J#6 "Education seems to be, in America, the only commodity (good/service) of which the customer tries to get as little as he can for his money." -Max Forman
After responding to journal, think pair share with your group and record each of their names and examples under your response. Remember these responses should be detailed paragraphs. Follow the steps for responding to quotes. Should you ever not understand a quote, break it a part and write about the parts you understand. Then you should be able to construct some meaning. For the quote above, ask yourself why is Education the only commodity, who is the customer he is referring to and why does that customer want as little as they an for their money? You should then be able to figure out the meaning. You can also add to your journals after group and class discussion.
A2-Pretests- makeup given to students present. If students are constantly absent for pretests, they will have to do the lesson, even if they eventually pass the pre-test.
R 10-12, Asking questions, due 9/30. On 9/22, turn in R7-9 to the basket.
Conference with your group about portfolio distribution, dismissal and group duties.
With group, finish marking the poem on pg 10, *father and # son. The speaker is the son. On lines 10-13, it jumps back and forth between the two characters and you should mark each change. On page 11, complete the chart in full with your group members after mini-lesson about connotation and denotation from Ms. Batten.
Start work on W3-Vocab 1- foldable. Ms. Batten teaches the class how to fold and setup vocabulary assignment and points to word wall.
9/23/10
9/21/10
9/17 A-9/20 B
J#5
"To accomplish great things, one must dream as well as act." Anatole France
1. Copy Quote and author
2. Summarize quote in your own words
3. Give examples and elaborate
4. Relate examples back to the quote using key words
Ms. Batten walks everyone through how to respond for J#5. Respond in paragraph form after copying the quote and author. Be sure to explain how your example relates to this quote.
-Group Backmap returned. Diagram on board of real Backmap. Teacher offers suggestions, when working in groups, everyone should be working, so everyone should check the work before submitted. Also, a backmap is where you go the end of unit assignment and plan out everything you need to learn in order to get to that assignment. A lot of groups had only a couple of things written down, which isn't acceptable. Copy Ms. Batten's backmap off the board, or add to yours, so that it looks like hers. Place this backmap in the front of your portfolio until the end of Unit 1. Do not turn it back into the basket.
-Read Article "Gateway to Freedom" about the history of Ellis Island as a class. With group, answer the following questions, in detail.
1)Why did Saal's family immigrate to America? (to be with father isn't detailed and therefore isn't an acceptable answer.)
2)Did the American Dream work out for her family? (Yes, because of education and jobs isn't acceptable, because it lacks elaboration and explicit details. Go back and put what kind of education and what kind of jobs and anything else that supports that the did succeed at an American dream.
Springboard- Class reads pg 1 as a class about the American Dream. On page 9, they must mark the text by circling dreams and underlining disappointments. In My Notes, they should record that they are circling dreams and underlining disappointments.
On page 11, class reads poem and are told to mark anything referring to the father with a * and anything referring to the son with a #. They should record how they mark in their notes. They should look at the words that are meant to symbolize father and son, as well.
*Returned if not done in detail with a chance to fix*
Reminder that R7-9 is Due Wednesday, 9/22.
New Homework Assignment: R10-12 (Asking Questions) is due on 9/30
"To accomplish great things, one must dream as well as act." Anatole France
1. Copy Quote and author
2. Summarize quote in your own words
3. Give examples and elaborate
4. Relate examples back to the quote using key words
Ms. Batten walks everyone through how to respond for J#5. Respond in paragraph form after copying the quote and author. Be sure to explain how your example relates to this quote.
-Group Backmap returned. Diagram on board of real Backmap. Teacher offers suggestions, when working in groups, everyone should be working, so everyone should check the work before submitted. Also, a backmap is where you go the end of unit assignment and plan out everything you need to learn in order to get to that assignment. A lot of groups had only a couple of things written down, which isn't acceptable. Copy Ms. Batten's backmap off the board, or add to yours, so that it looks like hers. Place this backmap in the front of your portfolio until the end of Unit 1. Do not turn it back into the basket.
-Read Article "Gateway to Freedom" about the history of Ellis Island as a class. With group, answer the following questions, in detail.
1)Why did Saal's family immigrate to America? (to be with father isn't detailed and therefore isn't an acceptable answer.)
2)Did the American Dream work out for her family? (Yes, because of education and jobs isn't acceptable, because it lacks elaboration and explicit details. Go back and put what kind of education and what kind of jobs and anything else that supports that the did succeed at an American dream.
Springboard- Class reads pg 1 as a class about the American Dream. On page 9, they must mark the text by circling dreams and underlining disappointments. In My Notes, they should record that they are circling dreams and underlining disappointments.
