Unit+4

CO: Understand new vocabulary and use it when reading and writing; make complex inferences about text and use textual evidence to support understanding.

LO: Take the vocabulary test and write an OER over imagery.

Agenda:


 * SAT Vocabulary Test
 * After the vocabulary test, craft an OER over "Those Winter Sundays."

CO: Make complex inferences about text and use textual evidence to support understanding.

LO: Work in small groups to practice crafting OERs over theme and imagery.

Agenda:


 * OER review activity

CO:

LO:

Agenda:


 * OER test

CO: Reflect on understanding to monitor comprehension and make complex inferences about text and use textual evidence to support understanding

LO: Use the “signposts” of reading as well as question starters to participate in a discussion over //A Separate Peace//.

Agenda:


 * Participate in a graded discussion over //A Separate Peace//.

CO: Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

LO: Take a test over //A Separate Peace//.

Agenda:


 * The window for Vocabulary Week 4 closes
 * Take a test over //A Separate Peace//.

CO: Write an essay that includes effective introductory and concluding paragraphs.

LO: Participate in activities that help students to learn about different ways to write intro and conclusion paragraphs and apply that knowledge when revising a previously written draft of choice.

Agenda:


 * Copy the CO/LO
 * Learn about different types of introductions
 * Practice in small groups - each group will be assigned a different type of intro
 * Share with the class and discuss
 * Learn about different types of conclusions
 * Practice in small groups - each group will have a different type of conclusion
 * Share with the class and discuss
 * Choose a previously written draft of your own
 * Revise your draft, specifically looking at ways to improve the introduction and conclusion paragraphs

CO: Write an essay that includes effective introductory and concluding paragraphs.

LO: Apply new intro and conclusion strategies when revising a previously written draft of choice.

Agenda:


 * Copy CO/LO
 * Choose a previously written draft (Topic/Why/Purpose or even one of the benchmark essays...as long as it is persuasive or expository)
 * Label at the top the type of writing and give your piece an appropriate title.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Revise specifically for effective introductory and conclusion paragraphs. The majority of your grade will be based on that. Also check for spelling, capitalization, punctuation, and overall readability. Any errors in conventions must not interfere with the clarity of what you are trying to communicate.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write the revised draft on STAAR lined essay paper.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Receive crossword puzzle for vocabulary review

<span style="font-family: Arial,Helvetica,sans-serif;">Reminder(s)


 * <span style="font-family: Arial,Helvetica,sans-serif;">Vocab test on Monday of next week
 * <span style="font-family: Arial,Helvetica,sans-serif;">OER test on Wed/Thurs of next week

<span style="font-family: Arial,Helvetica,sans-serif;">CO: Analyze the controlling idea and purpose of a passage and the textual elements that support and elaborate it, including the most important details and the less important details

<span style="font-family: Arial,Helvetica,sans-serif;">LO: Work in small groups to analyze the controlling idea of different news articles as well as how the details that support the controlling ideas are arranged.

Agenda:


 * <span style="font-family: Arial,Helvetica,sans-serif;">QW: What are newsworthy events from the past week? From ASP?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Copy week 4 vocabulary chart
 * <span style="font-family: Arial,Helvetica,sans-serif;">Read about the features of a news article on page 598 and look at the chart on that same page. Then read “Girl, Trapped...Attempts” independently (3-5 minutes), join a small group of no more than three students, and identify the elements from the chart on your own paper. For "Additional details," look for particularly compelling evidence provided by the reporter as well as the source of that information (5-7 minutes).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Share with class
 * <span style="font-family: Arial,Helvetica,sans-serif;">Analyze a different news article. (Do practice worksheet A in a small group)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Share with class
 * <span style="font-family: Arial,Helvetica,sans-serif;">Extension: Write a news article that uses week 4 vocabulary words. Use the upside down triangle concept to develop the lead and organize ideas in order from most important to least important. If you choose to do this assignment, it must be submitted to [|www.turnitin.com] by Friday night, and it will take the place of the normal vocabulary assignment for week 4. PLUS, students who write the vocabulary articles and show mastery of both skills (writing a news article/using SAT words correctly) will also receive a 100 daily grade coupon.

