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
10/29/10
10/20/10
10/19 A-10/20 B
J#13- Discuss with group. B day does Journal 13 for first time. See J13 on last blog entry.
Exit slip questions reviewed in class during lesson. Marking the text is important because it keeps you connected and engaged to the reading and it organizes the text so you don't have to remember everything. You shouldn't mark everything the same way because you cannot distinguish between what is marked. There should be a difference so if you need to find a proper noun, there is a certain mark you look for. In an information text important details, data of any kind, proper nouns, vocabulary words they may ask about, transitions and quotes are important to mark. The board configuration is where the parts of the lesson are every day in class. You use it daily for exit slips, transitioning to the next part of the lesson and so you always know what to work on and when its due.
Turn in "The Cost of Capital Punishment" if you haven't already.
Review of SB 35 from Ms. Batten.
A2-"Coming Into the Country" p 10-13 Holt. Past due.
R19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery and turn into basket
A2-lesson-(pretest below 60%) returned and reviewed
A2-Author's Purpose Post test
Exit slip questions reviewed in class during lesson. Marking the text is important because it keeps you connected and engaged to the reading and it organizes the text so you don't have to remember everything. You shouldn't mark everything the same way because you cannot distinguish between what is marked. There should be a difference so if you need to find a proper noun, there is a certain mark you look for. In an information text important details, data of any kind, proper nouns, vocabulary words they may ask about, transitions and quotes are important to mark. The board configuration is where the parts of the lesson are every day in class. You use it daily for exit slips, transitioning to the next part of the lesson and so you always know what to work on and when its due.
Turn in "The Cost of Capital Punishment" if you haven't already.
Review of SB 35 from Ms. Batten.
A2-"Coming Into the Country" p 10-13 Holt. Past due.
R19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery and turn into basket
A2-lesson-(pretest below 60%) returned and reviewed
A2-Author's Purpose Post test
10/19/10
10/15-10/18
J#13-Differentiated Journal: See Ms. Batten for which journal you will respond to.
A)It is easy to take liberty for granted, when you have never had it taken from you." -Author Unknown
B)"Those who expect to reap the blessings of freedom, must like men, undergo the fatigue of supporting it." -Thomas Paine
Add to texts read on Backmap for Unit 1: Coming Into the Country by Gish Jen.
Copy exit slip questions, answer and submit and lesson end.
Exit 8: 1)Why is marking the text a strategy that will help you be a more efficient reader? Name 2 reasons. 2)Why is it ineffective to mark everything you think is important the same way? 3)What should you mark in an informational text? List all. 4)What is board configuration and how do you use it daily in class?
Mark "The Cost of Capital Punishment" using the key discussed by Ms. Batten: Proper Nouns, data, vocabulary, transitions, and important details. Come up with a key and put it at the top of your paper. You shouldn't mark all of these the same. Turn in to basket after having Ms. Batten check it.
Debate: If time. Debate capital punishment using Fish Bowl Debate.
SB 35 checked today with questions from teacher.
A2-"Coming Into the Country" p 10-13 Holt. Write and answer questions on p13. Due Today.
R16-18-Inferences-Due 10/18 OR 19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery
A2-lesson-(pretest below 60%) review-Closing: student teaches connections
A)It is easy to take liberty for granted, when you have never had it taken from you." -Author Unknown
B)"Those who expect to reap the blessings of freedom, must like men, undergo the fatigue of supporting it." -Thomas Paine
Add to texts read on Backmap for Unit 1: Coming Into the Country by Gish Jen.
Copy exit slip questions, answer and submit and lesson end.
Exit 8: 1)Why is marking the text a strategy that will help you be a more efficient reader? Name 2 reasons. 2)Why is it ineffective to mark everything you think is important the same way? 3)What should you mark in an informational text? List all. 4)What is board configuration and how do you use it daily in class?