On page 11, class reads poem and are told to mark anything referring to the father with a * and anything referring to the son with a #. They should record how they mark in their notes. They should look at the words that are meant to symbolize father and son, as well.
*Returned if not done in detail with a chance to fix*
Reminder that R7-9 is Due Wednesday, 9/22.
New Homework Assignment: R10-12 (Asking Questions) is due on 9/30
9/17/10
9/15 A-9/16 B
Progress reports distributed in class and signed for today (9/16)
J#4 After watching the following clip, http://www.youtube.com/watch?v=M4cUN402kNo respond emotionally to the clip in a detailed paragraph.
A2-Pretest-Author's Purpose
When done with pre-test work on R7-9 (Asking Questions) due 9/22.
Ra Ta Ta- Teacher demonstrates on the board how to do reading entries for Asking questions reading entries with Owen Meany book. Reteaches how to setup and document.
Dicussion about plagarism and the consequences if caught cheating or turning in someone else's work as your own. Class 2 offense.
Reminder to copy Exit slip 3 and how exit slips are supposed to work. Students are told not to copy someone's exit slip, as it should reflect their knowledge of what was taught, in their own words, not their ability to copy someone's paper.
Teacher reminded students when she gives suggestions to improve their grade not to get an attitude with her for, because it is her job. She expects them to do their job and try to improve and learn.
Backmap-Perfomance Task with Group (group work)
On a piece of paper, write down the performance task for unit 1, in the center of the paper. Write is small enough so you can write branches out to the side. The branches will consist of everything students will need to learn before completing this assessment. Turn in.
Perfomance Task: The works we have read in this unit all have to do with different cultural groups in America. Develop a logical argument suporting or refuting the following sentence: America still provides access for all people to the "American Dream." Use th works you have read in this unit as support for your argument.
Read article about Ellis Island. On a piece of paper tell me why her family immigrated to America and if the American dream worked out for her family. Explain.
J#4 After watching the following clip, http://www.youtube.com/watch?v=M4cUN402kNo respond emotionally to the clip in a detailed paragraph.
A2-Pretest-Author's Purpose
When done with pre-test work on R7-9 (Asking Questions) due 9/22.
Ra Ta Ta- Teacher demonstrates on the board how to do reading entries for Asking questions reading entries with Owen Meany book. Reteaches how to setup and document.
Dicussion about plagarism and the consequences if caught cheating or turning in someone else's work as your own. Class 2 offense.
Reminder to copy Exit slip 3 and how exit slips are supposed to work. Students are told not to copy someone's exit slip, as it should reflect their knowledge of what was taught, in their own words, not their ability to copy someone's paper.
Teacher reminded students when she gives suggestions to improve their grade not to get an attitude with her for, because it is her job. She expects them to do their job and try to improve and learn.
Backmap-Perfomance Task with Group (group work)
On a piece of paper, write down the performance task for unit 1, in the center of the paper. Write is small enough so you can write branches out to the side. The branches will consist of everything students will need to learn before completing this assessment. Turn in.
Perfomance Task: The works we have read in this unit all have to do with different cultural groups in America. Develop a logical argument suporting or refuting the following sentence: America still provides access for all people to the "American Dream." Use th works you have read in this unit as support for your argument.
Read article about Ellis Island. On a piece of paper tell me why her family immigrated to America and if the American dream worked out for her family. Explain.
9/14/10
9/13 A-9-14 B
J#3
Look in springboard wkbk at page 8, at the Biographical sketch. Copy all bullets/headings in journal and respond to each. Be as detailed as possible. If you cannot answer about family, briefly explain why not. (10 minutes given to respond)
Think, pair share journal with group, share aloud with class
Exit slip 3-1)How will proofreading marks help me in this class? 2)What is the difference between connotation and denotation? 3)What is diction and why is it important to authors.
NOTE: Exit slips always start lessons. You should always write all of the questions and answer them completely. The exit slip is do at the end of the lesson, which may not be finished the day it is introduced in class. The teacher will always announce when to turn in exit slips. The idea is you listen during the lesson, so that you can answer the exit slip by the end of the lesson.
A1-lesson and Reading entries 4-6 returned in class to the students who did them
A1-Post-test Context clues: Test procedures explained in detail. Cover your answers, since you are sitting in groups. Do not talk until all tests are in and the teacher has announced you can do so.
You are allowed to write on the handout, only if you plan to mark the text. You do not have to use this strategy. If you do mark the text of the passage, staple it to your answer sheet when turning it in.