Week 3 vocabulary window closes

<span style="font-family: Arial,Helvetica,sans-serif;">CO: Analyze how words, images, graphics, and sounds work together in various forms to impact meaning; examine how individual perception or bias in coverage of the same event influences the audience.

<span style="font-family: Arial,Helvetica,sans-serif;">LO: Students explore the key concept of believability as it applies to the presentation of news stories in various formats

Agenda:


 * Watch MediaSmart DVD lesson
 * Take notes on what to look for to determine credibility in a web site and on a news report
 * Apply those notes when viewing a news report and web site over tornadoes.
 * Discuss: Which was the more credible source?
 * Need more help? Maybe viewing the level up tutorial, "Evaluating Credibility," will help.

<span style="font-family: Arial,Helvetica,sans-serif;">CO: Analyze scenes and how they affect the plot;

<span style="font-family: Arial,Helvetica,sans-serif;">Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

<span style="font-family: Arial,Helvetica,sans-serif;">LO: Analyze scenes in different text and how they contribute to theme; write a persuasive draft that stays focused on what the student says it will be focused on.

Agenda (class will be divided between reading and writing skills today):


 * QW: Do a "stream of consciousness brainstorm. Watch the teacher model the process. Then students must have 3 minutes of constant writing for their stream of consciousness quickwrite.
 * Spend 20-30 more minutes writing; Students continue writing on their T/W/P and a draft from Tuesday. The topic can still be student choice along with the why; the basic part of the purpose statement must involve persuasion. Students who finished their T/W/P must start the process over again.
 * Review theme and how to write statements of theme. Teacher models how to generate a statement of theme.
 * The plan is for students to participate in a competition. The teacher will call out a main subject or motif of __A Separate Peace__ and ask student groups to use those topics to cooperatively generate statements of theme. Groups who are ready on time get 2 points. Groups who have correct statements of theme get 3 points. Groups who were not ready on time but have correct statements of theme within a reasonable amount of time can earn up to 2 points for the round.

CO: Evaluate the connection between forms of narration and tone in works of fiction.

LO: Read and analyze the form of narration and tone in the first chapter of __A Separate Peace__.

Agenda:


 * 2nd and 3rd period - active and passive HW due (4th period turned theirs in Friday as exit tickets)
 * Receive week 3 words
 * Complete anticipation guide (as a quickwrite) for __A Separate Peace__.
 * Show students the NovelWise link for __A Separate Peace__.
 * Read chapter 1 in class.
 * Answer the following OER (due Tuesday): How does the form of narration affect the tone in chapter 1 of __A Separate Peace__? Explain your answer and support it with evidence from chapter 1.

<span style="font-family: Arial,Helvetica,sans-serif;">CO: use a variety of correctly structured sentences

LO: Know how to write sentences in parallel form after particip<span style="font-family: Arial,Helvetica,sans-serif;">ating

Agenda:


 * __ASP__ OER HW due
 * Week 2 vocab unit closes
 * Participate in PowerPoint lesson over parallel structure
 * Turn in parallel structure activity practice as an exit ticket

CO: <span style="font-family: Arial,Helvetica,sans-serif;">Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text; Reflect on understanding to monitor comprehension.

<span style="font-family: Arial,Helvetica,sans-serif;">LO: Use the wiki and www.turnitin.com to critique and help revise peer work. Reflect on understanding of class objectives by responding to questions in a self assessment.


