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
10/15/10
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.
12/15/09
12/8 A-12/15 B
12/8-12/9
J#28 "You don't get harmony when everyone sings the same note." Doug Floyd
J#29 "Education's purpose is to replace an empty mind with an open one." Malcom S. Forbes
Mark persuasive essay using the persuasive essay key from the board. See Ms. Batten if you need a copy.
12/10-12/11
J#30 "When we see men of contrary character, we should turn inwards and examine ourselves." Confucius
Have four classmates read and grade your essay. Make sure they include their name, their score and an explanation for the score.
12/14-12/15
J#31 "We are what we repeatedly do. Excellence then is not an act but a habit." Aristotle
Exit slip 7
1)What is the highest writing score (6 point scale) you've received on a writing assessment this year? 2)What scores were you given on your persuasive essay about TV censorship? 3)What is your goalscore for the next writing assessment? 4)What do you plan to do to achieve this goal?
Finish peer grading of Persuasive essay rewrite and fill out exit slip 7.
FCAT explorer- catch up/makeup day
J#28 "You don't get harmony when everyone sings the same note." Doug Floyd
J#29 "Education's purpose is to replace an empty mind with an open one." Malcom S. Forbes
Mark persuasive essay using the persuasive essay key from the board. See Ms. Batten if you need a copy.
12/10-12/11
J#30 "When we see men of contrary character, we should turn inwards and examine ourselves." Confucius
Have four classmates read and grade your essay. Make sure they include their name, their score and an explanation for the score.
12/14-12/15
J#31 "We are what we repeatedly do. Excellence then is not an act but a habit." Aristotle
Exit slip 7
1)What is the highest writing score (6 point scale) you've received on a writing assessment this year? 2)What scores were you given on your persuasive essay about TV censorship? 3)What is your goalscore for the next writing assessment? 4)What do you plan to do to achieve this goal?
Finish peer grading of Persuasive essay rewrite and fill out exit slip 7.
FCAT explorer- catch up/makeup day
12/3/09
12/4 A- 12/7 B
BY TODAY: You should be finished with, and your next explorer grade will be for: completing all skill seminar lessons, 10th graders completing post-test, if sent to you, at least 40 questions of the timeline and then their challenge list corrections, and 9th graders completing their challenge list, then 30 more questions of their timeline.
FINISH
1. Login to www.fcatexplorer.com
2. Login is your last name followed by first initial ex: smithj and password is the number 16 followed by the first 4 letters of your last name, and then the month and date you were born ex: 16smit0322
3. After you have taken the pretest or completed at least 40 questions of the timeline, complete all skill seminar lessons. You will be graded on your completion of each lesson. Try to do well on each as a score is assigned to you for each lesson you complete.
4. If you finish skill seminar lessons today (9th graders have to click on airplane to get to it) start, or continue the reading timeline
5. If you already started the timeline, do not continue until you go to your challenge list and correct each wrong answer. If your challenge list doesn't show, click on any passage, until main menu becomes visible, click on main menu and the challenge list should pop up.
FINISH
1. Login to www.fcatexplorer.com
2. Login is your last name followed by first initial ex: smithj and password is the number 16 followed by the first 4 letters of your last name, and then the month and date you were born ex: 16smit0322
3. After you have taken the pretest or completed at least 40 questions of the timeline, complete all skill seminar lessons. You will be graded on your completion of each lesson. Try to do well on each as a score is assigned to you for each lesson you complete.
4. If you finish skill seminar lessons today (9th graders have to click on airplane to get to it) start, or continue the reading timeline
5. If you already started the timeline, do not continue until you go to your challenge list and correct each wrong answer. If your challenge list doesn't show, click on any passage, until main menu becomes visible, click on main menu and the challenge list should pop up.
12/2/09
12/2 A 12/3 B
No journal
1. Login to www.fcatexplorer.com
2. Login is your last name followed by first initial ex: smithj and password is the number 16 followed by the first 4 letters of your last name, and then the month and date you were born ex: 16smit0322
3. After you have taken the pretest or completed at least 40 questions of the timeline, complete all skill seminar lessons. You will be graded on your completion of each lesson. Try to do well on each as a score is assigned to you for each lesson you complete.
4. If you finish skill seminar lessons today (9th graders have to click on airplane to get to it) start, or continue the reading timeline
5. If you already started the timeline, do not continue until you go to your challenge list and correct each wrong answer. If your challenge list doesn't show, click on any passage, until main menu becomes visible, click on main menu and the challenge list should pop up.
1. Login to www.fcatexplorer.com
2. Login is your last name followed by first initial ex: smithj and password is the number 16 followed by the first 4 letters of your last name, and then the month and date you were born ex: 16smit0322
3. After you have taken the pretest or completed at least 40 questions of the timeline, complete all skill seminar lessons. You will be graded on your completion of each lesson. Try to do well on each as a score is assigned to you for each lesson you complete.
4. If you finish skill seminar lessons today (9th graders have to click on airplane to get to it) start, or continue the reading timeline
5. If you already started the timeline, do not continue until you go to your challenge list and correct each wrong answer. If your challenge list doesn't show, click on any passage, until main menu becomes visible, click on main menu and the challenge list should pop up.
11/30-12.1
Creative writing
J27 "every generation laughs at the old trend but follows religiously the new." Henry David Thoreau
Think pair share and discuss
Finish
-w8 my improvements
-W9 persuasive essay edited first draft and rewrite
- exit slip 6
Conferences finished
J27 "every generation laughs at the old trend but follows religiously the new." Henry David Thoreau
Think pair share and discuss
Finish
-w8 my improvements
-W9 persuasive essay edited first draft and rewrite
- exit slip 6
Conferences finished
11/23/09
11/19 A-11/24 B
Creative Writing
J#24
Essential Question/Exit Slip 6-What was my initial score in FCAT explorer? What skill seminar lessons have I completed so far? What strands/skills do I need to work on according to Explorer?
Journal, Think, Pair Share or Study for Vocab Test
Mini-lesson: Teacher conferences explained. Meeting about writing improvements and FCAT explorer progress.
-Gallery walk; foldable explained; Vocab Test Monday and Tuesday before Thanksgiving break
Work Period: W8-My Improvements: Due
Corrections to be made for wrong answers
W10-Vocab 1-Write definitions, draw a picture and write a sentence- foldable
11/23-11/24 -W11 Vocab Test 1
(absurd, maddening, foliage, laborious, inferior)
-Write a story using all five words properly. Be sure to
add context clues, so that I know, that you know the meaning of each word. The story must make coherent sense.
W9- Persuasive Essay rewrite
Peer Edit- Have at least one person review, edit and sign their name. Then do a rewrite. Staple old version to new version
W-9-Persuasive Essay Prompt: Should television be censored for youth? Write to convince your reader whether youth should have censored TV.
Assessment: Exit slip, Persuasive Essay rewrite, edited first draft/W8 -DUE
Homework: Continue Explorer Skill Seminar and Timeline
Study for Vocab Test M 11/23 A, T 11/24 B
J#24
Essential Question/Exit Slip 6-What was my initial score in FCAT explorer? What skill seminar lessons have I completed so far? What strands/skills do I need to work on according to Explorer?
Journal, Think, Pair Share or Study for Vocab Test
Mini-lesson: Teacher conferences explained. Meeting about writing improvements and FCAT explorer progress.
-Gallery walk; foldable explained; Vocab Test Monday and Tuesday before Thanksgiving break
Work Period: W8-My Improvements: Due
Corrections to be made for wrong answers
W10-Vocab 1-Write definitions, draw a picture and write a sentence- foldable
11/23-11/24 -W11 Vocab Test 1
(absurd, maddening, foliage, laborious, inferior)
-Write a story using all five words properly. Be sure to
add context clues, so that I know, that you know the meaning of each word. The story must make coherent sense.
W9- Persuasive Essay rewrite
Peer Edit- Have at least one person review, edit and sign their name. Then do a rewrite. Staple old version to new version
W-9-Persuasive Essay Prompt: Should television be censored for youth? Write to convince your reader whether youth should have censored TV.
Assessment: Exit slip, Persuasive Essay rewrite, edited first draft/W8 -DUE
Homework: Continue Explorer Skill Seminar and Timeline
Study for Vocab Test M 11/23 A, T 11/24 B
11/18/09
11/17A-11/18 B
CREATIVE WRITING
J#24 "Why does the Air Force need expensive new bombers? Have the people we've been bombing over the years been complaining?" -George Wallace
Think, Pair, Share and Discuss
Exit Slip 5: What is a counter-argument? What was/will be your counter-argument for today's essay topic on censorship?
Mini-Lesson: Review parts of the persuasive essay and W7 Notes
1) w8-My Improvements: Choose an assignment based on your area of need. Make sure you read the lesson before the exercises, because ANY wrong items will be corrected by you.
2) Write W9-persuasive essay: due today in basket
Prompt: Should television be censored for youth? Write to convince your reader whether youth should have censored TV
Assessment: Exit Slip/Persuasive Essay/W8
YB/6th
J#27
Reminder: Faculty contacts due 11/20; Ads or call slips due 11/24 (reminder of each and importance and impact on grade)
Reference section of manual reviewed in detail
Class Duties performed
Marketing Project:
-Detailed Plan with group returned with my notes (5)
-Implementation- You performing your plan and putting it into action in stages 1,2,3 (20 points)
YB/7th
Both days: Groups split up articles from copy section and list all of the questions the reporter had to ask to write the story. They are to label each set of questions with a title.
