September 18 - 22, 2017

How will the students learn?

Detail of activities / strategies used to engaged students:

·       Monday:

o   Warm Up: Sustained Silent Reading

o   Opening:  Common Assessment #3

o   Work Session -

§  Instruction (I do): Teacher will introduce Unit 2: Defining Style and Rhetorical Appeals in the Springboard books on page 69.

§  Guided Practice (We do): Teacher will begin teaching Unit 2 Vocabulary – Ethos, Pathos, Logos (pg.69); Students will take notes in their interactive notebooks.

We will read “America’s Schoolchildren” a Speech written by Barack Obama on page 70.

§  Independent Practice (You do): Students will complete the Second Read/Comprehension questions on pages 74-75.

o   Closing:  Students will share/review their answers with an elbow partner.

·       Tuesday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (USA Test Prep)

o   Work Session -

§  Instruction (I do): Teacher will introduce SOAPSTONE/SMELL Reading Strategies.

Teacher will introduce Mini-Lesson (Rhetorical Appeals)

§  Guided Practice (We do): As a class, we will complete both a SOAPSTONE & SMELL Chart for the speech we read on yesterday. This can be found on page 76 -77 in the Springboard books.

§  Independent Practice (You do): Students will begin working on their Ethos, Logos, Pathos Mini-Project

o   Closing: Student will write down any questions or ah-ha moments they had when completing the two reading strategy charts.

·       Wednesday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (USA Test Prep)

o   Work Session -

§  Instruction (I do): Teacher will explain the important of today’s Common Assessment. Students will have to mimic an EOC short response questions for this week’s assessment.

§  Independent Practice (You do): Students will complete their CTLS Common Assessment #4 – Written Response. This assessment will be completed using this laptops.

o   Closing:  Ticket out the door – How do you feel you did on this assessment? Was this test more difficult that the last 3 tests? Why or Why not?

·       Thursday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep

o   Work Session -

§  Instruction (I do): Teacher will review the Do’s & Don’t’s of Presenting Powerpoint with the class.

§  Guided Practice (We do):  Teacher will assist any students who need help with their Rhetorical Appeal mini-project.

§  Independent Practice (You do): Students will continue and finish their Rhetorical Appeal Mini-Projects and present them to the class.

o   Closing:  Students will write down a Grow & Glow for one person in the class in relation to their mini-project. (Those students who didn’t present will finish on Friday)

·       Friday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (USA Test Prep)

o   Work Session -

§  Instruction (I do) Teacher will discuss UNIT 1 Test (How many sections, how many questions, how this test will be graded, etc.) This is the first test that the students have taken so teacher will stress the importance of doing well.

§  Guided Practice (We do):  Whole class review on the items that will be seen on their Unit Test.

§  Independent Practice (You do): Unit 1 Test: Plot Elements, Irony, Point of View, Tone, Mood, Theme, Springboard Vocabulary Words & all terms will have covers thus far.

Student Presentations: Those who did not get a chance to present on Thursday will present today.

o   Closing: Review the Unit 1 Test and answer any questions that the students may have concerning it.

September 11 - 15, 2017

How will the students learn?

Detail of activities / strategies used to engaged students:

·       Monday: NO SCHOOL – INCLEMATE WEATHER

·       Tuesday: NO SCHOOL – INCLEMATE WEATHER

·       Wednesday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (USA Test Prep) – Students will need to activate their USA test prep account by Thursday. Assignment will be posted online and due by Monday.

o   Work Session -

§  Instruction (I do): On-Level -Teacher will review Activity 1.5 in Springboard books. All Classes – Teacher will discuss the difference between Prose & Poetry found in Activity 1.8 in the Springboard books.

§  Guided Practice (We do): On-Level – Teacher & students will complete Activity 1.5 together.  As class, we will read the two narratives “Always Running” & “Race Politics” in the Springboard books.

§  Independent Practice (You do): Students will complete the second read activity on pages 41-42. (#1-10)

o   Closing:  Students will review the questions with an elbow partner and together that will write down one question that they still have regarding the two readings as a ticket out the door.

·       Thursday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (Parallelism)

o   Work Session -

§  Instruction (I do): Teacher will introduce the RAFT Strategy. (pg. 44 in the Springboard book)

§  Guided Practice (We do):  Teacher & students will walk through the “Working Through Text” Activity on page 42. We will have an open discussion on the difference between the Prose & Poetry narratives given.

§  Independent Practice (You do): Students will continue completing Activity 1.8 starting with #11 on page 42. Students will also complete the RAFT Activity with a partner (Honors) or group (On-Level)

o   Closing:  Students will share their RAFT charts with the class.

·       Friday:

o   Warm Up: Sustained Silent Reading

o   Opening:  Common Assessment #3

o   Work Session -

§  Instruction (I do): Teacher will review the following vocabulary elements/terms: Tone, Irony, & Allusions

§  Guided Practice (We do):  As a class, we will read “The Gift of the Magi” on page 107 in the Springboard book.

§  Independent Practice (You do): Students will complete the Second Read Activity on pages 111-112.

o   Closing: Students will discuss the Irony found in “The Gift of the Magi” with an elbow partner.

USA TEST PREP DIRECTIONS

Instructions for USA TEST PREP

Login into usatestprep.com

If you have an account, login in with the login and password that you created.

If you do not have one, OR you have forgotten your login information please follow these steps below:

·       Click “login”

·       On the left side of the page, click “Create account”

Access id: pebblebrook

Student activation coded: stu1223

·       Once you have entered this information, create your personal user id & password. Make sure you remember this info.

·       Once you have completely logged in, on the left side of the screen click “join class” do NOT join a party

·       Find my name:  Velrastine Shaw & add yourself to your class. (1st, 2^nd or 4^th period depending on when you have my class)

·       Click “add assignments”

·       Complete ALL assignments that are assigned under my name

You will have multiple attempts on a few assignments. You have to have a 70% for the score to count as PASS.  I will received an email when you have completed or attempted an assignment.

September 4 - 8, 2017

·       Monday: NO SCHOOL – LABOR DAY

·       Tuesday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (USA Test Prep)

o   Work Session -

§  Instruction (I do): Teacher will introduce Activity 1.5 in the Springboard books. Teacher will also introduce Week 2 Vocabulary words and Double Entry Journals.

§  Guided Practice (We do): Students will take notes on the Week 2 Vocabulary words (Cornell Notes).

We will read “Marigolds” by Eugenia Collier in the Springboard books starting on page 16.

On-Level: Whole Class Reading

Honor: Silent Reading

§  Independent Practice (You do): Students will complete the Comprehension Questions on pages 23-25.

o   Closing: Students will create a Frayer model for 1 of the 3 Third-Person Point of Views that we’ve learned. These will be added to our class word wall.

·       Wednesday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (USA Test Prep)

o   Work Session -

§  Instruction (I do): Teacher will review Diction, Imagery, Connotation & Denotation. Guided Practice (We do):  As a class, we will complete the activities on pages 25 - 26 in the Springboard books.

§  Independent Practice (You do): Students should also complete Activity 1.7. This will be wrap-up to our “Coming of Age” Unit.

o   Closing:  Students will share their interview questions with a partner.

·       Thursday: MEDIA CENTER LESSON (ALL DAY)

·       Friday:

o   Warm Up: EOC Prep Point of View

o   Opening:  Teacher will review the importance of USATESTPREP assignments. Teacher will show students how to access the assignments/tests. Students in all blocks will need to register for USATEST Prep by Monday.

o   Work Session -

§  Instruction (I do): Teacher will do a quick review before our quiz. Quiz will cover the following: Plot Elements, Irony, Characterization, Point of View and Week 1 Vocabulary words from their Springboard books.

§  Guided Practice (We do):  Students will take a quiz on all elements covered so far in the Unit and review answers for clarity as a whole class.

§  Independent Practice (You do): After the quiz, students will begin reading “Two Version of One Narrative – Activity 1.8.

o   Closing: Students will review their readings with a partner. Students should be prepared to answer comprehension questions about the readings on Monday.

Short Story Narrative Assignment

    HONORS:

         Short Story “Coming of Age” Assignment 

      Your story must be a minimum of 2 pages and a maximum of 5 pages. The assignment can be written in blue or black ink or must be typed using size 12 font and double spaced.

      Your story must have ONLY one main character.

      Your story must have a minimum of ONE and a maximum of 3 supporting characters.

      Your story must clearly fit on a plot graph (contain all 6 sections of a plot).

      Your story can include dialogue but must have a CLEAR point of view (1^st or 3^rd person   Limited, Objective or Omniscient)

      Your reader should be able to understand your “Tone” as the author and determine an appropriate Mood after reading it.

      Your story must make clear use of two of the following techniques: Direct or Indirect Characterization, Irony (must specify which type on your proposal), Imagery or Symbolism.

ON-LEVEL:

             Short Story “Coming of Age” Assignment 

         

         Your story must be at least 1 ½ - 2 pages. The assignment can be written in blue or black ink or must be typed using size 12 font and double spaced.

         Your story must have ONLY one main character.

         Your story must have a minimum of ONE and a maximum of 3 supporting characters.

         Your story must clearly fit on a plot graph (contain all 6 sections of a plot).

         Your story can include dialogue but must have a CLEAR point of view (1^st or 3^rd person Limited, Objective or Omniscient)

         Your reader should be able to understand your “Tone” as the author and determine an appropriate Mood after reading it.

         Your story must make clear use of one of the following techniques: Direct or Indirect Characterization, Irony (must specify which type on your proposal), Imagery or Symbolism.

August 28 - September 1, 2017

·       Monday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (USA Test Prep)

o   Work Session -

§  Instruction (I do): Teacher will Review Unit 1 Theme: Coming of Age. (Springboard p. 1)

§  Guided Practice (We do): Students will discuss what “Coming of Age” means to them. Teacher will show students various movies/series that deal with the Unit Theme. Students will discuss why “Speak”(our reading from Thursday) is considered a “Coming of Age” story.

§  Independent Practice (You do): Students will unpack the embedded assessment: Writing a Short Story. (Springboard pg. 143) Students will complete the embedded assessment worksheet.

On-Level – Students will complete this form in groups of 3.

Honors – Students will complete this form individually.

o   Closing: Students will watch Alfred Hitchcock’s version of Lamb to the Slaughter while comparing & contrasting the movie version to the text. (chart) https://www.youtube.com/watch?v=K1sBQZfDh0

·       Tuesday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (USA Test Prep)

o   Work Session -

§  Instruction (I do): Teacher will review Week 2 Vocabulary words in Springboard. Teacher will explain how all the vocabulary covered so far will need to be embedded/considered while writing their short story.

§  Guided Practice (We do): We will review pages 97-99 in our Springboard books – Planning a Story.

§  Independent Practice (You do): Students will complete page 98 & 100.

Students will take notes on the Week 2 Vocabulary words.

Honors - Students will individually create foldables for Irony/Point of View for our classroom word wall. Students must define the term in their own words and create an example.

On-Level – Students will create a class chart on Irony/Point of View.

o   Closing: Students will share their foldable with a partner.

·       Wednesday: HALF DAY FOR STUDENTS/SHORTEN CLASS PERIODS

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (USA Test Prep)

o   Work Session -

§  Instruction (I do): Teacher will review the importance of USATESTPREP assignments. Teacher will show students how to access the assignments/tests.

§  Guided Practice (We do):  We will do a quick review before our quiz. Quiz will cover the following: Plot Elements, Irony, Characterization, Point of View and Week 1 Vocabulary words from their Springboard books.

§  Independent Practice (You do): Students will take a quiz on all elements covered so far in the Unit. This will prepare them for creating their own short story as all elements should be present in their own story.

o   Closing: Students will be given their USATESTPREP log in information. Students will begin receiving weekly assessment online for a grade.

·       Thursday:

o   Warm Up: Sustained Silent Reading

o   Opening:  EOC Prep (USA Test Prep)

o   Work Session -

§  Instruction (I do): Teacher will review expectations for their Coming of Age short story. (Topic ideas, length, elements needed)

§  Guided Practice (We do): Students will read a “Coming of Age” short story as a class. We will break how what make this story a great example.

§  Independent Practice (You do): Students will begin brainstorming about their short story about Coming of Age. This assignment will be due Monday.

o   Closing: Students will partner share their brainstorm ideas. Students are expected to provide and openly receive constructive feedback from their partner.