If you finish your test before others, work on R7-9 "Asking Questions"-Due 9/22
After test, RA TA TA (Read Aloud, Think Aloud, Talk Aloud) is performed in class by Ms. Batten for students not sure yet how to complete reading entries or not sure how to document asking questions in their reading notes. See an example entry below.
R#7- Author:John Irving Title: A Prayer for Owen Meany
Pg/Quote /Asking Questions /Extra
14/"lovely /Does he sing too? /
voice"
14/ "curtail"/ What does this mean?/
14/ "resented"/Why does she resent/ Because.....
her sister
15 "....."/ ................?/
16 "......"/ ...............?/ Yes, she is
PG 14 to 24
Then you type a one sentence summary.
Time is given in class for students to work on reading entries. While students are working, Ms. Batten randomly calls students, using thier cards, for their class procedures/group procedures test.
At the end of class, she walks around and speaks to students that aren't on task or haven't submitted reading entries or portfolios yet.
Look in springboard wkbk at page 8, at the Biographical sketch. Copy all bullets/headings in journal and respond to each. Be as detailed as possible. If you cannot answer about family, briefly explain why not. (10 minutes given to respond)
Think, pair share journal with group, share aloud with class
Exit slip 3-1)How will proofreading marks help me in this class? 2)What is the difference between connotation and denotation? 3)What is diction and why is it important to authors.
NOTE: Exit slips always start lessons. You should always write all of the questions and answer them completely. The exit slip is do at the end of the lesson, which may not be finished the day it is introduced in class. The teacher will always announce when to turn in exit slips. The idea is you listen during the lesson, so that you can answer the exit slip by the end of the lesson.
A1-lesson and Reading entries 4-6 returned in class to the students who did them
A1-Post-test Context clues: Test procedures explained in detail. Cover your answers, since you are sitting in groups. Do not talk until all tests are in and the teacher has announced you can do so.
You are allowed to write on the handout, only if you plan to mark the text. You do not have to use this strategy. If you do mark the text of the passage, staple it to your answer sheet when turning it in.
If you finish your test before others, work on R7-9 "Asking Questions"-Due 9/22
After test, RA TA TA (Read Aloud, Think Aloud, Talk Aloud) is performed in class by Ms. Batten for students not sure yet how to complete reading entries or not sure how to document asking questions in their reading notes. See an example entry below.
R#7- Author:John Irving Title: A Prayer for Owen Meany
Pg/Quote /Asking Questions /Extra
14/"lovely /Does he sing too? /
voice"
14/ "curtail"/ What does this mean?/
14/ "resented"/Why does she resent/ Because.....
her sister
15 "....."/ ................?/
16 "......"/ ...............?/ Yes, she is
PG 14 to 24
Then you type a one sentence summary.
Time is given in class for students to work on reading entries. While students are working, Ms. Batten randomly calls students, using thier cards, for their class procedures/group procedures test.
At the end of class, she walks around and speaks to students that aren't on task or haven't submitted reading entries or portfolios yet.
9/9/10
9/8B-9/10B
J#2
What do you know about your family's history? In a detailed paragraph tell me as much as you can about your heritage and long family history. You can share where your family originally came from, where your parents were born, customs, traditions, interesting facts, etc)
Think, pair share. Discuss as a class.
Procedures/rules reviewed. Exit slip expectations discussed. Pretest/Posttest discussed. Reading entries count as part of the 80 percent assessment grade. This means if you didn't do any reading entries and had a zero for that grade, but you did all other participation assignments (20 percent of grade, the highest your grade could be is a 20 percent.
Pay attention to the obvious. If you don't know how to spell a word, but its on the board, look at the board for the spelling. If you have an example reading entry on the board, use it as a model for when you do your entry.
Review of how to exit the room. Group duties assigned.
Exit slip 2-Due.
Demonstration of how to store and label portfolio/workbook in class. R 4-6 due Friday 9/10. Class Procedures Test coming next class.
9/10 4th and 5th block- catching up due to testing. 7th block work on reading and other work while teacher tests students.
What do you know about your family's history? In a detailed paragraph tell me as much as you can about your heritage and long family history. You can share where your family originally came from, where your parents were born, customs, traditions, interesting facts, etc)
Think, pair share. Discuss as a class.
Procedures/rules reviewed. Exit slip expectations discussed. Pretest/Posttest discussed. Reading entries count as part of the 80 percent assessment grade. This means if you didn't do any reading entries and had a zero for that grade, but you did all other participation assignments (20 percent of grade, the highest your grade could be is a 20 percent.