 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Agenda for 3rd period (because we had the unplanned sophomore class ring meeting on Tuesday): **


 * <span style="font-family: Arial,Helvetica,sans-serif;">__Do this first!__ View yesterday's PowerPoint over parallel structure.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Receive parallel structure activity -- it is homework that is due Friday.
 * <span style="font-family: Arial,Helvetica,sans-serif;">After you view the PowerPoint, log onto www.turnitin.com and complete the peer revision activity. You have to completely answer questions over two other students' drafts that the computer randomly assigned to you, plus you will have to answer the same questions over your own draft. It is all anonymous (the papers and the people who critique). You will be able to view what other students answered regarding your draft at 4:00 today.
 * <span style="font-family: Arial,Helvetica,sans-serif;">View the self assessment. Follow the directions to this self assessment. It is a test grade.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Agenda for 2nd and 4th period:


 * ==== Turn in the parallel structure homework! ====
 * If you have not uploaded your draft or emailed it to me if you were absent last Thursday, you will not be able to participate in the interactive online assignment. You will have to complete a different activity that covers the same content objective, but you will have to rely upon the generosity of your peers allowing you to view the paper copies of their drafts.
 * Log on to [|www.turnitin.com] and complete the peer revision activity. You have to completely answer questions over two other students' drafts that the computer randomly assigned to you, plus you will have to answer the same questions over your own draft. It is all anonymous (the papers and the people who critique). You will be able to view what other students answered regarding your draft at 4:00 today.
 * <span style="font-family: Arial,Helvetica,sans-serif;">View the self assessment. Follow the directions to this self assessment. It is a test grade.

<span style="font-family: Arial,Helvetica,sans-serif;">CO: Use restrictive and nonrestrictive relative clauses as well as comma placement in nonrestrictive phrases

<span style="font-family: Arial,Helvetica,sans-serif;">LO: Use restrictive and nonrestrictive phrases correctly in writing.

<span style="font-family: Arial,Helvetica,sans-serif;">Agenda:


 * GET OUT YOUR NOVEL, __A SEPARATE PEACE__. (We will use the novel to see this skill in published writing.)
 * <span style="font-family: Arial,Helvetica,sans-serif;">3-4 minute QW: Clear the cobwebs -- Write down anything on your mind right now. Remember that if you don't want me to read it, fold it in half and write "Do Not Read" on the paper.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Present students watched intro video on restrictive and nonrestrictive phrases and clauses. Here are some notes that may help.
 * <span style="font-family: Arial,Helvetica,sans-serif;">View PowerPoint on using commas with interruptors (nonessential elements, or nonrestrictive elements)
 * <span style="font-family: Arial,Helvetica,sans-serif;">2nd Period Online Interactive Activity
 * <span style="font-family: Arial,Helvetica,sans-serif;">3rd Period Online Interactive Activity
 * <span style="font-family: Arial,Helvetica,sans-serif;">4th Period Online Interactive Activity

=
<span style="font-family: Arial,Helvetica,sans-serif;">DO NOT FORGET TO SUBMIT YOUR SELF-ASSESSMENT IF YOU WANT THAT TEST GRADE ON YOUR PROGRESS REPORT AND NOT A "MISSING GRADE" (Yes, I will take it through Tuesday, 2-12-13, for full credit, but the missing grade averages as a zero until you turn it in.) =====

Participate in lesson over restrictive and nonrestrictive clauses and phrases as well as comma placement in nonrestrictive phrases

<span style="font-family: Arial,Helvetica,sans-serif;">CO: Reflect on understanding to monitor comprehension

<span style="font-family: Arial,Helvetica,sans-serif;">LO: Update ISN and add to shallow writing in journal

Agenda:


 * ISN update (2nd semester will start on page 27...not grading left sides)
 * Quickwrite for journal: Problems I see...think/pair/share
 * Copy persuasive writing templates given - put on page 27 of ISN
 * Copy vocab for week 2
 * //Anthem// given to any new Pre-AP students to read for upcoming contest essay

HOMEWORK DUE: Vocabulary unit 4 week 1

<span style="font-family: Arial,Helvetica,sans-serif;">CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

<span style="font-family: Arial,Helvetica,sans-serif;">LO: Use the topic/why/purpose process to generate a meaningful draft

<span style="font-family: Arial,Helvetica,sans-serif;">Agenda:


 * QW: Pet Peeves/share
 * Vocabulary chart - project words/definitions again
 * Teacher shows the topic/why/purpose process

<span style="font-family: Arial,Helvetica,sans-serif;">CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

<span style="font-family: Arial,Helvetica,sans-serif;">LO: Review the Stossel writing prompt and several patterns of organization

<span style="font-family: Arial,Helvetica,sans-serif;">Agenda:


 * Meet in the sweep station writing lab (room 235)
 * Practice the topic/why/purpose process
 * Follow the steps.
 * Log into [|www.turnitin.com], follow the turnitin instructions, and submit a draft by the end of class.