·       Friday:

o   Warm Up: EOC Prep Point of View

o   Opening:  Sustained Silent Reading

o   Work Session -

§  Instruction (I do): Teacher will review expectations for their Coming of Age short story. (Topic ideas, length, elements needed)

§  Guided Practice (We do): Students will have one on one conferences with me about their short story brainstorm ideas. I will make sure all students are following the guidelines of creating a “Coming of Age” short story.

§  Independent Practice (You do):  Students will begin writing their short stories.

o   Closing: Students must complete their Embedded Assessment Brainstorm sheet. This is due before leaving the class.

August 21 - 25, 2017

Monday:

o   Warm Up: EOC Prep: Characterization

o   Opening:  Review Coat of Arms Projects Requirements

o   Work Session -

§  Instruction (I do): Coat of Arms Projects

- On-Level: Students should finish designing their Coat of Arms in Class.

- Honors:  Students should have completed their Coat of Arms over the weekend. Teacher will review presentation requirements.

§  Guided Practice (We do): Teacher and students will discuss essay requirements that goes with their Coat of Arms. Students should write an essay that explains the symbols and motto used for their Coat of Arms. Essay should be at least 3 paragraphs.

§  Independent Practice (You do): Students will write their essays using rubric.

o   Closing: Table of Contents Set-up (Interactive Notebooks)

·       Tuesday:

o   Warm Up: Coat of Arms Selected Presentations

o   Opening:  Sustain Silent Reading Introduction/Importance

o   Work Session -

§  Instruction (I do): Students will discuss the UNIT 1 Vocabulary Words -SpringBoard p.2; Teacher will discuss how as a class, we will creatively build our classroom word wall week by week.

§  Guided Practice (We do): Students will discuss/teach the words for this week: Voice, Tone, Diction, Narrative & Narrator. Students will take Cornell Notes on the words of the week. Teacher will introduce the Frayer Model.

§  Independent Practice (You do): Students will pick 3 words from this week to create Frayer Model charts. Frayer Model should be creative! These will be on display in the classroom.

o   Closing: Students will partner share their Frayer Model.

·       Wednesday:

o   Warm Up: EOC Prep: Point of View

o   Opening:  Sustain Silent Reading

o   Work Session -  

§  Instruction (I do): Coming of Age Intro (SpringBoard p. 1)

A. Teacher will teach Point of View (Powerpoint/Cornell Notes)

B. SpringBoard: Talking About Voice Intro

§  Guided Practice (We do): As a class, we will discuss the differences between Diction, Syntax and Imagery. We will then do Activity 1.2 together.

§  Independent Practice (You do): Activity 1.3 – Narrative Voices: From Speak

Students will complete the chart on page 12.

o   Closing: Partner Review/Share Page 12 (SpringBoard)

·       Thursday:

o   Warm Up: EOC Prep: Point of View  

o   Opening:  Sustained Silent Reading

o   Work Session -

§  Instruction (I do): Teacher will review Irony & Characterization from previous weeks. (Verbal, Situational & Dramatic Irony as well as Indirect/Direct Characterization will be seen in the next short story that we read)

§  Guided Practice (We do): Students will watch a short bio on Roald Dahl. https://www.youtube.com/watch?v=SLtEzpFoBJQ Students should write down 5 facts about the author in their notebooks;

On-Level: As a whole class, we will read “Lamb to the Slaughter” by Roald Dahl

§  Independent Practice (You do): Honors:  Students will silently read “Lamb to the Slaughter” by Roald Dahl; Students will answer comprehension questions and complete character chart for the main characters in the short story.

o   Closing: Open Discussion about the Point of the View Dahl decided to use and the effect it had on the story.

·       Friday:

o   Warm Up: EOC Prep Point of View

o   Opening:  Sustained Silent Reading

o   Work Session -

§  Instruction (I do): Review Comprehension Questions – “Lamb to the Slaughter”

§  Guided Practice (We do): Students will watch Alfred Hitchcock’s version of Lamb to the Slaughter while comparing & contrasting the movie version to the text. (chart) https://www.youtube.com/watch?v=K1sBQZfDh0

§  Independent Practice (You do): Quiz – Plot Elements, Irony, Characterization, Point of View

o   Closing: Review Quiz together as a class.