Pay attention to the obvious. If you don't know how to spell a word, but its on the board, look at the board for the spelling. If you have an example reading entry on the board, use it as a model for when you do your entry.
Review of how to exit the room. Group duties assigned.
Exit slip 2-Due.
Demonstration of how to store and label portfolio/workbook in class. R 4-6 due Friday 9/10. Class Procedures Test coming next class.
9/10 4th and 5th block- catching up due to testing. 7th block work on reading and other work while teacher tests students.
9/6 B-9/7 A
Journals start today. Explanation given about journal section of portfolio, how to label journals and to respond to the prompt, not write the prompt. Students receive points for writing quietly in their journal until they are called to attention. They can write more than one journal per page and can use the backs of paper, as well.
J#1 In your opinion, what is the American Dream? Who does it apply to? Write a detailed paragraph. You can mention examples.
Think, pair, share with group. Class discussion.
Exit slip 2: Copy questions and answer completely
1)Why is it important to take the pretests seriously? 2)Why would it be foolish to cheat on a pretest? 3)What is required of students who don't pass a pre or post-test?
4)What is an inference? 5)Explain in detail how to complete one reading entry (you can use a diagram). 6)How will you be tested for classroom/group rules and procedures (be specific)
A1-context lesson due for those not scoring at least 80 percent on their pretest
Portfolio guidelines discussed. Students told to leave portfolios in their section to be checked.
W2-District Writing 1- Respond to the District Writing Prompt: (Timed 45 minutes) See Ms. Batten for makeup after school, so you can be timed. Essay.
J#1 In your opinion, what is the American Dream? Who does it apply to? Write a detailed paragraph. You can mention examples.
Think, pair, share with group. Class discussion.
Exit slip 2: Copy questions and answer completely
1)Why is it important to take the pretests seriously? 2)Why would it be foolish to cheat on a pretest? 3)What is required of students who don't pass a pre or post-test?
4)What is an inference? 5)Explain in detail how to complete one reading entry (you can use a diagram). 6)How will you be tested for classroom/group rules and procedures (be specific)
A1-context lesson due for those not scoring at least 80 percent on their pretest
Portfolio guidelines discussed. Students told to leave portfolios in their section to be checked.
W2-District Writing 1- Respond to the District Writing Prompt: (Timed 45 minutes) See Ms. Batten for makeup after school, so you can be timed. Essay.
9/7/10
9/2-9/3
English III
Reading Entries explained in detail again. (Retaught) R# 4-6 assigned. Due Friday 9/1. Everything is the same (10 pages per entry, pg to pg, sentence summary).
45 minutes to respond to: W2- District Writing 1
Portfolio check. Title Portfolio: Your Full Name, My Name, Room #, Class Title
Class Procedures/Rules Test coming-verbally
Reading Entries explained in detail again. (Retaught) R# 4-6 assigned. Due Friday 9/1. Everything is the same (10 pages per entry, pg to pg, sentence summary).
45 minutes to respond to: W2- District Writing 1
Portfolio check. Title Portfolio: Your Full Name, My Name, Room #, Class Title
Class Procedures/Rules Test coming-verbally
9/3/10
8/27 A-9/1 B
8/27 A-9/1 B English III
Conference with Ms. Batten about Exit slip 1 before turning into basket.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures reviewed by teacher explaining entire handout. Reminder to turn in info sheet.
Group Rules/Procedures reviewed by Class.
Reminder that there will be a test next week on group/class rules and procedures given orally to each student.
Pretest-Students who didn't pass start A1-context lesson
Students scoring high enough should read. Documented if they don't.
Reading Entries 1-3 Due 9/1 B. Reviewed again how to do.
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Teacher monitored student reading notes and conferenced at desks of off-task students
Some group duties assigned.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
Conference with Ms. Batten about Exit slip 1 before turning into basket.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures reviewed by teacher explaining entire handout. Reminder to turn in info sheet.
Group Rules/Procedures reviewed by Class.
Reminder that there will be a test next week on group/class rules and procedures given orally to each student.
Pretest-Students who didn't pass start A1-context lesson
Students scoring high enough should read. Documented if they don't.
Reading Entries 1-3 Due 9/1 B. Reviewed again how to do.
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Teacher monitored student reading notes and conferenced at desks of off-task students
Some group duties assigned.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
8/26/10
8/25 A-8/26 B English III
Take out a piece of paper and copy Exit slip 1. Copy all questions and leave room for answers.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures group presentations-Reminder that there is an expectation that students follow procedures and rules the next class.
Pretest-Postest grading system and procedure explained.