J#24 "Why does the Air Force need expensive new bombers? Have the people we've been bombing over the years been complaining?" -George Wallace
Think, Pair, Share and Discuss
Exit Slip 5: What is a counter-argument? What was/will be your counter-argument for today's essay topic on censorship?
Mini-Lesson: Review parts of the persuasive essay and W7 Notes
1) w8-My Improvements: Choose an assignment based on your area of need. Make sure you read the lesson before the exercises, because ANY wrong items will be corrected by you.
2) Write W9-persuasive essay: due today in basket
Prompt: Should television be censored for youth? Write to convince your reader whether youth should have censored TV
Assessment: Exit Slip/Persuasive Essay/W8
YB/6th
J#27
Reminder: Faculty contacts due 11/20; Ads or call slips due 11/24 (reminder of each and importance and impact on grade)
Reference section of manual reviewed in detail
Class Duties performed
Marketing Project:
-Detailed Plan with group returned with my notes (5)
-Implementation- You performing your plan and putting it into action in stages 1,2,3 (20 points)
YB/7th
Both days: Groups split up articles from copy section and list all of the questions the reporter had to ask to write the story. They are to label each set of questions with a title.
Creative Writing/Yearbook 11/13 A-11/16 B
CREATIVE WRITING
J#23 "Treat your friends as you do your pictures, and place them in the best light." Jennie Jerome Churchill
Think, pair, share and discuss
Portfolio check (10 points)
Exit Slip 4- What is the main difference between persuasive and expository writing? What items must be in persuasive writing that you don't have to have in expository? (Due before end of class)
Mini-Lesson Discussion of the differences between expository verses persuasive writing. Counter arguement discussed and examples given.
Work Period
Vocabulary Word Wall- Choose a word from the word wall, write the name at the top of your paper. Define the word with your group in student friendly language and put the part of speech. Draw a picture which illustrates the meaning of the word, then write a sentence, using context clues, that uses the word.
Read Expository/Persuasive Essays in class (6.0 congress essay, If You Assign My Book Don't Censor It). Parts of the persuasive essay discussed in detail and counter-arguement discussed again
W7-Persuasive/Expository- take notes from board-with Writer's Choice book
If time, start W8- My Improvements
Choose one of the assignments below, based on your area of need.
-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
Assessment: Exit slip due
YB/6th- J#26
Staff Organization section reviewed in class. Ladder assignment given to groups and checked off as a grade.
Reminder: Faculty contacts due 11/20; Ads or 10 call slips due 11/24
Journals checked the last class; turn in if not graded
Marketing Plans returned to groups to start implementing plans.
7th- Interviews past due-revise if needed. Copy section reviewed of manual
J#23 "Treat your friends as you do your pictures, and place them in the best light." Jennie Jerome Churchill
Think, pair, share and discuss
Portfolio check (10 points)
Exit Slip 4- What is the main difference between persuasive and expository writing? What items must be in persuasive writing that you don't have to have in expository? (Due before end of class)
Mini-Lesson Discussion of the differences between expository verses persuasive writing. Counter arguement discussed and examples given.
Work Period
Vocabulary Word Wall- Choose a word from the word wall, write the name at the top of your paper. Define the word with your group in student friendly language and put the part of speech. Draw a picture which illustrates the meaning of the word, then write a sentence, using context clues, that uses the word.
Read Expository/Persuasive Essays in class (6.0 congress essay, If You Assign My Book Don't Censor It). Parts of the persuasive essay discussed in detail and counter-arguement discussed again
W7-Persuasive/Expository- take notes from board-with Writer's Choice book
If time, start W8- My Improvements
Choose one of the assignments below, based on your area of need.
-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
Assessment: Exit slip due
YB/6th- J#26
Staff Organization section reviewed in class. Ladder assignment given to groups and checked off as a grade.
Reminder: Faculty contacts due 11/20; Ads or 10 call slips due 11/24
Journals checked the last class; turn in if not graded
Marketing Plans returned to groups to start implementing plans.
7th- Interviews past due-revise if needed. Copy section reviewed of manual
11/12/09
11/10A-11/12 B
Creative Writing
J#22 "The illiterate of the 21st century, will not be those who cannot read or write, but those who are not able to learn, unlearn and relearn." Alvin Toffler
Think, pair share, discuss with class
Word wall illustration-group assignment. Choose a word from the word wall and illustrate it as shown on the board.
Exit slip 4- Essential Questions: How is expository different than persuasive writing? What must you have in persuasive that you do not have to have in expository?
W7-Expository/Persuasive notes.
J#22 "The illiterate of the 21st century, will not be those who cannot read or write, but those who are not able to learn, unlearn and relearn." Alvin Toffler
Think, pair share, discuss with class
Word wall illustration-group assignment. Choose a word from the word wall and illustrate it as shown on the board.
Exit slip 4- Essential Questions: How is expository different than persuasive writing? What must you have in persuasive that you do not have to have in expository?
W7-Expository/Persuasive notes.
11/6/09
11/5 B-11/9 B
Yearbook/6th 11/5
-New seats
-Faculty contacts due; if not turned in, 2nd conference with teacher about this assignment mandatory
-Fix captions, turn in, staple caption notes and old captions
-Review manual sections, starting with captions
-Start listening more, talking less
-Follow the Rules
-Journal check 2 (10 points)
Creative Writing
J#21 "Don't say you don't have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michelangelo, Mother Theresa, Leonardo Da Vinci, Thomas Jefferson and Albert Einstein." -H. Jackson Brown
Think Pair share, record examples from group members, share with class
Work Period:
-Finish Group work, if not finished (20 questions)
-Staple new version to old version and to your individual questions
-FCAT explorer- Pretest or Timeline (40 questions-9th graders)
-Do as many skill seminar lessons as possible. Start with your weak strands (see R6 notes)
-Portfolio check-next class
-Go back to classroom, next class. Make sure you get your portfolio there for the check.
-New seats
-Faculty contacts due; if not turned in, 2nd conference with teacher about this assignment mandatory
-Fix captions, turn in, staple caption notes and old captions
-Review manual sections, starting with captions
-Start listening more, talking less
-Follow the Rules
-Journal check 2 (10 points)
Creative Writing
J#21 "Don't say you don't have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michelangelo, Mother Theresa, Leonardo Da Vinci, Thomas Jefferson and Albert Einstein." -H. Jackson Brown
Think Pair share, record examples from group members, share with class
Work Period:
-Finish Group work, if not finished (20 questions)
-Staple new version to old version and to your individual questions
-FCAT explorer- Pretest or Timeline (40 questions-9th graders)
-Do as many skill seminar lessons as possible. Start with your weak strands (see R6 notes)
-Portfolio check-next class
-Go back to classroom, next class. Make sure you get your portfolio there for the check.
11/4/09
11/4 A-11/5 B
Creative Writing
J#20 "I haven't failed, I've found 10,000 ways that don't work" -Thomas Edison
Exit slip 3/essential questions: What are the four FCAT strands in FCAT reading? What strands am I weak in, and what do those strands mean or reqire me to do?
Mini-Lesson: Reteach-Group Assignment, FCAT explorer demonstration
Work Period:
-Group work returned, fix, finish, turn back in
-10th, 11th grade-finish fcat explorer pre-test if not done (must be finished by next class)
-All- R6-FCAT strands/skills
FCAT explorer-work on skills seminar for all of your weak strands
R6-FCAT strands/skills notes
Words/phrases: meaning from context, inference
Comparison Contrast, Cause and Effect- All same strand
Main Idea: relevant details, methods of development, author's purpose, author's point of view, methods of appeal/persuasion, elements of plot, conflict and resolution, literary elements
Reference and Research: obtaining information, valid/reliable information, synthesizing information
Assessment: Exit slip 3, FCAT explorer pre-test or benchmark (40 items), Revised group questions
J#20 "I haven't failed, I've found 10,000 ways that don't work" -Thomas Edison
Exit slip 3/essential questions: What are the four FCAT strands in FCAT reading? What strands am I weak in, and what do those strands mean or reqire me to do?
Mini-Lesson: Reteach-Group Assignment, FCAT explorer demonstration
Work Period:
-Group work returned, fix, finish, turn back in
-10th, 11th grade-finish fcat explorer pre-test if not done (must be finished by next class)
-All- R6-FCAT strands/skills
FCAT explorer-work on skills seminar for all of your weak strands
R6-FCAT strands/skills notes
Words/phrases: meaning from context, inference
Comparison Contrast, Cause and Effect- All same strand
Main Idea: relevant details, methods of development, author's purpose, author's point of view, methods of appeal/persuasion, elements of plot, conflict and resolution, literary elements
Reference and Research: obtaining information, valid/reliable information, synthesizing information
Assessment: Exit slip 3, FCAT explorer pre-test or benchmark (40 items), Revised group questions
11/3 Yearbook
6th block
J#21
Faculty contacts due Nov. 5
Ad deadline 1- Nov 24 ($250 or 10 contacts made call slip)
Caption notes finished
Do journal after lunch
Copy new yearbook information
Type captions for pg 9 wkbk pic: one identification, one basic, and one expanded-Due today
Lead in checked by teacher-beginning of class
J#21
Faculty contacts due Nov. 5
Ad deadline 1- Nov 24 ($250 or 10 contacts made call slip)
Caption notes finished
Do journal after lunch
Copy new yearbook information
Type captions for pg 9 wkbk pic: one identification, one basic, and one expanded-Due today
Lead in checked by teacher-beginning of class
11/2/09
11/2A-11/3 B
Creative Writing
J#19
"If you want to make enemies, try to change something." -Woodrow Wilson
Think, pair, share, record examples of your group members, discuss as a class
Turn in exit slip from conferences-if you haven't already
Turn in exit slip about writing improvements-if you haven't already
HW check: Ms. Batten checks individual questions, 5 from your strongest strand, 5 from your weakest strand about the article R5 "Does Modern Society Make Us Fat"
Group work finished: Proofread questions from everyone in your group and choose the 5 best questions from each strand. For example, for reference and research you may choose one question from one group member, two from another group member, and two from your own paper. Once you've decided on the five best questions for each strand, type the questions and answers with your group. This means your group should have 20 typed questions and answers (five from each of the four strands. You can split the typed assignment up into separate documents, so you can all work on a part of it, but make sure you staple it all together and write all of your names. Before turning in the group work, you all must proofread everyone's work which you are turning in. For example, if one person in your group mispelled something or made a grammatical error, the rest of the group should catch it and fix it before printing and submitting the final document. Points will be deducted for poorly phrased, grammatically incorrect, or mispelled questions or answers.