<span style="font-family: Arial,Helvetica,sans-serif;">CO: use and understand the function of more complex active and passive tenses

<span style="font-family: Arial,Helvetica,sans-serif;">LO:Participate in a compare/contrast activity to understand and use more complex active and passive tenses

<span style="font-family: Arial,Helvetica,sans-serif;">Agenda:


 * <span style="font-family: Arial,Helvetica,sans-serif;">Warm-up: Notice the difference and evaluate
 * <span style="font-family: Arial,Helvetica,sans-serif;">View mini-lesson and intro video for active and passive voice (not available to put on the wiki)
 * <span style="font-family: Arial,Helvetica,sans-serif;">View PowerPoint lesson for guided practice on active and passive voice
 * <span style="font-family: Arial,Helvetica,sans-serif;">Independent Practice - choice: either revise Wednesday/Thursday's draft specifically for active voice OR complete the handout

<span style="font-family: Arial,Helvetica,sans-serif;">Compare/contrast sentences that use complex active and passive tenses

<span style="font-family: Arial,Helvetica,sans-serif;">Group work - write sentences/find sentences/revise writing specifically for tense

Monday
holiday

Tuesday
no school

Wednesday/Thursday
CO: Distinguish among different kinds of evidence used to support conclusions and arguments. LO: Complete a guided practice activity that helps to identify different types of evidence and apply to the independent reading. AGENDA:
 * 1) warm-up
 * 2) copy rules
 * 3) "Arguments and Evidence" packet
 * 4) Intro to "Myriad Operations" vocabulary

Friday
CO: Distinguish among different kinds of evidence used to support conclusions and arguments. LO: After reading "Doing Nothing is Something," note the different types of evidence being used. AGENDA:
 * 1) warm-up
 * 2) get manila folders for writing journals (writing in progress)
 * 3) Discuss "Arguments and Evidence" packet - keep to store in ISN (Monday we'll go over this)
 * 4) Identify types of evidence in "Doing Nothing is Something."
 * 5) vocabulary homework due Monday-Tuesday

Monday
<span style="font-family: Arial,Helvetica,sans-serif;">CO: Reflect on understanding to monitor comprehension <span style="font-family: Arial,Helvetica,sans-serif;">LO: Update ISN and add to shallow writing in journal Agenda: ISN update Quickwrite for journal Persuasive writing template given //Anthem// given to any new Pre-AP students to read for upcoming contest essay

Tuesday
HOMEWORK DUE: Vocabulary unit 4 week 1 <span style="font-family: Arial,Helvetica,sans-serif;">CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Use the topic/why/purpose process to generate a draft for the Stossel prompt <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: "We've got Issues" activity Teacher shows the topic/why/purpose process

Wednesday/Thursday
<span style="font-family: Arial,Helvetica,sans-serif;">CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Review the Stossel writing prompt and several patterns of organization <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: Plan essay: topic, why, purpose Introduction/conclusion activity - mentor texts Type draft of Stossel essay (teacher will not read draft--peers will) and submit to www.turnitin.com

Friday
<span style="font-family: Arial,Helvetica,sans-serif;">CO: use and understand the function of more complex active and passive tenses <span style="font-family: Arial,Helvetica,sans-serif;">LO:Participate in a compare/contrast activity to understand and use more complex active and passive tenses <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: <span style="font-family: Arial,Helvetica,sans-serif;">Compare/contrast sentences that use complex active and passive tenses <span style="font-family: Arial,Helvetica,sans-serif;">Group work - write sentences/find sentences/revise writing specifically for tense