Pretest---->Below 70 percent-mandatory lesson/work filed in portfolio under same # as pretest------>Post-test part of the 80 percent of grade--->Remediation (Florida Acheives-2 assessments) Retest
Reading Entries 1-3 Due 8/31 A-9/1 B
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures group presentations-Reminder that there is an expectation that students follow procedures and rules the next class.
Pretest-Postest grading system and procedure explained.
Pretest---->Below 70 percent-mandatory lesson/work filed in portfolio under same # as pretest------>Post-test part of the 80 percent of grade--->Remediation (Florida Acheives-2 assessments) Retest
Reading Entries 1-3 Due 8/31 A-9/1 B
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
8/24/10
English III 8/23 A-8/24 B
Welcome Handout (fill out 2 index cards following directions)
A1-Pretest (Context clues)Teacher explained how to head paper and pretest importance. Briefly explained about 80 percent of grade going to assessment and how importang post tests will be to show standards have been achieved.
W1-Myself: Write at least 2 paragraphs about yourself, but try telling me things about you that are memorable. Tell me something most people don't know.
Turn in both A1 and W1 to the in basket.
Class Procedures Handout: Rules (page 4 discussed in class). Group workWith group choose one rule, illustrate that rule and write the rule itself visibly at the top of the paper. Do not right the reward and consequence. Turn in when finished.
Group Work 2 When finished with drawing, Ms. Batten gives out a portion of the Class Procedures for your group to teach. You can explain it, illustrate on the board or do skits. The most creative group wins extra credit points. Due next class.
A1-Pretest (Context clues)Teacher explained how to head paper and pretest importance. Briefly explained about 80 percent of grade going to assessment and how importang post tests will be to show standards have been achieved.
W1-Myself: Write at least 2 paragraphs about yourself, but try telling me things about you that are memorable. Tell me something most people don't know.
Turn in both A1 and W1 to the in basket.
Class Procedures Handout: Rules (page 4 discussed in class). Group workWith group choose one rule, illustrate that rule and write the rule itself visibly at the top of the paper. Do not right the reward and consequence. Turn in when finished.
Group Work 2 When finished with drawing, Ms. Batten gives out a portion of the Class Procedures for your group to teach. You can explain it, illustrate on the board or do skits. The most creative group wins extra credit points. Due next class.
4/19/10
4/19 A-4/20 B
J#50 "It is often safer to be in chains that it is to be free." -Franz Kafka
Think, pair, share, discuss
Exit slip 15: What message was Simon and Garfunkel sending with "The Sound of Silence"? After learning what you did today, give at least 2 reasons you feel this way.
Mini-Lesson: Discussion of Analyzing poetry and a brief introduction to 1)Speaker 2)audience 3)Tone 4)Theme/message 5)Patterns/shifts 6)Figurative devices/diction
Song Sound of Silence played- students asked to listen for meaning
Group work- Analyze the poem based on what we discussed today in the mini-lesson.
Poem played back after groups discuss.
Next class: To discuss all elements analyzed, group work and Exit slip to be turned in
HW: Bring in a song to analyze; make sure it has deeper meaning; printout or audio version, acceptable
Think, pair, share, discuss
Exit slip 15: What message was Simon and Garfunkel sending with "The Sound of Silence"? After learning what you did today, give at least 2 reasons you feel this way.
Mini-Lesson: Discussion of Analyzing poetry and a brief introduction to 1)Speaker 2)audience 3)Tone 4)Theme/message 5)Patterns/shifts 6)Figurative devices/diction
Song Sound of Silence played- students asked to listen for meaning
Group work- Analyze the poem based on what we discussed today in the mini-lesson.
Poem played back after groups discuss.
Next class: To discuss all elements analyzed, group work and Exit slip to be turned in
HW: Bring in a song to analyze; make sure it has deeper meaning; printout or audio version, acceptable
4/13 A-4/16 B
4/13 A-4/14 B
J#48 "He who hesitates is lost." Proverb
Think pair share, and discuss.
Recordings played of students reading I am From poems. Discussion of poem recording, due date and expectations of recording.
Time given to type poem or practice reading.
4/15 A-4/16 B
If you want people to think well of you, do not speak well of yourself."
Blaise Pascal
Think, pair share, discuss
I Am From poem Final Draft due
W16-I Am From
-rubric
-final draft (typed)
-first draft
-CD (turned into teacher)
Poems recorded in class.
J#48 "He who hesitates is lost." Proverb
Think pair share, and discuss.
Recordings played of students reading I am From poems. Discussion of poem recording, due date and expectations of recording.
