Unit+2

=Here are my plans for the second six-weeks grading period. The assignments in red indicate major grades. I reserve the right to change my plans. Also, if I'm wrong on the date for the benchmark test, plans can change.= =Here is a blank template of the calendar for the second six-weeks.= ==

Tuesday, October 9
CO: Understand new vocabulary and use it when reading and writing. LO: Begin work on a new vocabulary unit and take notes on goals for the entire 6-weeks coming up. Agenda: Page 17 should be the "Harrison Bergeron" graded OERs along with the scoring rubric. Page 18 should merely have the TKAM timed writing attached. Page 19 can have both the plus a  you use to fill in the content objectives.
 * 1) Vocabulary warm-up
 * 2) Add pages 17-21 to the ISN

Wednesday/Thursday, October 10/11
CO: Plan a first draft; structure ideas in a sustained and persuasive way. LO: Students will be introduced to a prewriting process that they will be held accountable for using throughout the school year on STAAR writing prompts. Agenda:
 * 1) Grammar warm-up (add the editing and revising proofreading marks to page 22)
 * 2) Write down the steps to "attack the prompt" on page 23 of the ISN.
 * 3) Copy notes from teacher's model. The notes from the model should be attached to page 23 of the ISN.

Friday, October 12
CO: Plan a first draft; structure ideas in a sustained and persuasive way. LO: Students will work in pairs to practice "attacking the prompt." Agenda:
 * 1) Grammar warm-up
 * 2) With your partner, use the "attack the prompt" process up until step 5.

Monday, October 15
CO: Include a thesis in an expository text. LO: Take C-notes on thesis statements and identify thesis statements in various expository essays. Agenda: Reminder(s): Unit 2 week 1 words due today-tomorrow
 * 1) Warm-up - SAT Unit 2 Week 2 words
 * 2) View PowerPoint over thesis statements
 * 3) Carousel from station to station, identifying thesis statements.
 * 4) HW - revise thesis statements from Friday's "attack the prompt" practice.

Tuesday, October 16
CO: Make and defend subtle inferences and complex conclusions about organizational patterns. LO: Work in small groups to identify organizational patterns in different expository essays. Agenda: "The Plot...People" (in the literature book -- I'll try to find a link soon) Reminder(s) Finished "attack the prompt" due Wednesday/Thursday
 * 1) Grammar warm-up
 * 2) Carousel from station to station, identifying different organizational patterns.
 * 3) HW - finish the "attack the prompt" process from Friday's prompt.
 * 4) Links to essays used:

Wednesday/Thursday, October 17/18
CO: Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies, and developing a thesis or controlling idea. LO: Work in small groups to revise thesis statements and "attack" several prompts. Agenda:
 * 1) Grammar warm-up
 * 2) While carouseling through different "prompt" stations with a partner, go through the "attack the prompt" process and revise the given thesis statements.
 * 3) Complete steps 6-7 for the prompts assigned in class by the teacher.

Friday, October 19
CO: Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies, and developing a thesis or controlling idea. LO: "Attack" the given prompt, show your work, and write an expository essay within the given time period by the end of class. Agenda:
 * 1) Follow the steps to "attack" the prompt.
 * 2) Write an expository essay.
 * 3) Turn it in by the end of class.

Monday, October 22
This is the day I gave students to grieve, talk, and make Christmas cards (for the troops) and get well cards (for Shay). Vocabulary week 2 window opens

Tuesday, October 23
CO: Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers Agenda: Reading check for ALBD Vocabulary week 2 window closes

Wednesday/Thursday, October 24/25
CO: Analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry. LO: Analyze the structure and graphic elements of the sonnet, "If We Must Die." Agenda:
 * 1) Read about the red summer of 1919
 * 2) Discuss features of the Shakespearean sonnet form
 * 3) Analyze the structure and prosody of "If We Must Die"
 * 4) Assign a sonnet for students to write -- to be turned into [|www.turnitin.com] (official due date is October 30; window closes at 11:59 pm on November 2)

Friday, October 26
CO: Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. LO: Students compare and contrast theme and tone in "If We Must Die," "Invictus," and an excerpt from chapter 6 of ALBD Agenda:
 * 1) Review how to use www.turnitin.com
 * 2) Students work in small groups and design a visual that shows the comparisons/contrasts of theme and tone in all three pieces.

Monday, October 29
CO: Reflect on understanding to monitor comprehension LO: Receive general feedback on reading check and begin writing portfolios Agenda: Window for unit 2 week 3 opens
 * 1) Discussed reading check questions and showed good examples of responses
 * 2) Discussed how reading checks were scored and converted to grades
 * 3) Passed back reading checks, students reviewed their scores, and stored them in their writing portfolios

Tuesday, October 30
CO: Edit drafts for grammar, mechanics, and spelling; include a thesis and an organizing structure appropriate to purpose, audience, and context in expository texts LO: Edit a short piece of writing and analyze the thesis and organizing structure of successful expository writing samples over the nature prompt. Agenda: Window for unit 2 week 3 closes
 * 1) Grammar warm-up
 * 2) Highlight TSs different colors in sample essay; highlight the different reasons in thesis to match the colors of the matching body paragraphs

Wednesday/Thursday, October 31/November 1
CO: Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. LO: Students will use the "attack the prompt" prewriting process and write an expository essay. Agenda:
 * 1) Common Assessment

Friday, November 2
Students took the PLAN test when they would have usually attended class.

Monday, November 5
CO: Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. LO: Discuss elements of argumentation and identify those elements in an argument. WORK DUE: Agenda:
 * HOMEWORK! SAT unit 2 week 4 window opens
 * Hard copy of sonnet due
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Read pages 632-637
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Read "In Praise...Word" (handout from teacher)

Tuesday, November 6
<span style="font-family: Arial,Helvetica,sans-serif;">CO: distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts <span style="font-family: Arial,Helvetica,sans-serif;">LO: Highlight sections of “In Praise…F Word” and annotate the different types of evidence. WORK DUE: <span style="font-family: Arial,Helvetica,sans-serif;">Agenda:
 * HOMEWORK! SAT unit 2 week 4 window closes
 * "In Praise...Word" should have been read
 * 1) Warm-up
 * 2) Highlight and annotate "In Praise...Word"
 * 3) OER practice -- exit ticket

Wednesday/Thursday, November 7/8
<span style="font-family: Arial,Helvetica,sans-serif;">CO: <span style="font-family: Arial,Helvetica,sans-serif;">LO: <span style="font-family: Arial,Helvetica,sans-serif;">Agenda:

Friday, November 9
<span style="font-family: Arial,Helvetica,sans-serif;">CO: Students understand new vocabulary and use it when reading and writing. Students are expected to analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words

<span style="font-family: Arial,Helvetica,sans-serif;">LO: Take a vocabulary test over "Shakespeare is Hip Hop." <span style="font-family: Arial,Helvetica,sans-serif;">Agenda:
 * <span style="font-family: Arial,Helvetica,sans-serif;">SAT vocabulary test