Exit 9-1)Why do I use proofreading marks in this class? 2)Do I take the FCAT reading retake? If yes, when do I take it and where? 3)What is the Unit 1 Performance Task (80%) and when is it due? 4)When are all assignments due for partial credit this term?
Copy Exit 9 and Turn in Exit 8 after group duty is given.
RA TA TA-2-Inferences/Independent reading 20 minutes. R13-15-Inferences Due 10/24 A-10/25 B
Proofreading Marks distributed. Quiz coming-Group Corrections Due-Myself essay
W4-Performance Task Unit 1-Assigned. Compare and Contrast two stories from Unit 1 in essay form. Due 10/20 A-10/21 B.
Holt
p10 R1 "Coming Into the Country"
P1294 R5"Our Mother's Garden"
p1310 R9 Straw Into Gold"
Review Exit slip answers
Turn in R10-12 Inferences today for 80% grade.
10/11/11
10/3 B-10/7 B
CAST testing-Pre-test
Exit 8-Copy
1) What are the names of my group members? 2) Why are we in a group together? 3)What is our group duty and how will we make sure its completed weekly? 4) Why are there groups and procedures for all groups (give at least 3 reasons)?
Time given to meet with group. Group Procedures and Rules distributed. Students expected to read over with group to answer some of questions. Quiz coming on handout.
Review all Holt stories-Unit 1. Coming Into the Country p 10-13. Questions 1-2. Our Mother’s Garden. 1294-1298 Student chart. Straw Into Gold 1310-1314. Discuss what all 3 have in common. Review post-test failure procedures with class. If you fail a post-test, you can make it up. You have to come to tutoring on Tuesdays or Thursdays or during lunch in order to make it up. Explanations given for how to complete charts accurately and completely and how to answer questions using a sentence addressing the prompt, 2 examples from the text, transtions leading into support and elaboration, elaboration and a concluding sentence.
Groups to turn in 3 ideas for what they will do around the class for their group duty. Assignments returned, new progress reports and scholarship warnings issued to students.
FCAT Reading and Math Locations distributed to students. Students told to write down this information
Exit 8-Copy
1) What are the names of my group members? 2) Why are we in a group together? 3)What is our group duty and how will we make sure its completed weekly? 4) Why are there groups and procedures for all groups (give at least 3 reasons)?
Time given to meet with group. Group Procedures and Rules distributed. Students expected to read over with group to answer some of questions. Quiz coming on handout.
Review all Holt stories-Unit 1. Coming Into the Country p 10-13. Questions 1-2. Our Mother’s Garden. 1294-1298 Student chart. Straw Into Gold 1310-1314. Discuss what all 3 have in common. Review post-test failure procedures with class. If you fail a post-test, you can make it up. You have to come to tutoring on Tuesdays or Thursdays or during lunch in order to make it up. Explanations given for how to complete charts accurately and completely and how to answer questions using a sentence addressing the prompt, 2 examples from the text, transtions leading into support and elaboration, elaboration and a concluding sentence.
Groups to turn in 3 ideas for what they will do around the class for their group duty. Assignments returned, new progress reports and scholarship warnings issued to students.
FCAT Reading and Math Locations distributed to students. Students told to write down this information
9/29/11
9/28 A-9/29 B English III
Review Inferences-Teacher reviews how to complete the reading entries, what inferences are and the key words to use when infering. Reminder given that R10-12 Inferences is due 10/10A-10/11 B-80%
Teacher explains in detail the mistakes made with R9 "Straw Into Gold" and how to fix/complete the assignment. She even does the first part of assignment with students/reviews. Turn in R9-Straw Into Gold
FCAT Conferences about Exit 6 finished. Class Procedures Test for class finished.
Students to read independently if they finish R9.
Class goes over the 3 purposes of writing and the author's purpose in "Straw Into Gold"
Teacher explains in detail the mistakes made with R9 "Straw Into Gold" and how to fix/complete the assignment. She even does the first part of assignment with students/reviews. Turn in R9-Straw Into Gold
FCAT Conferences about Exit 6 finished. Class Procedures Test for class finished.
Students to read independently if they finish R9.
Class goes over the 3 purposes of writing and the author's purpose in "Straw Into Gold"
9/27/11
9/26 A-9/27 B English III
Copy Exit 7:
1)What is an inference? 2)What are the keywords I can use to show I'm making inferences? 3)What are the different purposes for writing? 4)What is the author's purpose for writing "Straw Into Gold"?
Turn in Exit 6-Only if you conferenced with Ms. Batten about your FCAT scores.
FCAT conferences continued. Class Procedures Tests given to students individually-continued.
Setup R9-"Straw Into Gold" Chart. On left put Family Background. On Right put Acheivements in Writing. As you read p1310-1314, record the author's family background and expectations on the left and her achievements as a writer on the right. Then do Questions 1,2,6. Answer in complete sentences using the question stem.
(5th block Only) RA TA TA-Inferences- R10-12 Due 10/10 A-10/11 B/-80%-Teacher teaches how to do reading entries for inferences. Inferences are predictions, guesses or assumptions in which the reader must use clues from the author to figure out something not directly stated. See model for how to do this set of reading entries.
Turn in R6-8-Visualizing-80%-Due Today
1)What is an inference? 2)What are the keywords I can use to show I'm making inferences? 3)What are the different purposes for writing? 4)What is the author's purpose for writing "Straw Into Gold"?
Turn in Exit 6-Only if you conferenced with Ms. Batten about your FCAT scores.
FCAT conferences continued. Class Procedures Tests given to students individually-continued.
Setup R9-"Straw Into Gold" Chart. On left put Family Background. On Right put Acheivements in Writing. As you read p1310-1314, record the author's family background and expectations on the left and her achievements as a writer on the right. Then do Questions 1,2,6. Answer in complete sentences using the question stem.
(5th block Only) RA TA TA-Inferences- R10-12 Due 10/10 A-10/11 B/-80%-Teacher teaches how to do reading entries for inferences. Inferences are predictions, guesses or assumptions in which the reader must use clues from the author to figure out something not directly stated. See model for how to do this set of reading entries.
Turn in R6-8-Visualizing-80%-Due Today
9/20-9/23
CopyExit 61)Did I pass the 10th Grade FCAT reading test? 2)What was my most recent score? 3)By how many points and questions did I pass or fail? 4)Did I make improvements? Explain. 5)What safety nets can I use to help me pass the FCAT retake test or ACT/SAT?
For exit 6, if you haven't yet met with Ms. Batten, do so for the answers. Turn in.
Finish R5-"Our Mother's Garden"-80% assessment.
Common problems: Students not following directions, allusions not explained-I don't want to know who the allusion refers to or what it says in the footnote about them, but I want to know why Alice Walker would include them in the middle of her story. See Blog from 9/19 for help with that assignment. Other problems included: students not listing allusions on correct side, not including their own notes after Ms. Batten's notes and not writing in complete sentences for the answer to question 2 or using the question stem in their answer.
Fix all mistakes-turn in for 80% assessment grade.
Portfolio Title Page Decorate your Portfolio Title Page. Include Your Full Name, English III, Ms. Batten, Yearbook Room. When finished, slip inside your portfolio. I'll be looking for it on the first portfolio check.
Data FolderGet a manila folder from Ms. Batten and a RTI handout. On the file, put your last name, first name and period on the tab. On the RTI sheet, put your name on the front and back and put it inside of the data file. Return manila file to Ms. Batten.
A1-Main Idea Post Test-80%-If you miss, must make up by the Thurs. following absence. You must mark the text using a key. Do not underline everything.
Progress Reports Distributed and Signed For. Class Procedures tests given to students as oral exam-continued.
R6-8-Visualizing Due 9/26A-9/27 B-80% and Underclass Pics on 9/27 B and 9/28 A
For exit 6, if you haven't yet met with Ms. Batten, do so for the answers. Turn in.
Finish R5-"Our Mother's Garden"-80% assessment.
Common problems: Students not following directions, allusions not explained-I don't want to know who the allusion refers to or what it says in the footnote about them, but I want to know why Alice Walker would include them in the middle of her story. See Blog from 9/19 for help with that assignment. Other problems included: students not listing allusions on correct side, not including their own notes after Ms. Batten's notes and not writing in complete sentences for the answer to question 2 or using the question stem in their answer.
Fix all mistakes-turn in for 80% assessment grade.
Portfolio Title Page Decorate your Portfolio Title Page. Include Your Full Name, English III, Ms. Batten, Yearbook Room. When finished, slip inside your portfolio. I'll be looking for it on the first portfolio check.
Data FolderGet a manila folder from Ms. Batten and a RTI handout. On the file, put your last name, first name and period on the tab. On the RTI sheet, put your name on the front and back and put it inside of the data file. Return manila file to Ms. Batten.
A1-Main Idea Post Test-80%-If you miss, must make up by the Thurs. following absence. You must mark the text using a key. Do not underline everything.
Progress Reports Distributed and Signed For. Class Procedures tests given to students as oral exam-continued.
R6-8-Visualizing Due 9/26A-9/27 B-80% and Underclass Pics on 9/27 B and 9/28 A
9/21/11
9/16 A-9/19 B English III
Copy exit slip.Exit 5:1. In your own words define allusion. 2. What type of allusion does Walker use in “..Our Mother’s” and why does she use them? 3. What is the main idea of this story (sentence)?
R5-Our Mother's Garden-continued
Teacher explains how to complete chart and helps students do first part of assignment. Students are to read Holt pg 1294-1298 and document allusions on the left and notes/important details on the right. On the allusion side, list the allusion, the pg number and why you thought Alice Walker randomly included this allusion. Do not just write what the footnote says about the allusion, but instead think about it. For example, on 1296 Ma Rainey is alluded to. You would not put for your reason that Ma Rainey is a blues singer, because I don't want to know who she is. I want to know why Alice Walker put a random blues singer in the middle of an essay about her mom. If you think about it and read the context around Ma Rainey's name in the text, you'll see it says "Unlike Ma Rainey's songs...No song or poem will bear my mother's name." So you might infer that she included an allusion to Ma Rainey to show a contrast between an overly confident singer who sang about herself and her mother who will never truly be recognized for her creative genius, even though she is just as creative as Ma Rainey.
Allusions documented as a class:1296 Virginia Woolf-because she too felt women needed a place to express themselves like Alice Walker believed. She also believed that genius exists in the lower class and the suppressed, like Walker believed about her mother.
1296 Emily Bronte-because she is an English author who made it
1296 Robert Burns-because he is an Irish author who made it.
1296 Sainthood- because they were suppressed African American women who went crazy with no outlet to create.
1296 Jane Austen- because she is a successful women writer who made it.
On your own add on at least 5 more allusions
Notes documented as a class:
-her mother ran away at 17 and got married
-At 20 has 2 children and pregnant with the 3rd
-Mother struggles with racism
-Mother worked in field and at home
-Quilt in Smithsonian made by unknown black woman
-Most women have passed on their "creative spark"
Finish reading the story and complete on your own.
Class reviews assignment and completes Exit 5.
Work on R6-R8-Visualizing- due 9/26 A or 9/27 B in spare class time.
R5-Our Mother's Garden-continued
Teacher explains how to complete chart and helps students do first part of assignment. Students are to read Holt pg 1294-1298 and document allusions on the left and notes/important details on the right. On the allusion side, list the allusion, the pg number and why you thought Alice Walker randomly included this allusion. Do not just write what the footnote says about the allusion, but instead think about it. For example, on 1296 Ma Rainey is alluded to. You would not put for your reason that Ma Rainey is a blues singer, because I don't want to know who she is. I want to know why Alice Walker put a random blues singer in the middle of an essay about her mom. If you think about it and read the context around Ma Rainey's name in the text, you'll see it says "Unlike Ma Rainey's songs...No song or poem will bear my mother's name." So you might infer that she included an allusion to Ma Rainey to show a contrast between an overly confident singer who sang about herself and her mother who will never truly be recognized for her creative genius, even though she is just as creative as Ma Rainey.
Allusions documented as a class:1296 Virginia Woolf-because she too felt women needed a place to express themselves like Alice Walker believed. She also believed that genius exists in the lower class and the suppressed, like Walker believed about her mother.
1296 Emily Bronte-because she is an English author who made it
1296 Robert Burns-because he is an Irish author who made it.
1296 Sainthood- because they were suppressed African American women who went crazy with no outlet to create.
1296 Jane Austen- because she is a successful women writer who made it.
On your own add on at least 5 more allusions
Notes documented as a class:
-her mother ran away at 17 and got married
-At 20 has 2 children and pregnant with the 3rd
-Mother struggles with racism
-Mother worked in field and at home
-Quilt in Smithsonian made by unknown black woman
-Most women have passed on their "creative spark"
Finish reading the story and complete on your own.
Class reviews assignment and completes Exit 5.
Work on R6-R8-Visualizing- due 9/26 A or 9/27 B in spare class time.
9/14/11
9/14 A-9/15 B English III
Copy Exit slip 5: 1)In your own words, define allusion. 2)What type of allusion does Walker use throughout "Our Mother's Garden" and Why does she use allusion? 3)What is the main idea of this essay in sentence format?
Turn in exit 4, W1-Final Draft with Rubric, Final Draft, Peer Edit sheet,Rough Draft and sketch-80% assessment
Independent Reading-20 minutes. R6-8 Due 9/26 A-9/27 B-80% Assessment
Turn in R2-R4 Visualizing-Due today. 80% Assessment
R5- "..Our Mother's Garden" Holt p 1294-1298
On a piece of paper, put a chart. On the left side label allusions. On the right side label Notes. As you read, you must document allusions, the pg they are listed, and why you thought the author included this allusion. Also, since this is a personal essay, which could be confusing, list important details on the right.
Ms. Batten does the first part with the class. Everyone takes notes with her as she documents allusions and notes on the board. Students will finish chart on their own.
R5 "Our Mother's Garden
Allusions (left side of paper) /
1296 Virginia Woolf-because
she too felt women needed a
place to express themselves.
Genius exists in the lower class
and in the suppressed.
1296 Emily Bronte-because she
is an author who made it.
Notes (Right side of paper)
-Mother ran away at 17 and got married
-At 20, has 2 children, pregnant with 3rd
-Five children, author born
-Mother worked in field and at home
-inspired by her mother to be an author
-quilt Smithsonian made by unknown woman
Lesson to be continued the next class. Do not read on own yet.
Turn in exit 4, W1-Final Draft with Rubric, Final Draft, Peer Edit sheet,Rough Draft and sketch-80% assessment
Independent Reading-20 minutes. R6-8 Due 9/26 A-9/27 B-80% Assessment
Turn in R2-R4 Visualizing-Due today. 80% Assessment
R5- "..Our Mother's Garden" Holt p 1294-1298
On a piece of paper, put a chart. On the left side label allusions. On the right side label Notes. As you read, you must document allusions, the pg they are listed, and why you thought the author included this allusion. Also, since this is a personal essay, which could be confusing, list important details on the right.
Ms. Batten does the first part with the class. Everyone takes notes with her as she documents allusions and notes on the board. Students will finish chart on their own.
R5 "Our Mother's Garden
Allusions (left side of paper) /
1296 Virginia Woolf-because
she too felt women needed a
place to express themselves.
Genius exists in the lower class
and in the suppressed.
1296 Emily Bronte-because she
is an author who made it.
Notes (Right side of paper)
-Mother ran away at 17 and got married
-At 20, has 2 children, pregnant with 3rd
-Five children, author born
-Mother worked in field and at home
-inspired by her mother to be an author
-quilt Smithsonian made by unknown woman
Lesson to be continued the next class. Do not read on own yet.
9/13/11
9/12 A-9/13B
Complete Exit 4 and turn in. If you don't know the answers listen to Ra Ta Ta today.
5th-Review Exit 3.
Ra Ta Ta Visualizing- Batten teachers how to do visualizing and reading notes for
3rd time.
EX:
R3-Visualizing
Pg /Quote / Visualization / Extra
16 /"monster of a house"/I see a gigantic brick house / metaphor
16/ "sound that woke me"/I hear coal against metal /
17/"dirt-floor basement"/I an feel dirt between my toes/
17/"the voice..mice" /I can hear his piercing voice / sound, feel
18/"cocktail dresses" / I see a senior citizen planting/
rose garden / flowers while dressed up /
11 to 20
The narrator shares his childhood background, including family and home.
Independent reading- 20 minutes
W1-Bio-Final, RD, sketch, peer/self edit-Due 9/14 A-9/19 B (changed for 5th)
Take out a blank piece of paper, label peer edit, your name, period, date
List the following, leaving space for comments from a peer and yourself:
Hook/Engage reader
Elaborate details, specific info
Thesis
Transitions, Organization
Spelling, Grammar
On this peer edit sheet, you MUST have someone read and make comments on your paper. For each item on your list, they need to comment. For example, for hook, they might put that they really enjoyed your hook, that your hook was ineffective or that you don't even have a hook. When they get to the spelling and grammar, they must go through the 10 writing tips given with W3 and make sure that they verify you haven't make any of those 10 mistakes. For example, if you abbreviated something you shouldn't have, on the edit sheet or your rough draft, they need to write, spell things out.
Then, you must go back and make comments next to their comments about your paper and/or their comments. So if there is something they missed or something they misunderstood you should clarify it yourself.
R2-4- Visualizing- Due 9/14 A- 9/19 B (changed for 5th due to schedule conflicts)
Turn in exit slip
5th-Review Exit 3.
Ra Ta Ta Visualizing- Batten teachers how to do visualizing and reading notes for
3rd time.
EX:
R3-Visualizing
Pg /Quote / Visualization / Extra
16 /"monster of a house"/I see a gigantic brick house / metaphor
16/ "sound that woke me"/I hear coal against metal /
17/"dirt-floor basement"/I an feel dirt between my toes/
17/"the voice..mice" /I can hear his piercing voice / sound, feel
18/"cocktail dresses" / I see a senior citizen planting/
rose garden / flowers while dressed up /
11 to 20
The narrator shares his childhood background, including family and home.
Independent reading- 20 minutes
W1-Bio-Final, RD, sketch, peer/self edit-Due 9/14 A-9/19 B (changed for 5th)
Take out a blank piece of paper, label peer edit, your name, period, date
List the following, leaving space for comments from a peer and yourself:
Hook/Engage reader
Elaborate details, specific info
Thesis
Transitions, Organization
Spelling, Grammar
On this peer edit sheet, you MUST have someone read and make comments on your paper. For each item on your list, they need to comment. For example, for hook, they might put that they really enjoyed your hook, that your hook was ineffective or that you don't even have a hook. When they get to the spelling and grammar, they must go through the 10 writing tips given with W3 and make sure that they verify you haven't make any of those 10 mistakes. For example, if you abbreviated something you shouldn't have, on the edit sheet or your rough draft, they need to write, spell things out.