Mark "The Cost of Capital Punishment" using the key discussed by Ms. Batten: Proper Nouns, data, vocabulary, transitions, and important details. Come up with a key and put it at the top of your paper. You shouldn't mark all of these the same. Turn in to basket after having Ms. Batten check it.
Debate: If time. Debate capital punishment using Fish Bowl Debate.
SB 35 checked today with questions from teacher.
A2-"Coming Into the Country" p 10-13 Holt. Write and answer questions on p13. Due Today.
R16-18-Inferences-Due 10/18 OR 19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery
A2-lesson-(pretest below 60%) review-Closing: student teaches connections
10/15/10
10/13 A-10/14B
J#12-Review
Open to J12 and p11 of the Holt text. Make sure you have a Venn Diagram and detailed paragraph. I'm coming to check too, then we will discuss this.
Exit slip 7 due today
Mini Lesson: Author's Purpose: To inform, To persuade, To tell a story, To describe
Fill out pg 35 springboard book with the info given to you during the poem review.
R16-18 (Inferences) Due 10/18 OR R19-21 (Connections) due 10/29.
A2-"Coming Into the Country" (Everyone) Holt p 10-13. On pg 13, write the questions and answer each completely.
A2-lesson (for 60 percent or lower on the pretest)-Past Due
Conference about grades-bring portfolio and wkbk with you
-Context clues-retested-for those completing Florida-Achieves
-Vocab Gallery-group work
Open to J12 and p11 of the Holt text. Make sure you have a Venn Diagram and detailed paragraph. I'm coming to check too, then we will discuss this.
Exit slip 7 due today
Mini Lesson: Author's Purpose: To inform, To persuade, To tell a story, To describe
Fill out pg 35 springboard book with the info given to you during the poem review.
R16-18 (Inferences) Due 10/18 OR R19-21 (Connections) due 10/29.
A2-"Coming Into the Country" (Everyone) Holt p 10-13. On pg 13, write the questions and answer each completely.
A2-lesson (for 60 percent or lower on the pretest)-Past Due
Conference about grades-bring portfolio and wkbk with you
-Context clues-retested-for those completing Florida-Achieves
-Vocab Gallery-group work
10/13/10
10/11 A-10/12 B
J#12
Turn to pg 11 of the Holt text, and compare and contrast the two pictures in a detailed paragraph. Refer to the pictures as the 1915 and 2007 photographs. Use a venn diagram as a pre-writing strategy. Transitions would also help. Such as, Similarly or In contrast.
Exit slip 7
1)What was Whitman's purpose in writing "I Hear America Singing"? 2)What was Hughes' purpose in writing "I, Too Sing America"? 3)What was Tremblay's purpose for writing "Indian Singing.."? 4)What was Jen's purpose in writing "Coming Into the Country"?
Mini-Lesson: Diction and Tone in poems on pg 36-39 SB. You will fill out pg 35 after this lesson in which Ms. Batten tells you which diction words should have been marked in each poem and the tone of each poem.
Finish Vocab Test if not done.
Work Independently on
R16-18 Inferences due 10/18 OR if finished iwht 16-18, Do R19-21 Making Connections Due 10/29 (Connections briefly explained)
(everyone). Read Holt pg 10-13EVERYONE-A2 "Coming Into the Country". On pg 13, write questions and answer each question completely.
A2-lesson(For pretest scores of 60% or below) Ms. Batten works through and reads the first part of the lesson and assignments with students. Then excercises are given to students. Due the next class for mandatory grade. Any student not working independently on their own work, who didn't have to participate in this lesson, will have to participate and turn assignment in, as well.
Closing: Person/Group teaches inferences
Conference about grades with teacher/She also will check wkbk pages
Author's Purpose Post-test coming.
Turn to pg 11 of the Holt text, and compare and contrast the two pictures in a detailed paragraph. Refer to the pictures as the 1915 and 2007 photographs. Use a venn diagram as a pre-writing strategy. Transitions would also help. Such as, Similarly or In contrast.
