No Journal. Instead turn in portfolio. When you leave make sure you leave your portfolio in your designated spot. If your groups missing a sticker, see me. Also, if you aren't ready for me to grade your portfolio, put a post it note that says don't grade yet. Late portfolios will cost 5 points a day.
Open to pg 297 Tom Walker-Class reviews what was read and finishes the story to 299. Discussion continues regarding items that will appear on the test for this story.
After the story, go back and add in the last column for R28-What really happened-on your own.
Review W8-vocab 3. Foldable returned. Reviewed, fix mistakes and turn back in.
Main Idea Post Test-Postponed-next class-80% assessment
notices/reports/data chat conferences continue
A6 Test Tom Walker Part 1. Allowed to use foldable,story diagram, story terms, R28. Part 2,can use book.The next class.
Late work due by 12/17.
12/16/10
12/13B-12/14A
No Journal, instead continue organizing your portfolio for the check on 12/15.
If you haven't conferenced with me about Exit 16 and the Fcat data, please do so. Turn in exit slip 16.
W8-Vocab 3 foldable due today.
Taxonomy of a story. Take out a piece of paper and letter A-Z. For each letter put a term associated with writing or reading stories. For example,F:Fiction or C: Character. Try to put a term for every letter. Start on your own, then with your group and the Holt book, then as a class. Turn in to basket.
Class reviews part of Tom Walker they were supposed to read on their own, pg 294-296L. Discussion test questions. Plot diagram discussed. Exposition: beginning of the story where the main characters, beginning of conflict and setting are revealed. Rising Action: complications and further conflicts are added to build suspense. Climax: The most interesting part of the story or the turning point of the conflict.Denouement (Day-noo-mahn): Resolution or how the story ends.
If you haven't conferenced with me about Exit 16 and the Fcat data, please do so. Turn in exit slip 16.
W8-Vocab 3 foldable due today.
Taxonomy of a story. Take out a piece of paper and letter A-Z. For each letter put a term associated with writing or reading stories. For example,F:Fiction or C: Character. Try to put a term for every letter. Start on your own, then with your group and the Holt book, then as a class. Turn in to basket.
Class reviews part of Tom Walker they were supposed to read on their own, pg 294-296L. Discussion test questions. Plot diagram discussed. Exposition: beginning of the story where the main characters, beginning of conflict and setting are revealed. Rising Action: complications and further conflicts are added to build suspense. Climax: The most interesting part of the story or the turning point of the conflict.Denouement (Day-noo-mahn): Resolution or how the story ends.
12/12/10
12/8-12/9
No Journal. Turn in W7-Performance Task by attaching the rubric and the backmap. Then organize your portfolio for a portfolio check on 12/15. J1-20, R1-27, A1-Pretest context to A5-Pretest Main Idea, W1-Myself-W6 Taxonomy/Writing Tips
Copy exit slip questions depending on whether you passed the original FCAT, the retake or neither:
Exit slip 16: 1) Did I pass the FCAT test (do 1-3), retake test (do 1-4) or neither (do 1- )? 2) What was my most recent score? 3) By how many points did I pass or fail? 4) What helped me pass the retake or what could I have done differently to pass the retake? 5) What is/are my weakest strand(s)? 6)Did you make improvements? If so, what? What safety net(s) will I use in order to pass this test and prepare for graduation?
A5-Main Idea Lesson Due in basket.
Conference with Ms. Batten about FCAT scores.
As a class read to pg 294 of Tom Walker, discuss and fill out R28
On own, read from 294-last paragraph to 296L, be prepared to discuss
Work on W8-Vocab 2 foldable. Due 12/13
Tom Walker Test and Portfolio on 12/15
Copy exit slip questions depending on whether you passed the original FCAT, the retake or neither:
Exit slip 16: 1) Did I pass the FCAT test (do 1-3), retake test (do 1-4) or neither (do 1- )? 2) What was my most recent score? 3) By how many points did I pass or fail? 4) What helped me pass the retake or what could I have done differently to pass the retake? 5) What is/are my weakest strand(s)? 6)Did you make improvements? If so, what? What safety net(s) will I use in order to pass this test and prepare for graduation?
A5-Main Idea Lesson Due in basket.
Conference with Ms. Batten about FCAT scores.
As a class read to pg 294 of Tom Walker, discuss and fill out R28
On own, read from 294-last paragraph to 296L, be prepared to discuss
Work on W8-Vocab 2 foldable. Due 12/13
Tom Walker Test and Portfolio on 12/15
12/8/10
12/6 A-12/8A
J#20
Take out your model essay and write an introduction paragraph for your W7-Performance Task: The American Dream due 12/9. Remember it should start with a hook and end with a thesis.
Class discusses/reviews the introduction, thesis, body and conclusion of the model essay for the Performance Task Due 12/9. Remember the thesis is the last sentence of the introduction which states how you feel about the topic+the reasons why you feel that way in one to two coherent sentences.
Listening Quiz given on review of model essay and assignment.
Review of Assignment due 12/9 (100 point assessment grade)
W7-Performance Task-The American Dream -Include backmap as cover page (attach)
-Min. of 3 sources (2 from Unit 1)
-Works Cited Page and Citations (use citationmachine.net)
-Free from errors W6 notes-1-6
-Follow Persuasive Essay Format (W6 Notes)
-Rubric (attach)
A5-Main Idea Lesson/Skit assignment pg 292*/finish drawings-Class splits up again. Students assigned the main idea packet review the first part and receive the 2nd half of the assignment from Ms. Batten. Due 12/9.
-Students assigned setting or vocabulary must turn it in or finish it.
-Students finished with vocab or setting assignment organize, direct and perform a skit from pg 292 Holt The Devil and Tom Walker where Tom Walker meets the devil.
TogetherClass reads, while listening to the audio, Holt p291-294. As they read they take notes, mark with a pencil or use post-it notes to mark predictions for R28 Predictions (15) due at the end of the story. Take notes for Test when Ms. Batten stops and discusses the story.
Take out your model essay and write an introduction paragraph for your W7-Performance Task: The American Dream due 12/9. Remember it should start with a hook and end with a thesis.
Class discusses/reviews the introduction, thesis, body and conclusion of the model essay for the Performance Task Due 12/9. Remember the thesis is the last sentence of the introduction which states how you feel about the topic+the reasons why you feel that way in one to two coherent sentences.
Listening Quiz given on review of model essay and assignment.
Review of Assignment due 12/9 (100 point assessment grade)
W7-Performance Task-The American Dream -Include backmap as cover page (attach)
-Min. of 3 sources (2 from Unit 1)
-Works Cited Page and Citations (use citationmachine.net)
-Free from errors W6 notes-1-6
-Follow Persuasive Essay Format (W6 Notes)
-Rubric (attach)
A5-Main Idea Lesson/Skit assignment pg 292*/finish drawings-Class splits up again. Students assigned the main idea packet review the first part and receive the 2nd half of the assignment from Ms. Batten. Due 12/9.
-Students assigned setting or vocabulary must turn it in or finish it.
-Students finished with vocab or setting assignment organize, direct and perform a skit from pg 292 Holt The Devil and Tom Walker where Tom Walker meets the devil.
TogetherClass reads, while listening to the audio, Holt p291-294. As they read they take notes, mark with a pencil or use post-it notes to mark predictions for R28 Predictions (15) due at the end of the story. Take notes for Test when Ms. Batten stops and discusses the story.
12/6/10
12/1B-12/3B
Benchmark Testing-12/2-12/3
J19: Take out the model brainstorm given to you for the performance task, and start your own brainstorm. Remember the essay is due 12/9.
Exit slip 15: 1)What type of inferences are we using to help understand The Devil and Tom Walker? 2)What literary elements impact the mood in a story? 3)What is the mood of the exposition of the story? 4)Explain how you know this is the mood using story details.
Turn in W5-Vocab 2 foldable-with fixes for test grade*Differentiated Instruction: Class splits into 3 groups. If you failed the pre-test for main idea-take out the main idea packet, label it A5-lesson, and listen to Ms. Batten as she takes you through the packet. For homework, do pg 82 bottom paragraph, mark pg 83, Answer or label question/directions on pg 84 in right hand column, also use the table of contents strategy on pg 84 by giving titles to each chunk. Then on pg 85, fill out the chart and answer question 1.
-If you passed the main idea pre-test, Ms. Batten gives one of the following assignments:
*Choose a word from pg 189: Write the word at the top of the paper, draw a picture illustrating the word, use the word in context. Make this visible.
*On pg 191, read the setting of the story, now draw a scene that shows the setting and include a quote from the setting. Put your name on this and turn in.
Everyone: Part 1-Tom Walker pg 291-Complete R28-Predictions while reading the story.
Columns: Pg/Clues/Predictions/Actual Events. Must come up with 15 predictions throughout the reading.
J19: Take out the model brainstorm given to you for the performance task, and start your own brainstorm. Remember the essay is due 12/9.
Exit slip 15: 1)What type of inferences are we using to help understand The Devil and Tom Walker? 2)What literary elements impact the mood in a story? 3)What is the mood of the exposition of the story? 4)Explain how you know this is the mood using story details.
Turn in W5-Vocab 2 foldable-with fixes for test grade*Differentiated Instruction: Class splits into 3 groups. If you failed the pre-test for main idea-take out the main idea packet, label it A5-lesson, and listen to Ms. Batten as she takes you through the packet. For homework, do pg 82 bottom paragraph, mark pg 83, Answer or label question/directions on pg 84 in right hand column, also use the table of contents strategy on pg 84 by giving titles to each chunk. Then on pg 85, fill out the chart and answer question 1.
-If you passed the main idea pre-test, Ms. Batten gives one of the following assignments:
*Choose a word from pg 189: Write the word at the top of the paper, draw a picture illustrating the word, use the word in context. Make this visible.
*On pg 191, read the setting of the story, now draw a scene that shows the setting and include a quote from the setting. Put your name on this and turn in.
Everyone: Part 1-Tom Walker pg 291-Complete R28-Predictions while reading the story.
Columns: Pg/Clues/Predictions/Actual Events. Must come up with 15 predictions throughout the reading.
12/2/10
11/29 B-11/29A
Review of what was done the week before Thanksgiving: J18/Exit slip 13 was reviewed/Performance Task models were distributed. Exit slip 14 could have been completed the last class, however, we will review it today. Turn it in today if you haven't already
Discussion Performance Task
Mood vs tone reviewed. Mood is the way the reader is supposed to feel at different parts of the story. Tone is the author's attitude about what they've written.
Group Work-continued- Each group writes 2 poems with contrasting moods. The second poem should be based on the first poem, but with diction that reflects a contrasting mood. For example, one cheerful and one gloomy poem. Each poem must have a minimum of six lines and use at least 2 figurative devices, which are labelled in poem. Turn in both poems. If absent, do on your own. You may need the mood worksheet which lists adjectives reflecting mood.
W5-Vocab 2 foldable reviewed. Students are selected to write sentences on the board which are right or wrong ways to complete sentences. Class reviews the use of each word and whether context clues are included to help the reader understand the meaning of the word. Fix this foldable after the review and turn back in for a test grade. All things which need to be corrected are marked by me.
Discussion Performance Task
Mood vs tone reviewed. Mood is the way the reader is supposed to feel at different parts of the story. Tone is the author's attitude about what they've written.
Group Work-continued- Each group writes 2 poems with contrasting moods. The second poem should be based on the first poem, but with diction that reflects a contrasting mood. For example, one cheerful and one gloomy poem. Each poem must have a minimum of six lines and use at least 2 figurative devices, which are labelled in poem. Turn in both poems. If absent, do on your own. You may need the mood worksheet which lists adjectives reflecting mood.
W5-Vocab 2 foldable reviewed. Students are selected to write sentences on the board which are right or wrong ways to complete sentences. Class reviews the use of each word and whether context clues are included to help the reader understand the meaning of the word. Fix this foldable after the review and turn back in for a test grade. All things which need to be corrected are marked by me.
11/23/10
11/22 B-11/23 A
J#18 Who is the most important person in your life and why? Or what is the most important object to you and why?
Exit slip 13-reviewed: This website is shown to students with directions on how to find things, including the exit slip. Teacher explains each exit slip question for exit slip 13. Also for question 3, she walks over to the model essay, hanging on the standard based bulletin and shows students how to use the essay to answer this question.
W6-Also reviewed using this website. Teacher reminds students the parts of W6 1)Taxonomy of essay terms that everyone brainstormed together, 2)Notes on the format for the persuasive essay 3)The 6 grammar errors that should no longer be made.
W2-Revised District Writing 1- reassigned. Using W6 notes, scan through your essay and evaluate what you are missing and use the proofreading marks or a highlighter to fix or mark all of your grammar mistakes (1-6). Now rewrite the essay. Staple the old essay to the new one and turn in by 11/29
W7-Performance Task: The American Dream-Due 12/9
-Minimum of 3 sources (2 From Unit 1)
-Free of errors 1-6-W6
-SAT Rubric
-Follow Persuasive Format
Ms. Batten gives each student a model essay and explains exactly how to complete the performance task while going through the model. She/students point(s) out: the thesis, the hook, why there should be information connection the hook to the thesis, reads the elaborate supporting paragraph, statistics, data, facts, illustration, example, high vocabulary, transition use, organization, focus,and excellent conventions. Also, she points out the use of parenthetical citations for sources used and the Works Cited page. Citationmachine.net is a website she suggests to use to make your Works Cited Page. She also suggests using current works, not ones from hundreds of years ago.