Assessment: TURN IN Group work (20 questions organized by strand)stapled to individual questons from each group member.
Homework: Finish FCAT explorer pre-test if you haven't finished it yet
J#19
"If you want to make enemies, try to change something." -Woodrow Wilson
Think, pair, share, record examples of your group members, discuss as a class
Turn in exit slip from conferences-if you haven't already
Turn in exit slip about writing improvements-if you haven't already
HW check: Ms. Batten checks individual questions, 5 from your strongest strand, 5 from your weakest strand about the article R5 "Does Modern Society Make Us Fat"
Group work finished: Proofread questions from everyone in your group and choose the 5 best questions from each strand. For example, for reference and research you may choose one question from one group member, two from another group member, and two from your own paper. Once you've decided on the five best questions for each strand, type the questions and answers with your group. This means your group should have 20 typed questions and answers (five from each of the four strands. You can split the typed assignment up into separate documents, so you can all work on a part of it, but make sure you staple it all together and write all of your names. Before turning in the group work, you all must proofread everyone's work which you are turning in. For example, if one person in your group mispelled something or made a grammatical error, the rest of the group should catch it and fix it before printing and submitting the final document. Points will be deducted for poorly phrased, grammatically incorrect, or mispelled questions or answers.
Assessment: TURN IN Group work (20 questions organized by strand)stapled to individual questons from each group member.
Homework: Finish FCAT explorer pre-test if you haven't finished it yet
10/29/09
10/29 A-10/30 B
Creative Writing
J#18 "Wise men talk because they have something to say, fools, because they have to say something." Plato (429-347 BC)
Think, Pair, Share, Discuss- 3rd block record group members names and examples, due to not following teacher directions. Continue to do it this way from now on. Teacher will call on you to share group members' examples.
Exit Slip Question recorded: Have I made improvement in writing from the first writing assessment with my English teacher? What is my data that shows me?
Mini-Lesson: Ms. Batten reteaches choosing weakest and strongest strand, reviews FCAT strand packet, reviews article "Does Modern Society Make us Fat", jigsaws students by strengths and weaknesses
Work Period: Turn in exit slip from conferences (last class), conference with teacher if you haven't already, finish individual questions (10 Questions, 5 weakest strand, 5 strongest), jigsaw into groups by strengths, proofread all questions and narrow it down to the 5 best questions for each strand, type questions, answer questions, sort by strand, work on FCAT explorer timeline if time
Assessment: exit slip, FCAT questions (10 per person), Group typed questions (20 questions sorted by strand)- turn in together
Homework: Explorer pretest if not finished, individual questions if not finished
Yearbook
6th J#20, 11/5 new faculty contacts due, finish conferences with teacher regarding faculty contacts and ads. Ad deadline 1- 10 contacts or $250 contracted by Nov 24.
Caption notes started, pg 9, write a Lead In for the picture, due by the next class.
7th-Write an identification, basic and expanded caption for the displayed picture. Ad conferences with Ms Batten finished. Ad Deadline 1- $250 or 10 contacts made by Nov 24. Start reviewing copy section, manual.
J#18 "Wise men talk because they have something to say, fools, because they have to say something." Plato (429-347 BC)
Think, Pair, Share, Discuss- 3rd block record group members names and examples, due to not following teacher directions. Continue to do it this way from now on. Teacher will call on you to share group members' examples.
Exit Slip Question recorded: Have I made improvement in writing from the first writing assessment with my English teacher? What is my data that shows me?
Mini-Lesson: Ms. Batten reteaches choosing weakest and strongest strand, reviews FCAT strand packet, reviews article "Does Modern Society Make us Fat", jigsaws students by strengths and weaknesses
Work Period: Turn in exit slip from conferences (last class), conference with teacher if you haven't already, finish individual questions (10 Questions, 5 weakest strand, 5 strongest), jigsaw into groups by strengths, proofread all questions and narrow it down to the 5 best questions for each strand, type questions, answer questions, sort by strand, work on FCAT explorer timeline if time
Assessment: exit slip, FCAT questions (10 per person), Group typed questions (20 questions sorted by strand)- turn in together
Homework: Explorer pretest if not finished, individual questions if not finished
Yearbook
6th J#20, 11/5 new faculty contacts due, finish conferences with teacher regarding faculty contacts and ads. Ad deadline 1- 10 contacts or $250 contracted by Nov 24.
Caption notes started, pg 9, write a Lead In for the picture, due by the next class.
7th-Write an identification, basic and expanded caption for the displayed picture. Ad conferences with Ms Batten finished. Ad Deadline 1- $250 or 10 contacts made by Nov 24. Start reviewing copy section, manual.
10/28 Yearbook
YB 6th-
Finish theme/fix theme assignment
1)word lists
2)design
3)notes
Conference with Ms. Batten about faculty contacts and ad contacts- 4 given that you have to contact (7th block too)
Caption writing- pg 9 wkbk- Take notes (7th block if needed)
Ad Deadline 1- 10 contacts or $250 contracted by Nov 24, (7th too)
Finish theme/fix theme assignment
1)word lists
2)design
3)notes
Conference with Ms. Batten about faculty contacts and ad contacts- 4 given that you have to contact (7th block too)
Caption writing- pg 9 wkbk- Take notes (7th block if needed)
Ad Deadline 1- 10 contacts or $250 contracted by Nov 24, (7th too)
10/27/09
10/27 A- 10/28 B
Creative Writing
J#17
"I will not condemn you for what you did yesterday, if you do it right today." Sheldon S. Maye
Think, pair, share, discuss as a class
Reminder: Conferences
To Discuss: where you were in reading and writing at the beginning of the year, where you are now, data collection sheet needed, what writing tips you need to start working on, W5 and W6
While Ms. Batten is conferencing you should work on one of two things:
1) R5 Does Society Make Us Fat?
Write 10 questions, 5 from your strongest FCAT strand and 5 from your weakest FCAT strand,
about the article. Use the packet of FCAT stems and information to assist you with your
questions. Make sure the quesitons are clear about what they are asking, so if someone was
answering your questions, they'd be able to answer them without feeling confused about what you are asking.
2) Login to FCAT explorer and take the pretest.
J#17
"I will not condemn you for what you did yesterday, if you do it right today." Sheldon S. Maye
Think, pair, share, discuss as a class
Reminder: Conferences
To Discuss: where you were in reading and writing at the beginning of the year, where you are now, data collection sheet needed, what writing tips you need to start working on, W5 and W6
While Ms. Batten is conferencing you should work on one of two things:
1) R5 Does Society Make Us Fat?
Write 10 questions, 5 from your strongest FCAT strand and 5 from your weakest FCAT strand,
about the article. Use the packet of FCAT stems and information to assist you with your
questions. Make sure the quesitons are clear about what they are asking, so if someone was
answering your questions, they'd be able to answer them without feeling confused about what you are asking.
2) Login to FCAT explorer and take the pretest.
Login information given in class, go to FCATexplorer.com. Finish pretest before the next class.
Yearbook
Basic Caption due
Expanded caption-written in class- due beginning of next class
10/22/09
10/22 A-10/23 B
J#16 Creative Writing
"Deal with the faults of others as gently as with your own." -Chinese proverb
w6-add conclusion to your notes
Example conclusion:
(restate thesis-different words than intro)In conclusion, it would be a dream come true to spend the day with Ms. Winfrey because she is successful, and I could show her how much she means to me. I won't ever forget the first episode I watched of her show, and I will never forget how much she has inspired me. Perhaps, one day, I will get to meet her. (At end, relate conclusion back to how you hooked the reader and end with a general statement)
Teacher teaches conclusion. Class asked to identify the parts.
Review of introduction: engage the reader and thesis and support
Turn in W5 rewrite/stapled to old one. Due today. Add on a conclusion to your rewritten introduction and support. If you never turned in the first version, turn that in today, so I can get it back to you for the rewrite. Both grades will be on your report card.
Conferences with teacher: Bring your writing section and data collection sheet. You will discuss: where you were in reading and writing at the beginning of the year. Where you are now. What writing tips do you need to start working on (w3)? W5/W6 - Questioned about expository essay parts, such as why you didn't engage the reader?