Then, you must go back and make comments next to their comments about your paper and/or their comments. So if there is something they missed or something they misunderstood you should clarify it yourself.
R2-4- Visualizing- Due 9/14 A- 9/19 B (changed for 5th due to schedule conflicts)
Turn in exit slip
9/9/11
9/8-9/9 English III
Copy Exit 4 1)How much of your English grade is reading notes with an independent reading book worth? 2) Describe in detail how to complete a reading entry. 3) Name 3 rules or requirements for each set of entries. 4) When is R2-R4 due for your class?
Teacher reviews in detail how to do the reading entries, which are 80 percent of student's grade in this class. See English blog from 9/6-9/7 for how to complete reading entries in detail.
Students reminded by teacher to turn in Exit 3 from last class. If not there for teacher explanation, you can answer this exit slip on your own after reading "Coming Into the Country."
Students reminded to turn in W2-Vocab 1 Foldable
Independent reading time given for students to start R2-R4-Visualizing.
25 minutes given.
W3-Writing Tips-Take detailed notes from lecture.
1. Spell things out. Ex: N-E-ways, bcuz, I am in KLPEE
2. Don't start with Well, Like, But, And, Or, Because
3. Don't talk to the reader unless directed to. Ex: In the next few paragraphs I will tell you all about myself.
4. Speaking in fragments and run-ons sounds horrible. Ex: What I expect from a teacher. (fragment) I play basektball and baseball but also I play football and I watch tv too. (run-on)
5. Don't write like you speak. Avoid slang. Ex: um, oh, well, like
6. Write more and Elaborate. Avoid Listing and instead put concrete details.
Ex: Instead Of: I like science because its fun. Write: My Biology Honors class taught by Mrs. Wait intrigues me. We conduct interesting labs, such as measuring the properties of light with a spectrometer.
7. a lot is two words
8. Watch usage of words. Ex: to, too, two their, there, they're
9. Subject and verb should agree. Ex: The people who hang with me is.. (people is plural but is is singular) the students is nice. (students is plural but is is singular) She like to take me to Chili's every Friday night. (Singular 3rd person subject means an s at the end of your verb). They likes to take me to Chili's every Friday night. (plural 3rd person subject means no s at the end of your verb)
10. An before vowel sounds
A before consonant sounds
Ex: An egg, An oboe, An honorable discharge, an honest error
A bowling ball, A cat, A game
W1-Bio Sketch returned. Everyone who turned it in received 25 points for participation. Now, you must edit and revise it into a final draft.
You and a peer must review for the following:
Did you engage the reader:
Do you have elaborate details instead of list like support?
Did you use transitions and do you have an organizational pattern?
Did you make any of the mistakes from W3-Writing Tip notes.
You and the peer reviewer must make editing notes to your draft. The peer reviewer must sign their name. If you do not submit a rough draft with editing marks, you will lose 15 points on the final draft. Final draft is 80 percent of grade. Do not turn in a paper that looks just like your original. Even if by some miracle, you don't find anything wrong with your essay, you must find things to revise and fix.
W1-Final-Bio Essay/RD/Sketch-Due 9/14 A and 9/15 B. 80 percent
Turn in exit slip 4
Teacher reviews in detail how to do the reading entries, which are 80 percent of student's grade in this class. See English blog from 9/6-9/7 for how to complete reading entries in detail.
Students reminded by teacher to turn in Exit 3 from last class. If not there for teacher explanation, you can answer this exit slip on your own after reading "Coming Into the Country."
Students reminded to turn in W2-Vocab 1 Foldable
Independent reading time given for students to start R2-R4-Visualizing.
25 minutes given.
W3-Writing Tips-Take detailed notes from lecture.
1. Spell things out. Ex: N-E-ways, bcuz, I am in KLPEE
2. Don't start with Well, Like, But, And, Or, Because
3. Don't talk to the reader unless directed to. Ex: In the next few paragraphs I will tell you all about myself.
4. Speaking in fragments and run-ons sounds horrible. Ex: What I expect from a teacher. (fragment) I play basektball and baseball but also I play football and I watch tv too. (run-on)
5. Don't write like you speak. Avoid slang. Ex: um, oh, well, like
6. Write more and Elaborate. Avoid Listing and instead put concrete details.
Ex: Instead Of: I like science because its fun. Write: My Biology Honors class taught by Mrs. Wait intrigues me. We conduct interesting labs, such as measuring the properties of light with a spectrometer.
7. a lot is two words
8. Watch usage of words. Ex: to, too, two their, there, they're
9. Subject and verb should agree. Ex: The people who hang with me is.. (people is plural but is is singular) the students is nice. (students is plural but is is singular) She like to take me to Chili's every Friday night. (Singular 3rd person subject means an s at the end of your verb). They likes to take me to Chili's every Friday night. (plural 3rd person subject means no s at the end of your verb)
10. An before vowel sounds
A before consonant sounds
Ex: An egg, An oboe, An honorable discharge, an honest error
A bowling ball, A cat, A game
W1-Bio Sketch returned. Everyone who turned it in received 25 points for participation. Now, you must edit and revise it into a final draft.
You and a peer must review for the following:
Did you engage the reader:
Do you have elaborate details instead of list like support?
Did you use transitions and do you have an organizational pattern?
Did you make any of the mistakes from W3-Writing Tip notes.
You and the peer reviewer must make editing notes to your draft. The peer reviewer must sign their name. If you do not submit a rough draft with editing marks, you will lose 15 points on the final draft. Final draft is 80 percent of grade. Do not turn in a paper that looks just like your original. Even if by some miracle, you don't find anything wrong with your essay, you must find things to revise and fix.
W1-Final-Bio Essay/RD/Sketch-Due 9/14 A and 9/15 B. 80 percent
Turn in exit slip 4
9/7/11
9/6 A-9/7 B English III
Finish W2-Vocab 1-Foldable-submit to basket
R1-"Coming Into the Country"
Take out the piece of paper you already folded in half vertically and labelled one side positives and the other side negatives.
Make sure you have it labelled appropriately.
Now read "Coming Into the Country" by Gish Jen pg 10-13 Holt. As you read, document the positives and negatives the author mentions coming into America for the first time as an immigrant. One side should outweigh the other.
Then, at the end of the narrative essay, answer questions 1-4 in complete sentences on the same paper. Turn in. (5th block-due to issues with schedule, complete only chart and first question.)
If you don't finish R1 Coming Into the Country in Class, finish it at home at the Holt book site. My.hrw.com Login: tparker806 Password: braves Click on oarnge book and type in pg 10.
RA TA TA- Prayer for Owen Meany. (Didn't get to finish 5th block)
Teacher models how to do reading entries which are 80 percent of grade.
R2-R4 Visualizing Assigned-Due 9/14 A Wed 9/15 B Thurs
Guidelines for Reading Entries:
-They are 80 percent of your grade, so do them on time.
-Always 3 entries turned in for each independent reading assignment
-Each entry must indicate you've read 10 pages. So since you have to turn in 3 entries, you will be reading a total of 30 pages.
-Each entry must have 5 reading notes based on the strategy we are working with. Each set of notes should go with the 10 pages you are currently reading. This means since you have 3 entries, you will have a total of 15 notes.
-There are always 4 columns: pg, quote, strategy, extra.
-You will use the extra column at least once during the 3 entries.
-Use key words which indicates the strategy you are using or points off. For visualizing, this might be I visualize, I see, I hear, I smell, I feel, I taste
R#2-Visualizing
Author:John Irving Title: A Prayer for Owen Meany (Put the title and author on first entry of the three)
Pg/ Quote /Visualizing / Extra
2/"who was so small" /I see a boy that looks like a doll /sight
2/ "little he weighed"/ I feel him light like a feather/ feeling
2/ "gray powder" /I see him covered in soot /
2-3/ "reflected skin"/I see him as a pearl / simile
3 / "chunk of granite"/I feel a rock at my throat /sight/feeling
PG 1 to 10
The narrator introduces us to Owen Meany, a small character with some type of affliction.
R#3-Visualizing (Don't need to put title and author again, unless switching books)
This entry would have to start notes at pg 11 to keep with the 10 pgs per entry rule.
R1-"Coming Into the Country"
Take out the piece of paper you already folded in half vertically and labelled one side positives and the other side negatives.
Make sure you have it labelled appropriately.
Now read "Coming Into the Country" by Gish Jen pg 10-13 Holt. As you read, document the positives and negatives the author mentions coming into America for the first time as an immigrant. One side should outweigh the other.
Then, at the end of the narrative essay, answer questions 1-4 in complete sentences on the same paper. Turn in. (5th block-due to issues with schedule, complete only chart and first question.)
If you don't finish R1 Coming Into the Country in Class, finish it at home at the Holt book site. My.hrw.com Login: tparker806 Password: braves Click on oarnge book and type in pg 10.
RA TA TA- Prayer for Owen Meany. (Didn't get to finish 5th block)
Teacher models how to do reading entries which are 80 percent of grade.
R2-R4 Visualizing Assigned-Due 9/14 A Wed 9/15 B Thurs
Guidelines for Reading Entries:
-They are 80 percent of your grade, so do them on time.
-Always 3 entries turned in for each independent reading assignment
-Each entry must indicate you've read 10 pages. So since you have to turn in 3 entries, you will be reading a total of 30 pages.
-Each entry must have 5 reading notes based on the strategy we are working with. Each set of notes should go with the 10 pages you are currently reading. This means since you have 3 entries, you will have a total of 15 notes.
-There are always 4 columns: pg, quote, strategy, extra.
-You will use the extra column at least once during the 3 entries.
-Use key words which indicates the strategy you are using or points off. For visualizing, this might be I visualize, I see, I hear, I smell, I feel, I taste
R#2-Visualizing
Author:John Irving Title: A Prayer for Owen Meany (Put the title and author on first entry of the three)
Pg/ Quote /Visualizing / Extra
2/"who was so small" /I see a boy that looks like a doll /sight
2/ "little he weighed"/ I feel him light like a feather/ feeling
2/ "gray powder" /I see him covered in soot /
2-3/ "reflected skin"/I see him as a pearl / simile
3 / "chunk of granite"/I feel a rock at my throat /sight/feeling
PG 1 to 10
The narrator introduces us to Owen Meany, a small character with some type of affliction.
R#3-Visualizing (Don't need to put title and author again, unless switching books)
This entry would have to start notes at pg 11 to keep with the 10 pgs per entry rule.
9/6 A-9/7 B Mass Media/Yearbook
Finish Commercial Critique/Turn in
Yearbook Critique
On a piece of paper list the following:
-Theme of last yearbook
-How is it used throughout the book visually and verbally (should be a long list)
-5 Likes and reasons you like
-2 things you would change,don't like or want to add
-submit to basket
Group Evaluation
Write everyone who was in your commercial group and explain everything they did to help make your commercial. Be as specific as possible. To be continued next class.
Yearbook Critique
On a piece of paper list the following:
-Theme of last yearbook
-How is it used throughout the book visually and verbally (should be a long list)
-5 Likes and reasons you like
-2 things you would change,don't like or want to add
-submit to basket
Group Evaluation
Write everyone who was in your commercial group and explain everything they did to help make your commercial. Be as specific as possible. To be continued next class.
9/2/11
English III 9/1-9/2
Finish Word illustration for Word Wall with Group. Turn in.
W2 Vocab 1 foldable- 1. Fold piece of paper like a brochure, into thirds. Horizontally fold one edge to middle of paper, then the other edge of paper over the first fold. Make sure the foldable opens towards you like a book. 2. On front flap title Words, then space all 6 vocab words out down flap: disoriented (adj.), affliction (n.), inalienable (adj.), grievance (n.), communal (adj.), mainstream (n.) 3.On inside flaps, left flap List definitions of words, and on right folded flap, pictures that illustrate words
4. Open up folded flap, and label across two blank flaps Sentences. 5. Fold back up and turn over to remaining blank flap for heading: Your name, date, per, title. 6. Infer meanings of words based on word wall gallery. Discuss definitions as a class. 7. Finish drawing pictures for each word and writing sentences using the words with context clues. Turn in
Turn in W1-Biographical Sketch/Essay. Due today in basket.
Last chance to show Ms. Batten porfolio and reading book for this class. Both should be with you on a daily basis. If not turned in by today, points deducted.
Setup R1-"Coming Into the Country" by folding a piece of paper in half vertically, unfolding, then labelling left hand side of chart Positives and right side of chart Negatives. Label paper Name, date, period, Title. Start reading Holt, Coming Into the Country p 10-13. As you read, list on chart the positives and negatives she mentions for coming into America as an immigrant. To finish assignment, next class.
Question of the Day-Discussed.
15,688 responses
Question of the Day Statistics
Number Answered
Correct 10,575
Incorrect 5,113
67% correct
Critical Reading > Sentence Completions
Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Scientists are studying the birth and growth of thunderstorms to discover what causes the difference between showers that enable crops to ------- and ------- storms that cause floods and erosions.
• (A) flourish . . violent
• (B) wither . . damaging
• (C) grow . . harmless
• (D) parch . . severe
• (E) multiply . . essential
Correct: AThe blanks call for a verb that is associated with the effects of showers and an adjective that is associated with the effects of storms.
Explanation
A shower is gentle rain that waters crops, making them “flourish.” In contrast, the deluge of rain in a “violent” storm may damage crops and soil.
W2 Vocab 1 foldable- 1. Fold piece of paper like a brochure, into thirds. Horizontally fold one edge to middle of paper, then the other edge of paper over the first fold. Make sure the foldable opens towards you like a book. 2. On front flap title Words, then space all 6 vocab words out down flap: disoriented (adj.), affliction (n.), inalienable (adj.), grievance (n.), communal (adj.), mainstream (n.) 3.On inside flaps, left flap List definitions of words, and on right folded flap, pictures that illustrate words
4. Open up folded flap, and label across two blank flaps Sentences. 5. Fold back up and turn over to remaining blank flap for heading: Your name, date, per, title. 6. Infer meanings of words based on word wall gallery. Discuss definitions as a class. 7. Finish drawing pictures for each word and writing sentences using the words with context clues. Turn in
Turn in W1-Biographical Sketch/Essay. Due today in basket.
Last chance to show Ms. Batten porfolio and reading book for this class. Both should be with you on a daily basis. If not turned in by today, points deducted.
Setup R1-"Coming Into the Country" by folding a piece of paper in half vertically, unfolding, then labelling left hand side of chart Positives and right side of chart Negatives. Label paper Name, date, period, Title. Start reading Holt, Coming Into the Country p 10-13. As you read, list on chart the positives and negatives she mentions for coming into America as an immigrant. To finish assignment, next class.
Question of the Day-Discussed.
15,688 responses
Question of the Day Statistics
Number Answered
Correct 10,575
Incorrect 5,113
67% correct
Critical Reading > Sentence Completions
Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Scientists are studying the birth and growth of thunderstorms to discover what causes the difference between showers that enable crops to ------- and ------- storms that cause floods and erosions.
• (A) flourish . . violent
• (B) wither . . damaging
• (C) grow . . harmless
• (D) parch . . severe
• (E) multiply . . essential
Correct: AThe blanks call for a verb that is associated with the effects of showers and an adjective that is associated with the effects of storms.
Explanation
A shower is gentle rain that waters crops, making them “flourish.” In contrast, the deluge of rain in a “violent” storm may damage crops and soil.
English III 8/26-8/31
Copy Exit Slip 3: 1)What is the main idea of "Coming Into the Country" (Write in sentence format)? 2) What was Jen's purpose for writing this essay?
Next, take out W1 Biographical Sketch and Finish essay. For 5th block, finish sketch then essay. For essay, hook-engage reader (Do not start with I was born or My name is), Elaborate details, use transitions and maintain an organizational pattern, and keep spelling and grammar in mind.
20 minutes given to finish essay in class. If not finished, MUST complete at home. Due 9/1 A and 9/2 B. Turn in Essay and sketch together with proper heading.
Portfolio/Reading book check-Participation points, Parent info sheet turned into basket for grade
Group Word Wall With group, on a piece of drawing paper, write your word large enough to be seen from far away, draw a picture which illustrates the word, use the word in context, making sure to use it properly according to the part of speech. Have word approved by teacher, then make it permanent, visible from far away. Put all names on drawing and turn in.
Next, take out W1 Biographical Sketch and Finish essay. For 5th block, finish sketch then essay. For essay, hook-engage reader (Do not start with I was born or My name is), Elaborate details, use transitions and maintain an organizational pattern, and keep spelling and grammar in mind.
20 minutes given to finish essay in class. If not finished, MUST complete at home. Due 9/1 A and 9/2 B. Turn in Essay and sketch together with proper heading.
Portfolio/Reading book check-Participation points, Parent info sheet turned into basket for grade
Group Word Wall With group, on a piece of drawing paper, write your word large enough to be seen from far away, draw a picture which illustrates the word, use the word in context, making sure to use it properly according to the part of speech. Have word approved by teacher, then make it permanent, visible from far away. Put all names on drawing and turn in.
8/26-8/31 Mass Media/Journalism
Yearbook Commercials continued- Filming and Putting together Finalized. Students permitted to film around campus. Must be in .mov or .mp4 format. Target audience guides commercial and is explained during commercial presentation. Have buying info. $35, $25, $25. Can email projects to Battens@duvalschools.org.
Mass Media/6th-Also mark Class Procedures with Sub using the Annotating Text Key hanging in class. Teacher asks questions upon return. Test to come.
9/1-9/2- Present Commercials
Commercial Critique- Rate each commercial 1 to 10 and give commentary. Give one postive and one need for improvement for each commercial.
YB Critique- With group identify: What is the theme? How has the theme been used throughout the book? Look for visual and verbal clues to theme.
Mass Media/6th-Also mark Class Procedures with Sub using the Annotating Text Key hanging in class. Teacher asks questions upon return. Test to come.
9/1-9/2- Present Commercials
Commercial Critique- Rate each commercial 1 to 10 and give commentary. Give one postive and one need for improvement for each commercial.
YB Critique- With group identify: What is the theme? How has the theme been used throughout the book? Look for visual and verbal clues to theme.
8/25/11
Mass Media/Journalism 8/22A-8/25 B
8/22 A-8/23 B
Pick up 2 index cards and Welcome Handout upon entering room. Fill out index cards, while using the directions on the Welcome Handout.
Class Procedures Reviewed and Option to get schedule changed if in applicant class. Choice also given to apply if wanting to stay.
Article: Commercials.
Read as a class or group.
Commercial Project Given to class. Each group to produce a yearbook commercial, film and direct and submit to class.
YB commercial specifications:
-Choose a specific target audience and be prepared to discuss how this target audience played into your commerical idea.
-Brainstorm at least 3 commercial ideas after viewing commericals in class or researching ideas online.
-Choose an idea with your group and determine, who will do what, how will we do that, is it possible to do this by the deadline. In detail, plan your commercial and how you will meet your deadline.
Filming/Finalizing Commercial: A 8/26-8/30 B-8/29, 8/31.
Project Due: 9/1 A, 9/2 B- Present commercial to class.
Pick up 2 index cards and Welcome Handout upon entering room. Fill out index cards, while using the directions on the Welcome Handout.
Class Procedures Reviewed and Option to get schedule changed if in applicant class. Choice also given to apply if wanting to stay.
Article: Commercials.
Read as a class or group.
Commercial Project Given to class. Each group to produce a yearbook commercial, film and direct and submit to class.
YB commercial specifications:
-Choose a specific target audience and be prepared to discuss how this target audience played into your commerical idea.
-Brainstorm at least 3 commercial ideas after viewing commericals in class or researching ideas online.
-Choose an idea with your group and determine, who will do what, how will we do that, is it possible to do this by the deadline. In detail, plan your commercial and how you will meet your deadline.
Filming/Finalizing Commercial: A 8/26-8/30 B-8/29, 8/31.
Project Due: 9/1 A, 9/2 B- Present commercial to class.
8/24 A- 8/25 B English III
Copy Exit slip 2/Exit slip 1 past due.
Finish Marking Class Procedures. Teacher walks around to monitor and ask students questions to see if their stategy is effective for marking the text.
Class Reviews Class Procedures and Rules
Exit 2 1) What is an exit slip and what is it used for in this class? 2)Why should a student never copy someone's exit slip answers? 3) How often will students be expected to turn in exit slips?
W1-Biographical Sketch: Drawing and Essay. Sketch out the following things on drawing paper and then write a biographical essay: Place of birth, parents, grandparents, places lived, schools attended, significant adults, dreams of parents and yourself, disappointments or struggles, places visited. For essay, write a minimim of a one page reflecting sketch. Teacher gives example. Paper distributed.
Homework: Portfolio, Reading Book and Parent Info sheet due 8/30 A, 8/31 B.
Finish Marking Class Procedures. Teacher walks around to monitor and ask students questions to see if their stategy is effective for marking the text.
Class Reviews Class Procedures and Rules
Exit 2 1) What is an exit slip and what is it used for in this class? 2)Why should a student never copy someone's exit slip answers? 3) How often will students be expected to turn in exit slips?
W1-Biographical Sketch: Drawing and Essay. Sketch out the following things on drawing paper and then write a biographical essay: Place of birth, parents, grandparents, places lived, schools attended, significant adults, dreams of parents and yourself, disappointments or struggles, places visited. For essay, write a minimim of a one page reflecting sketch. Teacher gives example. Paper distributed.
Homework: Portfolio, Reading Book and Parent Info sheet due 8/30 A, 8/31 B.
8/22 A-8/23 B
First day of School.
Pick up 2 index cards, Welcome Handout, Class Procedures. Follow directions on the Welcome Handout for how to fill out the index cards. Turn index cards into teacher.
Copy Exit 1 and answer during lesson. Turn in before leaving.
Exit 1Why is marking the text a strategy that helps readers be more efficient? 2? Why is it ineffective to mark the text all the same? 3)What should you mark in informational texts. List all possibilities.
Document annotating/marking the text key on Classroom Procedures handout. Mark with teacher, with class and then finish handout on your own. Only mark what is important to mark and use the text chart as a strategy for comprehension, not just for
a grade.
Annotating the text chart
* Words You Don't Know
# data, statistics, important numbers
Circle Proper Nouns
Underline Important Details or anything that relates to the main idea.
Box Transitions
? They will probably ask this
Homework: Bring in Portfolio, Reading Book and Parent Info Sheet By 8/30 A-8/31 B
Pick up 2 index cards, Welcome Handout, Class Procedures. Follow directions on the Welcome Handout for how to fill out the index cards. Turn index cards into teacher.
Copy Exit 1 and answer during lesson. Turn in before leaving.
Exit 1Why is marking the text a strategy that helps readers be more efficient? 2? Why is it ineffective to mark the text all the same? 3)What should you mark in informational texts. List all possibilities.
Document annotating/marking the text key on Classroom Procedures handout. Mark with teacher, with class and then finish handout on your own. Only mark what is important to mark and use the text chart as a strategy for comprehension, not just for
a grade.
Annotating the text chart
* Words You Don't Know
# data, statistics, important numbers
Circle Proper Nouns
Underline Important Details or anything that relates to the main idea.
Box Transitions
? They will probably ask this
Homework: Bring in Portfolio, Reading Book and Parent Info Sheet By 8/30 A-8/31 B
5/23/11
5/20-5/24
Exit 361. Explain how Janie met Teacake. 2. Name 2 things/places that Teacake introduces/teaches Janie that are typically for men. 3. Why does Hezekiah say Teacake isn't good enough for Janie? 4)Name 2 reasons the town citizens become angry with Janie. 5)When Jane says "Ah done lived Grannie's way, now Ah means thuh live mine" what does she mean?
Copy Exit slip and answer while or after reading. Don't copy answers from anyone.
Turn in R45 Major Works for Ch 10-12 (Summary, Quotes, Characters, setting, symbols)
Exit 35/R49-Ch7-9/W10 Vocab Foldable Past Due
R50-Ch 10-12. Take reading notes or mark your text while listening to the audio. Due 5/25.
Class review Ch 10-12/Do R45 for 10-12 before review and submit.
A17-Ch 10-12 Quiz
Turn in Exit 36
R50-Ch10-12 notes/marking due 5/25.
R51-Ch 13-16-Due 6/1 or before
Copy Exit slip and answer while or after reading. Don't copy answers from anyone.
Turn in R45 Major Works for Ch 10-12 (Summary, Quotes, Characters, setting, symbols)
Exit 35/R49-Ch7-9/W10 Vocab Foldable Past Due
R50-Ch 10-12. Take reading notes or mark your text while listening to the audio. Due 5/25.
Class review Ch 10-12/Do R45 for 10-12 before review and submit.
A17-Ch 10-12 Quiz
Turn in Exit 36
R50-Ch10-12 notes/marking due 5/25.
R51-Ch 13-16-Due 6/1 or before
5/20/11
5/13-5/19
Exit 35 for Ch 7-9 copy and complete while reading or after.
1. Find 1 metaphor, 1 simile and on example of personification. List and label each.
2. Why does Joe get upset when Janie makes a comment about his age?
3. Why does Janie want to talk to Joe before he dies?
4. Why does Janie hate Nanny?
5. Why does Ike Green warn Janie about who she marries next?
Turn in R45 Major Works Data Sheet for Ch 5-9. (summary, quotes, characters, symbols and setting) 7th-due Importance of Opening Scene
R49-Ch 7-9 Due 5/23 marked and turned in. Audio played in class. Review Ch 7-9. A16 Chap 7-9 Quiz.
W10-Vocab Foldable due.
1. Find 1 metaphor, 1 simile and on example of personification. List and label each.
2. Why does Joe get upset when Janie makes a comment about his age?
3. Why does Janie want to talk to Joe before he dies?
4. Why does Janie hate Nanny?
5. Why does Ike Green warn Janie about who she marries next?
Turn in R45 Major Works Data Sheet for Ch 5-9. (summary, quotes, characters, symbols and setting) 7th-due Importance of Opening Scene
R49-Ch 7-9 Due 5/23 marked and turned in. Audio played in class. Review Ch 7-9. A16 Chap 7-9 Quiz.
W10-Vocab Foldable due.
5/11/11
5/4-5/11
Exit 34-1. Name 3 ways Joe Starks improves Eatonville.
2. What does Joe do at the store opening that makes Janie feel cold and unloved?
3. Name two reasons the town starts to resent Joe Starks.
4. Why does Janie get upset when the men tease the mule?
5. After Joe and Janie fight about pigs feet in the store, why does she start to question her marriage?
Copy Exit 34 and answer while or after reading. Turn in R45-Major Works Data Sheet, ch 1-4 Summaries, Quotes, characters, and info filled out by class. R45 returned the same class.
Review Ch 3-4 how to mark the text with teacher. Ra Ta Ta performed with example on board. Class reviews all of 3 and 4.
Read Ch 5-6 and mark the text or complete R48-Ch 5-6 Notes -80 percent. When reading Ch 6 skip over the folktale part on p63 "Maybe Sam" to p70 "I god"
Fill out Major Works Data Sheet for 5-6, complete exit slip, Review Chapters as a class and discuss.
A15-Ch5-6 Quiz-80 percent Quiz split into two parts so students take the quiz right after the review for each chapter. If you miss the 2nd part, you can make it up by the Thursday following your absence in A101.
Turn in R48/R45-Major Works for Ch 5-6.
Start reading R49 Ch 7-9 Mark text/reading notes. Due 5/17. Quiz 5/17. Audio and time given to mark 5/12-5/13.
2. What does Joe do at the store opening that makes Janie feel cold and unloved?
3. Name two reasons the town starts to resent Joe Starks.
4. Why does Janie get upset when the men tease the mule?
5. After Joe and Janie fight about pigs feet in the store, why does she start to question her marriage?
Copy Exit 34 and answer while or after reading. Turn in R45-Major Works Data Sheet, ch 1-4 Summaries, Quotes, characters, and info filled out by class. R45 returned the same class.
Review Ch 3-4 how to mark the text with teacher. Ra Ta Ta performed with example on board. Class reviews all of 3 and 4.
Read Ch 5-6 and mark the text or complete R48-Ch 5-6 Notes -80 percent. When reading Ch 6 skip over the folktale part on p63 "Maybe Sam" to p70 "I god"
Fill out Major Works Data Sheet for 5-6, complete exit slip, Review Chapters as a class and discuss.
A15-Ch5-6 Quiz-80 percent Quiz split into two parts so students take the quiz right after the review for each chapter. If you miss the 2nd part, you can make it up by the Thursday following your absence in A101.
Turn in R48/R45-Major Works for Ch 5-6.
Start reading R49 Ch 7-9 Mark text/reading notes. Due 5/17. Quiz 5/17. Audio and time given to mark 5/12-5/13.
5/2/11
4/26-5/3
Turn in Exit slip 32/wkbk pgs 288, 289-292-last chance.
Ch 1-2 marked in book or R46-notes on Ch 1-2 last chance
KEY
figurative language-squiggly line, m, s, p (metaphor, etc)
Culture-C
Character names-circle them the first time you see them
H-History/time period
M-Male
F-Female
:( Tragedy
Ha-sarcasm/humor
Star-symbolism
asterisk *-words you don't know
important details-underline
memorable quotes-?
R45-Major Works-Chapter summary 1-2 sentences for Ch 1 and 1-2 sentences for Ch 2.
-Memorable quotes 2 per chapter with explanation/significance.
DO NOT COPY INDIVIDUAL WORK SECTIONS OF R45 MAJOR WORKS. DO NOT LET ANYONE COPY YOUR R45 MAJOR WORKS DATA SHEET. INSTEAD FOR GROUP SECTIONS REVIEW WITH THEM. COPIED WORK WILL RESULT IN ZERO FOR BOTH PARTIES AND CANNOT BE MADE UP.
R45 Major Works Chapter Summary 2 sentences per chapter. Memorable Quotes 2 per chapter. Do for Ch 1-4.
Class ads notes to R45 Major Works Data Sheet- add Characteristics of Genre, author's style, Example of author's style from text.
Next class, class ads setting, opening scene, symbols.
Read Ch 3-4 Audio. R47-Ch 3-4 notes or mark in your book. To be checked 5/3. A14 Ch 3-4 Quiz.
Turn in Exit 33
1. What is Janie's main concern about her marriage to Killicks? 2. What tragic event happens to nanny in Ch 3 Andwhy do you think it happens? 3. Name 2 things that attracted Janie Joe Starks? 4)How does Janie's life change significantly in Ch 4?
Ch 3-4 Marking, R45 Major Works summary, quotes, characters and exit 33 all due 5/3.
Ch 1-2 marked in book or R46-notes on Ch 1-2 last chance
KEY
figurative language-squiggly line, m, s, p (metaphor, etc)
Culture-C
Character names-circle them the first time you see them
H-History/time period
M-Male
F-Female
:( Tragedy
Ha-sarcasm/humor
Star-symbolism
asterisk *-words you don't know
important details-underline
memorable quotes-?
R45-Major Works-Chapter summary 1-2 sentences for Ch 1 and 1-2 sentences for Ch 2.
-Memorable quotes 2 per chapter with explanation/significance.
DO NOT COPY INDIVIDUAL WORK SECTIONS OF R45 MAJOR WORKS. DO NOT LET ANYONE COPY YOUR R45 MAJOR WORKS DATA SHEET. INSTEAD FOR GROUP SECTIONS REVIEW WITH THEM. COPIED WORK WILL RESULT IN ZERO FOR BOTH PARTIES AND CANNOT BE MADE UP.
R45 Major Works Chapter Summary 2 sentences per chapter. Memorable Quotes 2 per chapter. Do for Ch 1-4.
Class ads notes to R45 Major Works Data Sheet- add Characteristics of Genre, author's style, Example of author's style from text.
Next class, class ads setting, opening scene, symbols.
Read Ch 3-4 Audio. R47-Ch 3-4 notes or mark in your book. To be checked 5/3. A14 Ch 3-4 Quiz.
Turn in Exit 33
1. What is Janie's main concern about her marriage to Killicks? 2. What tragic event happens to nanny in Ch 3 Andwhy do you think it happens? 3. Name 2 things that attracted Janie Joe Starks? 4)How does Janie's life change significantly in Ch 4?
Ch 3-4 Marking, R45 Major Works summary, quotes, characters and exit 33 all due 5/3.
4/18-4/21
Exit 32
1. Name 2 things which brought Hurston criticism or scorn from her peers/others?
2. Explain what WEB Dubois meant by twoness.
3. According to the narrator of TEWWG, name one difference between men and women.
4. Give two metaphors and your interpretation of them. See ex. given.
Powerpoints-Zora Neale Hurston- take notes on R45 Major Works-about the author
-Harlem Rennaisance/WEB Dubois- take notes R45 Major Works:Historical info
Read Chapters 1-2 (Audio played). R46-Ch 1-2 notes/or Mark Ch 1-2 in your own book.
Pg/Quote/Marked As/Extra (there isn't a number of entries, record everything you can. You can skip over some of the figurative devices, but should find at least 10 in each set of 2 chapters) Due Thursday 4/21. 80 percent
Quiz coming on Ch 1-2.
1. Name 2 things which brought Hurston criticism or scorn from her peers/others?
2. Explain what WEB Dubois meant by twoness.
3. According to the narrator of TEWWG, name one difference between men and women.
4. Give two metaphors and your interpretation of them. See ex. given.
Powerpoints-Zora Neale Hurston- take notes on R45 Major Works-about the author
-Harlem Rennaisance/WEB Dubois- take notes R45 Major Works:Historical info
Read Chapters 1-2 (Audio played). R46-Ch 1-2 notes/or Mark Ch 1-2 in your own book.
Pg/Quote/Marked As/Extra (there isn't a number of entries, record everything you can. You can skip over some of the figurative devices, but should find at least 10 in each set of 2 chapters) Due Thursday 4/21. 80 percent
Quiz coming on Ch 1-2.
4/14/11
4/11-4/15 FCAT week
Turn in Exit 31-from "How it feels.."
p289-292 checked, reviewed.
Zora is My Name- first 15 min. Do pg 288 individual wkbk-checked16-25 min Do pg 295 question 1
Group work pg 295 Question 2-3 and 296, 1-mark text * high, -neutral, ^low
Pg 295-296 checked
Their Eyes Were Watching God-Get book for EC. We will be reading it next week. If you don't have your own book, you will have to take reading notes on separate paper. Those who have their own book, will write directly in the book.
p289-292 checked, reviewed.
Zora is My Name- first 15 min. Do pg 288 individual wkbk-checked16-25 min Do pg 295 question 1
Group work pg 295 Question 2-3 and 296, 1-mark text * high, -neutral, ^low
Pg 295-296 checked
Their Eyes Were Watching God-Get book for EC. We will be reading it next week. If you don't have your own book, you will have to take reading notes on separate paper. Those who have their own book, will write directly in the book.
4/8/11
4/4-4/8
Exit 31:
1)What line or quote stands out to you? Explain why. 2)What is use word you didn't know? Write the word in context and explain what you think the word means. 3)Explain the change Hurston went through at 13? 4)Find 2 examples of figurative language, label each device used and explain why each is that device. Ex: Life is like a box of chocolates. Simile because comparison between life and chocolates, using the word like. 5)After reading, How do you think Hurston would respond to the following quote "Racial discrimination is the reason a lot of African Americans weren't successful in Hurston's time."
1)Finish Zora Presentations/Exit 30 if needed. Turn in.
2)Reminder R42-44-this term-80% 10 points off late. Nor more Explorer/Retake test this week.
3)Read SB p289-92 (0n your own) Mark the following:? any quotes that stand out/trigger questions
*words you don't know
H-anything Historical/time period
squiggly line- figurative devices and label m, s, p for metaphor, simile, personification
Ha-Humor used
box-transition or signal words
4)Complete above exit slip 31.
1)What line or quote stands out to you? Explain why. 2)What is use word you didn't know? Write the word in context and explain what you think the word means. 3)Explain the change Hurston went through at 13? 4)Find 2 examples of figurative language, label each device used and explain why each is that device. Ex: Life is like a box of chocolates. Simile because comparison between life and chocolates, using the word like. 5)After reading, How do you think Hurston would respond to the following quote "Racial discrimination is the reason a lot of African Americans weren't successful in Hurston's time."
1)Finish Zora Presentations/Exit 30 if needed. Turn in.
2)Reminder R42-44-this term-80% 10 points off late. Nor more Explorer/Retake test this week.
3)Read SB p289-92 (0n your own) Mark the following:? any quotes that stand out/trigger questions
*words you don't know
H-anything Historical/time period
squiggly line- figurative devices and label m, s, p for metaphor, simile, personification
Ha-Humor used
box-transition or signal words
4)Complete above exit slip 31.
4/4/11
3/23-3/24
Exit 30-Exit 30-From Presentations and Background of Their Eyes Were Watching God (TEWWG)If absent, check out a presentation book from Ms. Batten to makeup. Do not copy.
1) How long did it take Hurston to write TEWWG?
2) Briefly explain what the book will be about using the main character’s name in your explanation.
3) List 3 interesting facts about Hurston’s life.
4) Who brought Hurston out of obscurity, why did they and how did they (be specific)?
5) What was the Harlem Renaissance? Explain in at least 2 sentences.
6) Name one reason scholars had a problem with the name Harlem Renaissance?
7) Name one person in Hurston's circle, their accomplishments and how they helped Hurston accomplish her dream.
8) Why did Richard Wright criticize TEWWG? Give at least two reasons.
9) Considering her accomplishments as a writer, what was unusual about Hurston’s death?
10) How did Hurston’s books fight stereotypes for black women in fiction?
Presentations-Zora Neale Hurston. While groups present, everyone listens and answers Exit 30. If absent, you must see Ms. Batten for a presentation topic or paper topic.
Grade conferences. Grade recovery given to students failing and who didn't pass FCAT retake test, which must be completed Spring Break.
1) How long did it take Hurston to write TEWWG?
2) Briefly explain what the book will be about using the main character’s name in your explanation.
3) List 3 interesting facts about Hurston’s life.
4) Who brought Hurston out of obscurity, why did they and how did they (be specific)?
5) What was the Harlem Renaissance? Explain in at least 2 sentences.
6) Name one reason scholars had a problem with the name Harlem Renaissance?
7) Name one person in Hurston's circle, their accomplishments and how they helped Hurston accomplish her dream.
8) Why did Richard Wright criticize TEWWG? Give at least two reasons.
9) Considering her accomplishments as a writer, what was unusual about Hurston’s death?
10) How did Hurston’s books fight stereotypes for black women in fiction?
Presentations-Zora Neale Hurston. While groups present, everyone listens and answers Exit 30. If absent, you must see Ms. Batten for a presentation topic or paper topic.
Grade conferences. Grade recovery given to students failing and who didn't pass FCAT retake test, which must be completed Spring Break.
3/23/11
3/21-3/22
Turn in Exit 29
A9-CC lesson. Rock the SAT-group work. While working as a group, each person lists the 22 bold words from the song and the meanings their group has inferred via context clues. Then while listening to the song, write a proununciation of each word if you do not know how to prounounce it. Turn in A9-lesson to basket.
Group word wall assignment- On the piece of paper given to you, write your word, illustrate the meaning and write a sentence using the word in context. Make sure it is visible if hung on word wall. Put all of your names on the back and turn in.
Review-Class reviews each definition and the context clues that lead to the meanings.
A9-CC-Post test-80 percent of grade.
Zora Presentations-Group
Each group is given a section of the reading guide for Their Eyes Were Watching God and poster paper. Each group is to teach their section to the rest of the class, while highlighting the most important points. Groups come up with a plan for splitting up their section and how to teach it to the class. Presentations-next class.
R42-44 Multiple-Due today 3/22 or Alternate Explorer assignment. 80 percent grade.
A9-CC lesson. Rock the SAT-group work. While working as a group, each person lists the 22 bold words from the song and the meanings their group has inferred via context clues. Then while listening to the song, write a proununciation of each word if you do not know how to prounounce it. Turn in A9-lesson to basket.
Group word wall assignment- On the piece of paper given to you, write your word, illustrate the meaning and write a sentence using the word in context. Make sure it is visible if hung on word wall. Put all of your names on the back and turn in.
Review-Class reviews each definition and the context clues that lead to the meanings.
A9-CC-Post test-80 percent of grade.
Zora Presentations-Group
Each group is given a section of the reading guide for Their Eyes Were Watching God and poster paper. Each group is to teach their section to the rest of the class, while highlighting the most important points. Groups come up with a plan for splitting up their section and how to teach it to the class. Presentations-next class.
R42-44 Multiple-Due today 3/22 or Alternate Explorer assignment. 80 percent grade.
3/15A-3/18 B
Students to finish A12-The Crucible Test-Part 2
Exit 29List 3 differences from what really happened in Salem to what Miller wrote in The Crucible. For each difference, explain why Miller might have changed what was historically correct.
Fact or Fiction-The Crucible powerpoint Powerpoint shown twice. Differences discussed.
Each group assigned a Discussion question in which they must:1)Thoroughly discuss questions and all of the possible reasons Miller might have changed this element of the story
2)Take a page of discussion notes, in which each person's name is added next to their part of the discussion
3)Make a visual where 3 items from the Fact or Fiction powerpoint is highlighted. Must use color and feature both fact and fiction.
4)Present question and opinions to class
Don't forget to bring in Their Eyes Were Watching God for extra credit. We will be reading it after Spring Break.
Exit 29List 3 differences from what really happened in Salem to what Miller wrote in The Crucible. For each difference, explain why Miller might have changed what was historically correct.
Fact or Fiction-The Crucible powerpoint Powerpoint shown twice. Differences discussed.
Each group assigned a Discussion question in which they must:1)Thoroughly discuss questions and all of the possible reasons Miller might have changed this element of the story
2)Take a page of discussion notes, in which each person's name is added next to their part of the discussion
3)Make a visual where 3 items from the Fact or Fiction powerpoint is highlighted. Must use color and feature both fact and fiction.
4)Present question and opinions to class
Don't forget to bring in Their Eyes Were Watching God for extra credit. We will be reading it after Spring Break.
3/15/11
3/11 A-3/14B
Finish Film-The Crucible
Finish filling out R32-Character Chart-right hand column/motivations.-80 percent assessment. Due after test.
Survival Cards for Act 1,2, and the film returned before test to those who did them. Students allowed to use survival cards and character chart during the test.
A12-The Crucible Test-Part 1-oral quiz given by teacher. Must be made up after school or during lunch by Thursday following absence. The Crucible Test Part 2-Analysis chart-Find 3 quotes for your character and complete the chart as directed. Test is an 80 percent assessment.
R42-44-Multiple-Due 3/22 or alternate with explorer-FCAT non-passers only. Reading and explorer can be done for extra credit.
Turn in Exit 28-last chance.
Finish filling out R32-Character Chart-right hand column/motivations.-80 percent assessment. Due after test.
Survival Cards for Act 1,2, and the film returned before test to those who did them. Students allowed to use survival cards and character chart during the test.
A12-The Crucible Test-Part 1-oral quiz given by teacher. Must be made up after school or during lunch by Thursday following absence. The Crucible Test Part 2-Analysis chart-Find 3 quotes for your character and complete the chart as directed. Test is an 80 percent assessment.
R42-44-Multiple-Due 3/22 or alternate with explorer-FCAT non-passers only. Reading and explorer can be done for extra credit.
Turn in Exit 28-last chance.
3/9/11
3/7A-3/8B
Exit 27-List 3 differences between the film and the book. Also for each difference, explain why you feel the director made this change.
Copy Exit 27, answer while watching film, turn in. Wkbk p 255-256 past due-20pts.
The Crucible-Film-Survival Cards/R32-Character Chart (fill out chart for anything missing in Act 1 and 2 and fill it out when watching part 3-4 of film. This R32 chart will become an 80 percent assessment.
The Crucible Test/Character Analysis is 3/11A and 3/12 B.
Conferences-Grades, FCAT notices, papers returned
R39-41 Multiple/or/Explorer last 4 skill seminar lessons-Due 3/8 (Today)-80 percent assessment. Non-passers: Do both Reading and FCAT Explorer for Extra Credit.
Remember to bring in Their Eyes Were Watching God for Extra Credit.
R42-44-Due 3/22
Copy Exit 27, answer while watching film, turn in. Wkbk p 255-256 past due-20pts.
The Crucible-Film-Survival Cards/R32-Character Chart (fill out chart for anything missing in Act 1 and 2 and fill it out when watching part 3-4 of film. This R32 chart will become an 80 percent assessment.
The Crucible Test/Character Analysis is 3/11A and 3/12 B.
Conferences-Grades, FCAT notices, papers returned
R39-41 Multiple/or/Explorer last 4 skill seminar lessons-Due 3/8 (Today)-80 percent assessment. Non-passers: Do both Reading and FCAT Explorer for Extra Credit.
Remember to bring in Their Eyes Were Watching God for Extra Credit.
R42-44-Due 3/22
3/3/11
2/29A-3/4
FCAT Writes-3/1; 7th block-guest speaker on 3/3 for whole period.
A11-Act 2 Quiz 18 points (80 percent Assessment)Students allowed to use survival cards.
wkbk P 255-256 Graded-20 points.
R32-Character Chart returned with directions regarding how to fix before final grade. This will become an 80 percent Assessment. Do not copy someone. Do it on your own.
Grade Conference/Reading Model given to struggling students/Tutoring Notices/Progress Reports/Papers Returned
Exit 27- List 3 differences between the film and the book. Also for each difference, explain why you feel the director made this change.(Don't ever copy exit slips answers, as they are to reflect what you learned not someone else).
Film-Watch The Crucible-Part 1-add to character chart and complete Exit 27. Due next class. If you miss the film, you can watch it at home or you can read Act 3 and 4. Remember the Holt book is at my.hrw.com Login: tparker806 PW: braves. Act 3 starts on p1137.
Discuss Analysis/The Crucible Test 3/8.
Remember, in spare time and at home complete R39-41 Multiple strategies or students who didn't pass FCAT can Do Explorer Last 4 skill seminar lessons-Due 3/8. Both reading and Explorer can be done for Extra Credit.-80 percent of grade.
A11-Act 2 Quiz 18 points (80 percent Assessment)Students allowed to use survival cards.
wkbk P 255-256 Graded-20 points.
R32-Character Chart returned with directions regarding how to fix before final grade. This will become an 80 percent Assessment. Do not copy someone. Do it on your own.
Grade Conference/Reading Model given to struggling students/Tutoring Notices/Progress Reports/Papers Returned
Exit 27- List 3 differences between the film and the book. Also for each difference, explain why you feel the director made this change.(Don't ever copy exit slips answers, as they are to reflect what you learned not someone else).
Film-Watch The Crucible-Part 1-add to character chart and complete Exit 27. Due next class. If you miss the film, you can watch it at home or you can read Act 3 and 4. Remember the Holt book is at my.hrw.com Login: tparker806 PW: braves. Act 3 starts on p1137.
Discuss Analysis/The Crucible Test 3/8.
Remember, in spare time and at home complete R39-41 Multiple strategies or students who didn't pass FCAT can Do Explorer Last 4 skill seminar lessons-Due 3/8. Both reading and Explorer can be done for Extra Credit.-80 percent of grade.
2/18 A-2/25 B
Some classes weren't seen due to President's Day holiday, Benchmark Testing-2 days. Work completed this week is below.
Exit 25: 1)How do you know that Mary Warren isn't acting like herself? 2)According to Mary, how does she save Elizabeth's life? 3)Why are Good and Osburne easy targets for accusations of witchcraft? 4)Give 2 reasons Hale suspected the Proctor's of witchcraft? 5)What does Elizabeth admit she doesn't believe in?
Exit 261)What analogy does Hale use to justify charges against Rebecca? 2) Explain why the poppet causes Elizabeth trouble. 3) What metaphor does Proctor use to insult Hale? 4) Why doesn’t Hale believe Proctor when he says Abigail is lying? 5)Why does Mary Warren refuse to testify the poppet is hers?
Finish Act 2- The Crucible-p1131 to end. Then finish filling out the R32-Character Chart for Act 2. Submit to basket.
Index cards passed out for Survival Cards-Act 2. On these cards write anything you want from Act 2, which you will be able to use on the test. Turn in by the end of class. Do not keep it. If absent, ask Ms. Batten for a survival card to fill out.
For Act 3 and 4 we will watch the film and continue to fill out R32-Character Chart.
Springboard wkbk p255-256. On pg 255, look up each word in Act 2 in context and write the context inside each box, for each word. Then looking at the context, put a definition for each word based on context clues only. You are allowed to work as a group, but don't simply copy. This is to help prepare you for the context clues post-test test, and a lot of students failed the pre-test.
On wkbk pg 256, first identify each as a metaphor, simile or personification. They are not all metaphors. Then underline, or write for each, what is being compared. Then in the right hand column, put what you think the character actually meant when they said this. This also can be done as a group.
Both 255-256 to be graded next class for 20 points.
In spare time, work on R39-41 multiple strategies, due 3/8, 80 percent of grade. As an alternative Assessment students who didn't pass FCAT can do the Last 4 skill seminar lessons in FCAT explorer if they provide best effort.Students who haven’t started explorer can do preflight check as alternate. Both reading and explorer can be done for extra credit.
Remember, Their Eyes Were Watching God by Zora Neale Hurston is extra credit if you bring in your own copy to read.
Exit 25: 1)How do you know that Mary Warren isn't acting like herself? 2)According to Mary, how does she save Elizabeth's life? 3)Why are Good and Osburne easy targets for accusations of witchcraft? 4)Give 2 reasons Hale suspected the Proctor's of witchcraft? 5)What does Elizabeth admit she doesn't believe in?
Exit 261)What analogy does Hale use to justify charges against Rebecca? 2) Explain why the poppet causes Elizabeth trouble. 3) What metaphor does Proctor use to insult Hale? 4) Why doesn’t Hale believe Proctor when he says Abigail is lying? 5)Why does Mary Warren refuse to testify the poppet is hers?
Finish Act 2- The Crucible-p1131 to end. Then finish filling out the R32-Character Chart for Act 2. Submit to basket.
Index cards passed out for Survival Cards-Act 2. On these cards write anything you want from Act 2, which you will be able to use on the test. Turn in by the end of class. Do not keep it. If absent, ask Ms. Batten for a survival card to fill out.
For Act 3 and 4 we will watch the film and continue to fill out R32-Character Chart.
Springboard wkbk p255-256. On pg 255, look up each word in Act 2 in context and write the context inside each box, for each word. Then looking at the context, put a definition for each word based on context clues only. You are allowed to work as a group, but don't simply copy. This is to help prepare you for the context clues post-test test, and a lot of students failed the pre-test.
On wkbk pg 256, first identify each as a metaphor, simile or personification. They are not all metaphors. Then underline, or write for each, what is being compared. Then in the right hand column, put what you think the character actually meant when they said this. This also can be done as a group.
Both 255-256 to be graded next class for 20 points.
In spare time, work on R39-41 multiple strategies, due 3/8, 80 percent of grade. As an alternative Assessment students who didn't pass FCAT can do the Last 4 skill seminar lessons in FCAT explorer if they provide best effort.Students who haven’t started explorer can do preflight check as alternate. Both reading and explorer can be done for extra credit.
Remember, Their Eyes Were Watching God by Zora Neale Hurston is extra credit if you bring in your own copy to read.
2/18/11
2/16-2/17 B
Sign up for part daily.
Exit 24: 1)What do the author's stage directions reveal about the Proctor's relationship? Give an example from the text. 2)What has the Deputy Governer promised to the witches who don't confess? 3) List one metaphor used and explain why its a metaphor. 4. List one simile used and explain why its a simile.
Read-Act 2
4th 1123-1125, 5th 1123-1127, 7th 1123-1127
Gallery Walk, 5th. Group Duty All.
Exit 24 Copy, do, turn in.
Character Tableau-Act 1.
In spare time work on R36-38-multiple strategy Due 2/22 or Alternate 4 skill seminar lessons-Explorer.
Exit 24: 1)What do the author's stage directions reveal about the Proctor's relationship? Give an example from the text. 2)What has the Deputy Governer promised to the witches who don't confess? 3) List one metaphor used and explain why its a metaphor. 4. List one simile used and explain why its a simile.
Read-Act 2
4th 1123-1125, 5th 1123-1127, 7th 1123-1127
Gallery Walk, 5th. Group Duty All.
Exit 24 Copy, do, turn in.
Character Tableau-Act 1.
In spare time work on R36-38-multiple strategy Due 2/22 or Alternate 4 skill seminar lessons-Explorer.
2/16/11
2/14 A-2/15 B
Sign up for parts daily, 1st come, first serve.
Survival Card-Act 1-The Crucible. Due today. If you missed this, ask Ms. Batten for card. On the index card provided by Ms. Batten, take 15 minutes to scan through Act 1. You can put anything from Act 1 on this card and can use the front and back. Be sure to put your name and Act 1 on the card. You will receive this survival card to use during the test. Cards turned in after 15 minutes. It isn't a graded assignment, but is used as a tool to help students review Act 1.
A7-Compare/Contrast packet-Handed back all and finished reviewing as a class.
Review marking the text strategies/Also posted.
A7-CC Posttest80% Assessment. You are allowed to mark on the text if you use a marking strategy only.
When finished with Post-test, work on R6-38-Multiple strategies (Your Own Book)which is due 2/22 or Alternate Assignment: Only for those who didn't pass FCAT-Do Part 2 in Explorer/Best effort on 4 skill seminar lessons also due 2/22.(80% Assessment grade)
Review of Act 1-the end (Abby and Betty accuse witches/Tituba questioned.
R32-Character Chart for Act 1-returned with ? for anything left off of chart for Act 1. No grade has been assigned yet to this chart. Students have the opportunity to fix the missing details before the final grade is issued after reading.
Act 2, start reading p 1122. 4th 1122-1124 Eliz-quietly, fearing; 5th 1122-last time; 7th 1122-1123 It is a mouse no more. R32-Character chart used.
Teacher stops and discusses text for greater depth, possible test questions and future exit slip answers.
Students reminded to buy Their Eyes Were Watching God by Zora Neale Hurston in the next 3 weeks as extra credit.
Survival Card-Act 1-The Crucible. Due today. If you missed this, ask Ms. Batten for card. On the index card provided by Ms. Batten, take 15 minutes to scan through Act 1. You can put anything from Act 1 on this card and can use the front and back. Be sure to put your name and Act 1 on the card. You will receive this survival card to use during the test. Cards turned in after 15 minutes. It isn't a graded assignment, but is used as a tool to help students review Act 1.
A7-Compare/Contrast packet-Handed back all and finished reviewing as a class.
Review marking the text strategies/Also posted.
A7-CC Posttest80% Assessment. You are allowed to mark on the text if you use a marking strategy only.
When finished with Post-test, work on R6-38-Multiple strategies (Your Own Book)which is due 2/22 or Alternate Assignment: Only for those who didn't pass FCAT-Do Part 2 in Explorer/Best effort on 4 skill seminar lessons also due 2/22.(80% Assessment grade)
Review of Act 1-the end (Abby and Betty accuse witches/Tituba questioned.
R32-Character Chart for Act 1-returned with ? for anything left off of chart for Act 1. No grade has been assigned yet to this chart. Students have the opportunity to fix the missing details before the final grade is issued after reading.
Act 2, start reading p 1122. 4th 1122-1124 Eliz-quietly, fearing; 5th 1122-last time; 7th 1122-1123 It is a mouse no more. R32-Character chart used.
Teacher stops and discusses text for greater depth, possible test questions and future exit slip answers.
Students reminded to buy Their Eyes Were Watching God by Zora Neale Hurston in the next 3 weeks as extra credit.
2/14/11
2/10 A-2/11 B
Add Giles Corey, Goody Proctor and Rev. Hale to your chart, above or below it in white space.
Read The Crucible-pgs 1116 to 1120 (the end of Act 1) as a class.
Do Exit slip 23:1)How do you know Rebecca Nurse really belives in her religion(Book Quote is acceptable to answer with). 2)Why does Giles Corey have a problem with his wife reading "strange books"? 3)Why is Parris so surprised the devil would strike his home? 4)What was in the kettle which Hale sees as evil worship? 5)According to Tituba, why did she conjure spirits?
Discussed the text/reading as a class.
Finish R32-Character Chart for Act 1. -Turn in. Remember you will continue to use this chart in other acts, so don't feel like you have to have something for every character, just the ones you encountered in Act 1.
A8-Act 1-Quiz-The Crucible-80 percent of grade
R36-38-Multiple strategies-Due 2/22. Alternate assessment: For anyone who didn't pass FCAT. In explorer, provide best effort on first four lessons of skill seminar check. Also due 2/22. Or if you never did Explorer but turned in a reading entry for R33-35, you can substitute this reading entry with best effort on the Preflight check-10th grade Reading Timeline Explorer. -80 percent of grade
Read The Crucible-pgs 1116 to 1120 (the end of Act 1) as a class.
Do Exit slip 23:1)How do you know Rebecca Nurse really belives in her religion(Book Quote is acceptable to answer with). 2)Why does Giles Corey have a problem with his wife reading "strange books"? 3)Why is Parris so surprised the devil would strike his home? 4)What was in the kettle which Hale sees as evil worship? 5)According to Tituba, why did she conjure spirits?
Discussed the text/reading as a class.
Finish R32-Character Chart for Act 1. -Turn in. Remember you will continue to use this chart in other acts, so don't feel like you have to have something for every character, just the ones you encountered in Act 1.
A8-Act 1-Quiz-The Crucible-80 percent of grade
R36-38-Multiple strategies-Due 2/22. Alternate assessment: For anyone who didn't pass FCAT. In explorer, provide best effort on first four lessons of skill seminar check. Also due 2/22. Or if you never did Explorer but turned in a reading entry for R33-35, you can substitute this reading entry with best effort on the Preflight check-10th grade Reading Timeline Explorer. -80 percent of grade
2/9/11
2/7 B-2/9 B
From Backmap, add anything you didn't have on your backmap for Performance Task-The Crucible. Or copy what is on the board and staple it to the old backmap. Turn in
Read p 1111-1116 The Crucible (4th and 5th block) or 1112-1116 (7th block). Fill out R32-Chart.
Exit slip 22: 1)What are two reasons someone will accuse Rebecca Nurse of being a witch? 2)Explain what Proctor and Parris argue about. Why are both men upset? 3)On p 1114, Miller says "There were no witches then." Why do you think he tells the reader this now? 4)What is one scientific reason why people may have been showing bizarre behavior such as muscle spasms or hallucinations? 5)What is revealed about hwy Putnam's daughter was involved with Tituba? (1110-1116)
Answer questions after copying exit slip, turn in.
Ms. Batten reviews reading and where to find exit slip answers.
Work time-work on R33-35 Reading-Multiple strategies or the alternative assessment-Explorer reading timeline-Preflight check. Due today 2/9 for 80 percent assessment grade.
Read p 1111-1116 The Crucible (4th and 5th block) or 1112-1116 (7th block). Fill out R32-Chart.
Exit slip 22: 1)What are two reasons someone will accuse Rebecca Nurse of being a witch? 2)Explain what Proctor and Parris argue about. Why are both men upset? 3)On p 1114, Miller says "There were no witches then." Why do you think he tells the reader this now? 4)What is one scientific reason why people may have been showing bizarre behavior such as muscle spasms or hallucinations? 5)What is revealed about hwy Putnam's daughter was involved with Tituba? (1110-1116)
Answer questions after copying exit slip, turn in.
Ms. Batten reviews reading and where to find exit slip answers.
Work time-work on R33-35 Reading-Multiple strategies or the alternative assessment-Explorer reading timeline-Preflight check. Due today 2/9 for 80 percent assessment grade.
2/3 B-2/4 A
Performance Task-End of Crucible
Choose a character from The Crucible. Complete a character analysis, explain their motivations for accusing others of witchcraft using a miminum of 3 textual examples in an analysis paper.
Backmap Performance Task with group. Also discuss as a class why it is important to map out everything we will need to discuss, do or learn before reaching this Performance Task at the end of The Crucible.
Turn in A7-Compare Contrast lesson-both parts should be completed.
Fix W9 Vocab 4 foldable with mistakes fixed as your Vocab Test Grade-80 percent assessment grade.
Work on R33 to R35 if time left, Due 2/9-80% Assessment Grade.
Choose a character from The Crucible. Complete a character analysis, explain their motivations for accusing others of witchcraft using a miminum of 3 textual examples in an analysis paper.
Backmap Performance Task with group. Also discuss as a class why it is important to map out everything we will need to discuss, do or learn before reaching this Performance Task at the end of The Crucible.
Turn in A7-Compare Contrast lesson-both parts should be completed.
Fix W9 Vocab 4 foldable with mistakes fixed as your Vocab Test Grade-80 percent assessment grade.
Work on R33 to R35 if time left, Due 2/9-80% Assessment Grade.
2/2/11
1/29A-2/2A
Sign up for parts for The Crucible.
Copy Exit slip 21 and answer questions during lesson
Exit 21: 1)Give one adjective to describe Abigail's relationship with the other girls. Also include a book quote that supports your adjective. 2)How do you know Proctor suspects Abigail is up to no good, when he visits Betty? 3)Give a quote from the book which discloses Proctor and Abigail had an inappropriate relationship. 4)What does Betty do, which others think is a notorious sign of witchcraft? (Comes from reading pages 1105 to 1110.
Take out A7-Compare/Contrast lesson-Part 2- Work on for 20 minutes. Part 2 is to mark using your own reading strategy pg 65, Do p 67, using short response frames. Mark using your own reading strategy pg 73 to 74. Do p75-76. This lesson is due, in complete, part 1 and 2 on Thursday, 2/3.
W9 Vocab 4 foldable returned to students with teacher comments on what should be fixed by vocab. test date, 2/3. Make sure all corrections have been made by that time. Also, study for your vocab test on 2/3.
Students sentences with stars are written on the board, to point out examples and non-examples of how to use words appropriately.
Play-p 1108 John Proctor Enters to 1110 before author's commentary (4th and 5th). Fill out character chart appropriately with characteristics, actions and motivations.
p 1110 A Psalm to 1110 Author's commentary.(7th) Fill out character chart appropriately with characteristics, actions and motivations.
Character chart is now an independent assignment. Students are responsible for recording info as the class reads. If you miss, read the part you missed and fill out chart on your own. Do not copy from another student. Be sure to listen to class discussion or ask the teacher what was discussed while absent to answer exit slip questions. DO NOT COPY EXIT SLIP ANSWERS. They are supposed to reflect what you learned, not someone else.
R33-35-Multiple- Assessment 80% grade-All students Due 2/9
For FCAT passers:Do Reading Entries 33-35, multiple strategies.
Remember its 10 pages, per entry. Find at least 5 strategies, but this time don't focus on just one type. You can record any strategy we have used before such as, visualizing, connection, Questioning the text, Inferences. Remember to record the pg you start at and the page you stop at for each entry and a one sentence summary. See Ms. Batten's modeling/Ra Ta Ta for more direction.
For students who still need to pass 10th Grade Reading/new students not in Explorer yet
You can choose to do the reading or you can work in FCAT Explorer. Explorer will help you improve your FCAT score if you take it seriously. As an alternative assignment to the reading you can opt to complete the 10th Grade Reading Timeline. By 2/9, you must provide best effort on the Preflight check. On a piece of paper you will right your heading, R33-35, and then write I tried my best and completed all of the preflight check. I will check your score and see if you took your time on the computer.
For pullout students in 7th block only.
Submit work completed in your pullout class from 1/27, 1/31, 2/2, 2/8 as an alternative assessment. Label a piece of paper as R33-35 and attach the work you've completed. If necessary you can also write what you complete each day with your pullout teacher. Due 2/9
Copy Exit slip 21 and answer questions during lesson
Exit 21: 1)Give one adjective to describe Abigail's relationship with the other girls. Also include a book quote that supports your adjective. 2)How do you know Proctor suspects Abigail is up to no good, when he visits Betty? 3)Give a quote from the book which discloses Proctor and Abigail had an inappropriate relationship. 4)What does Betty do, which others think is a notorious sign of witchcraft? (Comes from reading pages 1105 to 1110.
Take out A7-Compare/Contrast lesson-Part 2- Work on for 20 minutes. Part 2 is to mark using your own reading strategy pg 65, Do p 67, using short response frames. Mark using your own reading strategy pg 73 to 74. Do p75-76. This lesson is due, in complete, part 1 and 2 on Thursday, 2/3.
W9 Vocab 4 foldable returned to students with teacher comments on what should be fixed by vocab. test date, 2/3. Make sure all corrections have been made by that time. Also, study for your vocab test on 2/3.
Students sentences with stars are written on the board, to point out examples and non-examples of how to use words appropriately.
Play-p 1108 John Proctor Enters to 1110 before author's commentary (4th and 5th). Fill out character chart appropriately with characteristics, actions and motivations.
p 1110 A Psalm to 1110 Author's commentary.(7th) Fill out character chart appropriately with characteristics, actions and motivations.
Character chart is now an independent assignment. Students are responsible for recording info as the class reads. If you miss, read the part you missed and fill out chart on your own. Do not copy from another student. Be sure to listen to class discussion or ask the teacher what was discussed while absent to answer exit slip questions. DO NOT COPY EXIT SLIP ANSWERS. They are supposed to reflect what you learned, not someone else.
R33-35-Multiple- Assessment 80% grade-All students Due 2/9
For FCAT passers:Do Reading Entries 33-35, multiple strategies.
Remember its 10 pages, per entry. Find at least 5 strategies, but this time don't focus on just one type. You can record any strategy we have used before such as, visualizing, connection, Questioning the text, Inferences. Remember to record the pg you start at and the page you stop at for each entry and a one sentence summary. See Ms. Batten's modeling/Ra Ta Ta for more direction.
For students who still need to pass 10th Grade Reading/new students not in Explorer yet
You can choose to do the reading or you can work in FCAT Explorer. Explorer will help you improve your FCAT score if you take it seriously. As an alternative assignment to the reading you can opt to complete the 10th Grade Reading Timeline. By 2/9, you must provide best effort on the Preflight check. On a piece of paper you will right your heading, R33-35, and then write I tried my best and completed all of the preflight check. I will check your score and see if you took your time on the computer.
For pullout students in 7th block only.
Submit work completed in your pullout class from 1/27, 1/31, 2/2, 2/8 as an alternative assessment. Label a piece of paper as R33-35 and attach the work you've completed. If necessary you can also write what you complete each day with your pullout teacher. Due 2/9
1/31/11
1/27 A-1/28 B
Sign up for reading parts: The Crucible
Take out A7-Compare/Contrast lesson- Part 1 and work on. Due 1/28.
As a group do pg 58 Activity together. Mark pg 58-59. Do p 59 on own. Mark p 60. do pg 60 on own.
On own time do Mark p 61. Mark pg 62-names/data, important details, words they might ask about, transitions all different ways. Come up with a key for how you will mark each. Also, chunk the text into 3 chunks and for each chunk put a 3 to 4 word title summarizing what that chunk is about. Then do pg 63 Venn diagram and questions 1-2.
As a group Class Reviews pg 62-64 together.
A7-Compare Contrast lesson-Part 2- Assigned to students. Due 2/3.
Mark p65 using a strategy that is obvious to teacher. Do p67 using short response frames. Mark pg 73 to 74 using your own marking strategy that is obvious to teacher. Do p75-76
4th/5th Read The Crucible in Holt pg 1105-Parris: Pray Not to 1108 Enter John Proctor. Fill out R32-Character chart as you read.
7thRead The Crucible in Holt pg 1107 Betty collapsing to the floor to 1110 A psalm is heard being sung below. Fill out R32-Character Chart as you read.
Take out A7-Compare/Contrast lesson- Part 1 and work on. Due 1/28.
As a group do pg 58 Activity together. Mark pg 58-59. Do p 59 on own. Mark p 60. do pg 60 on own.
On own time do Mark p 61. Mark pg 62-names/data, important details, words they might ask about, transitions all different ways. Come up with a key for how you will mark each. Also, chunk the text into 3 chunks and for each chunk put a 3 to 4 word title summarizing what that chunk is about. Then do pg 63 Venn diagram and questions 1-2.
As a group Class Reviews pg 62-64 together.
A7-Compare Contrast lesson-Part 2- Assigned to students. Due 2/3.
Mark p65 using a strategy that is obvious to teacher. Do p67 using short response frames. Mark pg 73 to 74 using your own marking strategy that is obvious to teacher. Do p75-76
4th/5th Read The Crucible in Holt pg 1105-Parris: Pray Not to 1108 Enter John Proctor. Fill out R32-Character chart as you read.
7thRead The Crucible in Holt pg 1107 Betty collapsing to the floor to 1110 A psalm is heard being sung below. Fill out R32-Character Chart as you read.
1/26/11
1/25 A-1/26 B
No Journal. Sign up for parts at the beginning of class for The Crucible.
R32-Character Chart- Read from 1105, Parris: Oh Pray Not to 1107, Betty:-Collapsing on bed: Mama, Mama. Teacher stops and directs students when to fill out chart.
A7-Compare/Contrast Lesson. Everyone. New procedure discussed: All students will do focus lessons now, as a lot of students were passing pre-tests and failing post-tests. To make sure this doesn't happen any more, everyone will listen to the lesson.
Part 1-A7-lessonStudents Read through packet pgs 57 to 62 with teacher guidance.
Do, pg 58, activity 1. Mark important detail on pg 58, last paragraph and pg 59. Do pg 59 activity. Mark p 60. Do pg 60 activity. Mark p 61. On p 62, put a key at the top of your paper for the following items which you will mark throughout your reading: proper nouns/names, data/numbers, words you don't know/think they might ask you about, important details, transition/key words. For each of these items, you must mark them separate ways, or come up with a marking systems so that everything doesn't look the same. Also, chunk the text and use the Table of Contents strategy, in which you put 3 to 4 word title summaries for each chunk. When finished, move on to the Venn Diagram and fill it out.
Exit 20:
1)What is the setting of The Crucible?
2)What is the main reason Reverend Paris is concerned about Betty's illness?
3)What rumor has spread about Betty's illness?
4)What did Reverand Parris Witness in the forest?
5)Why does Reverand Parris, think Abigail has tainted her reputation
R32-Character Chart- Read from 1105, Parris: Oh Pray Not to 1107, Betty:-Collapsing on bed: Mama, Mama. Teacher stops and directs students when to fill out chart.
A7-Compare/Contrast Lesson. Everyone. New procedure discussed: All students will do focus lessons now, as a lot of students were passing pre-tests and failing post-tests. To make sure this doesn't happen any more, everyone will listen to the lesson.
Part 1-A7-lessonStudents Read through packet pgs 57 to 62 with teacher guidance.
Do, pg 58, activity 1. Mark important detail on pg 58, last paragraph and pg 59. Do pg 59 activity. Mark p 60. Do pg 60 activity. Mark p 61. On p 62, put a key at the top of your paper for the following items which you will mark throughout your reading: proper nouns/names, data/numbers, words you don't know/think they might ask you about, important details, transition/key words. For each of these items, you must mark them separate ways, or come up with a marking systems so that everything doesn't look the same. Also, chunk the text and use the Table of Contents strategy, in which you put 3 to 4 word title summaries for each chunk. When finished, move on to the Venn Diagram and fill it out.
Exit 20:
1)What is the setting of The Crucible?
2)What is the main reason Reverend Paris is concerned about Betty's illness?
3)What rumor has spread about Betty's illness?
4)What did Reverand Parris Witness in the forest?
5)Why does Reverand Parris, think Abigail has tainted her reputation
1/20-A-1/21 B
No Journal. Instead sign up for a part from pg 1099, Holt. When volunteers run out, students names will be randomly drawn. If a student's name is drawn and they refuse to read, they must do R32-cont.
R32 Cont
Today's Date:
Pg___ to Pg___
My 5-7 sentence summary of today's reading.
Turn in each day you refuse to read.
Finish W9-Vocab 4 foldable and turn into basket. Due 1/24.
R32-Character Chart
Class reads from 1100-1105 Parris: Oh Pray Not.. and fills out chart for characters. Teacher stops at characters and directs students where to take notes on R32-Character chart.
R32 Cont
Today's Date:
Pg___ to Pg___
My 5-7 sentence summary of today's reading.
Turn in each day you refuse to read.
Finish W9-Vocab 4 foldable and turn into basket. Due 1/24.
R32-Character Chart
Class reads from 1100-1105 Parris: Oh Pray Not.. and fills out chart for characters. Teacher stops at characters and directs students where to take notes on R32-Character chart.
1/18 A-1/19 B
J24 Find your new seat, Scan Holt p 1100-1102-The Overture/Author's commentary. Now as a group, list in journals together at least 10 major details the author wants you to know before reading.
W9-Vocab 4 Foldable Words assigned on gallery. PowerPoint given for students to practice with each vocab word.
Blasphemy (N.), Dissemble (V.), Partisan (N.), Adamant (Adj), Theocracy (N.), Deposition (N.), Avidly (Adj), Beguile (V.)Foldable due on 1/24. Students should make sure they look at the model on the standards based bulletin board as an example and space out the foldable, to act as a study guide.
R32-Character Chart-The Crucible distributed. Teacher models how to fill out chart and points out example on chart. It is explained that the first part of the story will be modeled with the chart, but students are to eventually to take over responsibility for filling the chart out themselves.
W9-Vocab 4 Foldable Words assigned on gallery. PowerPoint given for students to practice with each vocab word.
Blasphemy (N.), Dissemble (V.), Partisan (N.), Adamant (Adj), Theocracy (N.), Deposition (N.), Avidly (Adj), Beguile (V.)Foldable due on 1/24. Students should make sure they look at the model on the standards based bulletin board as an example and space out the foldable, to act as a study guide.
R32-Character Chart-The Crucible distributed. Teacher models how to fill out chart and points out example on chart. It is explained that the first part of the story will be modeled with the chart, but students are to eventually to take over responsibility for filling the chart out themselves.
1/13 A-1/14 B
J23 Tell me which pg# and paragraphs you personally summarized. Give me the summary and main details.
Groups organize books, stickers on desks and get familar with group duty.
Chunking The Crucible p 1100-1102 continued. Groups present posters to rest of class.
Groups organize books, stickers on desks and get familar with group duty.
Chunking The Crucible p 1100-1102 continued. Groups present posters to rest of class.
1/13/11
1/11 A-1/12B
No Journal. Instead, organize books in proper desks. This is their home, don't leave them homeless. Discuss and split up group duty so its completed on time. Organize portfolios and stack properly at class end in proper location
Exit 19: 1)What is my group color? 2) What is our group duty and ow will we split it up? (List names and responsibilities)? 3)Where should our portfolios be stored in class and how should they be stacked? (be specific) 4)What desk # do I sit in and what books belong in my desk? What doesn't belong in my desk
Turn in R30, R31 and exit slip 18. All are past due.
-Finish chunking activity with group and split up presentation of posters 1100-1106
-conference with Ms. B about your current grade
-sign up for The crucible parts p 1099
For group activity, jigsaw your chunk into paragraphs; assign equal amounts to group members. Each group member should be able to explain their chunk , know the words they don't know by looking them up, and list details. Meet together and combine info. On Poster 1- Group summary of entire chunk in paragraph form. On poster 2, list all details from entire chunk.
Exit 19: 1)What is my group color? 2) What is our group duty and ow will we split it up? (List names and responsibilities)? 3)Where should our portfolios be stored in class and how should they be stacked? (be specific) 4)What desk # do I sit in and what books belong in my desk? What doesn't belong in my desk
Turn in R30, R31 and exit slip 18. All are past due.
-Finish chunking activity with group and split up presentation of posters 1100-1106
-conference with Ms. B about your current grade
-sign up for The crucible parts p 1099
For group activity, jigsaw your chunk into paragraphs; assign equal amounts to group members. Each group member should be able to explain their chunk , know the words they don't know by looking them up, and list details. Meet together and combine info. On Poster 1- Group summary of entire chunk in paragraph form. On poster 2, list all details from entire chunk.
1/11/11
1/7A-1/10B
J#22
"Those who cannot remember the past are condemned to repeat it." -George Santayana-Apply your example to The Crucible and The Red Hunt
Remember the steps for responding to a quote are:
1)Copy Quote
2)Summarize in own words
3)Give specific examples from real life, the world around you, TV, film books etc
4)Elaborate how the example relates to the quote
Think, pair share with group to apply it to The Crucible and the Red Hunt
R31-About the AuthorRead pg 1094 and write a one paragraph summary. Then read pg 1095 to 1096 and write a paragraph summary of why Miller wrote the Crucible, using textual support in your answer.
Performance Task 1-Reviewed briefly. Remember you were supposed to use 3 sources, 2 from Unit 1. Works Cited Page was 15 points, the use of parenthetical citations was 15 points. Citationmachine.net was supposed to be used for those documents. The backmap was 20 points.
If you had problems writing the paper or going between textual support and your response, come to Tutoring for help with that essay.
Chunk Act 1-1100 to 1106Each group is assigned a chunk from the beginning of Act 1, pg 1100 to 1106. With that chunk, jigsaw it into paragraphs. Each person should be able to explain their paragraph(s), look up unknown words and be able to list important details. Now meet together and on one poster write a paragraph summary of the entire chunk and on the other poster list all of the important details from that chunk.
Turn in Exit slip 18
"Those who cannot remember the past are condemned to repeat it." -George Santayana-Apply your example to The Crucible and The Red Hunt
Remember the steps for responding to a quote are:
1)Copy Quote
2)Summarize in own words
3)Give specific examples from real life, the world around you, TV, film books etc
4)Elaborate how the example relates to the quote
Think, pair share with group to apply it to The Crucible and the Red Hunt
R31-About the AuthorRead pg 1094 and write a one paragraph summary. Then read pg 1095 to 1096 and write a paragraph summary of why Miller wrote the Crucible, using textual support in your answer.
Performance Task 1-Reviewed briefly. Remember you were supposed to use 3 sources, 2 from Unit 1. Works Cited Page was 15 points, the use of parenthetical citations was 15 points. Citationmachine.net was supposed to be used for those documents. The backmap was 20 points.
If you had problems writing the paper or going between textual support and your response, come to Tutoring for help with that essay.
Chunk Act 1-1100 to 1106Each group is assigned a chunk from the beginning of Act 1, pg 1100 to 1106. With that chunk, jigsaw it into paragraphs. Each person should be able to explain their paragraph(s), look up unknown words and be able to list important details. Now meet together and on one poster write a paragraph summary of the entire chunk and on the other poster list all of the important details from that chunk.
Turn in Exit slip 18
1/7/11
1/3 C-1/6B
J21: After watching the clip (search on YouTube for The Crucible trailer-extended version), predict what the book will be about in a detailed paragraph. Be sure to include the images, words and sounds from the clip which support your answer.
Exit 18: 1)What are 3 characteristics of Puritanism? 2)What was the Salem Witch Hunt and why did it occur? 3)Why did Arthur Miller write The Crucible?
R30-The Cruciblee Taxonomy
Setup your paper A to Z, but this time leave space for several words for each letter. While watching the PowerPoint about Puritanism, Salem Witchcraft Trials and The Crucible classify any term, character name or characteristic that applies to The Crucible,puritanism or Salem Witch Trials onto the chart under a designated letter. For example, Salem should be added under S, Trials under T, Puritanism under P.
Next, view mini-video from my.hrw.com, student resources, Power Notes, Collection 15, The Crucible, mini-video. Add more terms to your taxonomy as they relate to The Crucible.
Finally, with your group, read the printed article about New England Puritans and add final terms to your taxonomy.
Turn in R30 Taxonomy and Exit 18 to the basket
Portfolio Organization reviewed with class. Make sure you don't mix up assignments in sections. For example W, Writing assignments don't go in A, Assessments. Everything should be in numerical order and title name. For instance, W1-Myself, W2-District Writing 1, W2-District Writing-Rewrite, etc. When you get to Assessments, it should be pretest, lessons (if applicable), post-test. For instance, A1-pretest context, A1-Lesson-Context (if applicable), A1-Post-test Context.
Exit 18: 1)What are 3 characteristics of Puritanism? 2)What was the Salem Witch Hunt and why did it occur? 3)Why did Arthur Miller write The Crucible?
R30-The Cruciblee Taxonomy
Setup your paper A to Z, but this time leave space for several words for each letter. While watching the PowerPoint about Puritanism, Salem Witchcraft Trials and The Crucible classify any term, character name or characteristic that applies to The Crucible,puritanism or Salem Witch Trials onto the chart under a designated letter. For example, Salem should be added under S, Trials under T, Puritanism under P.
Next, view mini-video from my.hrw.com, student resources, Power Notes, Collection 15, The Crucible, mini-video. Add more terms to your taxonomy as they relate to The Crucible.
Finally, with your group, read the printed article about New England Puritans and add final terms to your taxonomy.
Turn in R30 Taxonomy and Exit 18 to the basket
Portfolio Organization reviewed with class. Make sure you don't mix up assignments in sections. For example W, Writing assignments don't go in A, Assessments. Everything should be in numerical order and title name. For instance, W1-Myself, W2-District Writing 1, W2-District Writing-Rewrite, etc. When you get to Assessments, it should be pretest, lessons (if applicable), post-test. For instance, A1-pretest context, A1-Lesson-Context (if applicable), A1-Post-test Context.
12/17 B-1/4B
No Journal. Instead take Part 2-A6 Test Tom Walker. You can use your book for this part of the test.
Make sure you turn in R28-Prediction Tom Walker, R29 Plotline Tom Walker, Exit slip 17
Review W8-vocab 3. Foldable returned. Reviewed, fix mistakes and turn back in.
Turn to pg 1098 Holt and choose a vocab word, which no one in your group has, and illustrate it. Include he word name, part of speech, picture and sentence using context clues.
A5 Main Idea Post Test-Posttest
notices/reports/data chat conferences continue
All Late work due by 12/17.
Make sure you turn in R28-Prediction Tom Walker, R29 Plotline Tom Walker, Exit slip 17
Review W8-vocab 3. Foldable returned. Reviewed, fix mistakes and turn back in.
Turn to pg 1098 Holt and choose a vocab word, which no one in your group has, and illustrate it. Include he word name, part of speech, picture and sentence using context clues.
A5 Main Idea Post Test-Posttest
notices/reports/data chat conferences continue
All Late work due by 12/17.
12/16/10
12/15B-12/16A
No Journal. Instead turn in portfolio. When you leave make sure you leave your portfolio in your designated spot. If your groups missing a sticker, see me. Also, if you aren't ready for me to grade your portfolio, put a post it note that says don't grade yet. Late portfolios will cost 5 points a day.
Open to pg 297 Tom Walker-Class reviews what was read and finishes the story to 299. Discussion continues regarding items that will appear on the test for this story.
After the story, go back and add in the last column for R28-What really happened-on your own.
Review W8-vocab 3. Foldable returned. Reviewed, fix mistakes and turn back in.
Main Idea Post Test-Postponed-next class-80% assessment
notices/reports/data chat conferences continue
A6 Test Tom Walker Part 1. Allowed to use foldable,story diagram, story terms, R28. Part 2,can use book.The next class.
Late work due by 12/17.
Open to pg 297 Tom Walker-Class reviews what was read and finishes the story to 299. Discussion continues regarding items that will appear on the test for this story.
After the story, go back and add in the last column for R28-What really happened-on your own.
Review W8-vocab 3. Foldable returned. Reviewed, fix mistakes and turn back in.
Main Idea Post Test-Postponed-next class-80% assessment
notices/reports/data chat conferences continue
A6 Test Tom Walker Part 1. Allowed to use foldable,story diagram, story terms, R28. Part 2,can use book.The next class.
Late work due by 12/17.
12/13B-12/14A
No Journal, instead continue organizing your portfolio for the check on 12/15.
If you haven't conferenced with me about Exit 16 and the Fcat data, please do so. Turn in exit slip 16.
W8-Vocab 3 foldable due today.
Taxonomy of a story. Take out a piece of paper and letter A-Z. For each letter put a term associated with writing or reading stories. For example,F:Fiction or C: Character. Try to put a term for every letter. Start on your own, then with your group and the Holt book, then as a class. Turn in to basket.
Class reviews part of Tom Walker they were supposed to read on their own, pg 294-296L. Discussion test questions. Plot diagram discussed. Exposition: beginning of the story where the main characters, beginning of conflict and setting are revealed. Rising Action: complications and further conflicts are added to build suspense. Climax: The most interesting part of the story or the turning point of the conflict.Denouement (Day-noo-mahn): Resolution or how the story ends.
If you haven't conferenced with me about Exit 16 and the Fcat data, please do so. Turn in exit slip 16.
W8-Vocab 3 foldable due today.
Taxonomy of a story. Take out a piece of paper and letter A-Z. For each letter put a term associated with writing or reading stories. For example,F:Fiction or C: Character. Try to put a term for every letter. Start on your own, then with your group and the Holt book, then as a class. Turn in to basket.
Class reviews part of Tom Walker they were supposed to read on their own, pg 294-296L. Discussion test questions. Plot diagram discussed. Exposition: beginning of the story where the main characters, beginning of conflict and setting are revealed. Rising Action: complications and further conflicts are added to build suspense. Climax: The most interesting part of the story or the turning point of the conflict.Denouement (Day-noo-mahn): Resolution or how the story ends.
12/12/10
12/8-12/9
No Journal. Turn in W7-Performance Task by attaching the rubric and the backmap. Then organize your portfolio for a portfolio check on 12/15. J1-20, R1-27, A1-Pretest context to A5-Pretest Main Idea, W1-Myself-W6 Taxonomy/Writing Tips
Copy exit slip questions depending on whether you passed the original FCAT, the retake or neither:
Exit slip 16: 1) Did I pass the FCAT test (do 1-3), retake test (do 1-4) or neither (do 1- )? 2) What was my most recent score? 3) By how many points did I pass or fail? 4) What helped me pass the retake or what could I have done differently to pass the retake? 5) What is/are my weakest strand(s)? 6)Did you make improvements? If so, what? What safety net(s) will I use in order to pass this test and prepare for graduation?
A5-Main Idea Lesson Due in basket.
Conference with Ms. Batten about FCAT scores.
As a class read to pg 294 of Tom Walker, discuss and fill out R28
On own, read from 294-last paragraph to 296L, be prepared to discuss
Work on W8-Vocab 2 foldable. Due 12/13
Tom Walker Test and Portfolio on 12/15
Copy exit slip questions depending on whether you passed the original FCAT, the retake or neither:
Exit slip 16: 1) Did I pass the FCAT test (do 1-3), retake test (do 1-4) or neither (do 1- )? 2) What was my most recent score? 3) By how many points did I pass or fail? 4) What helped me pass the retake or what could I have done differently to pass the retake? 5) What is/are my weakest strand(s)? 6)Did you make improvements? If so, what? What safety net(s) will I use in order to pass this test and prepare for graduation?
A5-Main Idea Lesson Due in basket.
Conference with Ms. Batten about FCAT scores.
As a class read to pg 294 of Tom Walker, discuss and fill out R28
On own, read from 294-last paragraph to 296L, be prepared to discuss
Work on W8-Vocab 2 foldable. Due 12/13
Tom Walker Test and Portfolio on 12/15
12/8/10
12/6 A-12/8A
J#20
Take out your model essay and write an introduction paragraph for your W7-Performance Task: The American Dream due 12/9. Remember it should start with a hook and end with a thesis.
Class discusses/reviews the introduction, thesis, body and conclusion of the model essay for the Performance Task Due 12/9. Remember the thesis is the last sentence of the introduction which states how you feel about the topic+the reasons why you feel that way in one to two coherent sentences.
Listening Quiz given on review of model essay and assignment.
Review of Assignment due 12/9 (100 point assessment grade)
W7-Performance Task-The American Dream -Include backmap as cover page (attach)
-Min. of 3 sources (2 from Unit 1)
-Works Cited Page and Citations (use citationmachine.net)
-Free from errors W6 notes-1-6
-Follow Persuasive Essay Format (W6 Notes)
-Rubric (attach)
A5-Main Idea Lesson/Skit assignment pg 292*/finish drawings-Class splits up again. Students assigned the main idea packet review the first part and receive the 2nd half of the assignment from Ms. Batten. Due 12/9.
-Students assigned setting or vocabulary must turn it in or finish it.
-Students finished with vocab or setting assignment organize, direct and perform a skit from pg 292 Holt The Devil and Tom Walker where Tom Walker meets the devil.
TogetherClass reads, while listening to the audio, Holt p291-294. As they read they take notes, mark with a pencil or use post-it notes to mark predictions for R28 Predictions (15) due at the end of the story. Take notes for Test when Ms. Batten stops and discusses the story.
Take out your model essay and write an introduction paragraph for your W7-Performance Task: The American Dream due 12/9. Remember it should start with a hook and end with a thesis.
Class discusses/reviews the introduction, thesis, body and conclusion of the model essay for the Performance Task Due 12/9. Remember the thesis is the last sentence of the introduction which states how you feel about the topic+the reasons why you feel that way in one to two coherent sentences.
Listening Quiz given on review of model essay and assignment.
Review of Assignment due 12/9 (100 point assessment grade)
W7-Performance Task-The American Dream -Include backmap as cover page (attach)
-Min. of 3 sources (2 from Unit 1)
-Works Cited Page and Citations (use citationmachine.net)
-Free from errors W6 notes-1-6
-Follow Persuasive Essay Format (W6 Notes)
-Rubric (attach)
A5-Main Idea Lesson/Skit assignment pg 292*/finish drawings-Class splits up again. Students assigned the main idea packet review the first part and receive the 2nd half of the assignment from Ms. Batten. Due 12/9.
-Students assigned setting or vocabulary must turn it in or finish it.
-Students finished with vocab or setting assignment organize, direct and perform a skit from pg 292 Holt The Devil and Tom Walker where Tom Walker meets the devil.
TogetherClass reads, while listening to the audio, Holt p291-294. As they read they take notes, mark with a pencil or use post-it notes to mark predictions for R28 Predictions (15) due at the end of the story. Take notes for Test when Ms. Batten stops and discusses the story.
12/6/10
12/1B-12/3B
Benchmark Testing-12/2-12/3
J19: Take out the model brainstorm given to you for the performance task, and start your own brainstorm. Remember the essay is due 12/9.
Exit slip 15: 1)What type of inferences are we using to help understand The Devil and Tom Walker? 2)What literary elements impact the mood in a story? 3)What is the mood of the exposition of the story? 4)Explain how you know this is the mood using story details.
Turn in W5-Vocab 2 foldable-with fixes for test grade*Differentiated Instruction: Class splits into 3 groups. If you failed the pre-test for main idea-take out the main idea packet, label it A5-lesson, and listen to Ms. Batten as she takes you through the packet. For homework, do pg 82 bottom paragraph, mark pg 83, Answer or label question/directions on pg 84 in right hand column, also use the table of contents strategy on pg 84 by giving titles to each chunk. Then on pg 85, fill out the chart and answer question 1.
-If you passed the main idea pre-test, Ms. Batten gives one of the following assignments:
*Choose a word from pg 189: Write the word at the top of the paper, draw a picture illustrating the word, use the word in context. Make this visible.
*On pg 191, read the setting of the story, now draw a scene that shows the setting and include a quote from the setting. Put your name on this and turn in.
Everyone: Part 1-Tom Walker pg 291-Complete R28-Predictions while reading the story.
Columns: Pg/Clues/Predictions/Actual Events. Must come up with 15 predictions throughout the reading.
J19: Take out the model brainstorm given to you for the performance task, and start your own brainstorm. Remember the essay is due 12/9.
Exit slip 15: 1)What type of inferences are we using to help understand The Devil and Tom Walker? 2)What literary elements impact the mood in a story? 3)What is the mood of the exposition of the story? 4)Explain how you know this is the mood using story details.
Turn in W5-Vocab 2 foldable-with fixes for test grade*Differentiated Instruction: Class splits into 3 groups. If you failed the pre-test for main idea-take out the main idea packet, label it A5-lesson, and listen to Ms. Batten as she takes you through the packet. For homework, do pg 82 bottom paragraph, mark pg 83, Answer or label question/directions on pg 84 in right hand column, also use the table of contents strategy on pg 84 by giving titles to each chunk. Then on pg 85, fill out the chart and answer question 1.
-If you passed the main idea pre-test, Ms. Batten gives one of the following assignments:
*Choose a word from pg 189: Write the word at the top of the paper, draw a picture illustrating the word, use the word in context. Make this visible.
*On pg 191, read the setting of the story, now draw a scene that shows the setting and include a quote from the setting. Put your name on this and turn in.
Everyone: Part 1-Tom Walker pg 291-Complete R28-Predictions while reading the story.
Columns: Pg/Clues/Predictions/Actual Events. Must come up with 15 predictions throughout the reading.
12/2/10
11/29 B-11/29A
Review of what was done the week before Thanksgiving: J18/Exit slip 13 was reviewed/Performance Task models were distributed. Exit slip 14 could have been completed the last class, however, we will review it today. Turn it in today if you haven't already
Discussion Performance Task
Mood vs tone reviewed. Mood is the way the reader is supposed to feel at different parts of the story. Tone is the author's attitude about what they've written.
Group Work-continued- Each group writes 2 poems with contrasting moods. The second poem should be based on the first poem, but with diction that reflects a contrasting mood. For example, one cheerful and one gloomy poem. Each poem must have a minimum of six lines and use at least 2 figurative devices, which are labelled in poem. Turn in both poems. If absent, do on your own. You may need the mood worksheet which lists adjectives reflecting mood.
W5-Vocab 2 foldable reviewed. Students are selected to write sentences on the board which are right or wrong ways to complete sentences. Class reviews the use of each word and whether context clues are included to help the reader understand the meaning of the word. Fix this foldable after the review and turn back in for a test grade. All things which need to be corrected are marked by me.
Discussion Performance Task
Mood vs tone reviewed. Mood is the way the reader is supposed to feel at different parts of the story. Tone is the author's attitude about what they've written.
Group Work-continued- Each group writes 2 poems with contrasting moods. The second poem should be based on the first poem, but with diction that reflects a contrasting mood. For example, one cheerful and one gloomy poem. Each poem must have a minimum of six lines and use at least 2 figurative devices, which are labelled in poem. Turn in both poems. If absent, do on your own. You may need the mood worksheet which lists adjectives reflecting mood.
W5-Vocab 2 foldable reviewed. Students are selected to write sentences on the board which are right or wrong ways to complete sentences. Class reviews the use of each word and whether context clues are included to help the reader understand the meaning of the word. Fix this foldable after the review and turn back in for a test grade. All things which need to be corrected are marked by me.
11/23/10
11/22 B-11/23 A
J#18 Who is the most important person in your life and why? Or what is the most important object to you and why?
Exit slip 13-reviewed: This website is shown to students with directions on how to find things, including the exit slip. Teacher explains each exit slip question for exit slip 13. Also for question 3, she walks over to the model essay, hanging on the standard based bulletin and shows students how to use the essay to answer this question.
W6-Also reviewed using this website. Teacher reminds students the parts of W6 1)Taxonomy of essay terms that everyone brainstormed together, 2)Notes on the format for the persuasive essay 3)The 6 grammar errors that should no longer be made.
W2-Revised District Writing 1- reassigned. Using W6 notes, scan through your essay and evaluate what you are missing and use the proofreading marks or a highlighter to fix or mark all of your grammar mistakes (1-6). Now rewrite the essay. Staple the old essay to the new one and turn in by 11/29
W7-Performance Task: The American Dream-Due 12/9
-Minimum of 3 sources (2 From Unit 1)
-Free of errors 1-6-W6
-SAT Rubric
-Follow Persuasive Format
Ms. Batten gives each student a model essay and explains exactly how to complete the performance task while going through the model. She/students point(s) out: the thesis, the hook, why there should be information connection the hook to the thesis, reads the elaborate supporting paragraph, statistics, data, facts, illustration, example, high vocabulary, transition use, organization, focus,and excellent conventions. Also, she points out the use of parenthetical citations for sources used and the Works Cited page. Citationmachine.net is a website she suggests to use to make your Works Cited Page. She also suggests using current works, not ones from hundreds of years ago.
The Brainstorm for the model essay is also reviewed. Questions are asked about why certain items were crossed off. African Americans not having access to the American Dream was eliminated from the brainstorm because its out of date and came from texts from a long time ago. The topic is supposed to be about current access to the American dream, not from before the Civil Rights movement. People once had access to the American dream was also crossed out because there is no point in writing a whole paragraph about that, because you'd go off focus. Finally, Coming Into the Country was a text that was eliminated, so it was crossed off the brainstorm.
Exit slip 14: 1)What is the difference between tone and mood? 2)What is a Faust tale? 3)Name a story, tv show or movie which is a Faust tale and explain why it is Faust.
Line Up: Students asked to stand up in areas of class depending on whether they would give up the person or object they wrote about in the journal for unlimited wealth and success. Brief discussion.
Groups turn to pg 290 and read the Background Information about a Faust tale. Class Discusses what a Faust tale is: A tale in which a character sells their soul to the devil
Simpson's video shown as an example of a Faust tale in popular culture.
Exit slip 13-reviewed: This website is shown to students with directions on how to find things, including the exit slip. Teacher explains each exit slip question for exit slip 13. Also for question 3, she walks over to the model essay, hanging on the standard based bulletin and shows students how to use the essay to answer this question.
W6-Also reviewed using this website. Teacher reminds students the parts of W6 1)Taxonomy of essay terms that everyone brainstormed together, 2)Notes on the format for the persuasive essay 3)The 6 grammar errors that should no longer be made.
W2-Revised District Writing 1- reassigned. Using W6 notes, scan through your essay and evaluate what you are missing and use the proofreading marks or a highlighter to fix or mark all of your grammar mistakes (1-6). Now rewrite the essay. Staple the old essay to the new one and turn in by 11/29
W7-Performance Task: The American Dream-Due 12/9
-Minimum of 3 sources (2 From Unit 1)
-Free of errors 1-6-W6
-SAT Rubric
-Follow Persuasive Format
Ms. Batten gives each student a model essay and explains exactly how to complete the performance task while going through the model. She/students point(s) out: the thesis, the hook, why there should be information connection the hook to the thesis, reads the elaborate supporting paragraph, statistics, data, facts, illustration, example, high vocabulary, transition use, organization, focus,and excellent conventions. Also, she points out the use of parenthetical citations for sources used and the Works Cited page. Citationmachine.net is a website she suggests to use to make your Works Cited Page. She also suggests using current works, not ones from hundreds of years ago.
The Brainstorm for the model essay is also reviewed. Questions are asked about why certain items were crossed off. African Americans not having access to the American Dream was eliminated from the brainstorm because its out of date and came from texts from a long time ago. The topic is supposed to be about current access to the American dream, not from before the Civil Rights movement. People once had access to the American dream was also crossed out because there is no point in writing a whole paragraph about that, because you'd go off focus. Finally, Coming Into the Country was a text that was eliminated, so it was crossed off the brainstorm.
Exit slip 14: 1)What is the difference between tone and mood? 2)What is a Faust tale? 3)Name a story, tv show or movie which is a Faust tale and explain why it is Faust.
Line Up: Students asked to stand up in areas of class depending on whether they would give up the person or object they wrote about in the journal for unlimited wealth and success. Brief discussion.
Groups turn to pg 290 and read the Background Information about a Faust tale. Class Discusses what a Faust tale is: A tale in which a character sells their soul to the devil
Simpson's video shown as an example of a Faust tale in popular culture.
11/18/10
11/18 B-11/19 A
No J18, Instead takeout W6: Taxonomy of essay writing and finish
Meet with group to share taxonomy terms and think of ones for letters you couldn't find.
Discuss as a class, everyone is to add the terms they missed from class discussion.
W6-Taxonomy/Writing Tips continued.
Class discusses what specifically goes into a persuasive essay. Everyone adds the format of a persuasive essay to their W6 notes.
1. Brainstorm
2. Intro. Paragraph-hook, thesis
3. Body-facts, details,statistics, reasons,evidence, opinion, examples, word choice, sophisticated vocab, transitions, focused, organized
4. Conclusion-relate back to hook, restate thesis in different words, call for action, urge the reader, end with a positive
W2-District Writing 1 returned. Students are instructed to review their essay and evaluate whether the essay parts are there. If they are missing things like an introduction, a thesis or transitions, they should write on their paper to add these items. Also, everyone needs to make sure they elaborate.
Transition back to W6 and now add these writing tips to your notes:
1. Spell things out. Ex: N-e-ways, b/c, w/, &, I am in NCEPP.
2. Don't refer to people as things. Ex: The things that interest me are girls, sports and TV.
3. Do not start sentences with Well, like, But, Because, And
EX: Because some teachers thing.. And you shouldn't either.
4. Do not use unnecessary words such as like, well or just. Eliminate wordiness.
EX: Like if my friends would just stop making fun of me, I'd probably like hang out with them more than I do right now. This could be rewritten after the wordiness was taken out into: If my friends would stop making fun of me, I'd spend more time with them.
5)Don't talk to the reader, unless directed to do so.
EX: In the next few paragraphs I will write.. I hope you enjoyed my essay.
6)Indent paragraphs
Transition back to essay, and look to see if you've made any of the above 6 mistakes in your essay. If you have, use the proofreading marks to show how you would correct them, underline them or highlight them.
Now, write W2-Revised District Writing by rewriting your original essay and fixing any of the mistakes or missing parts, also edit your paper or have someone peer edit, elaborate, make sure you mark the mistakes you fix on your rough draft and attach your new essay to your rough draft. Finish for homework
R25-27-Visualizing-Due today.
Portfolio check coming soon
Vocab 2 Test-11/22-Review vocab foldable
Meet with group to share taxonomy terms and think of ones for letters you couldn't find.
Discuss as a class, everyone is to add the terms they missed from class discussion.
W6-Taxonomy/Writing Tips continued.
Class discusses what specifically goes into a persuasive essay. Everyone adds the format of a persuasive essay to their W6 notes.
1. Brainstorm
2. Intro. Paragraph-hook, thesis
3. Body-facts, details,statistics, reasons,evidence, opinion, examples, word choice, sophisticated vocab, transitions, focused, organized
4. Conclusion-relate back to hook, restate thesis in different words, call for action, urge the reader, end with a positive
W2-District Writing 1 returned. Students are instructed to review their essay and evaluate whether the essay parts are there. If they are missing things like an introduction, a thesis or transitions, they should write on their paper to add these items. Also, everyone needs to make sure they elaborate.
Transition back to W6 and now add these writing tips to your notes:
1. Spell things out. Ex: N-e-ways, b/c, w/, &, I am in NCEPP.
2. Don't refer to people as things. Ex: The things that interest me are girls, sports and TV.
3. Do not start sentences with Well, like, But, Because, And
EX: Because some teachers thing.. And you shouldn't either.
4. Do not use unnecessary words such as like, well or just. Eliminate wordiness.
EX: Like if my friends would just stop making fun of me, I'd probably like hang out with them more than I do right now. This could be rewritten after the wordiness was taken out into: If my friends would stop making fun of me, I'd spend more time with them.
5)Don't talk to the reader, unless directed to do so.
EX: In the next few paragraphs I will write.. I hope you enjoyed my essay.
6)Indent paragraphs
Transition back to essay, and look to see if you've made any of the above 6 mistakes in your essay. If you have, use the proofreading marks to show how you would correct them, underline them or highlight them.
Now, write W2-Revised District Writing by rewriting your original essay and fixing any of the mistakes or missing parts, also edit your paper or have someone peer edit, elaborate, make sure you mark the mistakes you fix on your rough draft and attach your new essay to your rough draft. Finish for homework
R25-27-Visualizing-Due today.
Portfolio check coming soon
Vocab 2 Test-11/22-Review vocab foldable
10/16B-10/17A
J#17: Copy, then finish
Bare: I like science because I enjoy it. (1,2)
Extended: I like science class because we do interesting experiments. (3)
Layered: In Biology class, we do fun experiments, such as dissecting frogs and measuring the properties of light. (4)
Now, take the above and make it an elaborate paragraph.
Ex: Biology could become Mr. Robinson's 2nd block Biology Honors class or dissecting frogs could become, dissecting Leopard frogs delicately with a sharp scalpel.
Copy questions for exit slip 13
Exit slip 13: 1)Name 4 vital items to consider when writing a high scoring essay? 2)Name one mistake you made on District Writing 1. 3)Look at the model essay and compare it to yours. What score do you think you received and why?
Ms. Batten reviews exit slip 11 with class by going back over the chunks starting on Sprinboard p41. Turn exit slip 11 back in.
Finish A3-TOC strategy (2 articles-one you marked/other jigsaw with a partner)
Exit slip 12 Due
A4-Autobiographical Notes-Past Due
W6-Taxonomy/Writing Tips. On a piece of paper, put every letter of the alphabet, and for each letter put any term associated with writing an essay. For example, for T you could put Thesis. For R you could put reasons.
Bare: I like science because I enjoy it. (1,2)
Extended: I like science class because we do interesting experiments. (3)
Layered: In Biology class, we do fun experiments, such as dissecting frogs and measuring the properties of light. (4)
Now, take the above and make it an elaborate paragraph.
Ex: Biology could become Mr. Robinson's 2nd block Biology Honors class or dissecting frogs could become, dissecting Leopard frogs delicately with a sharp scalpel.
Copy questions for exit slip 13
Exit slip 13: 1)Name 4 vital items to consider when writing a high scoring essay? 2)Name one mistake you made on District Writing 1. 3)Look at the model essay and compare it to yours. What score do you think you received and why?
Ms. Batten reviews exit slip 11 with class by going back over the chunks starting on Sprinboard p41. Turn exit slip 11 back in.
Finish A3-TOC strategy (2 articles-one you marked/other jigsaw with a partner)
Exit slip 12 Due
A4-Autobiographical Notes-Past Due
W6-Taxonomy/Writing Tips. On a piece of paper, put every letter of the alphabet, and for each letter put any term associated with writing an essay. For example, for T you could put Thesis. For R you could put reasons.
11/10/10
11/10 B-11/15 A
Journal 17 postponed: Instead turn into the basket A4-Autobiographical Notes and A3-TOC Strategy (if never turned in)Then study for your proofreading quiz
Exit slip 12:
1)What is the main idea of "Who's Coming to America"? (One sentence)
2)What is the main idea of "Immigrants Take Ever More Perilous Routes to America" (One sentence)
A5-Main Idea Pretest
Ra Ta Ta-visualizing done in class by Ms. Batten. Reminder given that R25 to 27 Visualizing is due on 11/18.
Jigsaw-A3-TOC strategy with 2nd article given to you today. If you have article 1 "Who's Coming to America" you will jigsaw with someone that has article 2 "Immigrants Take Ever More Perilous Routes to America". When you jigsaw you will write down the titles/TOC strategy of each of their chunks and discuss what the article is about. Then you can complete Exit slip 12. This will be the only exit slip so far which should match another student's slip. If you didn't finish titling each chunk with a 3 to 4 word title for your first article, you have to finish both articles on your own. Both articles and Exit slip 12 is due the next class.
W5-Proofreading Quiz
Vocab 2 Test will be on 11/22
If you didn't finish A4-Autobiographical notes, you need to finish it at home and bring it as a late assignment. You will receive partial credit. Remember you can access the book at My.hrw.com with Login: TParker806 and PW: Braves
Exit slip 12:
1)What is the main idea of "Who's Coming to America"? (One sentence)
2)What is the main idea of "Immigrants Take Ever More Perilous Routes to America" (One sentence)
A5-Main Idea Pretest
Ra Ta Ta-visualizing done in class by Ms. Batten. Reminder given that R25 to 27 Visualizing is due on 11/18.
Jigsaw-A3-TOC strategy with 2nd article given to you today. If you have article 1 "Who's Coming to America" you will jigsaw with someone that has article 2 "Immigrants Take Ever More Perilous Routes to America". When you jigsaw you will write down the titles/TOC strategy of each of their chunks and discuss what the article is about. Then you can complete Exit slip 12. This will be the only exit slip so far which should match another student's slip. If you didn't finish titling each chunk with a 3 to 4 word title for your first article, you have to finish both articles on your own. Both articles and Exit slip 12 is due the next class.
W5-Proofreading Quiz
Vocab 2 Test will be on 11/22
If you didn't finish A4-Autobiographical notes, you need to finish it at home and bring it as a late assignment. You will receive partial credit. Remember you can access the book at My.hrw.com with Login: TParker806 and PW: Braves
11/8/10
11/8A-11/9B
1) Do Journal 16. Write a detailed paragraph. Do not think, pair, share with group: Many people belong to groups such clubs or teams. These groups can offer a sense of identity and belonging. In a detailed paragraph, write about a group you belong to and explain what you gain from belonging to this group.
2) Turn in A3-TOC Strategy to the basket with your name and heading. This is the article Ms Batten gave you the last class, in which you had to chunk the text and write the main idea or 3 to 4 word title next to each chunk.
3) Turn in R22-34-Connections into the basket. It is due today.
4) Remind yourself that the Proofreading Quiz has been postponed to the next class, Wed. 11/10. Study for it if you haven’t.
5) You are about to read a selection from the Holt Book. Make sure to follow the following steps, in order, when completing this assignment. If you don’t finish in class, YOU MUST COMPLETE FOR HOMEWORK To access the online book at home go to http://my.hrw.com Login: TParker806 PW: Braves Click on online text book and type in the page number you are currently working with. Complete any work done on the website on your own paper. You are only using the site for the online textbook.
a) Open Holt Book to 1300 and read about the author James Baldwin. Now on your paper titled A4-Autobiographical Notes Write at the top of the paper: About the Author. Now write a one sentence summary that gives the main idea of his life as a writer.
b) On pg 1301 read what a parenthetical aside is and as you read the story, document all parenthetical asides that you see on your paper in a section labeled Parenthetical Asides.
c) Before reading, set up a table on your paper in which you will take notes on the internal conflicts (problems they face within themselves) and external conflicts (problems they face with the outside world) James Baldwin says writers face. As you read the story, be sure to take notes in this chart.
d) On pg 1306 Do 1, 2(use your extended response frame as a guide), and 4-11 on your paper.
e) Turn in A4-Autobiographical notes into the basket with parts a-d completed above. If finishing for homework, have it ready at the beginning of the next class.
2) Turn in A3-TOC Strategy to the basket with your name and heading. This is the article Ms Batten gave you the last class, in which you had to chunk the text and write the main idea or 3 to 4 word title next to each chunk.
3) Turn in R22-34-Connections into the basket. It is due today.
4) Remind yourself that the Proofreading Quiz has been postponed to the next class, Wed. 11/10. Study for it if you haven’t.
5) You are about to read a selection from the Holt Book. Make sure to follow the following steps, in order, when completing this assignment. If you don’t finish in class, YOU MUST COMPLETE FOR HOMEWORK To access the online book at home go to http://my.hrw.com Login: TParker806 PW: Braves Click on online text book and type in the page number you are currently working with. Complete any work done on the website on your own paper. You are only using the site for the online textbook.
a) Open Holt Book to 1300 and read about the author James Baldwin. Now on your paper titled A4-Autobiographical Notes Write at the top of the paper: About the Author. Now write a one sentence summary that gives the main idea of his life as a writer.
b) On pg 1301 read what a parenthetical aside is and as you read the story, document all parenthetical asides that you see on your paper in a section labeled Parenthetical Asides.
c) Before reading, set up a table on your paper in which you will take notes on the internal conflicts (problems they face within themselves) and external conflicts (problems they face with the outside world) James Baldwin says writers face. As you read the story, be sure to take notes in this chart.
d) On pg 1306 Do 1, 2(use your extended response frame as a guide), and 4-11 on your paper.
e) Turn in A4-Autobiographical notes into the basket with parts a-d completed above. If finishing for homework, have it ready at the beginning of the next class.
11/7/10
11/4 B-11/5 A
J15-Do the opposite lettered journal. If you did A last time, do B this time.
Discuss as a class each journal. Review.
Articles distributed to students. Some students get "Who's Coming to America" by Sam Robert and some students get Immigrants Take Ever More Perilous Routes to America by Dean Paton. Label whichever article you were assigned A3-TOC strategy.
Class splits. Half of class reviews TOC strategy and their article with Ms. Batten, the other half works on W5-Vocab 2 foldable. Then the two groups switch.
For vocabulary use the model on the standards based bulletin board, the word wall and Holt pg 1302-1305 to infer the meanings of words.
TOC-strategy. Bracket off chunks of the text and for each chunk write a 3 to 4 work headline that gives the main idea of the chunk.
When finished, you can work on R22-24 Connections due 10/8
W5-vocab 2 foldable due today. If not done with A3-TOC strategy, then do it for homework.
Discuss as a class each journal. Review.
Articles distributed to students. Some students get "Who's Coming to America" by Sam Robert and some students get Immigrants Take Ever More Perilous Routes to America by Dean Paton. Label whichever article you were assigned A3-TOC strategy.
Class splits. Half of class reviews TOC strategy and their article with Ms. Batten, the other half works on W5-Vocab 2 foldable. Then the two groups switch.
For vocabulary use the model on the standards based bulletin board, the word wall and Holt pg 1302-1305 to infer the meanings of words.
TOC-strategy. Bracket off chunks of the text and for each chunk write a 3 to 4 work headline that gives the main idea of the chunk.
When finished, you can work on R22-24 Connections due 10/8
W5-vocab 2 foldable due today. If not done with A3-TOC strategy, then do it for homework.
11/2/10
11/2 B-11/3 A
J#15A) "The only thing that will stop you from fulfilling your dreams is you."
-Tom Bradley
B)"Dreams are like stars...you may never touch them, but if you follow them, they will lead you to your destiny." -Anonymous
Write a detailed paragraph about your quote, assigned by Ms. Batten. Remember to use the journal model given to you the last class to help you elaborate and put all parts: summarize in own words, give specific example(s), elaborate how that example relates to the quote and use key words from the quote to connect it
Think, pair share and write down the example of each group member. Then discuss as a class.
Exit slip 11: 1)What was Rather's original dream and final outcome of this dream? 2)Kesler's original dream/outcome? 3)Ford's original dream/outcome? 4)Carlson's original dream/outcome? 5)Acosta's original dream/outcome?6)Collins' original dream/outcome? 7)Aikens' original dream and outcome?
Copy and answer as we go through this lesson
Batten Buck explained. Batten bucks are a reward given to students simply for doing what is right. They also will be given to students when their grade or their group members' grades go up. Five will be awarded to the group who has the highest English average in my class. They can be used as points to add to assignments, as a free tardy or to get out of a detention.
Jigsaw Springboard pg 41-Chunks 1-6 distributed to different students. Students meet in a jigsaw and share their chunks. Be sure to write the beginning dream, how they worked toward the dream and the final outcome in the my notes section for each of the sections you personally didn't do. You should only mark your assigned chunk(s). You can also answer the exit slip at this time.
Study for proofreading marks quiz on 11/4 if time
Work on W5-Vocab 2 foldable-due 11/4 if time
R22-24 Connections-if time-Due 11/8
Closing: Listening Quiz
-Tom Bradley
B)"Dreams are like stars...you may never touch them, but if you follow them, they will lead you to your destiny." -Anonymous
Write a detailed paragraph about your quote, assigned by Ms. Batten. Remember to use the journal model given to you the last class to help you elaborate and put all parts: summarize in own words, give specific example(s), elaborate how that example relates to the quote and use key words from the quote to connect it
Think, pair share and write down the example of each group member. Then discuss as a class.
Exit slip 11: 1)What was Rather's original dream and final outcome of this dream? 2)Kesler's original dream/outcome? 3)Ford's original dream/outcome? 4)Carlson's original dream/outcome? 5)Acosta's original dream/outcome?6)Collins' original dream/outcome? 7)Aikens' original dream and outcome?
Copy and answer as we go through this lesson
Batten Buck explained. Batten bucks are a reward given to students simply for doing what is right. They also will be given to students when their grade or their group members' grades go up. Five will be awarded to the group who has the highest English average in my class. They can be used as points to add to assignments, as a free tardy or to get out of a detention.
Jigsaw Springboard pg 41-Chunks 1-6 distributed to different students. Students meet in a jigsaw and share their chunks. Be sure to write the beginning dream, how they worked toward the dream and the final outcome in the my notes section for each of the sections you personally didn't do. You should only mark your assigned chunk(s). You can also answer the exit slip at this time.
Study for proofreading marks quiz on 11/4 if time
Work on W5-Vocab 2 foldable-due 11/4 if time
R22-24 Connections-if time-Due 11/8
Closing: Listening Quiz
10/29/10
10/21A-10/29B
10/21-10/22
No Journal, instead check Journals 1-10, make sure they are detailed and complete. Leave them above your groups sticker to be graded for this term or have Ms. Batten check them before you leave.
A2-Author's Purpose packet-Reviewed with 4th and 5th block. Students received this lesson back and reviewed it with Ms. Batten.
Shirt Distribution. Each student gets a Parker Pride shirt. See Ms. Batten for yours ASAP.
Short/Extended Response frame distributed to all students. Students instructed to use this frame when responding to questions that require textual support. A2 "Coming Into the Country" returned to students who didn't answer completely. Use the extended response frame to answer question 1, the short response frame for questions 2 and 3, and you don't need to use the frame for question 4, because it requires no textual support. This assignment deadline is today, 10/22
10/26-10/27
J#14-Ms. Batten's instructs each student whether to do Journal A or B.
A)We can never be sure that the opinion we are endeavoring to stifle is a false opinion, and if we were sure, stifling it would be an evil still." -John Stuart Mill
B)The only valid censorship of ideas is the right of people not to listen."
-Tommy Smothers
Think, pair, share and record examples from group members after responding in a detailed paragraph.
Exit 9 1)What grade did I earn in English III last term? 2)Name 3 specific tasks I will start/continue to improve/keep my grade in this class? 3)Why is it a must to pass this class? 4)After graduation, what specific goal do I hope to accomplish educationally or professionally?
Look at report card grade and conference with teacher if needed, pay particular attention to the participation grade. If passing, Ms. Batten sends you to the library to check out challenging book. Go to Lexile.com to look up the level of your current book. You should read something form lexile 900 or higher if you read at grade level. If you find books too difficult at this level, use the lexile.com tools to choose a book at your level.
Ms. Batten conferences with each student who did not receive a C or higher about what they need to change in order to make a passing score this term. Students also can work on their entries.
5th block, A2 "Coming Into the Country" Holt pg 10-13, Questions 1-4 need to be turned in ASAP.
10/28-10/29
Refer to J14 and do the opposite journal letter than you did the last class. If you did A the last class, you do B this class.
Journal Model distributed. Students instructed to keep this model. Model shows exactly how to do a journal in detail. Class also reviews the steps to responding to a journal quote.
Students instructed to copy Exit slip 10: 1)How will the short/extended response frame help me? 2)What are the steps when responding to a journal quote? 3)What is a connection and what are the 3 types? 4)How can the standards based bulletin board help you?
Review of A2-Coming Into the Country using the short/extended response frame.Class reviews the Extended and short frame, in detail, discussing each part. Students read question 1-2 on pg 13 of the Holt text.
Model-Extended and short response for "Coming Into the Country" is distributed.
Class discusses how the model answers every part of the question, elaborates and concludes. Everyone is instructed to keep the model, since they will answer many questions and write essays which require the use of textual support. The frames help students transition between text support and their explanation of the prompt or question.
Add the following texts to your Unit 1 Backmap: Coming Into the Country by Gish Jen
"They Live the Dream" by Dan Rather
Autobiographical Notes by James Baldwin
Daughter of Invention by Julia Alvarez
Students given time to work independently. While they are working, groups go on a gallery walk of the standards based bulletin board. Students observe how the bulletin board shows them high performing models of student work, with commentary. Also each student is told the symbols for understating checks, thumbs up=I understand, fist=I don't get this, thumb out to the side=I get some, but need more instruction. Also the listening symbol is reviewed. thumb and pinky out=I'm listening to you.
Proofreading symbols quiz is November 4. Study the handout given to you awhile ago, so you understand what each symbol means.
R19-21 Connections due today. R 22-24-Due 11/8
No Journal, instead check Journals 1-10, make sure they are detailed and complete. Leave them above your groups sticker to be graded for this term or have Ms. Batten check them before you leave.
A2-Author's Purpose packet-Reviewed with 4th and 5th block. Students received this lesson back and reviewed it with Ms. Batten.
Shirt Distribution. Each student gets a Parker Pride shirt. See Ms. Batten for yours ASAP.
Short/Extended Response frame distributed to all students. Students instructed to use this frame when responding to questions that require textual support. A2 "Coming Into the Country" returned to students who didn't answer completely. Use the extended response frame to answer question 1, the short response frame for questions 2 and 3, and you don't need to use the frame for question 4, because it requires no textual support. This assignment deadline is today, 10/22
10/26-10/27
J#14-Ms. Batten's instructs each student whether to do Journal A or B.
A)We can never be sure that the opinion we are endeavoring to stifle is a false opinion, and if we were sure, stifling it would be an evil still." -John Stuart Mill
B)The only valid censorship of ideas is the right of people not to listen."
-Tommy Smothers
Think, pair, share and record examples from group members after responding in a detailed paragraph.
Exit 9 1)What grade did I earn in English III last term? 2)Name 3 specific tasks I will start/continue to improve/keep my grade in this class? 3)Why is it a must to pass this class? 4)After graduation, what specific goal do I hope to accomplish educationally or professionally?
Look at report card grade and conference with teacher if needed, pay particular attention to the participation grade. If passing, Ms. Batten sends you to the library to check out challenging book. Go to Lexile.com to look up the level of your current book. You should read something form lexile 900 or higher if you read at grade level. If you find books too difficult at this level, use the lexile.com tools to choose a book at your level.
Ms. Batten conferences with each student who did not receive a C or higher about what they need to change in order to make a passing score this term. Students also can work on their entries.
5th block, A2 "Coming Into the Country" Holt pg 10-13, Questions 1-4 need to be turned in ASAP.
10/28-10/29
Refer to J14 and do the opposite journal letter than you did the last class. If you did A the last class, you do B this class.
Journal Model distributed. Students instructed to keep this model. Model shows exactly how to do a journal in detail. Class also reviews the steps to responding to a journal quote.
Students instructed to copy Exit slip 10: 1)How will the short/extended response frame help me? 2)What are the steps when responding to a journal quote? 3)What is a connection and what are the 3 types? 4)How can the standards based bulletin board help you?
Review of A2-Coming Into the Country using the short/extended response frame.Class reviews the Extended and short frame, in detail, discussing each part. Students read question 1-2 on pg 13 of the Holt text.
Model-Extended and short response for "Coming Into the Country" is distributed.
Class discusses how the model answers every part of the question, elaborates and concludes. Everyone is instructed to keep the model, since they will answer many questions and write essays which require the use of textual support. The frames help students transition between text support and their explanation of the prompt or question.
Add the following texts to your Unit 1 Backmap: Coming Into the Country by Gish Jen
"They Live the Dream" by Dan Rather
Autobiographical Notes by James Baldwin
Daughter of Invention by Julia Alvarez
Students given time to work independently. While they are working, groups go on a gallery walk of the standards based bulletin board. Students observe how the bulletin board shows them high performing models of student work, with commentary. Also each student is told the symbols for understating checks, thumbs up=I understand, fist=I don't get this, thumb out to the side=I get some, but need more instruction. Also the listening symbol is reviewed. thumb and pinky out=I'm listening to you.
Proofreading symbols quiz is November 4. Study the handout given to you awhile ago, so you understand what each symbol means.
R19-21 Connections due today. R 22-24-Due 11/8
10/20/10
10/19 A-10/20 B
J#13- Discuss with group. B day does Journal 13 for first time. See J13 on last blog entry.
Exit slip questions reviewed in class during lesson. Marking the text is important because it keeps you connected and engaged to the reading and it organizes the text so you don't have to remember everything. You shouldn't mark everything the same way because you cannot distinguish between what is marked. There should be a difference so if you need to find a proper noun, there is a certain mark you look for. In an information text important details, data of any kind, proper nouns, vocabulary words they may ask about, transitions and quotes are important to mark. The board configuration is where the parts of the lesson are every day in class. You use it daily for exit slips, transitioning to the next part of the lesson and so you always know what to work on and when its due.
Turn in "The Cost of Capital Punishment" if you haven't already.
Review of SB 35 from Ms. Batten.
A2-"Coming Into the Country" p 10-13 Holt. Past due.
R19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery and turn into basket
A2-lesson-(pretest below 60%) returned and reviewed
A2-Author's Purpose Post test
Exit slip questions reviewed in class during lesson. Marking the text is important because it keeps you connected and engaged to the reading and it organizes the text so you don't have to remember everything. You shouldn't mark everything the same way because you cannot distinguish between what is marked. There should be a difference so if you need to find a proper noun, there is a certain mark you look for. In an information text important details, data of any kind, proper nouns, vocabulary words they may ask about, transitions and quotes are important to mark. The board configuration is where the parts of the lesson are every day in class. You use it daily for exit slips, transitioning to the next part of the lesson and so you always know what to work on and when its due.
Turn in "The Cost of Capital Punishment" if you haven't already.
Review of SB 35 from Ms. Batten.
A2-"Coming Into the Country" p 10-13 Holt. Past due.
R19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery and turn into basket
A2-lesson-(pretest below 60%) returned and reviewed
A2-Author's Purpose Post test
10/19/10
10/15-10/18
J#13-Differentiated Journal: See Ms. Batten for which journal you will respond to.
A)It is easy to take liberty for granted, when you have never had it taken from you." -Author Unknown
B)"Those who expect to reap the blessings of freedom, must like men, undergo the fatigue of supporting it." -Thomas Paine
Add to texts read on Backmap for Unit 1: Coming Into the Country by Gish Jen.
Copy exit slip questions, answer and submit and lesson end.
Exit 8: 1)Why is marking the text a strategy that will help you be a more efficient reader? Name 2 reasons. 2)Why is it ineffective to mark everything you think is important the same way? 3)What should you mark in an informational text? List all. 4)What is board configuration and how do you use it daily in class?
Mark "The Cost of Capital Punishment" using the key discussed by Ms. Batten: Proper Nouns, data, vocabulary, transitions, and important details. Come up with a key and put it at the top of your paper. You shouldn't mark all of these the same. Turn in to basket after having Ms. Batten check it.
Debate: If time. Debate capital punishment using Fish Bowl Debate.
SB 35 checked today with questions from teacher.
A2-"Coming Into the Country" p 10-13 Holt. Write and answer questions on p13. Due Today.
R16-18-Inferences-Due 10/18 OR 19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery
A2-lesson-(pretest below 60%) review-Closing: student teaches connections
A)It is easy to take liberty for granted, when you have never had it taken from you." -Author Unknown
B)"Those who expect to reap the blessings of freedom, must like men, undergo the fatigue of supporting it." -Thomas Paine
Add to texts read on Backmap for Unit 1: Coming Into the Country by Gish Jen.
Copy exit slip questions, answer and submit and lesson end.
Exit 8: 1)Why is marking the text a strategy that will help you be a more efficient reader? Name 2 reasons. 2)Why is it ineffective to mark everything you think is important the same way? 3)What should you mark in an informational text? List all. 4)What is board configuration and how do you use it daily in class?
Mark "The Cost of Capital Punishment" using the key discussed by Ms. Batten: Proper Nouns, data, vocabulary, transitions, and important details. Come up with a key and put it at the top of your paper. You shouldn't mark all of these the same. Turn in to basket after having Ms. Batten check it.
Debate: If time. Debate capital punishment using Fish Bowl Debate.
SB 35 checked today with questions from teacher.
A2-"Coming Into the Country" p 10-13 Holt. Write and answer questions on p13. Due Today.
R16-18-Inferences-Due 10/18 OR 19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery
A2-lesson-(pretest below 60%) review-Closing: student teaches connections
10/15/10
10/13 A-10/14B
J#12-Review
Open to J12 and p11 of the Holt text. Make sure you have a Venn Diagram and detailed paragraph. I'm coming to check too, then we will discuss this.
Exit slip 7 due today
Mini Lesson: Author's Purpose: To inform, To persuade, To tell a story, To describe
Fill out pg 35 springboard book with the info given to you during the poem review.
R16-18 (Inferences) Due 10/18 OR R19-21 (Connections) due 10/29.
A2-"Coming Into the Country" (Everyone) Holt p 10-13. On pg 13, write the questions and answer each completely.
A2-lesson (for 60 percent or lower on the pretest)-Past Due
Conference about grades-bring portfolio and wkbk with you
-Context clues-retested-for those completing Florida-Achieves
-Vocab Gallery-group work
Open to J12 and p11 of the Holt text. Make sure you have a Venn Diagram and detailed paragraph. I'm coming to check too, then we will discuss this.
Exit slip 7 due today
Mini Lesson: Author's Purpose: To inform, To persuade, To tell a story, To describe
Fill out pg 35 springboard book with the info given to you during the poem review.
R16-18 (Inferences) Due 10/18 OR R19-21 (Connections) due 10/29.
A2-"Coming Into the Country" (Everyone) Holt p 10-13. On pg 13, write the questions and answer each completely.
A2-lesson (for 60 percent or lower on the pretest)-Past Due
Conference about grades-bring portfolio and wkbk with you
-Context clues-retested-for those completing Florida-Achieves
-Vocab Gallery-group work
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