The Brainstorm for the model essay is also reviewed. Questions are asked about why certain items were crossed off. African Americans not having access to the American Dream was eliminated from the brainstorm because its out of date and came from texts from a long time ago. The topic is supposed to be about current access to the American dream, not from before the Civil Rights movement. People once had access to the American dream was also crossed out because there is no point in writing a whole paragraph about that, because you'd go off focus. Finally, Coming Into the Country was a text that was eliminated, so it was crossed off the brainstorm.
Exit slip 14: 1)What is the difference between tone and mood? 2)What is a Faust tale? 3)Name a story, tv show or movie which is a Faust tale and explain why it is Faust.
Line Up: Students asked to stand up in areas of class depending on whether they would give up the person or object they wrote about in the journal for unlimited wealth and success. Brief discussion.
Groups turn to pg 290 and read the Background Information about a Faust tale. Class Discusses what a Faust tale is: A tale in which a character sells their soul to the devil
Simpson's video shown as an example of a Faust tale in popular culture.
Exit slip 13-reviewed: This website is shown to students with directions on how to find things, including the exit slip. Teacher explains each exit slip question for exit slip 13. Also for question 3, she walks over to the model essay, hanging on the standard based bulletin and shows students how to use the essay to answer this question.
W6-Also reviewed using this website. Teacher reminds students the parts of W6 1)Taxonomy of essay terms that everyone brainstormed together, 2)Notes on the format for the persuasive essay 3)The 6 grammar errors that should no longer be made.
W2-Revised District Writing 1- reassigned. Using W6 notes, scan through your essay and evaluate what you are missing and use the proofreading marks or a highlighter to fix or mark all of your grammar mistakes (1-6). Now rewrite the essay. Staple the old essay to the new one and turn in by 11/29
W7-Performance Task: The American Dream-Due 12/9
-Minimum of 3 sources (2 From Unit 1)
-Free of errors 1-6-W6
-SAT Rubric
-Follow Persuasive Format
Ms. Batten gives each student a model essay and explains exactly how to complete the performance task while going through the model. She/students point(s) out: the thesis, the hook, why there should be information connection the hook to the thesis, reads the elaborate supporting paragraph, statistics, data, facts, illustration, example, high vocabulary, transition use, organization, focus,and excellent conventions. Also, she points out the use of parenthetical citations for sources used and the Works Cited page. Citationmachine.net is a website she suggests to use to make your Works Cited Page. She also suggests using current works, not ones from hundreds of years ago.
The Brainstorm for the model essay is also reviewed. Questions are asked about why certain items were crossed off. African Americans not having access to the American Dream was eliminated from the brainstorm because its out of date and came from texts from a long time ago. The topic is supposed to be about current access to the American dream, not from before the Civil Rights movement. People once had access to the American dream was also crossed out because there is no point in writing a whole paragraph about that, because you'd go off focus. Finally, Coming Into the Country was a text that was eliminated, so it was crossed off the brainstorm.
Exit slip 14: 1)What is the difference between tone and mood? 2)What is a Faust tale? 3)Name a story, tv show or movie which is a Faust tale and explain why it is Faust.
Line Up: Students asked to stand up in areas of class depending on whether they would give up the person or object they wrote about in the journal for unlimited wealth and success. Brief discussion.
Groups turn to pg 290 and read the Background Information about a Faust tale. Class Discusses what a Faust tale is: A tale in which a character sells their soul to the devil
Simpson's video shown as an example of a Faust tale in popular culture.
11/18/10
11/18 B-11/19 A
No J18, Instead takeout W6: Taxonomy of essay writing and finish
Meet with group to share taxonomy terms and think of ones for letters you couldn't find.
Discuss as a class, everyone is to add the terms they missed from class discussion.
W6-Taxonomy/Writing Tips continued.
Class discusses what specifically goes into a persuasive essay. Everyone adds the format of a persuasive essay to their W6 notes.
1. Brainstorm
2. Intro. Paragraph-hook, thesis
3. Body-facts, details,statistics, reasons,evidence, opinion, examples, word choice, sophisticated vocab, transitions, focused, organized
4. Conclusion-relate back to hook, restate thesis in different words, call for action, urge the reader, end with a positive
W2-District Writing 1 returned. Students are instructed to review their essay and evaluate whether the essay parts are there. If they are missing things like an introduction, a thesis or transitions, they should write on their paper to add these items. Also, everyone needs to make sure they elaborate.
Transition back to W6 and now add these writing tips to your notes:
1. Spell things out. Ex: N-e-ways, b/c, w/, &, I am in NCEPP.
2. Don't refer to people as things. Ex: The things that interest me are girls, sports and TV.
3. Do not start sentences with Well, like, But, Because, And
EX: Because some teachers thing.. And you shouldn't either.
4. Do not use unnecessary words such as like, well or just. Eliminate wordiness.
EX: Like if my friends would just stop making fun of me, I'd probably like hang out with them more than I do right now. This could be rewritten after the wordiness was taken out into: If my friends would stop making fun of me, I'd spend more time with them.
5)Don't talk to the reader, unless directed to do so.
EX: In the next few paragraphs I will write.. I hope you enjoyed my essay.
6)Indent paragraphs
Transition back to essay, and look to see if you've made any of the above 6 mistakes in your essay. If you have, use the proofreading marks to show how you would correct them, underline them or highlight them.
Now, write W2-Revised District Writing by rewriting your original essay and fixing any of the mistakes or missing parts, also edit your paper or have someone peer edit, elaborate, make sure you mark the mistakes you fix on your rough draft and attach your new essay to your rough draft. Finish for homework
R25-27-Visualizing-Due today.
Portfolio check coming soon
Vocab 2 Test-11/22-Review vocab foldable
Meet with group to share taxonomy terms and think of ones for letters you couldn't find.
Discuss as a class, everyone is to add the terms they missed from class discussion.
W6-Taxonomy/Writing Tips continued.
Class discusses what specifically goes into a persuasive essay. Everyone adds the format of a persuasive essay to their W6 notes.
1. Brainstorm
2. Intro. Paragraph-hook, thesis
3. Body-facts, details,statistics, reasons,evidence, opinion, examples, word choice, sophisticated vocab, transitions, focused, organized
4. Conclusion-relate back to hook, restate thesis in different words, call for action, urge the reader, end with a positive
W2-District Writing 1 returned. Students are instructed to review their essay and evaluate whether the essay parts are there. If they are missing things like an introduction, a thesis or transitions, they should write on their paper to add these items. Also, everyone needs to make sure they elaborate.
Transition back to W6 and now add these writing tips to your notes:
1. Spell things out. Ex: N-e-ways, b/c, w/, &, I am in NCEPP.
2. Don't refer to people as things. Ex: The things that interest me are girls, sports and TV.
3. Do not start sentences with Well, like, But, Because, And
EX: Because some teachers thing.. And you shouldn't either.
4. Do not use unnecessary words such as like, well or just. Eliminate wordiness.
EX: Like if my friends would just stop making fun of me, I'd probably like hang out with them more than I do right now. This could be rewritten after the wordiness was taken out into: If my friends would stop making fun of me, I'd spend more time with them.
5)Don't talk to the reader, unless directed to do so.
EX: In the next few paragraphs I will write.. I hope you enjoyed my essay.
6)Indent paragraphs
Transition back to essay, and look to see if you've made any of the above 6 mistakes in your essay. If you have, use the proofreading marks to show how you would correct them, underline them or highlight them.
Now, write W2-Revised District Writing by rewriting your original essay and fixing any of the mistakes or missing parts, also edit your paper or have someone peer edit, elaborate, make sure you mark the mistakes you fix on your rough draft and attach your new essay to your rough draft. Finish for homework
R25-27-Visualizing-Due today.
Portfolio check coming soon
Vocab 2 Test-11/22-Review vocab foldable
10/16B-10/17A
J#17: Copy, then finish
Bare: I like science because I enjoy it. (1,2)
Extended: I like science class because we do interesting experiments. (3)
Layered: In Biology class, we do fun experiments, such as dissecting frogs and measuring the properties of light. (4)
Now, take the above and make it an elaborate paragraph.
Ex: Biology could become Mr. Robinson's 2nd block Biology Honors class or dissecting frogs could become, dissecting Leopard frogs delicately with a sharp scalpel.
Copy questions for exit slip 13
Exit slip 13: 1)Name 4 vital items to consider when writing a high scoring essay? 2)Name one mistake you made on District Writing 1. 3)Look at the model essay and compare it to yours. What score do you think you received and why?
Ms. Batten reviews exit slip 11 with class by going back over the chunks starting on Sprinboard p41. Turn exit slip 11 back in.
Finish A3-TOC strategy (2 articles-one you marked/other jigsaw with a partner)
Exit slip 12 Due
A4-Autobiographical Notes-Past Due
W6-Taxonomy/Writing Tips. On a piece of paper, put every letter of the alphabet, and for each letter put any term associated with writing an essay. For example, for T you could put Thesis. For R you could put reasons.
Bare: I like science because I enjoy it. (1,2)
Extended: I like science class because we do interesting experiments. (3)
Layered: In Biology class, we do fun experiments, such as dissecting frogs and measuring the properties of light. (4)
Now, take the above and make it an elaborate paragraph.
Ex: Biology could become Mr. Robinson's 2nd block Biology Honors class or dissecting frogs could become, dissecting Leopard frogs delicately with a sharp scalpel.
Copy questions for exit slip 13
Exit slip 13: 1)Name 4 vital items to consider when writing a high scoring essay? 2)Name one mistake you made on District Writing 1. 3)Look at the model essay and compare it to yours. What score do you think you received and why?
Ms. Batten reviews exit slip 11 with class by going back over the chunks starting on Sprinboard p41. Turn exit slip 11 back in.
Finish A3-TOC strategy (2 articles-one you marked/other jigsaw with a partner)
Exit slip 12 Due
A4-Autobiographical Notes-Past Due
W6-Taxonomy/Writing Tips. On a piece of paper, put every letter of the alphabet, and for each letter put any term associated with writing an essay. For example, for T you could put Thesis. For R you could put reasons.
11/10/10
11/10 B-11/15 A
Journal 17 postponed: Instead turn into the basket A4-Autobiographical Notes and A3-TOC Strategy (if never turned in)Then study for your proofreading quiz
Exit slip 12:
1)What is the main idea of "Who's Coming to America"? (One sentence)
2)What is the main idea of "Immigrants Take Ever More Perilous Routes to America" (One sentence)
A5-Main Idea Pretest
Ra Ta Ta-visualizing done in class by Ms. Batten. Reminder given that R25 to 27 Visualizing is due on 11/18.
Jigsaw-A3-TOC strategy with 2nd article given to you today. If you have article 1 "Who's Coming to America" you will jigsaw with someone that has article 2 "Immigrants Take Ever More Perilous Routes to America". When you jigsaw you will write down the titles/TOC strategy of each of their chunks and discuss what the article is about. Then you can complete Exit slip 12. This will be the only exit slip so far which should match another student's slip. If you didn't finish titling each chunk with a 3 to 4 word title for your first article, you have to finish both articles on your own. Both articles and Exit slip 12 is due the next class.
W5-Proofreading Quiz
Vocab 2 Test will be on 11/22
If you didn't finish A4-Autobiographical notes, you need to finish it at home and bring it as a late assignment. You will receive partial credit. Remember you can access the book at My.hrw.com with Login: TParker806 and PW: Braves
Exit slip 12:
1)What is the main idea of "Who's Coming to America"? (One sentence)
2)What is the main idea of "Immigrants Take Ever More Perilous Routes to America" (One sentence)
A5-Main Idea Pretest
Ra Ta Ta-visualizing done in class by Ms. Batten. Reminder given that R25 to 27 Visualizing is due on 11/18.
Jigsaw-A3-TOC strategy with 2nd article given to you today. If you have article 1 "Who's Coming to America" you will jigsaw with someone that has article 2 "Immigrants Take Ever More Perilous Routes to America". When you jigsaw you will write down the titles/TOC strategy of each of their chunks and discuss what the article is about. Then you can complete Exit slip 12. This will be the only exit slip so far which should match another student's slip. If you didn't finish titling each chunk with a 3 to 4 word title for your first article, you have to finish both articles on your own. Both articles and Exit slip 12 is due the next class.
W5-Proofreading Quiz
Vocab 2 Test will be on 11/22
If you didn't finish A4-Autobiographical notes, you need to finish it at home and bring it as a late assignment. You will receive partial credit. Remember you can access the book at My.hrw.com with Login: TParker806 and PW: Braves
11/8/10
11/8A-11/9B
1) Do Journal 16. Write a detailed paragraph. Do not think, pair, share with group: Many people belong to groups such clubs or teams. These groups can offer a sense of identity and belonging. In a detailed paragraph, write about a group you belong to and explain what you gain from belonging to this group.
2) Turn in A3-TOC Strategy to the basket with your name and heading. This is the article Ms Batten gave you the last class, in which you had to chunk the text and write the main idea or 3 to 4 word title next to each chunk.
3) Turn in R22-34-Connections into the basket. It is due today.
4) Remind yourself that the Proofreading Quiz has been postponed to the next class, Wed. 11/10. Study for it if you haven’t.
5) You are about to read a selection from the Holt Book. Make sure to follow the following steps, in order, when completing this assignment. If you don’t finish in class, YOU MUST COMPLETE FOR HOMEWORK To access the online book at home go to http://my.hrw.com Login: TParker806 PW: Braves Click on online text book and type in the page number you are currently working with. Complete any work done on the website on your own paper. You are only using the site for the online textbook.
a) Open Holt Book to 1300 and read about the author James Baldwin. Now on your paper titled A4-Autobiographical Notes Write at the top of the paper: About the Author. Now write a one sentence summary that gives the main idea of his life as a writer.
b) On pg 1301 read what a parenthetical aside is and as you read the story, document all parenthetical asides that you see on your paper in a section labeled Parenthetical Asides.
c) Before reading, set up a table on your paper in which you will take notes on the internal conflicts (problems they face within themselves) and external conflicts (problems they face with the outside world) James Baldwin says writers face. As you read the story, be sure to take notes in this chart.
d) On pg 1306 Do 1, 2(use your extended response frame as a guide), and 4-11 on your paper.
e) Turn in A4-Autobiographical notes into the basket with parts a-d completed above. If finishing for homework, have it ready at the beginning of the next class.