Exit slip: Copy the questions below and answer them after you writing conference; turn in on the day you have your conference with me
Essential Questions to answer: What do I need to do to improve my writing? What level was on on FCAT writes? What level am I at now? What are my strong and weak areas in FCAT reading?
"Deal with the faults of others as gently as with your own." -Chinese proverb
w6-add conclusion to your notes
Example conclusion:
(restate thesis-different words than intro)In conclusion, it would be a dream come true to spend the day with Ms. Winfrey because she is successful, and I could show her how much she means to me. I won't ever forget the first episode I watched of her show, and I will never forget how much she has inspired me. Perhaps, one day, I will get to meet her. (At end, relate conclusion back to how you hooked the reader and end with a general statement)
Teacher teaches conclusion. Class asked to identify the parts.
Review of introduction: engage the reader and thesis and support
Turn in W5 rewrite/stapled to old one. Due today. Add on a conclusion to your rewritten introduction and support. If you never turned in the first version, turn that in today, so I can get it back to you for the rewrite. Both grades will be on your report card.
Conferences with teacher: Bring your writing section and data collection sheet. You will discuss: where you were in reading and writing at the beginning of the year. Where you are now. What writing tips do you need to start working on (w3)? W5/W6 - Questioned about expository essay parts, such as why you didn't engage the reader?
Exit slip: Copy the questions below and answer them after you writing conference; turn in on the day you have your conference with me
Essential Questions to answer: What do I need to do to improve my writing? What level was on on FCAT writes? What level am I at now? What are my strong and weak areas in FCAT reading?
10/21/09
10/21 B Yearbook (6th)
J#16
Faculty Liaison due Friday-reminder given with an example how to do the assignment in class
EX:
Faculty Liaison due Friday-reminder given with an example how to do the assignment in class
EX:
- Smith-10/22 Hexarts show 6:30 Auditorium
- Reynolds-nothing at this time
- Maynes-Doing a lab 10/20 1st, 2nd, 4th (-2 points because assignment turned in to late to take these pictures)
- Parker-Roots and Shoots service project, 10/25 at 6 p.m. at the school
- Baker-nothing at this time
- Bradford-Baseball scholarship presented on 10/23 at 9 am in conference room
- Adams- never responded to my emails
Assignment due Friday/ to go on Report card:
Word spin offs
- Exclusive synonyms: list all the words and phrases that mean almost the same ex: Private, secret
- List spin off phrases and words for EX and I, excuses, excellent, I am brave, I play, Who am I?
Then- Design
Design using pgs 3-4 of your wkbk, Remember we are going for a magazine look
Turn in: word spin-offs, wkbk, notes from the last class
10/20/09
10/20 A- 10/21 B
J#15-Creative Writing
"One who sits between two chairs may easily fall down." -Proverb from Romania and Russia
Think, pair, share, discuss as a class
W6-FCAT Writes-Tips (copy below or from board)
Example Intro:
(Engage the reader)One day, as I laid in bed sick with the flu, my mother turned on a talk show I had never seen before. On the episode, they split their audience by eye color and treated the blue-eyed people poorly. The host of the show didn't really hate blue-eyed people, but she was trying to teach them a lesson about what discrimination felt like. After that episode, I watched her show religiously. (End with thesis: what you will write about or your stance on an issue and your reasons why or which you will discuss. Should be one to two sentences maximum). So, If I could spend the day with anyone in the world, it would be Oprah Winfrey, because she defines success by living it, she teaches valuable lessons and I would show her how much I appreciate her.
Support:
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)
Elaborate:
It is always an enlightening experience when I step into Mr. Robinson's Biology Honors class. Although my classmates moan when they receive a textbook assignment, the sounds are quite different when he announces lab work. He always plans innovative and creative experiments. For example, once we dissected Leopard frogs delicately. Another time we used a portion of the electromagnetic spectrum to measure the properties of light. In my opinion, the realistic lab experience in Mr. Robinson's class is extremely interesting and worthwhile. (5,6)
Work period:
Journal/Think,Pair, Share
W6-FCAT Writes Tips-Take notes, see above
W5-Rewrite
Upon receiving W5 Expository back, rewrite your introduction and support only. Make sure you've engaged the reader, have a proper thesis, and elaborate support.
Conference: Next Class- Bring all writing assignments and data collection sheets
Progress Report 2 issued and signed for in class
Yearbook:
Discuss Theme throughout book
"One who sits between two chairs may easily fall down." -Proverb from Romania and Russia
Think, pair, share, discuss as a class
W6-FCAT Writes-Tips (copy below or from board)
Example Intro:
(Engage the reader)One day, as I laid in bed sick with the flu, my mother turned on a talk show I had never seen before. On the episode, they split their audience by eye color and treated the blue-eyed people poorly. The host of the show didn't really hate blue-eyed people, but she was trying to teach them a lesson about what discrimination felt like. After that episode, I watched her show religiously. (End with thesis: what you will write about or your stance on an issue and your reasons why or which you will discuss. Should be one to two sentences maximum). So, If I could spend the day with anyone in the world, it would be Oprah Winfrey, because she defines success by living it, she teaches valuable lessons and I would show her how much I appreciate her.
Support:
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)
Elaborate:
It is always an enlightening experience when I step into Mr. Robinson's Biology Honors class. Although my classmates moan when they receive a textbook assignment, the sounds are quite different when he announces lab work. He always plans innovative and creative experiments. For example, once we dissected Leopard frogs delicately. Another time we used a portion of the electromagnetic spectrum to measure the properties of light. In my opinion, the realistic lab experience in Mr. Robinson's class is extremely interesting and worthwhile. (5,6)
Work period:
Journal/Think,Pair, Share
W6-FCAT Writes Tips-Take notes, see above
W5-Rewrite
Upon receiving W5 Expository back, rewrite your introduction and support only. Make sure you've engaged the reader, have a proper thesis, and elaborate support.
Conference: Next Class- Bring all writing assignments and data collection sheets
Progress Report 2 issued and signed for in class
Yearbook:
Discuss Theme throughout book
10/19/09
10/14A-10/19B
10/14- PSAT testing. 3rd block- take this time to makeup work that you are missing in my class
10/14 B-
J#13 discussed from last class. Add to your journal if you didn't the last class. Take your portfolio out of the room with you until we are relocated back to our room. You are responsible for bringing it to class daily.
Reminder from Ms. Batten on past due work such as Group packet-marking assignment, W5-Expository essay assignment.
Essays 2-6 read aloud and parts discussed in class. Students called upon to point out where model papers engaged the reader, used a thesis, had supporting reasons, etc.
10/15 A-10/19 B
J#14 "When people are free to do as they please, they usually imitate each other." -Eric Hoffer
Discuss Journal Entry
Reminder of past due work from last week, group packet marking, and individual essay, marking and scoring.
Hook handouts taken out for review: Popcorn reading and brief discussion of the 5 ways to engage the reader on the handout.
MAP Test-makeups
Ms. Batten reads engaging beginnings from novels as examples and asks the class to identify each as one of the five ways to engage the reader, from handout.
Students find examples of engaging the reader in books. Use library or books provided. Share with the rest of the class.
Movie beginnings- Class views the beginnings of movies and/or tv shows and discusses how the director engaged the viewer.
Connection is made between engaging the viewer and engaging the reader.
10/14 B-
J#13 discussed from last class. Add to your journal if you didn't the last class. Take your portfolio out of the room with you until we are relocated back to our room. You are responsible for bringing it to class daily.
Reminder from Ms. Batten on past due work such as Group packet-marking assignment, W5-Expository essay assignment.
Essays 2-6 read aloud and parts discussed in class. Students called upon to point out where model papers engaged the reader, used a thesis, had supporting reasons, etc.
10/15 A-10/19 B
J#14 "When people are free to do as they please, they usually imitate each other." -Eric Hoffer
Discuss Journal Entry
Reminder of past due work from last week, group packet marking, and individual essay, marking and scoring.
Hook handouts taken out for review: Popcorn reading and brief discussion of the 5 ways to engage the reader on the handout.
MAP Test-makeups
Ms. Batten reads engaging beginnings from novels as examples and asks the class to identify each as one of the five ways to engage the reader, from handout.
Students find examples of engaging the reader in books. Use library or books provided. Share with the rest of the class.
Movie beginnings- Class views the beginnings of movies and/or tv shows and discusses how the director engaged the viewer.
Connection is made between engaging the viewer and engaging the reader.
10/12/09
10/12 A-10/13 B
Creative Writing
J#13
"Never look down on anybody unless your helping them up." Jesse Jackson
Give Ms. Batten your academy name. (1st, 2nd, 3rd block only)
Reminder from Ms. Batten/READ:
The last class you were supposed to turn in your group FCAT packet, with all of your names, and with a key (see board). You were supposed to use your group key to mark the different parts of the FCAT essay standard, such as engaging the reader, the thesis, etc. Your group key should be recorded on your packet somewhere. Groups should have marked the 2 through the 6 essays. Packets returned today in class.
Then, you were supposed to take your individual essay, W5-Expository, and come up with another key. It can be the same one you used with your group or your own. Using the key, you were supposed to mark your essay and turn it into the basket. Essays returned today in class to add on new part.
NEW:
Now, you will take W5-Expository, the essay you wrote about someone you would like to spend the day with, which you've already marked using your key which you've also recorded somewhere on your essay, you will now comment on your essay in the following areas: Focus, Organization, Support, Conventions. Then give your paper a score on the 6 point scale. Turn essay back in. Directions also on board.
*If you receive the W4-American Idol assignment back, fix it according to the following directions and turn back in. Directions also on board.
J#13
"Never look down on anybody unless your helping them up." Jesse Jackson
Give Ms. Batten your academy name. (1st, 2nd, 3rd block only)
Reminder from Ms. Batten/READ:
The last class you were supposed to turn in your group FCAT packet, with all of your names, and with a key (see board). You were supposed to use your group key to mark the different parts of the FCAT essay standard, such as engaging the reader, the thesis, etc. Your group key should be recorded on your packet somewhere. Groups should have marked the 2 through the 6 essays. Packets returned today in class.
Then, you were supposed to take your individual essay, W5-Expository, and come up with another key. It can be the same one you used with your group or your own. Using the key, you were supposed to mark your essay and turn it into the basket. Essays returned today in class to add on new part.
NEW:
Now, you will take W5-Expository, the essay you wrote about someone you would like to spend the day with, which you've already marked using your key which you've also recorded somewhere on your essay, you will now comment on your essay in the following areas: Focus, Organization, Support, Conventions. Then give your paper a score on the 6 point scale. Turn essay back in. Directions also on board.
*If you receive the W4-American Idol assignment back, fix it according to the following directions and turn back in. Directions also on board.
- After you've scored and commented in each of the four areas, in the margin write: right score or real score and record the score given to you as the actual score the audition should receive. Put a check next to your score if it matches the real/right score. If it doesn't match, in the margin, write a note why the right/real score is more accurate than your score.
Work Period Students:
- Respond to journal 5 minutes, Discuss as a class
- Read the reminder from Ms. Batten
- Take MAP exam, turn in
- Work on W5 essay (see directions above) or an assignment you haven't finished yet.
- Portfolios past due.
10/9/09
YB 9/29-10/9
- add to journals until J#13- free response
- Faculty contacts due before October 9
- Ad contact sheets back in
- Ad test
- 2 Posters due-get checked off
- Progress reports-fix anything missing
- Class Duties
- Photo workshop
- call slips, corporate letter distributed
- underclass picture delivery, help with underclass pictures.
- ad grade coming soon
9/28 A-10/9 B
Creative Writing
9/28 A-9/29 B
J#9-
R4-Fossil Fuels completed. Fill out identifying strengths chart. Turn in.
American Idol Rubric Distributed-explained. One to two auditions shown. If absent, look up American Idol auditions on Youtube and grade at least 6 auditions using W4 directions below.
W4-American Idol Auditions
Write each person's name and make comments on each one in the following areas: Focus, Organization, Support, Conventions. Then give them a score.
Reading Conferences with Ms. Batten finished
9/30 A-10/1B
J10-
Finish idol audition grading. Discuss with group members. Try to agree on grades/scores for each contestant.
Teacher checks portfolios for content and offers suggestions before grading on 10/6 A 10/7 B.
Gallery walk-standards based bulletin board explained to groups.
10/2 A- 10/5 B
J11-“Nobody can go back and start a new beginning, but anyone can start today and make a new ending.” Maria Robinson
Take out W4 and record the right scores in the margin next to your grade. Do not replace your score. If you got the score right, put a check. If you didn't get it right, put a note why you think you were off in scoring.
W5-Expository Essay- 45 minutes
Respond to the following prompt in 45 minutes.
Situation: Imagine you could spend the day with anyone in the world, from any time period.
Prompt: Write about who you could spend the day with and why.
10/6 A-10/7 B
J#12 "Every exit is an entrance somewhere." Tom Sheppherd
R4-Fossil Fuels reviewed. Check short responses of peers. Fill out charts. Turn in.
Hook handout- reviewed. Discussion about engaging reader.
FCAT packet-Essays 1-6 distributed. Groups to write on only one handout. Put all of your names and come up with a key for marking the following:
-Engaging the reader
-Develops a controlling idea/thesis
-Organization/reasons per paragraph
-Support, details, examples, description, definitions, illustrations, elaboration
-conclusion
Ms. Batten models the 1 essay and how to mark/highlight the above items with whole class. Groups are to finish the 2-6 on their owns.
turn in.
Homework-Come up with a key, for writing standard above, and or mark your W5 essay. The key does not have to be the same as the one used in your group. Due the next class
9/28 A-9/29 B
J#9-
R4-Fossil Fuels completed. Fill out identifying strengths chart. Turn in.
American Idol Rubric Distributed-explained. One to two auditions shown. If absent, look up American Idol auditions on Youtube and grade at least 6 auditions using W4 directions below.
W4-American Idol Auditions
Write each person's name and make comments on each one in the following areas: Focus, Organization, Support, Conventions. Then give them a score.
Reading Conferences with Ms. Batten finished
9/30 A-10/1B
J10-
Finish idol audition grading. Discuss with group members. Try to agree on grades/scores for each contestant.
Teacher checks portfolios for content and offers suggestions before grading on 10/6 A 10/7 B.
Gallery walk-standards based bulletin board explained to groups.
10/2 A- 10/5 B
J11-“Nobody can go back and start a new beginning, but anyone can start today and make a new ending.” Maria Robinson
Take out W4 and record the right scores in the margin next to your grade. Do not replace your score. If you got the score right, put a check. If you didn't get it right, put a note why you think you were off in scoring.
W5-Expository Essay- 45 minutes
Respond to the following prompt in 45 minutes.
Situation: Imagine you could spend the day with anyone in the world, from any time period.
Prompt: Write about who you could spend the day with and why.
10/6 A-10/7 B
J#12 "Every exit is an entrance somewhere." Tom Sheppherd
R4-Fossil Fuels reviewed. Check short responses of peers. Fill out charts. Turn in.
Hook handout- reviewed. Discussion about engaging reader.
FCAT packet-Essays 1-6 distributed. Groups to write on only one handout. Put all of your names and come up with a key for marking the following:
-Engaging the reader
-Develops a controlling idea/thesis
-Organization/reasons per paragraph
-Support, details, examples, description, definitions, illustrations, elaboration
-conclusion
Ms. Batten models the 1 essay and how to mark/highlight the above items with whole class. Groups are to finish the 2-6 on their owns.
turn in.
Homework-Come up with a key, for writing standard above, and or mark your W5 essay. The key does not have to be the same as the one used in your group. Due the next class
9/25/09
9/18 A-9/21 B
CW
J#7 "An angry man opens his mouth and shuts up his eyes." Anonymous
think-pair-share with group and write for each group member an example under your journal entry
Turn in W1 or W2 rewrite-homework
With group finish your group rewrite of the W1 Myself student paper which was typed. Remember to attach you individual proofreading corrections to the worksheet to your group paper. Due today.
Journalism-6th- J#7
Ad contact sheet started in class and ad contracts reviewed; complete class duty;
Journalism-7th- Ad contact sheet explained and started.
9/22 A-9/23 B
Review Journals 1-7 to make sure they look like you've responsed for five minutes, you have a summary, and you have examples elaborated which relate to the quote.
Group work returned to redo. Students are supposed to fix W1-myself worksheet as if they were the student who wrote it. As a a group they should eliminate the 15 common writing mistakes discussed in W3 and in class. Redo and turn back in.
Group rubric. Taking the 6 Expository essays, 1-6, come up with a group rubric for each level of the fcat writing test. In the four areas of focus, organization, support and conventions tell what a student needs to do in order to achieve each score. Turn in.
Conferences- Teacher conferences about FCAT reading practices with each student.
9/24 A-9/25 B
J#8 "The harder you fall, the higher you bounce." -Raffiki, The Lion King
Think pair share, and discuss as a class.
Group rubric returned. Individual FCAT Writes rubrics distributed. Class marks level 6 on the FCAT writes rubric by the 4 categories you are graded on: 1)Focus 2)Organization 3)Support 4)Conventions. Then they underline and discuss key words in each section that indicate how well you are supposed to do in each area. For example, for Focus, we underlined focused, purposeful, and reflects insight. Finish the rest of the rubric on your own. Then meet back with group and compare the FCAT rubric to your group rubric. Add anything your group is missing but in student friendly language.
Turn in.
Continue conferences with teacher. Progress reports distributed.
Journalism/6th
J#9
Proofreading symbols/Writing Tips checked
Photo workshop
Ad contracts distributed
Rewrite due-attach old to new
Ad contacts due- finish and turn in
Class Duty
Magazine Hw- last chance for partial credit
Ad manual distributed
7th-
Ad manual distributed - told to read through for test on Thursday
Ad to ad contact sheet for more credit
CW
J#7 "An angry man opens his mouth and shuts up his eyes." Anonymous
think-pair-share with group and write for each group member an example under your journal entry
Turn in W1 or W2 rewrite-homework
With group finish your group rewrite of the W1 Myself student paper which was typed. Remember to attach you individual proofreading corrections to the worksheet to your group paper. Due today.
Journalism-6th- J#7
Ad contact sheet started in class and ad contracts reviewed; complete class duty;
Journalism-7th- Ad contact sheet explained and started.
9/22 A-9/23 B
Review Journals 1-7 to make sure they look like you've responsed for five minutes, you have a summary, and you have examples elaborated which relate to the quote.
Group work returned to redo. Students are supposed to fix W1-myself worksheet as if they were the student who wrote it. As a a group they should eliminate the 15 common writing mistakes discussed in W3 and in class. Redo and turn back in.
Group rubric. Taking the 6 Expository essays, 1-6, come up with a group rubric for each level of the fcat writing test. In the four areas of focus, organization, support and conventions tell what a student needs to do in order to achieve each score. Turn in.
Conferences- Teacher conferences about FCAT reading practices with each student.
9/24 A-9/25 B
J#8 "The harder you fall, the higher you bounce." -Raffiki, The Lion King
Think pair share, and discuss as a class.
Group rubric returned. Individual FCAT Writes rubrics distributed. Class marks level 6 on the FCAT writes rubric by the 4 categories you are graded on: 1)Focus 2)Organization 3)Support 4)Conventions. Then they underline and discuss key words in each section that indicate how well you are supposed to do in each area. For example, for Focus, we underlined focused, purposeful, and reflects insight. Finish the rest of the rubric on your own. Then meet back with group and compare the FCAT rubric to your group rubric. Add anything your group is missing but in student friendly language.
Turn in.
Continue conferences with teacher. Progress reports distributed.
Journalism/6th
J#9
Proofreading symbols/Writing Tips checked
Photo workshop
Ad contracts distributed
Rewrite due-attach old to new
Ad contacts due- finish and turn in
Class Duty
Magazine Hw- last chance for partial credit
Ad manual distributed
7th-
Ad manual distributed - told to read through for test on Thursday
Ad to ad contact sheet for more credit
9/16/09
9/14 A-9/17 B
9/14A -9/15 B Creative Writing
J#5 "When all think alike, no one is thinking very clearly." -Walter Lippmann
Think-pair-share journals and restate a group member's journal
Take out Baggy clothes, answer sheet distributed. Discussion of how to earn participation points. Use the response frames and label the parts. (see a group member or Ms. Batten for example) Fill out identifying strengths chart. Turn in FCAT article, answers, and strengths chart.
Turn in rewrite homework. The old one should be stapled to the new version.
Class Procedures Test, handed back and reviewed.
Groups rearranged, so one strong listener is present in each group.
W3-finished the notes
FCAT strands reviewed for Learning Target part on strengths chart.
9/15- Journalism/Yearbook (6th)
J#5 Free Response.
Tshirt reminder- due Wednesday
-Proofreading Writing Tips, take notes and rewrite Myself or What I expect- next class
-Time given in class to work on class duty or finish an assignment that should have been turned in in another class
-Remember Theme group assignment and skit idea in detail, group assignment were turned in the last class.
-Manual check
-Ms. Vandigriff, ad presenter. Take notes on ad prices and on how to sell ads.
Skinny-YB
Photo presentation, tryouts
Ad presentation, take notes
9/16 A-9/17 B
J#6 "The only think we have to fear is fear itself." -Franklin Delano Roosevelt
Think-pair-share. Restate what a group member said.
Baggy clothes article, answers, and chart returned with the opportunity to fix any mistakes before turning in for a grade.
Class reviews answers to Baggy clothes and fill out the strengths and data collection charts.
Exchange papers and grade, short and extended. Fill out charts, and turn in article, answers and charts to the basket.
W3- notes reviewed
Group Work explained- Take the sample student worksheet which you made proofreading corrections and jigsaw the corrections as a group. Decide what needs to be rewritten and fixed and rewrite the student work on one piece of paper. Turn in individual proofing correction worksheets and the group rewrite stapled together. To finish the next class.
W1 or W2 rewrite returned.
HW- rewrite the assignment you didn't the first time, or rewrite the rewrite, if you still have mistakes. Due the next class
7th block skinny/YB
I terms- lists
Download pictures, Photoshop, editing workshop, Take notes.
Discuss dress code, school vs real world photo appropriate behaviors, be careful about what you say about others and the yearbook when out of class, Photographer expectations
Editors meeting reminder, parking lot reminder, ads materials due.
J#5 "When all think alike, no one is thinking very clearly." -Walter Lippmann
Think-pair-share journals and restate a group member's journal
Take out Baggy clothes, answer sheet distributed. Discussion of how to earn participation points. Use the response frames and label the parts. (see a group member or Ms. Batten for example) Fill out identifying strengths chart. Turn in FCAT article, answers, and strengths chart.
Turn in rewrite homework. The old one should be stapled to the new version.
Class Procedures Test, handed back and reviewed.
Groups rearranged, so one strong listener is present in each group.
W3-finished the notes
FCAT strands reviewed for Learning Target part on strengths chart.
9/15- Journalism/Yearbook (6th)
J#5 Free Response.
Tshirt reminder- due Wednesday
-Proofreading Writing Tips, take notes and rewrite Myself or What I expect- next class
-Time given in class to work on class duty or finish an assignment that should have been turned in in another class
-Remember Theme group assignment and skit idea in detail, group assignment were turned in the last class.
-Manual check
-Ms. Vandigriff, ad presenter. Take notes on ad prices and on how to sell ads.
Skinny-YB
Photo presentation, tryouts
Ad presentation, take notes
9/16 A-9/17 B
J#6 "The only think we have to fear is fear itself." -Franklin Delano Roosevelt
Think-pair-share. Restate what a group member said.
Baggy clothes article, answers, and chart returned with the opportunity to fix any mistakes before turning in for a grade.
Class reviews answers to Baggy clothes and fill out the strengths and data collection charts.
Exchange papers and grade, short and extended. Fill out charts, and turn in article, answers and charts to the basket.
W3- notes reviewed
Group Work explained- Take the sample student worksheet which you made proofreading corrections and jigsaw the corrections as a group. Decide what needs to be rewritten and fixed and rewrite the student work on one piece of paper. Turn in individual proofing correction worksheets and the group rewrite stapled together. To finish the next class.
W1 or W2 rewrite returned.
HW- rewrite the assignment you didn't the first time, or rewrite the rewrite, if you still have mistakes. Due the next class
7th block skinny/YB
I terms- lists
Download pictures, Photoshop, editing workshop, Take notes.
Discuss dress code, school vs real world photo appropriate behaviors, be careful about what you say about others and the yearbook when out of class, Photographer expectations
Editors meeting reminder, parking lot reminder, ads materials due.
9/11/09
9/8 A-9/11B
Creative Writing
9/8-9/9
J#3 "There is only one success: to be able to spend your life in your own way, and to not give others absurd, maddening claims upon it." -Christopher Darlington Morley
Think pair share journals. Share in class. Teacher provides feedback
Review FCAT R2-China- answers on overhead; models given of short and extended response, fill out identifying strength chart while answers are given
Exchange papers and grade each other's short and extended response. Return, finish filling out identifying strengths chart. Then fill out the data collection chart. Turn in R2 and both charts to the basket.
W1 and W2 returned. Homework assignment coming to rewrite one of these.
W3-Proofreading Marks/Writing Mistakes
Copy down the chart from the Writer's Choice Book, in full.
9/10-9/11
J#4 "If a million people say a foolish thing, it is still a foolish thing." Anatole France
Discuss as a class.
R2 and charts returned with a participation grade. Explanation is given of the grade given and how grades will be given in the future, such as you must use the short and extended response frame.
R3 "Baggy Pants"- mark the text; adjust how you mark according to this text. Keep for next class.
After marking, take sample student writing W1 and using proofreading marks, correct it. Keep for next class.
W3-add to notes
1)Spell things out
2)Don't refer to people as things
3)Don't start sentences with Well, Like, And, Or, Because, But
4)Don't use words that aren't needed
5)Don't speak to the reader unless directed.
6)Write complete thoughts.
7)Write more and elaborate.
8)Use appropriate transitions to introduce and connect ideas.
9)Avoid slang and writing how you speak
10)Say no to run-ons
Each writing tip explained with examples from student writing.
Journalism period 6-
9/9 B
J#3 free response, take theme notes, then go through the 2009 book and tell me how theme is portrayed in each section both verbally and visually
Class Duties assigned and explained.
ID pictures taken
9/11 B
J#4 free response
20 minutes- skit ideas; choose one as a group and write it out in detail
Class duty-complete your classroom duty if possible
Finish yearbook theme papers from the last class
Manual check
9/8-9/9
J#3 "There is only one success: to be able to spend your life in your own way, and to not give others absurd, maddening claims upon it." -Christopher Darlington Morley
Think pair share journals. Share in class. Teacher provides feedback
Review FCAT R2-China- answers on overhead; models given of short and extended response, fill out identifying strength chart while answers are given
Exchange papers and grade each other's short and extended response. Return, finish filling out identifying strengths chart. Then fill out the data collection chart. Turn in R2 and both charts to the basket.
W1 and W2 returned. Homework assignment coming to rewrite one of these.
W3-Proofreading Marks/Writing Mistakes
Copy down the chart from the Writer's Choice Book, in full.
9/10-9/11
J#4 "If a million people say a foolish thing, it is still a foolish thing." Anatole France
Discuss as a class.
R2 and charts returned with a participation grade. Explanation is given of the grade given and how grades will be given in the future, such as you must use the short and extended response frame.
R3 "Baggy Pants"- mark the text; adjust how you mark according to this text. Keep for next class.
After marking, take sample student writing W1 and using proofreading marks, correct it. Keep for next class.
W3-add to notes
1)Spell things out
2)Don't refer to people as things
3)Don't start sentences with Well, Like, And, Or, Because, But
4)Don't use words that aren't needed
5)Don't speak to the reader unless directed.
6)Write complete thoughts.
7)Write more and elaborate.
8)Use appropriate transitions to introduce and connect ideas.
9)Avoid slang and writing how you speak
10)Say no to run-ons
Each writing tip explained with examples from student writing.
Journalism period 6-
9/9 B
J#3 free response, take theme notes, then go through the 2009 book and tell me how theme is portrayed in each section both verbally and visually
Class Duties assigned and explained.
ID pictures taken
9/11 B
J#4 free response
20 minutes- skit ideas; choose one as a group and write it out in detail
Class duty-complete your classroom duty if possible
Finish yearbook theme papers from the last class
Manual check
9/4/09
9//3 A- 9/4 B
Creative Writing
"Minds are like parachutes, they only function when they are open." -Sir Dewer, Scientist
(5 min)
Think Pair Share; Share with class; Teacher provides feedback
Study for test 10 min.
R1-marking/responding- take out and add to notes, FCAT stands
1)words/phrases
2)main idea/plot/purpose
3)compare/contrast and cause/effect
4)reference/research
The following handouts explained in detail:
short/extended response rubric and checklist
short/extended response frame
identifying strengths chart
Class Procedures Test taken in class
After test, answer R2-China. Record answers on the China worksheet, while filling out Identifying strengths chart. Finish for homework. Must have information in next class.
Yearbook/6th block
J#2-Free Response
1)Procedures/Rules/Questions/Manual Check- discussion about procedures and rules with teacher
2)Banners outside
3)Posters-4 each
4)Windows take down old and put up correct info
By Wednesday, should have manual.
Wed Sept 9 ID pics taken
Yearbook/7th block
Hang posters, banners and clean up
"Minds are like parachutes, they only function when they are open." -Sir Dewer, Scientist
(5 min)
Think Pair Share; Share with class; Teacher provides feedback
Study for test 10 min.
R1-marking/responding- take out and add to notes, FCAT stands
1)words/phrases
2)main idea/plot/purpose
3)compare/contrast and cause/effect
4)reference/research
The following handouts explained in detail:
short/extended response rubric and checklist
short/extended response frame
identifying strengths chart
Class Procedures Test taken in class
After test, answer R2-China. Record answers on the China worksheet, while filling out Identifying strengths chart. Finish for homework. Must have information in next class.
Yearbook/6th block
J#2-Free Response
1)Procedures/Rules/Questions/Manual Check- discussion about procedures and rules with teacher
2)Banners outside
3)Posters-4 each
4)Windows take down old and put up correct info
By Wednesday, should have manual.
Wed Sept 9 ID pics taken
Yearbook/7th block
Hang posters, banners and clean up
9/2/09
9/1 A-9/2 B
Creative Writing
J#1-"To build may have to be the slow and laborious task of years, to destroy can be the thoughtless act of a single day."-Sir Winston Churchill
1)Copy Quote
2)Summarize in Own Words
3)Give specific examples
Teacher explains how to complete journal and how to label journals. Class think-pair-share with group members and decides one journal entry to read to the class. Model journal read from teacher illustrating how to elaborate in specific detail the examples.
R1-Marking/responding redistributed to students. Come up with a key for marking the text. You can use Ms. Batten's system or come up with your own. You should not mark things all of the same way. Add key to your chart.
Also on R1, make a category for the things you must include on short and extended response to get full credit.
-Begin with a topic sentence that addresses the question
-Answer every part of the question
-Provide details from the text to support your answer
-Elaborate how the details relate to the answer
-Use transitions
-End with a concluding sentence
Keep R1 in your portfolio to use the next class
3 FCAT reading handouts distributed: FCAT short/extended rubric, FCAT short/extended Framework, Data Collection Form. Students are to place handouts in the front, back pocket, or the beginning of their reading section.
R2-"China"
Pick up the China article and mark the text and questions only. Do not answer the questions yet. Only mark the text using the marking system you came up with.
Portfolios checked-due by today.
Review class procedures, group procedures. Remember test coming next class.
Journalism 1-2
J#1-Free Response- write until the bell. Journal procedures explained.
After lunch, Mike Taylor, Marvin Mayer, Stephen Williams here from Taylor Publishing. Marketing discussion and plan discussed with class. Goal of 530 books to sell is established. Mr. Taylor offers IPods if we meet our goal to auction off to yb staff members. Groups established and marketing ideas explored.
Next class, to make banners for key areas. No test, if all students can answer questions regarding the class procedures and rules.
Yearbook-7th-skinny- Deliver senior letter; Come up with 15 ways to get students or parents more interested in buying a book. Turn in.
J#1-"To build may have to be the slow and laborious task of years, to destroy can be the thoughtless act of a single day."-Sir Winston Churchill
1)Copy Quote
2)Summarize in Own Words
3)Give specific examples
Teacher explains how to complete journal and how to label journals. Class think-pair-share with group members and decides one journal entry to read to the class. Model journal read from teacher illustrating how to elaborate in specific detail the examples.
R1-Marking/responding redistributed to students. Come up with a key for marking the text. You can use Ms. Batten's system or come up with your own. You should not mark things all of the same way. Add key to your chart.
Also on R1, make a category for the things you must include on short and extended response to get full credit.
-Begin with a topic sentence that addresses the question
-Answer every part of the question
-Provide details from the text to support your answer
-Elaborate how the details relate to the answer
-Use transitions
-End with a concluding sentence
Keep R1 in your portfolio to use the next class
3 FCAT reading handouts distributed: FCAT short/extended rubric, FCAT short/extended Framework, Data Collection Form. Students are to place handouts in the front, back pocket, or the beginning of their reading section.
R2-"China"
Pick up the China article and mark the text and questions only. Do not answer the questions yet. Only mark the text using the marking system you came up with.
Portfolios checked-due by today.
Review class procedures, group procedures. Remember test coming next class.
Journalism 1-2
J#1-Free Response- write until the bell. Journal procedures explained.
After lunch, Mike Taylor, Marvin Mayer, Stephen Williams here from Taylor Publishing. Marketing discussion and plan discussed with class. Goal of 530 books to sell is established. Mr. Taylor offers IPods if we meet our goal to auction off to yb staff members. Groups established and marketing ideas explored.
Next class, to make banners for key areas. No test, if all students can answer questions regarding the class procedures and rules.
Yearbook-7th-skinny- Deliver senior letter; Come up with 15 ways to get students or parents more interested in buying a book. Turn in.
8/31/09
8/24 A-8/31 B Journalism 1-2
8/24 A-8/31 B- Journalism I-II/6Th
8/25 B-
Welcome Handout- fill out 2 index cards according to the directions on the handout.
Myself-Write 2 paragraphs about yourself
Class Procedures Handout reviewed in class.
8/27 B-
Class Procedures Handout given to each person. Reviewed again. Class Duty handout distributed and each person specifies which duty they would prefer.
8/31 B-
Class Procedures Handout finished and reviewed. Group Rules and Procedures reviewed. Yearbook rules reviewed. Manuals due by the next class. Yearbook ordering information given. Students must take notes. Each person is to start making 4 posters.
8/25 B-
Welcome Handout- fill out 2 index cards according to the directions on the handout.
Myself-Write 2 paragraphs about yourself
Class Procedures Handout reviewed in class.
8/27 B-
Class Procedures Handout given to each person. Reviewed again. Class Duty handout distributed and each person specifies which duty they would prefer.
8/31 B-
Class Procedures Handout finished and reviewed. Group Rules and Procedures reviewed. Yearbook rules reviewed. Manuals due by the next class. Yearbook ordering information given. Students must take notes. Each person is to start making 4 posters.
8/24 A-8/31 B
Creative Writing
8/24 A-8/25 B
Welcome Handout- Fill out 2 index cards, according to the directions on the Welcome Handout.
Complete Assignment W1-Myself- Write 2 paragraphs about yourself.
Class Procedures Handout/Rules distributed and reviewed in detail. Portfolio is due in class next week, at the beginning of the week. The Class Procedures Test is at the end of next week.
8/26 A-8/27 B
Students review class procedures and rules
W2-What I expect from a teacher- Write 3 detailed paragraphs about what you expect from a teacher. You can use examples of positive things teachers did and negative things, if you'd like.
Jigsaw-Groups split up group procedures and rules and present the right and wrong way of following them for the class.
Review Procedures and Rules again. Portfolio due date-reminder. Class Procedures Test-reminder.
8/28 A-8/31 B
Portfolio check-B Day classes
Take out a sheet of paper and label it R1-marking/responding
Group rules/procedures handout distributed and given to groups to review. Class stopped, popcorn reading of group rules and procedures as a class. Teacher explains group rules and procedures in detail. Group rules and procedures to be on the Class Procedures Test.
Group Work: Handout given to groups: "China". On R1, each group is to list what items should be marked when reading FCAT passages, such as "China." When finished with list, one at a time, groups will write items on the board. When finished, Ms. Batten writes The Things You Should Mark on FCAT passages. Students are asked to come up with a key for marking each items. Ms. Batten suggests a key, but tells students they should come up with their own system. Students talk about why they cannot mark everything the same. Example is provided of what a marked article and questions look like.
Review Procedures for test. Portfolios due 8/31 B 9/1 A.
8/24 A-8/25 B
Welcome Handout- Fill out 2 index cards, according to the directions on the Welcome Handout.
Complete Assignment W1-Myself- Write 2 paragraphs about yourself.
Class Procedures Handout/Rules distributed and reviewed in detail. Portfolio is due in class next week, at the beginning of the week. The Class Procedures Test is at the end of next week.