Exit slip 7
1)What was Whitman's purpose in writing "I Hear America Singing"? 2)What was Hughes' purpose in writing "I, Too Sing America"? 3)What was Tremblay's purpose for writing "Indian Singing.."? 4)What was Jen's purpose in writing "Coming Into the Country"?
Mini-Lesson: Diction and Tone in poems on pg 36-39 SB. You will fill out pg 35 after this lesson in which Ms. Batten tells you which diction words should have been marked in each poem and the tone of each poem.
Finish Vocab Test if not done.
Work Independently on
R16-18 Inferences due 10/18 OR if finished iwht 16-18, Do R19-21 Making Connections Due 10/29 (Connections briefly explained)
(everyone). Read Holt pg 10-13EVERYONE-A2 "Coming Into the Country". On pg 13, write questions and answer each question completely.
A2-lesson(For pretest scores of 60% or below) Ms. Batten works through and reads the first part of the lesson and assignments with students. Then excercises are given to students. Due the next class for mandatory grade. Any student not working independently on their own work, who didn't have to participate in this lesson, will have to participate and turn assignment in, as well.
Closing: Person/Group teaches inferences
Conference about grades with teacher/She also will check wkbk pages
Author's Purpose Post-test coming.
10/11/10
10/7 A-10/8 B
J#11-Do all people still have access to the American Dream? Write your opinion in a detailed paragraph. Support your opinion by giving me reasons, facts and textual information.
Respond individually, discuss with group, share out loud
-W3-vocab 1 foldable, reviewed. LISTEN for test information. You will be tested on your ability to use these words correctly. Ms. Batten talks about usage problems with the following sentences and asks students how to fix them.
-We go by the communal at lunch together. (Communal isn't a noun)
-I am not inalienable with this. (No context clues, doesn't make sense)
-I am about to grievance. (No context clues, grievance isn't a verb)
-Abercrombie and Hollister are mainstream clothes. (used as an adj, but asked for noun)
-He disoriented when he fell from the tree. (Disoriented isn't a verb)
-When my sister screamed, she was grievance. (Grievance isn't an adj)
A2-Author's Purpose lesson started for students who didn't pass the pre-test for author's purpose. Mark pg 99, read 100 together, Mark 101, Do Exercises on 101 together, Do 102 on your own, mark pg 102 and 103 on your own and do exercises on 103. Review of pg 102-103 given. Do pg 104-105 for homework, on your own. Answer each question in right hand column on 104 and Do pg 105. Review together.
If you passed the pre-test, you should study for your vocab test, work on R13-15 Inferences due 10/8, work on R16-18 Inferences due 10/18, work on remediation via FCAT explorer for FCAT reading test or Florida-Achieves for Post-test context clues failure. Any student who isn't using time to work will be given the author's purpose lesson as a mandatory grade.
Respond individually, discuss with group, share out loud
-W3-vocab 1 foldable, reviewed. LISTEN for test information. You will be tested on your ability to use these words correctly. Ms. Batten talks about usage problems with the following sentences and asks students how to fix them.
-We go by the communal at lunch together. (Communal isn't a noun)
-I am not inalienable with this. (No context clues, doesn't make sense)
-I am about to grievance. (No context clues, grievance isn't a verb)
-Abercrombie and Hollister are mainstream clothes. (used as an adj, but asked for noun)
-He disoriented when he fell from the tree. (Disoriented isn't a verb)
-When my sister screamed, she was grievance. (Grievance isn't an adj)
A2-Author's Purpose lesson started for students who didn't pass the pre-test for author's purpose. Mark pg 99, read 100 together, Mark 101, Do Exercises on 101 together, Do 102 on your own, mark pg 102 and 103 on your own and do exercises on 103. Review of pg 102-103 given. Do pg 104-105 for homework, on your own. Answer each question in right hand column on 104 and Do pg 105. