language (using Episode 1 Lesson 8 on the Ipad). 4. Independently or with your partner, practice identifying figurative language by completing the "Finding Figurative Language" practice (using Episode 1 Lesson 8 on the Ipad). 5. Figurative Language in Freak the Mighty Exit Slip: Complete the Google form by clicking here. February 26, 2014 Content Objective: I will demonstrate my reading, writing and speaking abilities by creating my Sixth Grade English Portfolio using Google Drive. Language Objective: I will follow directions carefully. My Sixth Grade Student Portfolio 1. Directions: Check out your Ipad or computer. Go to your Google Drive, locate the Sixth Grade English Portfolio doc, and read the directions carefully. 2. Pass out student work. 3. Mini-lesson on taking photographs and uploading them to Google Drive. 4. Create your Sixth Grade English Portfolio. February 25, 2014: Content Objective: I will deepen my understanding of the vocabulary, characters, plot, and allusions in Freak the Mighty by close-reading, participating in literature circles, and completing a Google form. Language Objective: I will monitor my understanding of the story by reading with a purpose and annotating. Close-Reading of Chapters 9 and 10 1. Do Now: Check out your Ipad or computer; open your Freak the Mighty Ch. 1-6 quiz and review your results. When you are done, move on to number two on today's schedule. 2. Copy your homework responses to the Google form by clicking here. If Chapters 9 and 10 were challenging to understand, try your best to answer the questions on the Google form, and we will work together to deepen your understanding during Literature Circles. 3. With extra time, go to Episode 1: Lesson 8 and follow directions on the "Work Time: Vocabulary" page. You may look up as many words as you want. 4. Literature Circles ----> "A" Circles: Close-reread Chapters 9 and 10 with Ms. Shawn with a focus on answering the homework questions. -----> "B" Circles: Close-reread Chapters 9 and 10 in groups with a focus on answering the homework questions. Then, continue to complete the allusions search on Episode 1 Lesson 7 of the Ipads. If your Ipad does not work, use the "Just an Allusion Chart" on the right of this page to organize your ideas. Choose: ~Make a video sharing two allusions and explaining why they are significant to the story ~Create a mini-presentation to share two allusions and explain why they are significant to the story 5. Use your annotations from close-reading and complete the Google form again by clicking here. 6. Discuss and begin preparing for the Spelling Bee next Tuesday by clicking here to study challenging words from Freak the Mighty. February 21, 2014: Content Objective: I will cite evidence to support my analysis of characters and plot in Freak the Mighty to earn an A on my quiz. I will participate in literature circles to either deepen my understanding of characters and plot or investigate for allusions in Freak the Mighty. Language Objective: I will use quotation marks around my evidence. Do Now 1. Do Now: Go to where we left off in Freak the Mighty. Prepare to resume our close-listen. 2. Close-listen to Ch. 5-6 of Freak the Mighty; annotate. 3. Complete Ch. 1-6 Freak the Mighty quiz on Google Drive. 4. Extra time? Help plan our Spelling Bee! Go back to the personal dictionary you started at the beginning of this semester. Add to this dictionary by writing down and defining any words you have come across in Freak the Mighty that you would like to learn. Click here to use this awesome new dictionary. 5. Still have more time: Click here to learn more new words in this cool visual program. 6. Literature Circles ----> "A" Circles: Close-Read Chapters 7 and 8 with Ms. Shawn while analyzing characters and plot -----> "B" Circles: Complete the allusions search on Episode 1 Lesson 7 of the Ipads. If your Ipad does not work, use the "Just an Allusion Chart" on the right of this page to organize your ideas. Choose: ~Make a video sharing two allusions and explaining why they are significant to the story ~Create a mini-presentation to share two allusions and explain why they are significant to the story February 19, 2014: Content Objective: I will cite evidence to support my analysis of characters and plot in Freak the Mighty to earn an A on my quiz. Language Objective: I will use quotation marks around my evidence. Do Now 1. Do Now: Go to where we left off in Freak the Mighty. Prepare to resume our close-listen. 2. Close-listen to Ch. 3-6 of Freak the Mighty; annotate. 3. Complete Ch. 1-6 Freak the Mighty quiz February 17, 2014: Content Objective: I will cite evidence to support my analysis of characters and plot in Freak the Mighty to earn an A on my quiz. Language Objective: I will use quotation marks around my evidence. Citing Evidence (Review) 1. Do Now: Set up your notebook. Then, read the following tips for citing evidence from the Writing Center at the University of Wisconsin-Madison:
Source: https://writing.wisc.edu/Handbook/QuoLiterature.html 2. Close-listen to Ch. 1-6 of Freak the Mighty; annotate. 3. Complete Ch. 1-6 Freak the Mighty quiz February 14, 2014: Happy Valentines Day! Content Objective: I will analyze the characters and plot in Freak the Mighty by creating annotations and by participating in Literature Circles to be able to earn an A on my quiz. Language Objective: I will have a productive discussion by using the Speaker's and Listener's Checklists. My Annotation Guide 1. Do Now: Set up a Frayer Map for the verb "annotate". Learn the word by creating the Frayer Map. Credibility Tip: Use more than one dictionary source on your Ipad or computer to make sure you have a reliable definition. 2. Mini-Lesson: Annotation 3. Literature Circles: Review the first six chapters of Freak the Mighty by discussing the following questions in your groups. Make sure to cite evidence from the text to support your answers. -What is going on in the plot so far? -Who is your favorite character? Why? -Put yourself in Maxell "The Mighty" shoes. What would it be like to be Maxwell? Why? -Put yourself in Kevin "The Freak's" shoes. What would it be like to be Kevin? Why? -Who has the bigger imagination, Maxwell or Kevin? -Does this story remind you of other stories you've read or seen? -What allusions to King Arthur (pictured in the right margin), Guinevere, Lancelot, knights and elements of the medieival world did you find while reading for homework? 4. Complete Ch. 1-6 Quiz on Google Drive 5. With extra time, explore and use any link on Ms. Shawn's Weebly. February 12, 2014 Content Objective: I will differentiate between articles and novels by creating a thinking map with all of my ideas and by close-reading both types of texts. Language Objective: I will discuss similarities and differences using transitions. Do Now 1. Do Now: Go back to your thinking map on articles and novels. Think about what it took to read an article versus what it takes to read a novel. In your table groups, brainstorm and add ideas to your thinking map. 2. Set up close-reading notes in Cornell Notes style (question on the left, answer+evidence+ ideas on the right): Questions to investigate and answer while reading: What is happening in this chapter? How do I know? What am I learning about the characters in the story? What are the living arrangements of the characters and why might this be important to the story? _________________________________________________________ 3. In Literature Circles, read Chapters 2 and 3 _________________________________________________________ 4. With extra time, you may begin the homework of reading Chapters 4, 5, and 6 independently. While you read, make a list of words you do not know. Try to guess what the words mean using context clues. Also, write down evidence of references to King Arthur, Guinevere, Lancelot, knights, and elements of the medieival world. _________________________________________________________ 5. Peer-discussion on articles versus novels. February 11, 2014 Content Objective: I will differentiate between articles and novels by creating a thinking map with all of my ideas and by close-reading both types of texts. Language Objective: I will close read my Achieve 3000 article by taking notes after each paragraph to earn a 75% or higher. Chapter 2: Freak the Mighty 1. Do Now: First, recall which thinking-map is the best for brainstorming and organizing similarities and differences. Then, use that thinking-map to write down everything that is the same and everything that is different between the elements of articles and novels. Tip: Remember from Friday that an 'element' is a part or aspect of something. ________________________________________________________ 2. Close-read "Following a Dream, Fighting a Disease" on Achieve 3000 and complete the activity at 75% or higher. ________________________________________________________ 3. Set up close-reading notes in Cornell Notes style (question on the left, answer+evidence+ ideas on the right): Questions to investigate and answer while reading: What is happening in this chapter? How do I know? What am I learning about the characters in the story? What are the living arrangements of the characters and why might this be important to the story? _________________________________________________________ 4. In Literature Circles, read Chapters 2 and 3 _________________________________________________________ 5. With extra time, you may begin the homework of reading Chapters 4, 5, and 6 independently. While you read, make a list of words you do not know. Try to guess what the words mean using context clues. Also, write down evidence of references to King Arthur, Guinevere, Lancelot, knights, and elements of the medieival world. February 7, 2014 Content Objective: I will discuss elements of imaginative stories and close-read the first chapter of Freak the Mighty to identify the speaker of the novel. Language Objective: I will participate in peer-discussion by using the Speaker's and Listener's Checklists. Chapter 1: Freak the Mighty 1. Do Now: Get your Ipad or computer. Navigate the Weebly to locate the ELA, Resources, Unit 4: Imagination page. To complete our lesson from Tuesday and Wednesday, look at two of the listed resources. Respond to the following questions underneath Tuesday's objectives. Questions:
2. Opening: Imagination Starters Sentence frames to use in discussion: I chose... I think this would be a great resource to get your imagination started because... 3. Reflection and Peer Discussion on Imagination in Literature 4. Take the "Freak the Mighty Before" Survey on Google Drive 5. Reflection on the title. 6. The Opposite Experiment 8. Read the first chapter of "Freak the Mighty" individually, in pairs, or in groups (based on needs) and answer the following questions: Questions:
9. Closing (if time) and discuss the homework. February 3, 2014 Content Objective: I will discuss how the theme of imagination applies to the classic painting "A Sunday Afternoon on the Island of La Grande Jatte" and investigate allusions to this painting by writing four or more responses in my notebook. Language Objective: I will comprehend what I read by answering questions as I read. Investigating A Classic and Its Allusions 1. Do Now: Log-in to Google Drive. Open your Organizational Patterns Quiz and compare and contrast your answers with your partners. Discuss why each answer is correct. When you finish, read your homework story aloud to yourself to prepare for Author's Chair. 2. Teacher modeling of Achieve 3000 and Independent Work Time 3. Author's Chair (optional) 4. Imaginative Ideas Peer Discussion 5. Learning From Each Others' Ideas Group Discussion 6. Investigate the word allusion 7. Taking Inspiration From Others Research Time 8. Discuss homework January 31, 2014 Content Objective: I will be able to analyze writing assignments to determine the most effective organizational patterns by earning an 80% or better on the quiz. Language Objective: I will use the Speaker's and Listener's Checklist during peer discussion. What is Imagination? Lesson 2 1. Do Now: Draw and label a tree-map, flow-chart, cause-and-effect chart, Venn diagram and bubble-map to prepare for your quiz. 2. Gallery Walk 3. Organizational Patterns Quiz 4. Review the Unit Accomplishments (below on the right) 5. Click here to preview the painting "A Sunday Afternoon on the Island of La Grand Jatte" by the artist Seurat. Make notes on the following question/prompt: -What's going on? -Write down everything you see in this scene. 6. Observation Comparison -What did each of us see in the painting? -What did we see in common? -How did our minds and imaginations see things differently? 7. Partner Work: Decide who goes first, and read your "You Are Famous!" stories to each other. Listen as your partner shares. Then be prepared to say the following. -One thing you liked about the story. -One thing in the story that you thought was very imaginative. 8. Reflection on Imagination (project from the Ipad) 9. Closing: Pointillism 10. Discuss Homework January 29, 2014 Content Objective: I will review the types of organizational patterns that are regularly found in reading and writing. Language Objective: I will ask questions about organizational patterns. Common Core Unit 1: Imagination 1. Do Now: Get your Ipad or computer and finish reading through your Unit Accomplishments. 2. Discuss grades 3. Finish transition assignment posters -Have individual conferences with necessary students 4. Gallery walk with posters January 27, 2014 Content Objective: I will investigate and set up my Ipad by applying my prior knowledge of computer technology. Language Objective: I will correctly capitalize words in sentences. Common Core Unit 1: Imagination 1. Do Now: Compare and contrast the answers to your capitalization homework with your partner. Discuss and debate any differences you have. 2. Ipad Investigation: -Add Ms. Shawn's Weebly to the Home Screen -Add Achieve 3000 to the Home Screen/ discover completing a lesson -Add Google Drive to the Home Screen -Produce a 1-minute video teaching a 5th grader how to capitalize their writing correctly -Share videos 3. Review peer discussion guidelines 4. Peer-discussion: -What is imagination? -What does imagination help you in your every day life? 5. Review the Unit Accomplishments 6. Closing Wrap-Up 7. Discuss and begin homework assignment (if time) January 24, 2014 Content Objective: I will continue to master using transitions effectively by reading a table, analyzing a song, and by creating a poster. Language Objective: I will put my ideas in order and connect my ideas using transitions. Order + Transitions = Organized! 1. Do Now: Write a paragraph explaining what you do (in order) between the time you wake up to the time you get to school. As you write, use transitions to connect and organize your ideas. 2. Independent Work Time (choose what you need to do): -Review and resubmit the Writing Quiz for a better grade -Organize your Google Drive documents into folders -Review your portfolio on Achieve 3000 -Read an article of your choice on Achieve 3000 -Click here to investigate the geography of Ancient Greece 3. Review the objectives and stations Independent Station Directions -Go to your Google Drive and locate your "Transition" assignment. -Follow the directions 4. Go into independent and direct stations 5. If time, share posters in small groups January 21, 2014 Content Objective: I will analyze writing for organization and voice to deepen my understanding of what makes good writing. Language Objective: I will read and follow directions step-by-step. 1. Do Now 2. Mini-Lesson: Writing with Organization and Voice (refer to diagram on the right) 3. Return short-response from Benchmark 2 4. Complete Google Drive assessment January 15, 2014 Content Objective: I will deliver my persuasive letter to convince my classmates to read my favorite book or watch my favorite movie or television show. Language Objective: I will use the Speaker's Checklist to engage my audience in the presentation of my letter. 1) Write homework in your agenda 2) Do Now 3) Receive and adjust to new seat (if necessary, provide feedback to Ms. Shawn to make sure you are in the best seat possible for your learning needs) 4) Present your homework letters to your classmates in small groups December 20, 2013
Content Objective: I will deliver my persuasive speech to convince my classmates to agree with my claim and to improve my public speaking. Language Objective: I will write an organized short-response answering the prompt. 1) Write homework in agenda. 2) Set up notebook. 3) Do Now: Prepare for the Short-Response Writing Benchmark 4) Persuasive Speeches! 5) Vote. December 18, 2013 Content Objective: I will practice presenting my persuasive speech using the Speaker’s Checklist to prepare to earn a proficient or advanced on the rubric. Language Objective: I will practice reading my speech three or more times. 1) Write homework in agenda. 2) Set up notebook. 3) Do Now: Set a goal for what you want to improve on with your presenting skills 4) Benchmark Awards! 5) Writer's Workshop: Practice presenting December 17, 2013 Content Objective: I will demonstrate what I know and have learned in English to improve my Benchmark score by one or more bands. Language Objective: I will use context clues and word knowledge to comprehend what I read. 1) Write homework in agenda. 2) Set up notebook. 3) Do Now 4) Check signatures 5) Discuss test-taking strategies 6) Take the Benchmark 7) Revise and edit your Persuasive Speech 8) Complete activities on Achieve 3000 to work toward the Mustache Party December 13, 2013 Content Objective: I will review, study and justify the correct answers on the quiz in order to improve my understanding of transitions so that I can earn a proficient or better on the benchmark. Language Objective: I will edit my second draft for proper C.U.P.S. 1) Write homework in agenda. 2) Set up notebook. 3) Do Now 4) Get computers and upload quiz results 5) Complete the Transitions Quiz Review (if you do not need to review certain questions, you can continue to work on your speech in the meantime) 6) Continue Writer’s Workshop 7) Peer-editing for C.U.P.S. 8) Continue Writer's Workshop 9) Click here to study the topics you need review on to prepare for the English Benchmark. December 11, 2013 Content Objective: I will demonstrate my understanding of how to use transitions effectively to connect sentences and paragraphs by earning a proficient or better on the online quiz. Language Objective: I will use test-taking strategies. 1) Write HW 2) Do Now: Prepare for quiz and review test-taking strategies 3) Click here to locate your test key, and write it down in your notebook. 4) Then, click here to enter your test key and begin the quiz. 5) Go to Google Drive and check/ resolve comments on the Speech Transcript and Speech Analysis 6) Work on the second draft of your persuasive speech. December 10, 2013 Content Objective: I will participate in a Writer’s Workshop to revise the organization and language of my persuasive speech in order to develop my writing skills and earn a proficient or better on the project. Language Objective: I will use effective transitions to connect my ideas. 1) Write HW 2) Do Now: What makes an essay or speech organized? (link to rubric under “Organization and Focus” indicator) 3) Check homework/ Review objective/ Set up jobs 4) Complete mini-lesson on connecting sentences and paragraphs using transitions 5) Writer’s Workshop: Read-Around 6) Complete mini-lesson on adding confident and convincing words (link to the rubric under “Writing Persuasive Compositions”) 7) Students independently revise the organization and language of their first drafts to compose their second draft 8) Have students review feedback on the Speech Analysis and grades on Pinnacle in the last 5 minutes of class December 6, 2013: Friday: Content Objective: I will participate in a Writer’s Workshop to brainstorm and organize support for my argument in my persuasive speech in order to develop my writing skills and earn a proficient or better on the project. Language Objective: I will use convincing support in my persuasive speech. 1) Write HW 2) Do Now: Discuss prior knowledge of the organization of a speech/ 5-paragraph speech 3) Review Persuasive Speech assignment criteria and rubric 4) Mini-Lesson: Organization of a 5-Paragraph Speech 5) Writer's Workshop a. Independent: Use resources to the right to brainstorm, organize, and write your first draft silently. b. Collaborative: Complete another mini-lesson on brainstorming a claim and support. Work in a group with Ms. Shawn using the resources to brainstorm, organize and write your first draft with support. December 4, 2013:
Reteaching Objective: I will improve my speech analysis by collaborating on my evidence selection and final responses. Extension Objective I will compare and contrast the use of persuasion in Suzuki’s speech to Obama’s speech on immigration by creating a Venn Diagram. 1) Write HW 2) Do Now: Share homework. 3) Collaborate with a partner to complete Suzuki's speech analysis 4) When you are done with the speech analysis, click on the link in the right hand column to watch a section Obama’s immigration speech (you decide how much you need to watch). Create a Venn diagram to compare and contrast Suzuki and Obama's use of persuasion. Dec 3, 2013: Content Objective: I will trace and evaluate Severn Suzuki’s speech by completing a close listen/read and analysis of the text to earn a proficient or higher on the rubric. Language Objective: I will notice how Suzuki’s speech specifically targets her adult audience at the United Nations. 1) Write H.W. & Set up notebook with title: Evaluating a Persuasive Speech 2) Do Now: Show pictures of the United Nations, dead salmon in a stream, and starving children. Ask students if they were to write a persuasive speech, what their task, purpose, and who their audience might be? 3) Discuss students prior knowledge of persuasive speeches. What are the possible purposes and audiences of persuasive speeches? Review objectives for today and discuss their application to becoming college-ready 4) Pass out computers. Have all students read Severn Suzuki’s introduction on Google Docs. 5) Listen to the speech once. 6) Listen again and follow along on the transcript. 7) Based on close-reading data in Pinnacle and students’ designations of their own abilities, move into independent and collaborative groups to complete the close read and speech analysis on Google Docs. 8) Student HW: Brainstorm four or more claims you might want to write a persuasive speech on (examples will be on the Weebly for more support in completing this assignment) November 26, 2013: Extension Objective: I will explore Unit 3 Persuasion websites to further my understanding of what makes an argument persuasive. Reteaching Objective: I will determine my misconceptions which caused me to earn a basic or lower on the quiz by reviewing each question and by beginning next steps to clarify my understanding of how to evaluate support in arguments. 1) Write H.W. 2) Set up notebook 3) Do Now- Analyze the data from yesterday's quiz on Evaluating Support 4) Extension Group: Free choice on Unit 3 Persuasion websites. 5) Reteaching Group: Review Evaluating Support Quiz and begin next steps Possible Next Steps: -Study notes from Mini-Lesson: Evaluating Arguments - Discuss the answers with a partner and/or Ms. Shawn -Create your own quiz questions -Take the Evaluating Arguments Quiz again -Your choice (if approved by Ms. Shawn) November 25, 2013:
Content Objective: I will support my claim with convincing reasons by brainstorming a persuasive argument and participating in a two-line debate. Language Objective: I will distinguish between convincing and unconvincing reasons used in an argument. 1) Write H.W. 2) Set up notebook 3) Do Now- Brainstorm: What makes a good argument and what makes a bad argument? 4) Mini-Lesson: Convincing Vs. Unconvincing Reasons 5) Analyze reasons brainstormed for homework and revise to make more convincing 6) Brainstorm a persuasive argument for the debate using only convincing reasons 7) Mini-Lesson: Preparing a Counter-Argument 9) Two-Line Debate 10) Online assessment: Use the link on the right and enter the test-key next to your name November 21, 2013 Content Objective: I will analyze ethos, logos, and pathos in persuasive texts/ advertisements by creating and/or taking a PowerPoint quiz. Reteaching Objective: I will reflect on the questions I missed on Wednesday’s activity in order to correct my misconceptions and earn a 75% on a new activity. Language Objective: I will use proper C.U.P.S. and multimedia in my PowerPoint quiz. 1) Write H.W. 2) Do Now: Share paragraphs 3) Students who need re-teaching on reading comprehension will work independently to complete “Free Lolita” on Achieve 3000, complete a Fact, Feeling Journal, and then go over each question together. 4) The rest of the students will finish the Persuasion PowerPoint Quiz 5) Post PowerPoint Quizzes to EdModo Wall 6) Present Persuasion PowerPoint Quizzes and participate as a whole group. November 20, 2013 1) Write H.W.: 2) Set up notebook 3) Do Now- Study and play Around the World 4) Explain PowerPoint quiz and how to make a copy on Google -Open Google Docs -Go to Shared with Me -Follow directions on the PowerPoint to create the PowerPoint in Google Docs -Move your PowerPoint quiz into your folder to make sure it is shared with me 5) Reteaching Group: Go through questions on ‘Lions and Tigers, How Are You?” and then read “Stay Out Snakes!” to apply learning 6) Whole Group: Watch PowerPoints and take student-created quizzes 7) Poetry Jam (if time) November 15, 2013:
Content Objective: I will analyze ethos, logos, and pathos in the article “Lions and Tigers, How Are You?” by completing a Fact, Feeling Journal. I will demonstrate an understanding of the article by earning a 75% or higher on the activity. Language Objective: I will write my feelings in complete sentences using the discussion stems. 1) Write H.W 2) Set up your notebook 3) Do Now- Share Wednesday's homework with your partner 4) Mini-Lesson: What is persuasion? (get notes from mini-lesson when you return if you are absent) 5) Persuasion Vocabulary (http://quizlet.com/_i6voi)----> (Copy the Persuasion Vocabulary chart into your notebook if you are absent) 6) Set up Fact, Feeling Journal and learn how to use it 7) Close read "Lions and Tigers, How Are You?" on Achieve 3000 and complete the Fact, Feeling Journal independently or in the collaborative group (depending on your assessment from last Friday) 8) Complete the activity for the article. 9) Continue with the Poetry Jam November 13, 2013: Content Objective: I will analyze my strengths and challenges with poetry by completing a reflection. Extension Language Objective: I will present my poetry to my class in a Poetry Jam. 1) Write H.W. 2) Set up notebook 3) Do Now 4) Reflection 5) Poetry Jam November 12, 2013:
Content Objective: I will show off my ability to write persuasively by composing a sample persuasive letter. Language Objective: I will use the correct use of C.U.P.S. in my letter. Schedule 1) Write H.W. 2) Set up notebook: Unit 3: Persuasion 3) Do Now: Create your Unit 3: Persuasion cover page 4) Write a letter on Google Docs persuasing your parents or Ms. Shawn to buy you an Iphone (or something else you desperately want) 5) Achieve 3000 November 5, 2013
Content Objective: I will effectively present my Virtual Poetry Project using the Speaker’s Checklist and non-verbal cues to earn a 3 or 4 on the rubric. Extension Objective: I will analyze my classmates’ presentations to accurately grade their presentation skill level. Language Objective: I will practice using non-verbal cues appropriately. 1) Write H.W. 2) Set up notebook: Presentation Skills 3) Do Now: Think-pair-share: What makes a poetry presentation interesting? How should the audience feel while watching the poet perform the poems? 4) Select and work in Independent or Collaborative stations depending on what you need: 5) Independent Station Options: a. Finish creating your Virtual Poetry Project b. Revise your Pat Mora Poetry Analysis c. Watch the following examples of poets presenting their poetry using non-verbal cues Examples: Poet: Title Sarah Kay: Hands Christsna Sot: Brave New Voices Shane Koyczan: Instructions for a Bad Day Shane Koyczan: To This Day 6) Collaborative Station: Work in pairs to practice presenting poetry 7) All students who are ready need to turn in your projects to EdModo. Then, we will regroup and I will explain presentation configuration + peer-grading task. 8) Students reconfigure seating chart into groups of four. Each group has one presenter. The other three students are the audience, and they rotate clock-wise so that each presenter presents to three different groups. The last of the three groups will grade the presenter’s presentation skills using the project rubric. 9) Closure: Students submit the peer-grading to the teacher November 1, 2013
Content Objective: I will publish my poetry by creating a PowerPoint presentation using multimedia to earn a proficient or advanced on my Virtual Poetry Project. Language Objective: I will use proper C.U.P.S. throughout my Virtual Poetry Project. 1) Write H.W. 2) Set up Table of Contents and notebook page with the title “Mini-Lesson: Using Multimedia for a Purpose” 3) Do Now 4) Review objectives 5) Mini-Lesson: Using Multimedia for a Purpose 6) Check students completion of 5 or more poems 7) Work independently to complete the following tasks in the stated order: -Writer’s Workshop with Ms. Shawn on Google Docs to revise and improve poetry further -creating PowerPoint for Virtual Poetry Project by publishing each poem on multiple slides -editing your PowerPoint for C.U.P.S. -adding multimedia to each slide to clarify the imagery - reading comments and improving your Pat Mora Analysis -completing Achieve 3000 to improve reading level HELP! If you need help with figurative language, ask Ms. Shawn to show the BrainPop video. If you need help writing more poetry, ask Ms. Shawn to show you some examples of poetry she has around the classroom. October 30, 2013
Content Objective: I will ethically cite evidence from text by using quotation marks. Language Objective: I will define the verb “to cite” and conjugate it correctly in past, present, and future tenses. 1) Write H.W. 2) Set up notebook: Title: “Scholar Verb: To Cite” 3) Do Now: Frayer Map for the verb "cite" 4) Demonstrate advanced examples of Pat Mora Analysis and have students explain how they use quotations to ethically cite evidence in a mini-lesson. October 29, 2013 Content Objective: I will listen to, close-read, and analyze the poetic devices in Pat Mora’s poetry to answer questions at a proficient or advanced level on the rubric. Language Objective: I will write poetry in the Cinquain form in order to practice using descriptive imagery in my original poetry. 1) Write H.W. 2) Set up notebook: Title: “Poetry Analysis Continued” 3) Do Now: Warm up poetry analysis requiring students to identify main idea and cite evidence 4) Divide into groups based on poetry writing ability 5) Independent Station: Proficient Group: Do the Pat Mora Poetry Analysis on Google Docs Tips: 1) Log In to Google Docs 2) Click on the Pat Mora Poetry Analysis 3) Follow the directions. Your work will automatically save and be shared with me. 6) Direct/Collaborative Group: Reteaching Group: Set up title “Using Descriptive Imagery”. Review prerequisite knowledge for writing one’s own poetry. Then move into the Mini-Lesson on writing cinquains. Do Writer’s Workshop with students’ original poetry using Google Docs if there is time. 7) Clarify any questions about the expectations during independent station. Switch groups. 8) Direct/ Collaborative Group: Proficient Group: Review prerequisite knowledge for writing one’s own poetry. Then move into the Mini-Lesson on writing cinquains. Do Writer’s Workshop with students’ original poetry using Google Docs if there is time.. 9) Independent Station: Reteaching Group: Do the Pat Mora Poetry Analysis on Google Docs 10) Closure: Complete a self-assessment of learning objectives. October 25, 2013 Content Objective: I will use multimedia to publish my poetry in PowerPoint in order to earn a proficient or advanced on my Virtual Poetry Project. Language Objective: I will revise my poetry by collaborating with Ms. Shawn in Google Docs. 1) Write H.W. 2) Set up notebook 3) Do Now: Revisit the assignment sheet and rubric 4) Set up students on Google Docs 5) Writer’s Workshop: Revise poetry using Google Docs (Students who are prepared to retake Poetic Devices Quiz may do so) 6) Mini-Lesson: Using Multimedia for a Purpose 7) Create Virtual Poetry Project PowerPoint |
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poem
Rubric
Writer's Workshop Resources
Close-read an article on Achieve 3000, noticing how the author writes the beginning, middle, and end. Write your report using a similar structure.
Use the following advice to craft each body paragraph
Use transitions to connect each idea to the next.
Rubric for your project will be developed by you!
Example of a character sketch from The Absolutely True Story of a Part-Time Indian by Sherman Alexie
focus of the week:
inferring themes in
freak the mighty
annotation
focus of the week (Part 2):
wondering on paper
Annotation F
Focus of the week (Part 1):
putting Myself in the characters' shoes
collegial debate topic of the day:
should grim have bought the gun or not?
Writing Table
E.L.A. Benchmark #2
test key: mbk252r
Transitions quiz Review materials
persuasive speech writing resources
Persuasion vocabulary
October 23, 2013
Content and Language: I will prepare to conduct a formal student-led conference by rehearsing with a partner.
1) Write H.W.
2) Set up notebook
3) Do Now: Access prior knowledge of the words “conduct” and “formal”
4) Presentation Workshop: Model how to conduct a student-led conference
5) Rehearsal time/ Self-assess readiness for student-led conference
Content and Language: I will prepare to conduct a formal student-led conference by rehearsing with a partner.
1) Write H.W.
2) Set up notebook
3) Do Now: Access prior knowledge of the words “conduct” and “formal”
4) Presentation Workshop: Model how to conduct a student-led conference
5) Rehearsal time/ Self-assess readiness for student-led conference
October 22, 2013
Content: I will analyze the use of poetic devices in two different poems by completing a Say, Mean, and Matter Chart. Stretch: I will compare and contrast the use of poetic devices in two different poems. Language (only for students who earned a C or lower on the Poetic Devices Quiz): I will use specific study strategies effectively to relearn the poetic devices. 1) Write H.W. 2) Set up notebook/Show Ms. Shawn the first-draft of your Personally Speaking Poem/ Tell students they will begin the revision process on Friday 3) Do Now: Activate prior knowledge with an image of a rose growing in concrete 4) Divide into groups based on Poetic Devices Quiz scores 5) Proficient Group: Read poems and completes the Say, Mean, Matter Chart 6) Reteaching Group: Go on to the Poetic Devices Quiz, mark which poetic devices were missed, and study using the Unit 2: Vocab Set 1 in your notebook and Quizlet. 7) Explain to the proficient group how to annotate each other’s poetry; then switch 8) Proficient Group: Read each other’s Personally Speaking Poems and annotate the imagery and figurative language being used. Then, revise poems to include more imagery and figurative language. 9) Reteaching Group: Read poems and complete the Say, Mean, Matter Chart with an emphasis in identifying poetic devices. 10) Closure: Complete an oral or written exit slip (depending on time left over) in which students self-assess their achievement of the learning objectives for the day. October 18, 2013
Content Objective: I will know and identify poetic devices in poetry in order to analyze two or more of my classmates' poems on EdModo. Language Objective: I will use figurative langauge and imagery to compose a poweful I Am From poem. 1. Do Now 2. Complete the Poetic Devices Matching Quiz on Edmodo to prepare for your Content Objective 3. Do your Poetry Analysis to complete your Content Objective a. Scan through and select two or more poems to read. b. Carefully read the poems. c. Identify poetic devices that are used in the poems. Is there repetition, figurative language, imagery, rhyme, etc? d. Think: what was the author's purpose in using one (or more) of these poetic devices? e. Comment on two or more poems by writing sentences explaining which poetic device is used, and what the poetic devices means, or why the poetic device is important to the overall meaning of the poem. f. Make sure your comment is written with the correct use of capitalization, usage of words, punctuation and spelling. TIP: If you're having trouble, review the poetic devices examples in your notebook. Also, take a look at the example comment on EdModo under Lloanna's poem. 4. Portfolio Reflection for Student-Led Conferences 5. Writer's Workshop on the Personally Speaking Poem HW: Finish writing my Personally Speaking Poem and my 6th Grade Acrostic Poem October 15, 2013 1. Do Now 2. Share and Analyze Poetry 3. Prepare for the Level Set Test 4. Level Set Test: https://portal.achieve3000.com/ 5. Complete your language objective on the following website. Instant Poetry Forms: INSTANT POETRY FORMS October 11, 2013 1. Do Now- Set up notebook 2. Finish setting S.M.A.R.T. goals and Blogpost #2 3. Think-pair-share reflection questions to poetry video, and discuss prior knowledge of poetry while recording on the cover-page. 4. Introduce big idea of the unit, the Virtual Poetry Project, and share the rubric. 5. Learn Unit 2: Poetic Devices Vocab: noun, verb, phrase, line length, creative, adjective, syllable, rhyme, repetition, figurative language, imagery, tone, voice, structure, stanza, theme 6a. Independent Station: Study new vocabulary on Quizlet by clicking here. 6b. Teacher Conference Station: Conference on the Benchmark and your learning in ELA so far with Ms. Shawn. 8. HW: Read 5 or more poems online and/or in a book and select one to share with the class. |
October 9, 2013
Content Objective: I will identify my strengths and weaknesses in ELA according to the Benchmark in order to create a reading and writing SMART goal. Language Objective: I will articulate (explain) how I plan to improve in quarter 2. 1. Do Now- Log-in to Weebly and record strengths and weaknesses into your notebook 2. Complete Blogpost #2 3. ML: Creating my Goals for Reading and Writing (incorporate strengths, weaknesses, and learning styles) 4. Set S.M.A.R.T. goals |
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October 4, 2013
1. Write HW and Objectives 2. Do Now 3. Benchmark Test: https://www98.achievedata.com/zoom/?Test 4. Finish your Learning Styles Survey. 5. Write down ten or more suggestions that apply to you in your notebook. 6. In your notebook, set up the Poetry Unit coverpage (like the first one we did) 7. Write down the following video questions: a.What do you learn about poetry from this video? b. Why is Kioni called a prodigy? c. After watching this video, what do you still wonder about poetry? 8. Watch the video and answer each of the questions in two complete. sentences or more. http://www.youtube.com/watch?v=yxLIu-scR9Y October 2, 2013
1. Write HW and Objectives 2. Do Now: 3. Learning Styles Survey 4. Copy down the type of learner you are. 5. Get into a group with 3 or more of your classmates that share your same learning style, and study together for the Benchmark. September 31, 2013
1. Write HW and Objectives 2. Do Now- Facts vs. Opinions 3. Discuss objective as a class 4. Watch video: http://www.youtube.com/watch?v=LAKprpl7aPo 5. Direct Instruction: Read “Sorry Cats. More People Like Dogs” article together 6. Guided Instruction: Create tree-map with main idea and supporting evidence 7. Independent: Reread the same article (Stretch Article) and complete the activity. 8. Go on EdModo to review quiz and study for the benchmark. September 27, 2013
1. Write HW and Objectives 2. Do Now:: Share Paragraphs 3. Complete quiz 4. Go on Achieve 3000 when done with quiz to read an article of your choice. 5. Review quiz together as a class. 6. Revise paragraphs to improve and publish. Turn into EdModo. September 25, 2013
1. Write HW and Objectives 2. Do now 3. Frayer Map: "To Demonstrate" 4. Update Vocabulary Index 5. Brainstorm a list of study strategies September 24, 2013
1. Write HW and Objectives 2. Get your literature book. 3. Do Now (10 minutes)- Collect homework and read pg. 26 to recall our mini-lesson on plot 4. (10 minutes) Recall and connect what we learned last week when we read “The Jacket” with what we will learn this week: as the author uses language to emphasize a tone, he or she also develops characters and a plot. Review objective. 5. Move into stations. 6. Independent Station (40 minutes): Complete digital agenda (on the right) by watching Flocabulary video and completing Unit 1 Vocab set to prepare for the benchmark. Assess completion of Langauge Objective. 7. Direct Station (40 minutes): Show students a picture of a boar to activate their prior knowledge and engage. Close-read “Boar Out There.” Model answering the first few questions; move into guided instruction and then students need to complete the close read independently. Assess completion of Content Objective. 8. (20 minutes) Closure: Model how to write a response using academic language which explain show the plot unfolds and how the characters respond or change along the way. September 20, 2013
1. Write HW and Objectives 2. Do Now (10 minutes)- Break down the objective (make a flow-chart to do so) 3. (10 minutes) Jig-saw and share out types of figurative language from homework. 4. ( 30 minutes) Reread “The Jacket” and identify as many examples of figurative language as possible. 5. (10 minutes) Model Say, Mean, Matter 6. (50 minutes) In pairs (within zone of proximal development), collaboratively complete Say Mean Matter 7. (10 minutes) Closure September 16, 2013
1. Write HW and Objectives 2. Do Now (10 minutes)- Return Exit Slip and discuss primary vs. secondary sources 3. Independent (30 minutes): Finish PowerPoint, then select and read an article on Achieve 3000 4. (10 minutes) Whole group read “The Jacket” by Gary Soto September 13, 2013
1. Write HW and Objectives 2. Do Now- Share 5 summary sentences of "All Summer in a Day" 3. Mini-Lesson: Summarizing Plot 4. Model Literature Circles 5. Collaborative: Literature Circles 6. Create Exit Slip September 11, 2013
1. Write HW and Objectives 2. Do Now 3. Frayer Map: " To Analyze" 4. Around the World September 10, 2013
1. Write HW and Objectives 2. Do Now- Review TREE strategy and pass back graded paragraphs (graded on both organization and use of evidence to support answer to DBQ) 3. Students who need to complete their Achieve 3000 activity will complete it. 4. Review scores 5. Other students may add the new vocabulary and evidence from their Achieve 3000 words/notes to their paragraph to make it stronger. 6. Idea Wave: What does it mean to analyze literature? 7. Some students may still need to read the story; get a pulse, then move into Literature Circles 8. Log in to EdModo 9. Students select their roles 10. Complete objective September 6, 2013
1. Write HW 2. Do Now 3. Set up Achieve 3000 Journal and demonstrate Achieve 3000 4. Vocabulary Set 1 5. BLAST
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Independent Digital Agenda
1. Click on the following link to review the five parts of every story: http://www.youtube.com/watch?v=c6I24S72Jps 2. Study Unit 1: Discovering Genres vocabulary on Quizlet http://quizlet.com/26573180/unit-1-discovering-genres-flash-cards/ a. First, read each vocabulary word and definition. b. Play the Scatter and Space Race games until you know each of the definitions. c. Using the classroom environment and your vocabulary index, complete the Learn, Test, and Speller sections (in any order you want). 3. In the last 5 minutes of Independent Station, log-in to EdModo and review the comments I made on your "All Summer in a Day" PowerPoint |
Click on the link below to learn more about the protest that is captured in this picture above:http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_memphis_sanitation_workers_strike_1968/
The actual bus that Rosa Park rode during the Civil Rights Era.
Rosa Parks is taken in for finger printing after being arrested for breaking the law and sitting in the White section of the bus.
Rosa Parks takes a photograph for her criminal record.