Time given to type poem or practice reading.
4/15 A-4/16 B
If you want people to think well of you, do not speak well of yourself."
Blaise Pascal
Think, pair share, discuss
I Am From poem Final Draft due
W16-I Am From
-rubric
-final draft (typed)
-first draft
-CD (turned into teacher)
Poems recorded in class.
3/29/10
3/23A-3/31A
3/23 A -3/24 B
No Journal
W15-Figurative Language Notes
Follow the direction on this handout carefully to complete W15. Due today. You will have 20 minutes the next class to finish if you don't today.
Exit slip 13:What is a simile? What is a metaphor? What is personification? What is imagery? What is alliteration?
3/25 A-3/26 B
No Journal, instead study for Vocabulary test or work on W15 if not finished
W15- due to Ms. Batten for credit. Work completed is highlighted and returned to student to assist them with writing the I Am From poem.
W17-Vocabulary 2 Test- Write a story using all 5 words, context clues, and the words properly. Also add in 2 figurative devices.
Review I am From poem requirements; rubric distributed. Due 3/29 or 3/31 A and 3/30 B. First draft can be hand written. After spring break, we will type and record the poems. Bring in a blank CD for this.
3/29 A-3/30 B
J#47 "Associate yourself with people of good quality, for it is better to be alone than in bad company." Booker T. Washington
T,P,S of journal
Reminders of what is due. Turn in W15 for credit, it doesn't matter if I highlighted it already, it still hasn't been graded.
W16- I am From- first draft due today ( or 3/31 A day); Make sure rubric is attached
Exit slip 14: Give an example of a simile. Give an example of a metaphor. Give an example of imagery. Give an example of personification. Give an example of alliteration. ( don't use my examples; you can only come up with your own)
No Journal
W15-Figurative Language Notes
Follow the direction on this handout carefully to complete W15. Due today. You will have 20 minutes the next class to finish if you don't today.
Exit slip 13:What is a simile? What is a metaphor? What is personification? What is imagery? What is alliteration?
3/25 A-3/26 B
No Journal, instead study for Vocabulary test or work on W15 if not finished
W15- due to Ms. Batten for credit. Work completed is highlighted and returned to student to assist them with writing the I Am From poem.
W17-Vocabulary 2 Test- Write a story using all 5 words, context clues, and the words properly. Also add in 2 figurative devices.
Review I am From poem requirements; rubric distributed. Due 3/29 or 3/31 A and 3/30 B. First draft can be hand written. After spring break, we will type and record the poems. Bring in a blank CD for this.
3/29 A-3/30 B
J#47 "Associate yourself with people of good quality, for it is better to be alone than in bad company." Booker T. Washington
T,P,S of journal
Reminders of what is due. Turn in W15 for credit, it doesn't matter if I highlighted it already, it still hasn't been graded.
W16- I am From- first draft due today ( or 3/31 A day); Make sure rubric is attached
Exit slip 14: Give an example of a simile. Give an example of a metaphor. Give an example of imagery. Give an example of personification. Give an example of alliteration. ( don't use my examples; you can only come up with your own)
3/22/10
3/9 A-3/22 B
3/9 to 3/12- FCAT/No class or makeup work in class
3/15 A-3/16 B
J#44
"Think for yourself and let others enjoy the privilege of doing so too."
Exit slip 12:
1)What are deadlines? 2)What are they important to complete on time? 3)How can being punctual and managing time help complete deadlines? Why is listening and following instructions important when completing deadlines?
W14-Vocab 2- foldable Due 3/17 A-3/18 B (Deadline)
1)contrary (adj)
2)supress (v)
3)surmount (v)
4)condemn (v)
5)rouse (v)
YB Assignment Deadline- Listen carefully to your directions and complete the assignments given to you
3/17 A-3/18 B
J#45 "Don't let life discourage you, everyone who got where he is had to start where he was." -Richard Evans
W14 Due today
Yearbook assignment 2 given out- Deadline
Vocabulary Test coming up the next class
3/19 A-3/22 B
J#46
"No greater injury can be done to any youth than to let him feel that because he belongs to this or that race, he will be advanced in life regardless of his own merits or efforts."
W16-Figurative Language notes
W17- I am From Poem and CD
-Review I am From models; George Ella Lyon- I am From poem discected in class. Recording played.
3/15 A-3/16 B
J#44
"Think for yourself and let others enjoy the privilege of doing so too."
Exit slip 12:
1)What are deadlines? 2)What are they important to complete on time? 3)How can being punctual and managing time help complete deadlines? Why is listening and following instructions important when completing deadlines?
W14-Vocab 2- foldable Due 3/17 A-3/18 B (Deadline)
1)contrary (adj)
2)supress (v)
3)surmount (v)
4)condemn (v)
5)rouse (v)
YB Assignment Deadline- Listen carefully to your directions and complete the assignments given to you
3/17 A-3/18 B
J#45 "Don't let life discourage you, everyone who got where he is had to start where he was." -Richard Evans
W14 Due today
Yearbook assignment 2 given out- Deadline
Vocabulary Test coming up the next class
3/19 A-3/22 B
J#46
"No greater injury can be done to any youth than to let him feel that because he belongs to this or that race, he will be advanced in life regardless of his own merits or efforts."
W16-Figurative Language notes
W17- I am From Poem and CD
-Review I am From models; George Ella Lyon- I am From poem discected in class. Recording played.
3/4/10
2/23 A-3/8 B
J#41 "Every new idea looks crazy at first." -Alfred North Whitehead
J#42 "I will permit no man to narrow and degrade my sould by making me hate him." Booker T. Washington
J#43 "No person can be a good leader unless he takes genuine joy in the successes of those under him." W. A. Nance
DAILY- R5-Does Modern Society Make us Fat, R7 Marigolds, R8 Pushing Envelopes, R9 Police Beat, R10-Malcom X.
For Participation, mark the text using a key. Put the key on each article. Mark key words in the questions. Use the short and extended response frame to answer and fill out your identifying strengths chart while answering and when we review each passage. Final day to submit passages is 3/8. No more will be accepted after this date.
DAILY- Computer Lab- Explorer- past due. New site focus.florida-achieves.com. Login is the same as explorer. Each student is assigned different strands based on their weak areas of FCAT. You are required to do two assessments for each skill given to you. Keep working until it says no assessments left. Your score should be passing or should go up to passing from assessment 1 to 2.
J#42 "I will permit no man to narrow and degrade my sould by making me hate him." Booker T. Washington
J#43 "No person can be a good leader unless he takes genuine joy in the successes of those under him." W. A. Nance
DAILY- R5-Does Modern Society Make us Fat, R7 Marigolds, R8 Pushing Envelopes, R9 Police Beat, R10-Malcom X.
For Participation, mark the text using a key. Put the key on each article. Mark key words in the questions. Use the short and extended response frame to answer and fill out your identifying strengths chart while answering and when we review each passage. Final day to submit passages is 3/8. No more will be accepted after this date.
DAILY- Computer Lab- Explorer- past due. New site focus.florida-achieves.com. Login is the same as explorer. Each student is assigned different strands based on their weak areas of FCAT. You are required to do two assessments for each skill given to you. Keep working until it says no assessments left. Your score should be passing or should go up to passing from assessment 1 to 2.
2/22/10
2/19 A-2/22 B
J#40 "Nothing can bring you peace but yourself." Ralph Waldo Emerson
Think, Pair, Share
Portfolios due: To be graded, they must be left in your group's storage spot. If you don't want me to grade it yet, take it with you or leave me a note, however, you will lose 2 points a day for it not being turned in on time.
Finish word and short/extended group assignment.
Finish conferencing with Ms. Batten if not done.
Make sure you turn in Exit slip 11.
Half of class goes to computer lab to work on explorer, the rest of class to work in class on R5 with Ms. Batten
Think, Pair, Share
Portfolios due: To be graded, they must be left in your group's storage spot. If you don't want me to grade it yet, take it with you or leave me a note, however, you will lose 2 points a day for it not being turned in on time.
Finish word and short/extended group assignment.
Finish conferencing with Ms. Batten if not done.
Make sure you turn in Exit slip 11.
Half of class goes to computer lab to work on explorer, the rest of class to work in class on R5 with Ms. Batten
2/17 A-2/18 B
J#39 "He has not learned the lesson of life who does not everyday surmount a fear." Gaius Julius Caesar
Think, pair, share
Exit slip 11: 1)Why is it important to answer all short or extended response questions completely? 2)What elements must you include in the short response to receive full credit? 3) What elements must you include in the extended response to receive full credit? 4)Why should you find something important to mark in each passage? 5)Why should you mark key words in FCAT questions?
Mini-lesson- short/extended response review of parts and frames; gallery walk model short/extended response, Vocabulary Wall-word wall explanation.
Work Period:
Group work: Go to the short and extended response models and copy down the 2 examples for the short response and the 2 examples for the extended response only. Then make sure all of your names are on the paper.