2) Turn in A3-TOC Strategy to the basket with your name and heading. This is the article Ms Batten gave you the last class, in which you had to chunk the text and write the main idea or 3 to 4 word title next to each chunk.
3) Turn in R22-34-Connections into the basket. It is due today.
4) Remind yourself that the Proofreading Quiz has been postponed to the next class, Wed. 11/10. Study for it if you haven’t.
5) You are about to read a selection from the Holt Book. Make sure to follow the following steps, in order, when completing this assignment. If you don’t finish in class, YOU MUST COMPLETE FOR HOMEWORK To access the online book at home go to http://my.hrw.com Login: TParker806 PW: Braves Click on online text book and type in the page number you are currently working with. Complete any work done on the website on your own paper. You are only using the site for the online textbook.
a) Open Holt Book to 1300 and read about the author James Baldwin. Now on your paper titled A4-Autobiographical Notes Write at the top of the paper: About the Author. Now write a one sentence summary that gives the main idea of his life as a writer.
b) On pg 1301 read what a parenthetical aside is and as you read the story, document all parenthetical asides that you see on your paper in a section labeled Parenthetical Asides.
c) Before reading, set up a table on your paper in which you will take notes on the internal conflicts (problems they face within themselves) and external conflicts (problems they face with the outside world) James Baldwin says writers face. As you read the story, be sure to take notes in this chart.
d) On pg 1306 Do 1, 2(use your extended response frame as a guide), and 4-11 on your paper.
e) Turn in A4-Autobiographical notes into the basket with parts a-d completed above. If finishing for homework, have it ready at the beginning of the next class.
11/7/10
11/4 B-11/5 A
J15-Do the opposite lettered journal. If you did A last time, do B this time.
Discuss as a class each journal. Review.
Articles distributed to students. Some students get "Who's Coming to America" by Sam Robert and some students get Immigrants Take Ever More Perilous Routes to America by Dean Paton. Label whichever article you were assigned A3-TOC strategy.
Class splits. Half of class reviews TOC strategy and their article with Ms. Batten, the other half works on W5-Vocab 2 foldable. Then the two groups switch.
For vocabulary use the model on the standards based bulletin board, the word wall and Holt pg 1302-1305 to infer the meanings of words.
TOC-strategy. Bracket off chunks of the text and for each chunk write a 3 to 4 work headline that gives the main idea of the chunk.
When finished, you can work on R22-24 Connections due 10/8
W5-vocab 2 foldable due today. If not done with A3-TOC strategy, then do it for homework.
Discuss as a class each journal. Review.
Articles distributed to students. Some students get "Who's Coming to America" by Sam Robert and some students get Immigrants Take Ever More Perilous Routes to America by Dean Paton. Label whichever article you were assigned A3-TOC strategy.
Class splits. Half of class reviews TOC strategy and their article with Ms. Batten, the other half works on W5-Vocab 2 foldable. Then the two groups switch.
For vocabulary use the model on the standards based bulletin board, the word wall and Holt pg 1302-1305 to infer the meanings of words.
TOC-strategy. Bracket off chunks of the text and for each chunk write a 3 to 4 work headline that gives the main idea of the chunk.
When finished, you can work on R22-24 Connections due 10/8
W5-vocab 2 foldable due today. If not done with A3-TOC strategy, then do it for homework.
11/2/10
11/2 B-11/3 A
J#15A) "The only thing that will stop you from fulfilling your dreams is you."
-Tom Bradley
B)"Dreams are like stars...you may never touch them, but if you follow them, they will lead you to your destiny." -Anonymous
Write a detailed paragraph about your quote, assigned by Ms. Batten. Remember to use the journal model given to you the last class to help you elaborate and put all parts: summarize in own words, give specific example(s), elaborate how that example relates to the quote and use key words from the quote to connect it
Think, pair share and write down the example of each group member. Then discuss as a class.
Exit slip 11: 1)What was Rather's original dream and final outcome of this dream? 2)Kesler's original dream/outcome? 3)Ford's original dream/outcome? 4)Carlson's original dream/outcome? 5)Acosta's original dream/outcome?6)Collins' original dream/outcome? 7)Aikens' original dream and outcome?
Copy and answer as we go through this lesson
Batten Buck explained. Batten bucks are a reward given to students simply for doing what is right. They also will be given to students when their grade or their group members' grades go up. Five will be awarded to the group who has the highest English average in my class. They can be used as points to add to assignments, as a free tardy or to get out of a detention.
Jigsaw Springboard pg 41-Chunks 1-6 distributed to different students. Students meet in a jigsaw and share their chunks. Be sure to write the beginning dream, how they worked toward the dream and the final outcome in the my notes section for each of the sections you personally didn't do. You should only mark your assigned chunk(s). You can also answer the exit slip at this time.
Study for proofreading marks quiz on 11/4 if time
Work on W5-Vocab 2 foldable-due 11/4 if time
R22-24 Connections-if time-Due 11/8
Closing: Listening Quiz
-Tom Bradley
B)"Dreams are like stars...you may never touch them, but if you follow them, they will lead you to your destiny." -Anonymous
Write a detailed paragraph about your quote, assigned by Ms. Batten. Remember to use the journal model given to you the last class to help you elaborate and put all parts: summarize in own words, give specific example(s), elaborate how that example relates to the quote and use key words from the quote to connect it
Think, pair share and write down the example of each group member. Then discuss as a class.
Exit slip 11: 1)What was Rather's original dream and final outcome of this dream? 2)Kesler's original dream/outcome? 3)Ford's original dream/outcome? 4)Carlson's original dream/outcome? 5)Acosta's original dream/outcome?6)Collins' original dream/outcome? 7)Aikens' original dream and outcome?
Copy and answer as we go through this lesson
Batten Buck explained. Batten bucks are a reward given to students simply for doing what is right. They also will be given to students when their grade or their group members' grades go up. Five will be awarded to the group who has the highest English average in my class. They can be used as points to add to assignments, as a free tardy or to get out of a detention.
Jigsaw Springboard pg 41-Chunks 1-6 distributed to different students. Students meet in a jigsaw and share their chunks. Be sure to write the beginning dream, how they worked toward the dream and the final outcome in the my notes section for each of the sections you personally didn't do. You should only mark your assigned chunk(s). You can also answer the exit slip at this time.
Study for proofreading marks quiz on 11/4 if time
Work on W5-Vocab 2 foldable-due 11/4 if time
R22-24 Connections-if time-Due 11/8
Closing: Listening Quiz
10/29/10
10/21A-10/29B
10/21-10/22
No Journal, instead check Journals 1-10, make sure they are detailed and complete. Leave them above your groups sticker to be graded for this term or have Ms. Batten check them before you leave.
A2-Author's Purpose packet-Reviewed with 4th and 5th block. Students received this lesson back and reviewed it with Ms. Batten.
Shirt Distribution. Each student gets a Parker Pride shirt. See Ms. Batten for yours ASAP.
Short/Extended Response frame distributed to all students. Students instructed to use this frame when responding to questions that require textual support. A2 "Coming Into the Country" returned to students who didn't answer completely. Use the extended response frame to answer question 1, the short response frame for questions 2 and 3, and you don't need to use the frame for question 4, because it requires no textual support. This assignment deadline is today, 10/22
10/26-10/27
J#14-Ms. Batten's instructs each student whether to do Journal A or B.
A)We can never be sure that the opinion we are endeavoring to stifle is a false opinion, and if we were sure, stifling it would be an evil still." -John Stuart Mill
B)The only valid censorship of ideas is the right of people not to listen."
-Tommy Smothers
Think, pair, share and record examples from group members after responding in a detailed paragraph.
Exit 9 1)What grade did I earn in English III last term? 2)Name 3 specific tasks I will start/continue to improve/keep my grade in this class? 3)Why is it a must to pass this class? 4)After graduation, what specific goal do I hope to accomplish educationally or professionally?
Look at report card grade and conference with teacher if needed, pay particular attention to the participation grade. If passing, Ms. Batten sends you to the library to check out challenging book. Go to Lexile.com to look up the level of your current book. You should read something form lexile 900 or higher if you read at grade level. If you find books too difficult at this level, use the lexile.com tools to choose a book at your level.
Ms. Batten conferences with each student who did not receive a C or higher about what they need to change in order to make a passing score this term. Students also can work on their entries.
5th block, A2 "Coming Into the Country" Holt pg 10-13, Questions 1-4 need to be turned in ASAP.
10/28-10/29
Refer to J14 and do the opposite journal letter than you did the last class. If you did A the last class, you do B this class.
Journal Model distributed. Students instructed to keep this model. Model shows exactly how to do a journal in detail. Class also reviews the steps to responding to a journal quote.
Students instructed to copy Exit slip 10: 1)How will the short/extended response frame help me? 2)What are the steps when responding to a journal quote? 3)What is a connection and what are the 3 types? 4)How can the standards based bulletin board help you?
Review of A2-Coming Into the Country using the short/extended response frame.Class reviews the Extended and short frame, in detail, discussing each part. Students read question 1-2 on pg 13 of the Holt text.
Model-Extended and short response for "Coming Into the Country" is distributed.
Class discusses how the model answers every part of the question, elaborates and concludes. Everyone is instructed to keep the model, since they will answer many questions and write essays which require the use of textual support. The frames help students transition between text support and their explanation of the prompt or question.
Add the following texts to your Unit 1 Backmap: Coming Into the Country by Gish Jen
"They Live the Dream" by Dan Rather
Autobiographical Notes by James Baldwin
Daughter of Invention by Julia Alvarez
Students given time to work independently. While they are working, groups go on a gallery walk of the standards based bulletin board. Students observe how the bulletin board shows them high performing models of student work, with commentary. Also each student is told the symbols for understating checks, thumbs up=I understand, fist=I don't get this, thumb out to the side=I get some, but need more instruction. Also the listening symbol is reviewed. thumb and pinky out=I'm listening to you.
Proofreading symbols quiz is November 4. Study the handout given to you awhile ago, so you understand what each symbol means.
R19-21 Connections due today. R 22-24-Due 11/8
No Journal, instead check Journals 1-10, make sure they are detailed and complete. Leave them above your groups sticker to be graded for this term or have Ms. Batten check them before you leave.
A2-Author's Purpose packet-Reviewed with 4th and 5th block. Students received this lesson back and reviewed it with Ms. Batten.
Shirt Distribution. Each student gets a Parker Pride shirt. See Ms. Batten for yours ASAP.
Short/Extended Response frame distributed to all students. Students instructed to use this frame when responding to questions that require textual support. A2 "Coming Into the Country" returned to students who didn't answer completely. Use the extended response frame to answer question 1, the short response frame for questions 2 and 3, and you don't need to use the frame for question 4, because it requires no textual support. This assignment deadline is today, 10/22
10/26-10/27
J#14-Ms. Batten's instructs each student whether to do Journal A or B.
A)We can never be sure that the opinion we are endeavoring to stifle is a false opinion, and if we were sure, stifling it would be an evil still." -John Stuart Mill
B)The only valid censorship of ideas is the right of people not to listen."
-Tommy Smothers
Think, pair, share and record examples from group members after responding in a detailed paragraph.
Exit 9 1)What grade did I earn in English III last term? 2)Name 3 specific tasks I will start/continue to improve/keep my grade in this class? 3)Why is it a must to pass this class? 4)After graduation, what specific goal do I hope to accomplish educationally or professionally?
Look at report card grade and conference with teacher if needed, pay particular attention to the participation grade. If passing, Ms. Batten sends you to the library to check out challenging book. Go to Lexile.com to look up the level of your current book. You should read something form lexile 900 or higher if you read at grade level. If you find books too difficult at this level, use the lexile.com tools to choose a book at your level.
Ms. Batten conferences with each student who did not receive a C or higher about what they need to change in order to make a passing score this term. Students also can work on their entries.
5th block, A2 "Coming Into the Country" Holt pg 10-13, Questions 1-4 need to be turned in ASAP.
10/28-10/29
Refer to J14 and do the opposite journal letter than you did the last class. If you did A the last class, you do B this class.
Journal Model distributed. Students instructed to keep this model. Model shows exactly how to do a journal in detail. Class also reviews the steps to responding to a journal quote.
Students instructed to copy Exit slip 10: 1)How will the short/extended response frame help me? 2)What are the steps when responding to a journal quote? 3)What is a connection and what are the 3 types? 4)How can the standards based bulletin board help you?
Review of A2-Coming Into the Country using the short/extended response frame.Class reviews the Extended and short frame, in detail, discussing each part. Students read question 1-2 on pg 13 of the Holt text.
Model-Extended and short response for "Coming Into the Country" is distributed.
Class discusses how the model answers every part of the question, elaborates and concludes. Everyone is instructed to keep the model, since they will answer many questions and write essays which require the use of textual support. The frames help students transition between text support and their explanation of the prompt or question.
Add the following texts to your Unit 1 Backmap: Coming Into the Country by Gish Jen
"They Live the Dream" by Dan Rather
Autobiographical Notes by James Baldwin
Daughter of Invention by Julia Alvarez
Students given time to work independently. While they are working, groups go on a gallery walk of the standards based bulletin board. Students observe how the bulletin board shows them high performing models of student work, with commentary. Also each student is told the symbols for understating checks, thumbs up=I understand, fist=I don't get this, thumb out to the side=I get some, but need more instruction. Also the listening symbol is reviewed. thumb and pinky out=I'm listening to you.
Proofreading symbols quiz is November 4. Study the handout given to you awhile ago, so you understand what each symbol means.
R19-21 Connections due today. R 22-24-Due 11/8
10/20/10
10/19 A-10/20 B
J#13- Discuss with group. B day does Journal 13 for first time. See J13 on last blog entry.
Exit slip questions reviewed in class during lesson. Marking the text is important because it keeps you connected and engaged to the reading and it organizes the text so you don't have to remember everything. You shouldn't mark everything the same way because you cannot distinguish between what is marked. There should be a difference so if you need to find a proper noun, there is a certain mark you look for. In an information text important details, data of any kind, proper nouns, vocabulary words they may ask about, transitions and quotes are important to mark. The board configuration is where the parts of the lesson are every day in class. You use it daily for exit slips, transitioning to the next part of the lesson and so you always know what to work on and when its due.
Turn in "The Cost of Capital Punishment" if you haven't already.
Review of SB 35 from Ms. Batten.
A2-"Coming Into the Country" p 10-13 Holt. Past due.
R19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery and turn into basket
A2-lesson-(pretest below 60%) returned and reviewed
A2-Author's Purpose Post test
Exit slip questions reviewed in class during lesson. Marking the text is important because it keeps you connected and engaged to the reading and it organizes the text so you don't have to remember everything. You shouldn't mark everything the same way because you cannot distinguish between what is marked. There should be a difference so if you need to find a proper noun, there is a certain mark you look for. In an information text important details, data of any kind, proper nouns, vocabulary words they may ask about, transitions and quotes are important to mark. The board configuration is where the parts of the lesson are every day in class. You use it daily for exit slips, transitioning to the next part of the lesson and so you always know what to work on and when its due.
Turn in "The Cost of Capital Punishment" if you haven't already.
Review of SB 35 from Ms. Batten.
A2-"Coming Into the Country" p 10-13 Holt. Past due.
R19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery and turn into basket
A2-lesson-(pretest below 60%) returned and reviewed
A2-Author's Purpose Post test
10/19/10
10/15-10/18
J#13-Differentiated Journal: See Ms. Batten for which journal you will respond to.
A)It is easy to take liberty for granted, when you have never had it taken from you." -Author Unknown
B)"Those who expect to reap the blessings of freedom, must like men, undergo the fatigue of supporting it." -Thomas Paine
Add to texts read on Backmap for Unit 1: Coming Into the Country by Gish Jen.
Copy exit slip questions, answer and submit and lesson end.
Exit 8: 1)Why is marking the text a strategy that will help you be a more efficient reader? Name 2 reasons. 2)Why is it ineffective to mark everything you think is important the same way? 3)What should you mark in an informational text? List all. 4)What is board configuration and how do you use it daily in class?
Mark "The Cost of Capital Punishment" using the key discussed by Ms. Batten: Proper Nouns, data, vocabulary, transitions, and important details. Come up with a key and put it at the top of your paper. You shouldn't mark all of these the same. Turn in to basket after having Ms. Batten check it.
Debate: If time. Debate capital punishment using Fish Bowl Debate.
SB 35 checked today with questions from teacher.
A2-"Coming Into the Country" p 10-13 Holt. Write and answer questions on p13. Due Today.
R16-18-Inferences-Due 10/18 OR 19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery
A2-lesson-(pretest below 60%) review-Closing: student teaches connections
A)It is easy to take liberty for granted, when you have never had it taken from you." -Author Unknown
B)"Those who expect to reap the blessings of freedom, must like men, undergo the fatigue of supporting it." -Thomas Paine
Add to texts read on Backmap for Unit 1: Coming Into the Country by Gish Jen.
Copy exit slip questions, answer and submit and lesson end.
Exit 8: 1)Why is marking the text a strategy that will help you be a more efficient reader? Name 2 reasons. 2)Why is it ineffective to mark everything you think is important the same way? 3)What should you mark in an informational text? List all. 4)What is board configuration and how do you use it daily in class?
Mark "The Cost of Capital Punishment" using the key discussed by Ms. Batten: Proper Nouns, data, vocabulary, transitions, and important details. Come up with a key and put it at the top of your paper. You shouldn't mark all of these the same. Turn in to basket after having Ms. Batten check it.
Debate: If time. Debate capital punishment using Fish Bowl Debate.
SB 35 checked today with questions from teacher.
A2-"Coming Into the Country" p 10-13 Holt. Write and answer questions on p13. Due Today.
R16-18-Inferences-Due 10/18 OR 19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery
A2-lesson-(pretest below 60%) review-Closing: student teaches connections
10/15/10
10/13 A-10/14B
J#12-Review
Open to J12 and p11 of the Holt text. Make sure you have a Venn Diagram and detailed paragraph. I'm coming to check too, then we will discuss this.
Exit slip 7 due today
Mini Lesson: Author's Purpose: To inform, To persuade, To tell a story, To describe
Fill out pg 35 springboard book with the info given to you during the poem review.
R16-18 (Inferences) Due 10/18 OR R19-21 (Connections) due 10/29.
A2-"Coming Into the Country" (Everyone) Holt p 10-13. On pg 13, write the questions and answer each completely.
A2-lesson (for 60 percent or lower on the pretest)-Past Due
Conference about grades-bring portfolio and wkbk with you
-Context clues-retested-for those completing Florida-Achieves
-Vocab Gallery-group work
Open to J12 and p11 of the Holt text. Make sure you have a Venn Diagram and detailed paragraph. I'm coming to check too, then we will discuss this.
Exit slip 7 due today
Mini Lesson: Author's Purpose: To inform, To persuade, To tell a story, To describe
Fill out pg 35 springboard book with the info given to you during the poem review.
R16-18 (Inferences) Due 10/18 OR R19-21 (Connections) due 10/29.
A2-"Coming Into the Country" (Everyone) Holt p 10-13. On pg 13, write the questions and answer each completely.
A2-lesson (for 60 percent or lower on the pretest)-Past Due
Conference about grades-bring portfolio and wkbk with you
-Context clues-retested-for those completing Florida-Achieves
-Vocab Gallery-group work
10/13/10
10/11 A-10/12 B
J#12
Turn to pg 11 of the Holt text, and compare and contrast the two pictures in a detailed paragraph. Refer to the pictures as the 1915 and 2007 photographs. Use a venn diagram as a pre-writing strategy. Transitions would also help. Such as, Similarly or In contrast.
Exit slip 7
1)What was Whitman's purpose in writing "I Hear America Singing"? 2)What was Hughes' purpose in writing "I, Too Sing America"? 3)What was Tremblay's purpose for writing "Indian Singing.."? 4)What was Jen's purpose in writing "Coming Into the Country"?
Mini-Lesson: Diction and Tone in poems on pg 36-39 SB. You will fill out pg 35 after this lesson in which Ms. Batten tells you which diction words should have been marked in each poem and the tone of each poem.
Finish Vocab Test if not done.
Work Independently on
R16-18 Inferences due 10/18 OR if finished iwht 16-18, Do R19-21 Making Connections Due 10/29 (Connections briefly explained)
(everyone). Read Holt pg 10-13EVERYONE-A2 "Coming Into the Country". On pg 13, write questions and answer each question completely.
A2-lesson(For pretest scores of 60% or below) Ms. Batten works through and reads the first part of the lesson and assignments with students. Then excercises are given to students. Due the next class for mandatory grade. Any student not working independently on their own work, who didn't have to participate in this lesson, will have to participate and turn assignment in, as well.
Closing: Person/Group teaches inferences
Conference about grades with teacher/She also will check wkbk pages
Author's Purpose Post-test coming.
Turn to pg 11 of the Holt text, and compare and contrast the two pictures in a detailed paragraph. Refer to the pictures as the 1915 and 2007 photographs. Use a venn diagram as a pre-writing strategy. Transitions would also help. Such as, Similarly or In contrast.
Exit slip 7
1)What was Whitman's purpose in writing "I Hear America Singing"? 2)What was Hughes' purpose in writing "I, Too Sing America"? 3)What was Tremblay's purpose for writing "Indian Singing.."? 4)What was Jen's purpose in writing "Coming Into the Country"?
Mini-Lesson: Diction and Tone in poems on pg 36-39 SB. You will fill out pg 35 after this lesson in which Ms. Batten tells you which diction words should have been marked in each poem and the tone of each poem.
Finish Vocab Test if not done.
Work Independently on
R16-18 Inferences due 10/18 OR if finished iwht 16-18, Do R19-21 Making Connections Due 10/29 (Connections briefly explained)
(everyone). Read Holt pg 10-13EVERYONE-A2 "Coming Into the Country". On pg 13, write questions and answer each question completely.
A2-lesson(For pretest scores of 60% or below) Ms. Batten works through and reads the first part of the lesson and assignments with students. Then excercises are given to students. Due the next class for mandatory grade. Any student not working independently on their own work, who didn't have to participate in this lesson, will have to participate and turn assignment in, as well.
Closing: Person/Group teaches inferences
Conference about grades with teacher/She also will check wkbk pages
Author's Purpose Post-test coming.
10/11/10
10/7 A-10/8 B
J#11-Do all people still have access to the American Dream? Write your opinion in a detailed paragraph. Support your opinion by giving me reasons, facts and textual information.
Respond individually, discuss with group, share out loud
-W3-vocab 1 foldable, reviewed. LISTEN for test information. You will be tested on your ability to use these words correctly. Ms. Batten talks about usage problems with the following sentences and asks students how to fix them.
-We go by the communal at lunch together. (Communal isn't a noun)
-I am not inalienable with this. (No context clues, doesn't make sense)
-I am about to grievance. (No context clues, grievance isn't a verb)
-Abercrombie and Hollister are mainstream clothes. (used as an adj, but asked for noun)
-He disoriented when he fell from the tree. (Disoriented isn't a verb)
-When my sister screamed, she was grievance. (Grievance isn't an adj)
A2-Author's Purpose lesson started for students who didn't pass the pre-test for author's purpose. Mark pg 99, read 100 together, Mark 101, Do Exercises on 101 together, Do 102 on your own, mark pg 102 and 103 on your own and do exercises on 103. Review of pg 102-103 given. Do pg 104-105 for homework, on your own. Answer each question in right hand column on 104 and Do pg 105. Review together.
If you passed the pre-test, you should study for your vocab test, work on R13-15 Inferences due 10/8, work on R16-18 Inferences due 10/18, work on remediation via FCAT explorer for FCAT reading test or Florida-Achieves for Post-test context clues failure. Any student who isn't using time to work will be given the author's purpose lesson as a mandatory grade.
Respond individually, discuss with group, share out loud
-W3-vocab 1 foldable, reviewed. LISTEN for test information. You will be tested on your ability to use these words correctly. Ms. Batten talks about usage problems with the following sentences and asks students how to fix them.
-We go by the communal at lunch together. (Communal isn't a noun)
-I am not inalienable with this. (No context clues, doesn't make sense)
-I am about to grievance. (No context clues, grievance isn't a verb)
-Abercrombie and Hollister are mainstream clothes. (used as an adj, but asked for noun)
-He disoriented when he fell from the tree. (Disoriented isn't a verb)
-When my sister screamed, she was grievance. (Grievance isn't an adj)
A2-Author's Purpose lesson started for students who didn't pass the pre-test for author's purpose. Mark pg 99, read 100 together, Mark 101, Do Exercises on 101 together, Do 102 on your own, mark pg 102 and 103 on your own and do exercises on 103. Review of pg 102-103 given. Do pg 104-105 for homework, on your own. Answer each question in right hand column on 104 and Do pg 105. Review together.
If you passed the pre-test, you should study for your vocab test, work on R13-15 Inferences due 10/8, work on R16-18 Inferences due 10/18, work on remediation via FCAT explorer for FCAT reading test or Florida-Achieves for Post-test context clues failure. Any student who isn't using time to work will be given the author's purpose lesson as a mandatory grade.
10/7/10
10/5 A-10/6 B
J#10 "History does not long entrust the care of freedom to the weak or the timid."
-Dwight D. Eisenhower
Respond, discuss with group, record their examples, discuss with class
Exit slip 6- 1)Why are we focusing on inferences for reading? 2)Why is it foolish to not turn in reading entries, weekly? 3)How many of Ms. Batten's students failed FCAT reading last year? 4) What happens if a student never passes FCAT? 5)When is the FCAT reading retake? 6)What are 3 ways a student can prepare themselves for the retake now?
Ra Ta Ta- Inferences reading entry taught in detail again via teacher modeling. Also, reviewed for each class the following class day to reinforce.
Configuration board reexplained to class, and used to transition them to each step.
W3-vocab 1 foldable- distributed and reviewed as a class. Teacher reviews the problems with vocab usage on the board.
Exit slips answers reviewed with class.
Last day to submit work for grading term 1 is October 18. Reviewed with class and on the board. J1-10 will be checked randomly for a grade on the board.
Reminders given about reading assignments due. R13-15, Inferences, due 10/18 and R15-18 due 10/18. Also, remediation reminder for students who received an FCAT test failure slip or a post-test slip. Remember you can go to Florida-Achieves.com following the information on the handout you signed for. Or if you didn't pass the FCAT reading test, you can go to Fcatexplorer.com. Make sure you see me to enroll you in explorer and if you finish the Florida-Achieves assignments.
-Dwight D. Eisenhower
Respond, discuss with group, record their examples, discuss with class
Exit slip 6- 1)Why are we focusing on inferences for reading? 2)Why is it foolish to not turn in reading entries, weekly? 3)How many of Ms. Batten's students failed FCAT reading last year? 4) What happens if a student never passes FCAT? 5)When is the FCAT reading retake? 6)What are 3 ways a student can prepare themselves for the retake now?
Ra Ta Ta- Inferences reading entry taught in detail again via teacher modeling. Also, reviewed for each class the following class day to reinforce.
Configuration board reexplained to class, and used to transition them to each step.
W3-vocab 1 foldable- distributed and reviewed as a class. Teacher reviews the problems with vocab usage on the board.
Exit slips answers reviewed with class.
Last day to submit work for grading term 1 is October 18. Reviewed with class and on the board. J1-10 will be checked randomly for a grade on the board.
Reminders given about reading assignments due. R13-15, Inferences, due 10/18 and R15-18 due 10/18. Also, remediation reminder for students who received an FCAT test failure slip or a post-test slip. Remember you can go to Florida-Achieves.com following the information on the handout you signed for. Or if you didn't pass the FCAT reading test, you can go to Fcatexplorer.com. Make sure you see me to enroll you in explorer and if you finish the Florida-Achieves assignments.
10/5/10
10/1 A-10/4 B
J#9 "We must not believe the many who say that only free people ought to be educated, but we should rather believe the philosophers who say that only the educated are free." -Epictetus
Respond, Think, pair share, record examples of group members, Discuss as a class.
Exit slip 5: Due
Perform your poem with your group. Remember you will be graded on using appropriate tone and movement.
Take out your Backmap from Unit 1 and add the definition for the American Dream and the texts we've read so far in Unit 1 to the back of the backmap.
American Dream: The promise for one to better themselves and be provided access to education, properity, family (the way you want to raise one), freedom of speech, freedom of religion, free choice (voting), employment, equality, protection and security provided by the government, to own land or business, and a justice system which provides a fair trial to those accused.
Texts from Unit 1 so far:
"Good Immigration" by Kenneth Cole", "Ellis Island" by Joseph Bruchac, "Europe and America" by David Ignatow, "I Hear America Singing" by Walt Whitman, "I Too Sing America," by Langston Hughes, "Indian Singing in Twentieth Century America" by Gail Tremblay, "Gateway to Freedom" by Julie Snively, "Cost of Illegal Immigration", by CNN, Journal Quotes
7th block only: Reviewed and received back vocab 1 foldable
Test Vocab 1: Oct 8
R13-15 Inferences: Due Oct 8
Remediation for failed post tests, see notice given to you for deadline: Go to www.focus-floridaachieves.com. To prepare for FCAT reading retake test go to Fcatexplorer.com. For explorer, tell me so I can enroll you.
Respond, Think, pair share, record examples of group members, Discuss as a class.
Exit slip 5: Due
Perform your poem with your group. Remember you will be graded on using appropriate tone and movement.
Take out your Backmap from Unit 1 and add the definition for the American Dream and the texts we've read so far in Unit 1 to the back of the backmap.
American Dream: The promise for one to better themselves and be provided access to education, properity, family (the way you want to raise one), freedom of speech, freedom of religion, free choice (voting), employment, equality, protection and security provided by the government, to own land or business, and a justice system which provides a fair trial to those accused.
Texts from Unit 1 so far:
"Good Immigration" by Kenneth Cole", "Ellis Island" by Joseph Bruchac, "Europe and America" by David Ignatow, "I Hear America Singing" by Walt Whitman, "I Too Sing America," by Langston Hughes, "Indian Singing in Twentieth Century America" by Gail Tremblay, "Gateway to Freedom" by Julie Snively, "Cost of Illegal Immigration", by CNN, Journal Quotes
7th block only: Reviewed and received back vocab 1 foldable
Test Vocab 1: Oct 8
R13-15 Inferences: Due Oct 8
Remediation for failed post tests, see notice given to you for deadline: Go to www.focus-floridaachieves.com. To prepare for FCAT reading retake test go to Fcatexplorer.com. For explorer, tell me so I can enroll you.
10/1/10
9/29-9/30
J#8-Watch and take notes during the clip "The Cost Illegal Immigration". After the clip, tell me how you feel about immigration into America in a detailed paragraph. Clip here
Copy Exit slip 5 and answer in class: Exit slip 5: 1)What is tone? 2)What is the name of the poem your group was assigned? 3)What is the tone of your poem?4)How do you know this is the tone? Be specific. 5)How does the author of your poem feel about America?
Work with group members on pg 36-39 on the poem your group was assigned by marking the diction (word choice)reflecting tone. Use the "My Notes" section to list adjectives that describe tone (see tone worksheet). List as many adjectives to describe the tone as you can.
Practice performing your groups poem using appropriate voice and movement. Everyone in group must participate. Watch the following clip for an example.
R10-12 Due on 9/30.
R12-15 Inferences Due 10/8
Copy Exit slip 5 and answer in class: Exit slip 5: 1)What is tone? 2)What is the name of the poem your group was assigned? 3)What is the tone of your poem?4)How do you know this is the tone? Be specific. 5)How does the author of your poem feel about America?
Work with group members on pg 36-39 on the poem your group was assigned by marking the diction (word choice)reflecting tone. Use the "My Notes" section to list adjectives that describe tone (see tone worksheet). List as many adjectives to describe the tone as you can.
Practice performing your groups poem using appropriate voice and movement. Everyone in group must participate. Watch the following clip for an example.
R10-12 Due on 9/30.
R12-15 Inferences Due 10/8
9/29/10
9/27 A-9/28 B
No Journal: Find your new seat, get your stuff from your group location, and copy exit slip 4.
Exit slip 4: 1)What are the names of my group members? 2)Who is responsible in my group, for portfolio pickup/distribution? 3)What is my group's duty? 4)What closing activities might my group or I be responsible for? 5)Why should I never copy the answers from exit slips. (Due today)
MAP Testing
After Map, work independently on:
R10-12 Due 9/30
Springboard 9-11
W3-vocab 1-due the next class
Group conference (Exit slip)
R13-15 Inferences due 10/8
Meet with teacher about scholarship warnings, fcat reading retake notice, post-test failure notice, and class procedures testing
Closing: Group selected to share exit slip answers
Exit slip 4: 1)What are the names of my group members? 2)Who is responsible in my group, for portfolio pickup/distribution? 3)What is my group's duty? 4)What closing activities might my group or I be responsible for? 5)Why should I never copy the answers from exit slips. (Due today)
MAP Testing
After Map, work independently on:
R10-12 Due 9/30
Springboard 9-11
W3-vocab 1-due the next class
Group conference (Exit slip)
R13-15 Inferences due 10/8
Meet with teacher about scholarship warnings, fcat reading retake notice, post-test failure notice, and class procedures testing
Closing: Group selected to share exit slip answers
9/27/10
9/23 A-9/24 B
J#7 "A lazy person, whatever the talents with which he starts out, has condemned himself to second-rate thoughts and to second-rate friends."
-Lesson on bad attitudes some students are projecting needing to disappear, expectations needing to be met, why Ms. Batten has expectations for students to complete work, reminder not to copy exit slips or any other work, etc.
-Springboard p 9-11 should be finished. To be checked, the next class in one group member's book, all group members asked about it for credit.
-R10-12-Asking Questions-due 9/30
-Closing activity is now going to be where one group or student teaches the class something taught in class, or there will be a quiz given to make sure students listened that day in class.
-Class Procedures Tests finished
-warnings issued for student failing post-tests or FCAT reading test from last year.
-Exit slip 3 discussed; Turn in.
-W3-foldable-turn in for credit. Due the next class.
-Lesson on bad attitudes some students are projecting needing to disappear, expectations needing to be met, why Ms. Batten has expectations for students to complete work, reminder not to copy exit slips or any other work, etc.
-Springboard p 9-11 should be finished. To be checked, the next class in one group member's book, all group members asked about it for credit.
-R10-12-Asking Questions-due 9/30
-Closing activity is now going to be where one group or student teaches the class something taught in class, or there will be a quiz given to make sure students listened that day in class.
-Class Procedures Tests finished
-warnings issued for student failing post-tests or FCAT reading test from last year.
-Exit slip 3 discussed; Turn in.
-W3-foldable-turn in for credit. Due the next class.
9/23/10
9/21 A-9/22 B
J#6 "Education seems to be, in America, the only commodity (good/service) of which the customer tries to get as little as he can for his money." -Max Forman
After responding to journal, think pair share with your group and record each of their names and examples under your response. Remember these responses should be detailed paragraphs. Follow the steps for responding to quotes. Should you ever not understand a quote, break it a part and write about the parts you understand. Then you should be able to construct some meaning. For the quote above, ask yourself why is Education the only commodity, who is the customer he is referring to and why does that customer want as little as they an for their money? You should then be able to figure out the meaning. You can also add to your journals after group and class discussion.
A2-Pretests- makeup given to students present. If students are constantly absent for pretests, they will have to do the lesson, even if they eventually pass the pre-test.
R 10-12, Asking questions, due 9/30. On 9/22, turn in R7-9 to the basket.
Conference with your group about portfolio distribution, dismissal and group duties.
With group, finish marking the poem on pg 10, *father and # son. The speaker is the son. On lines 10-13, it jumps back and forth between the two characters and you should mark each change. On page 11, complete the chart in full with your group members after mini-lesson about connotation and denotation from Ms. Batten.
Start work on W3-Vocab 1- foldable. Ms. Batten teaches the class how to fold and setup vocabulary assignment and points to word wall.
After responding to journal, think pair share with your group and record each of their names and examples under your response. Remember these responses should be detailed paragraphs. Follow the steps for responding to quotes. Should you ever not understand a quote, break it a part and write about the parts you understand. Then you should be able to construct some meaning. For the quote above, ask yourself why is Education the only commodity, who is the customer he is referring to and why does that customer want as little as they an for their money? You should then be able to figure out the meaning. You can also add to your journals after group and class discussion.
A2-Pretests- makeup given to students present. If students are constantly absent for pretests, they will have to do the lesson, even if they eventually pass the pre-test.
R 10-12, Asking questions, due 9/30. On 9/22, turn in R7-9 to the basket.
Conference with your group about portfolio distribution, dismissal and group duties.
With group, finish marking the poem on pg 10, *father and # son. The speaker is the son. On lines 10-13, it jumps back and forth between the two characters and you should mark each change. On page 11, complete the chart in full with your group members after mini-lesson about connotation and denotation from Ms. Batten.
Start work on W3-Vocab 1- foldable. Ms. Batten teaches the class how to fold and setup vocabulary assignment and points to word wall.
9/21/10
9/17 A-9/20 B
J#5
"To accomplish great things, one must dream as well as act." Anatole France
1. Copy Quote and author
2. Summarize quote in your own words
3. Give examples and elaborate
4. Relate examples back to the quote using key words
Ms. Batten walks everyone through how to respond for J#5. Respond in paragraph form after copying the quote and author. Be sure to explain how your example relates to this quote.
-Group Backmap returned. Diagram on board of real Backmap. Teacher offers suggestions, when working in groups, everyone should be working, so everyone should check the work before submitted. Also, a backmap is where you go the end of unit assignment and plan out everything you need to learn in order to get to that assignment. A lot of groups had only a couple of things written down, which isn't acceptable. Copy Ms. Batten's backmap off the board, or add to yours, so that it looks like hers. Place this backmap in the front of your portfolio until the end of Unit 1. Do not turn it back into the basket.
-Read Article "Gateway to Freedom" about the history of Ellis Island as a class. With group, answer the following questions, in detail.
1)Why did Saal's family immigrate to America? (to be with father isn't detailed and therefore isn't an acceptable answer.)
2)Did the American Dream work out for her family? (Yes, because of education and jobs isn't acceptable, because it lacks elaboration and explicit details. Go back and put what kind of education and what kind of jobs and anything else that supports that the did succeed at an American dream.
Springboard- Class reads pg 1 as a class about the American Dream. On page 9, they must mark the text by circling dreams and underlining disappointments. In My Notes, they should record that they are circling dreams and underlining disappointments.
On page 11, class reads poem and are told to mark anything referring to the father with a * and anything referring to the son with a #. They should record how they mark in their notes. They should look at the words that are meant to symbolize father and son, as well.
*Returned if not done in detail with a chance to fix*
Reminder that R7-9 is Due Wednesday, 9/22.
New Homework Assignment: R10-12 (Asking Questions) is due on 9/30
"To accomplish great things, one must dream as well as act." Anatole France
1. Copy Quote and author
2. Summarize quote in your own words
3. Give examples and elaborate
4. Relate examples back to the quote using key words
Ms. Batten walks everyone through how to respond for J#5. Respond in paragraph form after copying the quote and author. Be sure to explain how your example relates to this quote.
-Group Backmap returned. Diagram on board of real Backmap. Teacher offers suggestions, when working in groups, everyone should be working, so everyone should check the work before submitted. Also, a backmap is where you go the end of unit assignment and plan out everything you need to learn in order to get to that assignment. A lot of groups had only a couple of things written down, which isn't acceptable. Copy Ms. Batten's backmap off the board, or add to yours, so that it looks like hers. Place this backmap in the front of your portfolio until the end of Unit 1. Do not turn it back into the basket.
-Read Article "Gateway to Freedom" about the history of Ellis Island as a class. With group, answer the following questions, in detail.
1)Why did Saal's family immigrate to America? (to be with father isn't detailed and therefore isn't an acceptable answer.)
2)Did the American Dream work out for her family? (Yes, because of education and jobs isn't acceptable, because it lacks elaboration and explicit details. Go back and put what kind of education and what kind of jobs and anything else that supports that the did succeed at an American dream.