8/26 A-8/27 B
Students review class procedures and rules
W2-What I expect from a teacher- Write 3 detailed paragraphs about what you expect from a teacher. You can use examples of positive things teachers did and negative things, if you'd like.
Jigsaw-Groups split up group procedures and rules and present the right and wrong way of following them for the class.
Review Procedures and Rules again. Portfolio due date-reminder. Class Procedures Test-reminder.
8/28 A-8/31 B
Portfolio check-B Day classes
Take out a sheet of paper and label it R1-marking/responding
Group rules/procedures handout distributed and given to groups to review. Class stopped, popcorn reading of group rules and procedures as a class. Teacher explains group rules and procedures in detail. Group rules and procedures to be on the Class Procedures Test.
Group Work: Handout given to groups: "China". On R1, each group is to list what items should be marked when reading FCAT passages, such as "China." When finished with list, one at a time, groups will write items on the board. When finished, Ms. Batten writes The Things You Should Mark on FCAT passages. Students are asked to come up with a key for marking each items. Ms. Batten suggests a key, but tells students they should come up with their own system. Students talk about why they cannot mark everything the same. Example is provided of what a marked article and questions look like.
Review Procedures for test. Portfolios due 8/31 B 9/1 A.
5/14/09
5/6 A-5/7 B
No Journal or Reading Entry- Guidance Scheduling
Do pg 267 in wkbk.
Class reads Romeo and Juliet excerpt and completes pg 266. Also do pg 268.
5/8 A- 5/11 B
J#44- Get with your group members and look online for at least 2 laws from other countries that differ from the laws here in the United States
R#44-Multiple
Review-Literary Analysis Paper TFA-due next class. Reminder to use the Guide when writing and the models. Reminder of what will be turned in.
266-268 checked in wkbk for completion
Class discusses journal entries then completes wkbk pg 269-270. Pages checked for completion. Begin Michael Fay pg 271 and read Michael Fay Controversy-Background Information.
Split up articles to be read for the next class.
5/12 A-5/13 B
J#45-
What would Michael Fay's punishment have been if convicted in the United States today?
R#45 multiple
Michael Fay Case- Finish pg 271, with your group read the 2 Michael Fay Articles. Split up the articles so half of you read one and half read the other. While reading the articles, look for clue words that indicate how the journalist feels about the caning of Fay. With your group, do the chart on pg 276. Make sure you take detailed notes in the chart and are sure whether each article reflects a pro/con choice on the caning.
Writing Scores given
EA6-TFA Analysis Paper Due
Rubric
Final Draft Typed
Conclusion and Conclusion Editing Sheet
Any part of the paper which you did not already turn in for credit
5/14 A-5/15 B
J#46
"Defeat isn't bitter if you don't swallow it." -Helen Keller
R#46- multiple
No Journal or Reading Entry- Guidance Scheduling
Do pg 267 in wkbk.
Class reads Romeo and Juliet excerpt and completes pg 266. Also do pg 268.
5/8 A- 5/11 B
J#44- Get with your group members and look online for at least 2 laws from other countries that differ from the laws here in the United States
R#44-Multiple
Review-Literary Analysis Paper TFA-due next class. Reminder to use the Guide when writing and the models. Reminder of what will be turned in.
266-268 checked in wkbk for completion
Class discusses journal entries then completes wkbk pg 269-270. Pages checked for completion. Begin Michael Fay pg 271 and read Michael Fay Controversy-Background Information.
Split up articles to be read for the next class.
5/12 A-5/13 B
J#45-
What would Michael Fay's punishment have been if convicted in the United States today?
R#45 multiple
Michael Fay Case- Finish pg 271, with your group read the 2 Michael Fay Articles. Split up the articles so half of you read one and half read the other. While reading the articles, look for clue words that indicate how the journalist feels about the caning of Fay. With your group, do the chart on pg 276. Make sure you take detailed notes in the chart and are sure whether each article reflects a pro/con choice on the caning.
Writing Scores given
EA6-TFA Analysis Paper Due
Rubric
Final Draft Typed
Conclusion and Conclusion Editing Sheet
Any part of the paper which you did not already turn in for credit
5/14 A-5/15 B
J#46
"Defeat isn't bitter if you don't swallow it." -Helen Keller
R#46- multiple
Do wkbk pg 278, split up chart on 279, jigsaw together and fill out the chart after reading the story on pg 280-284
Discuss 285, Read 286
4/15/09
4/14 A- 4/15 B
English II
J#37
Compare and Contract Okonkwo to Uchendu using textual support.
discussed
R#37
Read Ch 21-22-HW due the next class (mark in your book)
Portfolio grade returned
Groups present first set of pages. 1B-left off with pink group. Review.
MASS MEDIA
J#21-Free Response
Copy handouts distributed- 5 handouts
A12-Writing interesting copy- make two columns, one do and one don't, fill out the chart as we discuss interesting and boring stories in class
3 articles-Brady Dennis- read in class and discussed in detail as models. HW assignment, take home Man in the Mask and One hour at Time and label it the way I did with After the Sky Fell. Due the next class.
SB4 Quiz- next class.
YEARBOOK
Deadline 5 and proofs due Frida
J#37
Compare and Contract Okonkwo to Uchendu using textual support.
discussed
R#37
Read Ch 21-22-HW due the next class (mark in your book)
Portfolio grade returned
Groups present first set of pages. 1B-left off with pink group. Review.
MASS MEDIA
J#21-Free Response
Copy handouts distributed- 5 handouts
A12-Writing interesting copy- make two columns, one do and one don't, fill out the chart as we discuss interesting and boring stories in class
3 articles-Brady Dennis- read in class and discussed in detail as models. HW assignment, take home Man in the Mask and One hour at Time and label it the way I did with After the Sky Fell. Due the next class.
SB4 Quiz- next class.
YEARBOOK
Deadline 5 and proofs due Frida
4/13/09
3/26A-4/13B
3/26 A- 4/13 B
English
1a- character tableau- TFA
1b- review Bend it Like Beckham worksheets, models and handouts. Organize portfolios for check coming up after spring break.
Mass Media
J#18-List all of the Parker clubs you can think of with your group.
Newspaper assignment- group- Pretend like you are the editors of the Smoke Signals newspaper and decide which clubs you would feature if you only had two pages to do so. Present propaganda posters to class, as if you are doing a real commercial. Turn posters in. Then explain your choice to feature the clubs you did.
YEARBOOK- work on deadlines
4/7 A- 4/8 B
English
J#35- Describe the relationship Ezinma and Ekwefi have. Use textual support.
R#35- Write TFA Ch 19-20- HW due 4/14 A- 4/15 B
Bend it Like Beckham-paper reminder/review
EA#6- TFA Literary Analysis mapped out as a class- Place in front of your portfolio
Page numbers distributed for Ch 8-18 to groups. Choose 5 things from each set of pages, total of 10, to share with the rest of the class.
Mass Media
J#19-free- write whatever you want
Yearbook workbooks distributed- caption pg 8 done and turned in for grade
A11-caption notes- take notes during presentation
Yearbook- Monday- don't have to stay after, instead stay after this week for 3 hours, or during SOS if you are behind on any deadlines-required
-Mondays will continue until all proofs are in
4/10 A- 4/13 B
English
J#36
Describe some of the wedding/courting rituals in the Ibo culture. Use textual support.
R#36- TFA Ch 19-20
EA5- Bend It paper due. Rubric, Final Draft, Rough Draft, Outline, Brainstorm
Portfolios checked in class- due for 100 points.
Mass Media
J#20-Free response
A11- caption notes finished
1B-copy started
Yearbook
Monday- 2:30-4:30 staying after
Work on group TFA review assignment or reading TFA.
English
1a- character tableau- TFA
1b- review Bend it Like Beckham worksheets, models and handouts. Organize portfolios for check coming up after spring break.
Mass Media
J#18-List all of the Parker clubs you can think of with your group.
Newspaper assignment- group- Pretend like you are the editors of the Smoke Signals newspaper and decide which clubs you would feature if you only had two pages to do so. Present propaganda posters to class, as if you are doing a real commercial. Turn posters in. Then explain your choice to feature the clubs you did.
YEARBOOK- work on deadlines
4/7 A- 4/8 B
English
J#35- Describe the relationship Ezinma and Ekwefi have. Use textual support.
R#35- Write TFA Ch 19-20- HW due 4/14 A- 4/15 B
Bend it Like Beckham-paper reminder/review
EA#6- TFA Literary Analysis mapped out as a class- Place in front of your portfolio
Page numbers distributed for Ch 8-18 to groups. Choose 5 things from each set of pages, total of 10, to share with the rest of the class.
Mass Media
J#19-free- write whatever you want
Yearbook workbooks distributed- caption pg 8 done and turned in for grade
A11-caption notes- take notes during presentation
Yearbook- Monday- don't have to stay after, instead stay after this week for 3 hours, or during SOS if you are behind on any deadlines-required
-Mondays will continue until all proofs are in
4/10 A- 4/13 B
English
J#36
Describe some of the wedding/courting rituals in the Ibo culture. Use textual support.
R#36- TFA Ch 19-20
EA5- Bend It paper due. Rubric, Final Draft, Rough Draft, Outline, Brainstorm
Portfolios checked in class- due for 100 points.
Mass Media
J#20-Free response
A11- caption notes finished
1B-copy started
Yearbook
Monday- 2:30-4:30 staying after
Work on group TFA review assignment or reading TFA.
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