Word- Choose a word with Ms. Batten's approval. Then put the word at the top of the paper so that it is visible, with the part of speech next to it. Below the word illustrate the word meaning. Under the illustration write a sentence using the word and context clues. Make it in color and visible. Ms. Batten must approve your word before you hang it or receive credit.
EXPLORER: DUE 2/19 A-2/22 B
10th- up to 100 questions of timeline and challenge list completely done
9th-up to 130 questions of the timeline and challenge list completely done
Think, pair, share
Exit slip 11: 1)Why is it important to answer all short or extended response questions completely? 2)What elements must you include in the short response to receive full credit? 3) What elements must you include in the extended response to receive full credit? 4)Why should you find something important to mark in each passage? 5)Why should you mark key words in FCAT questions?
Mini-lesson- short/extended response review of parts and frames; gallery walk model short/extended response, Vocabulary Wall-word wall explanation.
Work Period:
Group work: Go to the short and extended response models and copy down the 2 examples for the short response and the 2 examples for the extended response only. Then make sure all of your names are on the paper.
Word- Choose a word with Ms. Batten's approval. Then put the word at the top of the paper so that it is visible, with the part of speech next to it. Below the word illustrate the word meaning. Under the illustration write a sentence using the word and context clues. Make it in color and visible. Ms. Batten must approve your word before you hang it or receive credit.
EXPLORER: DUE 2/19 A-2/22 B
10th- up to 100 questions of timeline and challenge list completely done
9th-up to 130 questions of the timeline and challenge list completely done
2/16/10
2/12 A-2/16 B
J#38 "Only the supressed word is dangerous." Ludwig Borne
Think pair share, record group examples.
Exit slip 10 due- conferences finished
Take out R1-Marking/Responding- Review as a class. If not here for it, copy the board. To be checked.
Point breakdown on FCAT
New Explorer assignment given
By 2/19 A-2/22 B
9th
Challenge list must be completed
Add on 60 questions of timeline (total of 130)
Do Challenge List
10th
Challenge list must be completed
Add on 60 questions (total of 100)
Do Challenge list
Class splits into groups:
Half of class to do R5-Does Modern Society Make us Fat with marking/answering/charts
Other Half sent to the library to work on explorer
Think pair share, record group examples.
Exit slip 10 due- conferences finished
Take out R1-Marking/Responding- Review as a class. If not here for it, copy the board. To be checked.
Point breakdown on FCAT
New Explorer assignment given
By 2/19 A-2/22 B
9th
Challenge list must be completed
Add on 60 questions of timeline (total of 130)
Do Challenge List
10th
Challenge list must be completed
Add on 60 questions (total of 100)
Do Challenge list
Class splits into groups:
Half of class to do R5-Does Modern Society Make us Fat with marking/answering/charts
Other Half sent to the library to work on explorer
2/11/10
2/9 B-2/11 B
J#37 "Difficulties are meant to rouse, not to discourage." William Every Channing
Think, pair, share, record examples from each group member.
Exit slip 10- What was your Reading SSS score from last year? 2)How many points do you need to pass or improve your level? 3) What scores did you receive in SSS Benchmarks 4) What scores did you receive on the practice FCAT Benchmarks? 5)What level were you at with SSS? What level are you now? 6)Have your reading scores or level improved? 7)Why or why not (give 3 reasons)
Copy questions and leave room for answers. Meet with teacher to conference about FCAT scores.
Catch up in FCAT Explorer if not done. New assignment coming.
Work on Makeup work if not done with it. List of assignments on the board.
Think, pair, share, record examples from each group member.
Exit slip 10- What was your Reading SSS score from last year? 2)How many points do you need to pass or improve your level? 3) What scores did you receive in SSS Benchmarks 4) What scores did you receive on the practice FCAT Benchmarks? 5)What level were you at with SSS? What level are you now? 6)Have your reading scores or level improved? 7)Why or why not (give 3 reasons)
Copy questions and leave room for answers. Meet with teacher to conference about FCAT scores.
Catch up in FCAT Explorer if not done. New assignment coming.
Work on Makeup work if not done with it. List of assignments on the board.
2/5 B-2/8 A
No Journal-
Conference with teacher about your W11 essay score.
With group write an introduction, supporting paragraph and conclusion for the Expository prompt given. Make sure the paragraph is elaborate, has transition and high level words.
When finished, work on Writer's choice, if not finished.
Conference with teacher about your W11 essay score.
With group write an introduction, supporting paragraph and conclusion for the Expository prompt given. Make sure the paragraph is elaborate, has transition and high level words.
When finished, work on Writer's choice, if not finished.
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