Springboard- Class reads pg 1 as a class about the American Dream. On page 9, they must mark the text by circling dreams and underlining disappointments. In My Notes, they should record that they are circling dreams and underlining disappointments.
On page 11, class reads poem and are told to mark anything referring to the father with a * and anything referring to the son with a #. They should record how they mark in their notes. They should look at the words that are meant to symbolize father and son, as well.
*Returned if not done in detail with a chance to fix*
Reminder that R7-9 is Due Wednesday, 9/22.
New Homework Assignment: R10-12 (Asking Questions) is due on 9/30
9/17/10
9/15 A-9/16 B
Progress reports distributed in class and signed for today (9/16)
J#4 After watching the following clip, http://www.youtube.com/watch?v=M4cUN402kNo respond emotionally to the clip in a detailed paragraph.
A2-Pretest-Author's Purpose
When done with pre-test work on R7-9 (Asking Questions) due 9/22.
Ra Ta Ta- Teacher demonstrates on the board how to do reading entries for Asking questions reading entries with Owen Meany book. Reteaches how to setup and document.
Dicussion about plagarism and the consequences if caught cheating or turning in someone else's work as your own. Class 2 offense.
Reminder to copy Exit slip 3 and how exit slips are supposed to work. Students are told not to copy someone's exit slip, as it should reflect their knowledge of what was taught, in their own words, not their ability to copy someone's paper.
Teacher reminded students when she gives suggestions to improve their grade not to get an attitude with her for, because it is her job. She expects them to do their job and try to improve and learn.
Backmap-Perfomance Task with Group (group work)
On a piece of paper, write down the performance task for unit 1, in the center of the paper. Write is small enough so you can write branches out to the side. The branches will consist of everything students will need to learn before completing this assessment. Turn in.
Perfomance Task: The works we have read in this unit all have to do with different cultural groups in America. Develop a logical argument suporting or refuting the following sentence: America still provides access for all people to the "American Dream." Use th works you have read in this unit as support for your argument.
Read article about Ellis Island. On a piece of paper tell me why her family immigrated to America and if the American dream worked out for her family. Explain.
J#4 After watching the following clip, http://www.youtube.com/watch?v=M4cUN402kNo respond emotionally to the clip in a detailed paragraph.
A2-Pretest-Author's Purpose
When done with pre-test work on R7-9 (Asking Questions) due 9/22.
Ra Ta Ta- Teacher demonstrates on the board how to do reading entries for Asking questions reading entries with Owen Meany book. Reteaches how to setup and document.
Dicussion about plagarism and the consequences if caught cheating or turning in someone else's work as your own. Class 2 offense.
Reminder to copy Exit slip 3 and how exit slips are supposed to work. Students are told not to copy someone's exit slip, as it should reflect their knowledge of what was taught, in their own words, not their ability to copy someone's paper.
Teacher reminded students when she gives suggestions to improve their grade not to get an attitude with her for, because it is her job. She expects them to do their job and try to improve and learn.
Backmap-Perfomance Task with Group (group work)
On a piece of paper, write down the performance task for unit 1, in the center of the paper. Write is small enough so you can write branches out to the side. The branches will consist of everything students will need to learn before completing this assessment. Turn in.
Perfomance Task: The works we have read in this unit all have to do with different cultural groups in America. Develop a logical argument suporting or refuting the following sentence: America still provides access for all people to the "American Dream." Use th works you have read in this unit as support for your argument.
Read article about Ellis Island. On a piece of paper tell me why her family immigrated to America and if the American dream worked out for her family. Explain.
9/14/10
9/13 A-9-14 B
J#3
Look in springboard wkbk at page 8, at the Biographical sketch. Copy all bullets/headings in journal and respond to each. Be as detailed as possible. If you cannot answer about family, briefly explain why not. (10 minutes given to respond)
Think, pair share journal with group, share aloud with class
Exit slip 3-1)How will proofreading marks help me in this class? 2)What is the difference between connotation and denotation? 3)What is diction and why is it important to authors.
NOTE: Exit slips always start lessons. You should always write all of the questions and answer them completely. The exit slip is do at the end of the lesson, which may not be finished the day it is introduced in class. The teacher will always announce when to turn in exit slips. The idea is you listen during the lesson, so that you can answer the exit slip by the end of the lesson.
A1-lesson and Reading entries 4-6 returned in class to the students who did them
A1-Post-test Context clues: Test procedures explained in detail. Cover your answers, since you are sitting in groups. Do not talk until all tests are in and the teacher has announced you can do so.
You are allowed to write on the handout, only if you plan to mark the text. You do not have to use this strategy. If you do mark the text of the passage, staple it to your answer sheet when turning it in.
If you finish your test before others, work on R7-9 "Asking Questions"-Due 9/22
After test, RA TA TA (Read Aloud, Think Aloud, Talk Aloud) is performed in class by Ms. Batten for students not sure yet how to complete reading entries or not sure how to document asking questions in their reading notes. See an example entry below.
R#7- Author:John Irving Title: A Prayer for Owen Meany
Pg/Quote /Asking Questions /Extra
14/"lovely /Does he sing too? /
voice"
14/ "curtail"/ What does this mean?/
14/ "resented"/Why does she resent/ Because.....
her sister
15 "....."/ ................?/
16 "......"/ ...............?/ Yes, she is
PG 14 to 24
Then you type a one sentence summary.
Time is given in class for students to work on reading entries. While students are working, Ms. Batten randomly calls students, using thier cards, for their class procedures/group procedures test.
At the end of class, she walks around and speaks to students that aren't on task or haven't submitted reading entries or portfolios yet.
Look in springboard wkbk at page 8, at the Biographical sketch. Copy all bullets/headings in journal and respond to each. Be as detailed as possible. If you cannot answer about family, briefly explain why not. (10 minutes given to respond)
Think, pair share journal with group, share aloud with class
Exit slip 3-1)How will proofreading marks help me in this class? 2)What is the difference between connotation and denotation? 3)What is diction and why is it important to authors.
NOTE: Exit slips always start lessons. You should always write all of the questions and answer them completely. The exit slip is do at the end of the lesson, which may not be finished the day it is introduced in class. The teacher will always announce when to turn in exit slips. The idea is you listen during the lesson, so that you can answer the exit slip by the end of the lesson.
A1-lesson and Reading entries 4-6 returned in class to the students who did them
A1-Post-test Context clues: Test procedures explained in detail. Cover your answers, since you are sitting in groups. Do not talk until all tests are in and the teacher has announced you can do so.
You are allowed to write on the handout, only if you plan to mark the text. You do not have to use this strategy. If you do mark the text of the passage, staple it to your answer sheet when turning it in.
If you finish your test before others, work on R7-9 "Asking Questions"-Due 9/22
After test, RA TA TA (Read Aloud, Think Aloud, Talk Aloud) is performed in class by Ms. Batten for students not sure yet how to complete reading entries or not sure how to document asking questions in their reading notes. See an example entry below.
R#7- Author:John Irving Title: A Prayer for Owen Meany
Pg/Quote /Asking Questions /Extra
14/"lovely /Does he sing too? /
voice"
14/ "curtail"/ What does this mean?/
14/ "resented"/Why does she resent/ Because.....
her sister
15 "....."/ ................?/
16 "......"/ ...............?/ Yes, she is
PG 14 to 24
Then you type a one sentence summary.
Time is given in class for students to work on reading entries. While students are working, Ms. Batten randomly calls students, using thier cards, for their class procedures/group procedures test.
At the end of class, she walks around and speaks to students that aren't on task or haven't submitted reading entries or portfolios yet.
9/9/10
9/8B-9/10B
J#2
What do you know about your family's history? In a detailed paragraph tell me as much as you can about your heritage and long family history. You can share where your family originally came from, where your parents were born, customs, traditions, interesting facts, etc)
Think, pair share. Discuss as a class.
Procedures/rules reviewed. Exit slip expectations discussed. Pretest/Posttest discussed. Reading entries count as part of the 80 percent assessment grade. This means if you didn't do any reading entries and had a zero for that grade, but you did all other participation assignments (20 percent of grade, the highest your grade could be is a 20 percent.
Pay attention to the obvious. If you don't know how to spell a word, but its on the board, look at the board for the spelling. If you have an example reading entry on the board, use it as a model for when you do your entry.
Review of how to exit the room. Group duties assigned.
Exit slip 2-Due.
Demonstration of how to store and label portfolio/workbook in class. R 4-6 due Friday 9/10. Class Procedures Test coming next class.
9/10 4th and 5th block- catching up due to testing. 7th block work on reading and other work while teacher tests students.
What do you know about your family's history? In a detailed paragraph tell me as much as you can about your heritage and long family history. You can share where your family originally came from, where your parents were born, customs, traditions, interesting facts, etc)
Think, pair share. Discuss as a class.
Procedures/rules reviewed. Exit slip expectations discussed. Pretest/Posttest discussed. Reading entries count as part of the 80 percent assessment grade. This means if you didn't do any reading entries and had a zero for that grade, but you did all other participation assignments (20 percent of grade, the highest your grade could be is a 20 percent.
Pay attention to the obvious. If you don't know how to spell a word, but its on the board, look at the board for the spelling. If you have an example reading entry on the board, use it as a model for when you do your entry.
Review of how to exit the room. Group duties assigned.
Exit slip 2-Due.
Demonstration of how to store and label portfolio/workbook in class. R 4-6 due Friday 9/10. Class Procedures Test coming next class.
9/10 4th and 5th block- catching up due to testing. 7th block work on reading and other work while teacher tests students.
9/6 B-9/7 A
Journals start today. Explanation given about journal section of portfolio, how to label journals and to respond to the prompt, not write the prompt. Students receive points for writing quietly in their journal until they are called to attention. They can write more than one journal per page and can use the backs of paper, as well.
J#1 In your opinion, what is the American Dream? Who does it apply to? Write a detailed paragraph. You can mention examples.
Think, pair, share with group. Class discussion.
Exit slip 2: Copy questions and answer completely
1)Why is it important to take the pretests seriously? 2)Why would it be foolish to cheat on a pretest? 3)What is required of students who don't pass a pre or post-test?
4)What is an inference? 5)Explain in detail how to complete one reading entry (you can use a diagram). 6)How will you be tested for classroom/group rules and procedures (be specific)
A1-context lesson due for those not scoring at least 80 percent on their pretest
Portfolio guidelines discussed. Students told to leave portfolios in their section to be checked.
W2-District Writing 1- Respond to the District Writing Prompt: (Timed 45 minutes) See Ms. Batten for makeup after school, so you can be timed. Essay.
J#1 In your opinion, what is the American Dream? Who does it apply to? Write a detailed paragraph. You can mention examples.
Think, pair, share with group. Class discussion.
Exit slip 2: Copy questions and answer completely
1)Why is it important to take the pretests seriously? 2)Why would it be foolish to cheat on a pretest? 3)What is required of students who don't pass a pre or post-test?
4)What is an inference? 5)Explain in detail how to complete one reading entry (you can use a diagram). 6)How will you be tested for classroom/group rules and procedures (be specific)
A1-context lesson due for those not scoring at least 80 percent on their pretest
Portfolio guidelines discussed. Students told to leave portfolios in their section to be checked.
W2-District Writing 1- Respond to the District Writing Prompt: (Timed 45 minutes) See Ms. Batten for makeup after school, so you can be timed. Essay.
9/7/10
9/2-9/3
English III
Reading Entries explained in detail again. (Retaught) R# 4-6 assigned. Due Friday 9/1. Everything is the same (10 pages per entry, pg to pg, sentence summary).
45 minutes to respond to: W2- District Writing 1
Portfolio check. Title Portfolio: Your Full Name, My Name, Room #, Class Title
Class Procedures/Rules Test coming-verbally
Reading Entries explained in detail again. (Retaught) R# 4-6 assigned. Due Friday 9/1. Everything is the same (10 pages per entry, pg to pg, sentence summary).
45 minutes to respond to: W2- District Writing 1
Portfolio check. Title Portfolio: Your Full Name, My Name, Room #, Class Title
Class Procedures/Rules Test coming-verbally
9/3/10
8/27 A-9/1 B
8/27 A-9/1 B English III
Conference with Ms. Batten about Exit slip 1 before turning into basket.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures reviewed by teacher explaining entire handout. Reminder to turn in info sheet.
Group Rules/Procedures reviewed by Class.
Reminder that there will be a test next week on group/class rules and procedures given orally to each student.
Pretest-Students who didn't pass start A1-context lesson
Students scoring high enough should read. Documented if they don't.
Reading Entries 1-3 Due 9/1 B. Reviewed again how to do.
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Teacher monitored student reading notes and conferenced at desks of off-task students
Some group duties assigned.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
Conference with Ms. Batten about Exit slip 1 before turning into basket.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures reviewed by teacher explaining entire handout. Reminder to turn in info sheet.
Group Rules/Procedures reviewed by Class.
Reminder that there will be a test next week on group/class rules and procedures given orally to each student.
Pretest-Students who didn't pass start A1-context lesson
Students scoring high enough should read. Documented if they don't.
Reading Entries 1-3 Due 9/1 B. Reviewed again how to do.
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Teacher monitored student reading notes and conferenced at desks of off-task students
Some group duties assigned.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
8/26/10
8/25 A-8/26 B English III
Take out a piece of paper and copy Exit slip 1. Copy all questions and leave room for answers.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures group presentations-Reminder that there is an expectation that students follow procedures and rules the next class.
Pretest-Postest grading system and procedure explained.
Pretest---->Below 70 percent-mandatory lesson/work filed in portfolio under same # as pretest------>Post-test part of the 80 percent of grade--->Remediation (Florida Acheives-2 assessments) Retest
Reading Entries 1-3 Due 8/31 A-9/1 B
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures group presentations-Reminder that there is an expectation that students follow procedures and rules the next class.
Pretest-Postest grading system and procedure explained.
Pretest---->Below 70 percent-mandatory lesson/work filed in portfolio under same # as pretest------>Post-test part of the 80 percent of grade--->Remediation (Florida Acheives-2 assessments) Retest
Reading Entries 1-3 Due 8/31 A-9/1 B
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
8/24/10
English III 8/23 A-8/24 B
Welcome Handout (fill out 2 index cards following directions)
A1-Pretest (Context clues)Teacher explained how to head paper and pretest importance. Briefly explained about 80 percent of grade going to assessment and how importang post tests will be to show standards have been achieved.
W1-Myself: Write at least 2 paragraphs about yourself, but try telling me things about you that are memorable. Tell me something most people don't know.
Turn in both A1 and W1 to the in basket.
Class Procedures Handout: Rules (page 4 discussed in class). Group workWith group choose one rule, illustrate that rule and write the rule itself visibly at the top of the paper. Do not right the reward and consequence. Turn in when finished.
Group Work 2 When finished with drawing, Ms. Batten gives out a portion of the Class Procedures for your group to teach. You can explain it, illustrate on the board or do skits. The most creative group wins extra credit points. Due next class.
A1-Pretest (Context clues)Teacher explained how to head paper and pretest importance. Briefly explained about 80 percent of grade going to assessment and how importang post tests will be to show standards have been achieved.
W1-Myself: Write at least 2 paragraphs about yourself, but try telling me things about you that are memorable. Tell me something most people don't know.
Turn in both A1 and W1 to the in basket.
Class Procedures Handout: Rules (page 4 discussed in class). Group workWith group choose one rule, illustrate that rule and write the rule itself visibly at the top of the paper. Do not right the reward and consequence. Turn in when finished.
Group Work 2 When finished with drawing, Ms. Batten gives out a portion of the Class Procedures for your group to teach. You can explain it, illustrate on the board or do skits. The most creative group wins extra credit points. Due next class.
4/19/10
4/19 A-4/20 B
J#50 "It is often safer to be in chains that it is to be free." -Franz Kafka
Think, pair, share, discuss
Exit slip 15: What message was Simon and Garfunkel sending with "The Sound of Silence"? After learning what you did today, give at least 2 reasons you feel this way.
Mini-Lesson: Discussion of Analyzing poetry and a brief introduction to 1)Speaker 2)audience 3)Tone 4)Theme/message 5)Patterns/shifts 6)Figurative devices/diction
Song Sound of Silence played- students asked to listen for meaning
Group work- Analyze the poem based on what we discussed today in the mini-lesson.
Poem played back after groups discuss.
Next class: To discuss all elements analyzed, group work and Exit slip to be turned in
HW: Bring in a song to analyze; make sure it has deeper meaning; printout or audio version, acceptable
Think, pair, share, discuss
Exit slip 15: What message was Simon and Garfunkel sending with "The Sound of Silence"? After learning what you did today, give at least 2 reasons you feel this way.
Mini-Lesson: Discussion of Analyzing poetry and a brief introduction to 1)Speaker 2)audience 3)Tone 4)Theme/message 5)Patterns/shifts 6)Figurative devices/diction
Song Sound of Silence played- students asked to listen for meaning
Group work- Analyze the poem based on what we discussed today in the mini-lesson.
Poem played back after groups discuss.
Next class: To discuss all elements analyzed, group work and Exit slip to be turned in
HW: Bring in a song to analyze; make sure it has deeper meaning; printout or audio version, acceptable
4/13 A-4/16 B
4/13 A-4/14 B
J#48 "He who hesitates is lost." Proverb
Think pair share, and discuss.
Recordings played of students reading I am From poems. Discussion of poem recording, due date and expectations of recording.
Time given to type poem or practice reading.
4/15 A-4/16 B
If you want people to think well of you, do not speak well of yourself."
Blaise Pascal
Think, pair share, discuss
I Am From poem Final Draft due
W16-I Am From
-rubric
-final draft (typed)
-first draft
-CD (turned into teacher)
Poems recorded in class.
J#48 "He who hesitates is lost." Proverb
Think pair share, and discuss.
Recordings played of students reading I am From poems. Discussion of poem recording, due date and expectations of recording.
Time given to type poem or practice reading.
4/15 A-4/16 B
If you want people to think well of you, do not speak well of yourself."
Blaise Pascal
Think, pair share, discuss
I Am From poem Final Draft due
W16-I Am From
-rubric
-final draft (typed)
-first draft
-CD (turned into teacher)
Poems recorded in class.
3/29/10
3/23A-3/31A
3/23 A -3/24 B
No Journal
W15-Figurative Language Notes
Follow the direction on this handout carefully to complete W15. Due today. You will have 20 minutes the next class to finish if you don't today.
Exit slip 13:What is a simile? What is a metaphor? What is personification? What is imagery? What is alliteration?
3/25 A-3/26 B
No Journal, instead study for Vocabulary test or work on W15 if not finished
W15- due to Ms. Batten for credit. Work completed is highlighted and returned to student to assist them with writing the I Am From poem.
W17-Vocabulary 2 Test- Write a story using all 5 words, context clues, and the words properly. Also add in 2 figurative devices.
Review I am From poem requirements; rubric distributed. Due 3/29 or 3/31 A and 3/30 B. First draft can be hand written. After spring break, we will type and record the poems. Bring in a blank CD for this.
3/29 A-3/30 B
J#47 "Associate yourself with people of good quality, for it is better to be alone than in bad company." Booker T. Washington
T,P,S of journal
Reminders of what is due. Turn in W15 for credit, it doesn't matter if I highlighted it already, it still hasn't been graded.
W16- I am From- first draft due today ( or 3/31 A day); Make sure rubric is attached
Exit slip 14: Give an example of a simile. Give an example of a metaphor. Give an example of imagery. Give an example of personification. Give an example of alliteration. ( don't use my examples; you can only come up with your own)
No Journal
W15-Figurative Language Notes
Follow the direction on this handout carefully to complete W15. Due today. You will have 20 minutes the next class to finish if you don't today.
Exit slip 13:What is a simile? What is a metaphor? What is personification? What is imagery? What is alliteration?
3/25 A-3/26 B
No Journal, instead study for Vocabulary test or work on W15 if not finished
W15- due to Ms. Batten for credit. Work completed is highlighted and returned to student to assist them with writing the I Am From poem.
W17-Vocabulary 2 Test- Write a story using all 5 words, context clues, and the words properly. Also add in 2 figurative devices.
Review I am From poem requirements; rubric distributed. Due 3/29 or 3/31 A and 3/30 B. First draft can be hand written. After spring break, we will type and record the poems. Bring in a blank CD for this.
3/29 A-3/30 B
J#47 "Associate yourself with people of good quality, for it is better to be alone than in bad company." Booker T. Washington
T,P,S of journal
Reminders of what is due. Turn in W15 for credit, it doesn't matter if I highlighted it already, it still hasn't been graded.
W16- I am From- first draft due today ( or 3/31 A day); Make sure rubric is attached
Exit slip 14: Give an example of a simile. Give an example of a metaphor. Give an example of imagery. Give an example of personification. Give an example of alliteration. ( don't use my examples; you can only come up with your own)
3/22/10
3/9 A-3/22 B
3/9 to 3/12- FCAT/No class or makeup work in class
3/15 A-3/16 B
J#44
"Think for yourself and let others enjoy the privilege of doing so too."
Exit slip 12:
1)What are deadlines? 2)What are they important to complete on time? 3)How can being punctual and managing time help complete deadlines? Why is listening and following instructions important when completing deadlines?
W14-Vocab 2- foldable Due 3/17 A-3/18 B (Deadline)
1)contrary (adj)
2)supress (v)
3)surmount (v)
4)condemn (v)
5)rouse (v)
YB Assignment Deadline- Listen carefully to your directions and complete the assignments given to you
3/17 A-3/18 B
J#45 "Don't let life discourage you, everyone who got where he is had to start where he was." -Richard Evans
W14 Due today
Yearbook assignment 2 given out- Deadline
Vocabulary Test coming up the next class
3/19 A-3/22 B
J#46
"No greater injury can be done to any youth than to let him feel that because he belongs to this or that race, he will be advanced in life regardless of his own merits or efforts."
W16-Figurative Language notes
W17- I am From Poem and CD
-Review I am From models; George Ella Lyon- I am From poem discected in class. Recording played.
3/15 A-3/16 B
J#44
"Think for yourself and let others enjoy the privilege of doing so too."
Exit slip 12:
1)What are deadlines? 2)What are they important to complete on time? 3)How can being punctual and managing time help complete deadlines? Why is listening and following instructions important when completing deadlines?
W14-Vocab 2- foldable Due 3/17 A-3/18 B (Deadline)
1)contrary (adj)
2)supress (v)
3)surmount (v)
4)condemn (v)
5)rouse (v)
YB Assignment Deadline- Listen carefully to your directions and complete the assignments given to you
3/17 A-3/18 B
J#45 "Don't let life discourage you, everyone who got where he is had to start where he was." -Richard Evans
W14 Due today
Yearbook assignment 2 given out- Deadline
Vocabulary Test coming up the next class
3/19 A-3/22 B
J#46
"No greater injury can be done to any youth than to let him feel that because he belongs to this or that race, he will be advanced in life regardless of his own merits or efforts."
W16-Figurative Language notes
W17- I am From Poem and CD
-Review I am From models; George Ella Lyon- I am From poem discected in class. Recording played.
3/4/10
2/23 A-3/8 B
J#41 "Every new idea looks crazy at first." -Alfred North Whitehead
J#42 "I will permit no man to narrow and degrade my sould by making me hate him." Booker T. Washington
J#43 "No person can be a good leader unless he takes genuine joy in the successes of those under him." W. A. Nance
DAILY- R5-Does Modern Society Make us Fat, R7 Marigolds, R8 Pushing Envelopes, R9 Police Beat, R10-Malcom X.
For Participation, mark the text using a key. Put the key on each article. Mark key words in the questions. Use the short and extended response frame to answer and fill out your identifying strengths chart while answering and when we review each passage. Final day to submit passages is 3/8. No more will be accepted after this date.
DAILY- Computer Lab- Explorer- past due. New site focus.florida-achieves.com. Login is the same as explorer. Each student is assigned different strands based on their weak areas of FCAT. You are required to do two assessments for each skill given to you. Keep working until it says no assessments left. Your score should be passing or should go up to passing from assessment 1 to 2.
J#42 "I will permit no man to narrow and degrade my sould by making me hate him." Booker T. Washington
J#43 "No person can be a good leader unless he takes genuine joy in the successes of those under him." W. A. Nance
DAILY- R5-Does Modern Society Make us Fat, R7 Marigolds, R8 Pushing Envelopes, R9 Police Beat, R10-Malcom X.
For Participation, mark the text using a key. Put the key on each article. Mark key words in the questions. Use the short and extended response frame to answer and fill out your identifying strengths chart while answering and when we review each passage. Final day to submit passages is 3/8. No more will be accepted after this date.
DAILY- Computer Lab- Explorer- past due. New site focus.florida-achieves.com. Login is the same as explorer. Each student is assigned different strands based on their weak areas of FCAT. You are required to do two assessments for each skill given to you. Keep working until it says no assessments left. Your score should be passing or should go up to passing from assessment 1 to 2.
2/22/10
2/19 A-2/22 B
J#40 "Nothing can bring you peace but yourself." Ralph Waldo Emerson
Think, Pair, Share
Portfolios due: To be graded, they must be left in your group's storage spot. If you don't want me to grade it yet, take it with you or leave me a note, however, you will lose 2 points a day for it not being turned in on time.
Finish word and short/extended group assignment.
Finish conferencing with Ms. Batten if not done.
Make sure you turn in Exit slip 11.
Half of class goes to computer lab to work on explorer, the rest of class to work in class on R5 with Ms. Batten
Think, Pair, Share
Portfolios due: To be graded, they must be left in your group's storage spot. If you don't want me to grade it yet, take it with you or leave me a note, however, you will lose 2 points a day for it not being turned in on time.
Finish word and short/extended group assignment.
Finish conferencing with Ms. Batten if not done.
Make sure you turn in Exit slip 11.
Half of class goes to computer lab to work on explorer, the rest of class to work in class on R5 with Ms. Batten
2/17 A-2/18 B
J#39 "He has not learned the lesson of life who does not everyday surmount a fear." Gaius Julius Caesar
Think, pair, share
Exit slip 11: 1)Why is it important to answer all short or extended response questions completely? 2)What elements must you include in the short response to receive full credit? 3) What elements must you include in the extended response to receive full credit? 4)Why should you find something important to mark in each passage? 5)Why should you mark key words in FCAT questions?
Mini-lesson- short/extended response review of parts and frames; gallery walk model short/extended response, Vocabulary Wall-word wall explanation.
Work Period:
Group work: Go to the short and extended response models and copy down the 2 examples for the short response and the 2 examples for the extended response only. Then make sure all of your names are on the paper.
Word- Choose a word with Ms. Batten's approval. Then put the word at the top of the paper so that it is visible, with the part of speech next to it. Below the word illustrate the word meaning. Under the illustration write a sentence using the word and context clues. Make it in color and visible. Ms. Batten must approve your word before you hang it or receive credit.
EXPLORER: DUE 2/19 A-2/22 B
10th- up to 100 questions of timeline and challenge list completely done
9th-up to 130 questions of the timeline and challenge list completely done
Think, pair, share
Exit slip 11: 1)Why is it important to answer all short or extended response questions completely? 2)What elements must you include in the short response to receive full credit? 3) What elements must you include in the extended response to receive full credit? 4)Why should you find something important to mark in each passage? 5)Why should you mark key words in FCAT questions?
Mini-lesson- short/extended response review of parts and frames; gallery walk model short/extended response, Vocabulary Wall-word wall explanation.
Work Period:
Group work: Go to the short and extended response models and copy down the 2 examples for the short response and the 2 examples for the extended response only. Then make sure all of your names are on the paper.
Word- Choose a word with Ms. Batten's approval. Then put the word at the top of the paper so that it is visible, with the part of speech next to it. Below the word illustrate the word meaning. Under the illustration write a sentence using the word and context clues. Make it in color and visible. Ms. Batten must approve your word before you hang it or receive credit.
EXPLORER: DUE 2/19 A-2/22 B
10th- up to 100 questions of timeline and challenge list completely done
9th-up to 130 questions of the timeline and challenge list completely done
2/16/10
2/12 A-2/16 B
J#38 "Only the supressed word is dangerous." Ludwig Borne
Think pair share, record group examples.
Exit slip 10 due- conferences finished
Take out R1-Marking/Responding- Review as a class. If not here for it, copy the board. To be checked.
Point breakdown on FCAT
New Explorer assignment given
By 2/19 A-2/22 B
9th
Challenge list must be completed
Add on 60 questions of timeline (total of 130)
Do Challenge List
10th
Challenge list must be completed
Add on 60 questions (total of 100)
Do Challenge list
Class splits into groups:
Half of class to do R5-Does Modern Society Make us Fat with marking/answering/charts
Other Half sent to the library to work on explorer
Think pair share, record group examples.
Exit slip 10 due- conferences finished
Take out R1-Marking/Responding- Review as a class. If not here for it, copy the board. To be checked.
Point breakdown on FCAT
New Explorer assignment given
By 2/19 A-2/22 B
9th
Challenge list must be completed
Add on 60 questions of timeline (total of 130)
Do Challenge List
10th
Challenge list must be completed
Add on 60 questions (total of 100)
Do Challenge list
Class splits into groups:
Half of class to do R5-Does Modern Society Make us Fat with marking/answering/charts
Other Half sent to the library to work on explorer
2/11/10
2/9 B-2/11 B
J#37 "Difficulties are meant to rouse, not to discourage." William Every Channing
Think, pair, share, record examples from each group member.
Exit slip 10- What was your Reading SSS score from last year? 2)How many points do you need to pass or improve your level? 3) What scores did you receive in SSS Benchmarks 4) What scores did you receive on the practice FCAT Benchmarks? 5)What level were you at with SSS? What level are you now? 6)Have your reading scores or level improved? 7)Why or why not (give 3 reasons)
Copy questions and leave room for answers. Meet with teacher to conference about FCAT scores.
Catch up in FCAT Explorer if not done. New assignment coming.
Work on Makeup work if not done with it. List of assignments on the board.
Think, pair, share, record examples from each group member.
Exit slip 10- What was your Reading SSS score from last year? 2)How many points do you need to pass or improve your level? 3) What scores did you receive in SSS Benchmarks 4) What scores did you receive on the practice FCAT Benchmarks? 5)What level were you at with SSS? What level are you now? 6)Have your reading scores or level improved? 7)Why or why not (give 3 reasons)
Copy questions and leave room for answers. Meet with teacher to conference about FCAT scores.
Catch up in FCAT Explorer if not done. New assignment coming.
Work on Makeup work if not done with it. List of assignments on the board.
2/5 B-2/8 A
No Journal-
Conference with teacher about your W11 essay score.
With group write an introduction, supporting paragraph and conclusion for the Expository prompt given. Make sure the paragraph is elaborate, has transition and high level words.
When finished, work on Writer's choice, if not finished.
Conference with teacher about your W11 essay score.
With group write an introduction, supporting paragraph and conclusion for the Expository prompt given. Make sure the paragraph is elaborate, has transition and high level words.
When finished, work on Writer's choice, if not finished.
2/4/10
2/3 B-2/4 A
No Journal
Mini-lesson
Managing time more efficiently, what to do when stuck in brainstorming, eliminating bad ideas, combining similar ideas
Exit slip 9: When you receive your FCAT Writing prompt, what steps should you take before starting to write your essay? 2)If you have time left after writing, what should you do?
W13-Writing Prompt-Practice 2- 30 minutes. In 30 minutes brainstorm each of the 3 topics. Do not go over 30 minutes. Use the strategies we talked about.
When finished, turn into the basket and finish W12-My Improvements. Remember to staple your old version to your new one.
If you finish with W12, work on Explorer. Rembember to catch up so that you aren't behind.
Mini-lesson
Managing time more efficiently, what to do when stuck in brainstorming, eliminating bad ideas, combining similar ideas
Exit slip 9: When you receive your FCAT Writing prompt, what steps should you take before starting to write your essay? 2)If you have time left after writing, what should you do?
W13-Writing Prompt-Practice 2- 30 minutes. In 30 minutes brainstorm each of the 3 topics. Do not go over 30 minutes. Use the strategies we talked about.
When finished, turn into the basket and finish W12-My Improvements. Remember to staple your old version to your new one.
If you finish with W12, work on Explorer. Rembember to catch up so that you aren't behind.
2/1/10
2/1 B-2/2 A
No Journal
Finish W11 45 minute essay. Also turn in the 3 practice brainstorms for the topics given to you the last class. Turn into basket at end of time.
When finished, do W12- My improvements 2. Choose from the following list of assignments:
W12 My Improvements
NEW
Choose one of the assignments below, based on your area of need.
The Comma 743-748 Excer 11,12,13
Sentence combining 2- 373-375 Excer A,B,C
Plural V. Possessive 760-762 Excer 20 and 439-440 Excer 1,2,3,4
OLDER
-Sentence Combining: p 360-366
-Fragments 557-558 Do Excer 23, 24
-Run-ons: 559-561 Do Excer 25,26
-Tense: 589-591 Do Excer 3,4,5
-Usage: 691-695 Do Excer 1,2
-S/v Disagree: pg 613-615, Do Excer 1,2,3
-Transitions: pg 74, Do: Choose 3 groups of transitions and write 3 paragraphs, using one group of transitions per paragraph-see Ms. Batten for further instructions
-Spelling: pg 828-834 Do Excer 1,2
OR Choose your own assignment with Ms. Batten's approval
Choose an assignment based on your writing needs. Remember you will have to correct the wrong answers using Ms. Batten's directions, so do your best the first time you complete the assignment.
If your assignment meets the approval of Ms. Batten, try to catch up in FCAT Explorer if you are behind, as there will be a new assignment coming immediately after FCAT Writes.
Also, writing conferences to continue.
Finish W11 45 minute essay. Also turn in the 3 practice brainstorms for the topics given to you the last class. Turn into basket at end of time.
When finished, do W12- My improvements 2. Choose from the following list of assignments:
W12 My Improvements
NEW
Choose one of the assignments below, based on your area of need.
The Comma 743-748 Excer 11,12,13
Sentence combining 2- 373-375 Excer A,B,C
Plural V. Possessive 760-762 Excer 20 and 439-440 Excer 1,2,3,4
OLDER
-Sentence Combining: p 360-366
-Fragments 557-558 Do Excer 23, 24
-Run-ons: 559-561 Do Excer 25,26
-Tense: 589-591 Do Excer 3,4,5
-Usage: 691-695 Do Excer 1,2
-S/v Disagree: pg 613-615, Do Excer 1,2,3
-Transitions: pg 74, Do: Choose 3 groups of transitions and write 3 paragraphs, using one group of transitions per paragraph-see Ms. Batten for further instructions
-Spelling: pg 828-834 Do Excer 1,2
OR Choose your own assignment with Ms. Batten's approval
Choose an assignment based on your writing needs. Remember you will have to correct the wrong answers using Ms. Batten's directions, so do your best the first time you complete the assignment.
If your assignment meets the approval of Ms. Batten, try to catch up in FCAT Explorer if you are behind, as there will be a new assignment coming immediately after FCAT Writes.
Also, writing conferences to continue.
1/28 A-1/29 B
No Journal
Brainstorming Practice:
Discuss as a class the process one goes through when first receiving and FCAT writing prompt
1)Read prompt/mark important words
2)Decide if it is persuasive or expository
3)Brainstorm/eliminate things you will not write about
4)Write essay
5)Proofread/edit
W11-Writing Prompt-Practice 1
With the 3 prompts given to you, provide a logical brainstorm for what you would write about for each prompt. Number the 3 brainstorms. Do not spend any longer than 20 minutes on each one, preferably 10 to 15 minutes.
Practice essay (also part of W11): Must be done in 45 minutes. Ask Ms. Batten for the Prompt.
Brainstorming Practice:
Discuss as a class the process one goes through when first receiving and FCAT writing prompt
1)Read prompt/mark important words
2)Decide if it is persuasive or expository
3)Brainstorm/eliminate things you will not write about
4)Write essay
5)Proofread/edit
W11-Writing Prompt-Practice 1
With the 3 prompts given to you, provide a logical brainstorm for what you would write about for each prompt. Number the 3 brainstorms. Do not spend any longer than 20 minutes on each one, preferably 10 to 15 minutes.
Practice essay (also part of W11): Must be done in 45 minutes. Ask Ms. Batten for the Prompt.
1/25/10
1/25 B - 1/26 A FCAT PRACTICE
Students are taking FCAT Practice today. If in class, makeup can be completed for FCAT explorerer or the current term.
1/23/10
1/7 A-1/25 A
1/7-1/8
J#32 "It is dangerous to be right on matters which the established authorities are wrong." Voltaire
Exit slip 8:
1)What are the parts of an expository essay? 1B)Briefly explain each part 2) What are the parts of a persuasive essay? 2B)Briefly explain each part
Lesson-Trivia review- Trivia competition between groups
Begin essay parts sort with group, cut parts, prepare envelopes
1/11 A-1/12 B
J#33 "It is better to deserve honors and not have them, rather than to have honors and not deserve them." -Mark Twain
Groups work on essay sorts and studying for essay sort quiz
Exit slip 8 to be turned in
Individual Conferences exit slip 1-7 and writing
1/13 A-1/14 B
Creative Writing
J#34 "The man who doesn't read good books is no better than the man who cannot read them." Mark Twain
Exit slip 8 past due
Mini-conferences Exit slip 1-7- and writing
Explanation essay parts/essay return
-Groups continue group sort of essay parts, brainstorm explained as well
-Closing: To be quizzed by teacher on your groups matched essay parts.
1/15 A-1/19 B
J#35 "I cannot teach anybody anything, I can only make them think." Socrates
Group sort quizzes finished. Group sort past due.
Group brainstorm assignment turned in. Identify if the following 5 topics are persuasive or expository:
1)Should internet use be monitored for youths 16 and younger?
2)Write to convince your school principal whether school uniforms should be worn?
3)Write to explain the changes you would make to modern classes to make them more comfortable.
4)Should the driving age be changed to 18 and older?
5)Write to explain what your dream job would be and why.
Now each group must use the model brainstorms, persuasive and expository and brainstorm 3 of these above topics in detail. Turn into basket.
1/20 A-1/21B
1/20 A- catch up/behind
1/21 B- J#35 see above
Read Expository student model and Persuasive student model in class; discuss
Essay Quiz; graded and reviewed.
Conferences continued exit slip 1-7 and writing scores.
1/25 A J#36 "Of those that say nothing, few are silent." Thomas Neill
Read Expository student model and Persuasive student model in class; discuss
Review persuasive and expository parts. Essay Quiz; graded and reviewed.
Conferences continued exit slip 1-7 and writing scores.
J#32 "It is dangerous to be right on matters which the established authorities are wrong." Voltaire
Exit slip 8:
1)What are the parts of an expository essay? 1B)Briefly explain each part 2) What are the parts of a persuasive essay? 2B)Briefly explain each part
Lesson-Trivia review- Trivia competition between groups
Begin essay parts sort with group, cut parts, prepare envelopes
1/11 A-1/12 B
J#33 "It is better to deserve honors and not have them, rather than to have honors and not deserve them." -Mark Twain
Groups work on essay sorts and studying for essay sort quiz
Exit slip 8 to be turned in
Individual Conferences exit slip 1-7 and writing
1/13 A-1/14 B
Creative Writing
J#34 "The man who doesn't read good books is no better than the man who cannot read them." Mark Twain
Exit slip 8 past due
Mini-conferences Exit slip 1-7- and writing
Explanation essay parts/essay return
-Groups continue group sort of essay parts, brainstorm explained as well
-Closing: To be quizzed by teacher on your groups matched essay parts.
1/15 A-1/19 B
J#35 "I cannot teach anybody anything, I can only make them think." Socrates
Group sort quizzes finished. Group sort past due.
Group brainstorm assignment turned in. Identify if the following 5 topics are persuasive or expository:
1)Should internet use be monitored for youths 16 and younger?
2)Write to convince your school principal whether school uniforms should be worn?
3)Write to explain the changes you would make to modern classes to make them more comfortable.
4)Should the driving age be changed to 18 and older?
5)Write to explain what your dream job would be and why.
Now each group must use the model brainstorms, persuasive and expository and brainstorm 3 of these above topics in detail. Turn into basket.
1/20 A-1/21B
1/20 A- catch up/behind
1/21 B- J#35 see above
Read Expository student model and Persuasive student model in class; discuss
Essay Quiz; graded and reviewed.
Conferences continued exit slip 1-7 and writing scores.
1/25 A J#36 "Of those that say nothing, few are silent." Thomas Neill
Read Expository student model and Persuasive student model in class; discuss
Review persuasive and expository parts. Essay Quiz; graded and reviewed.
Conferences continued exit slip 1-7 and writing scores.
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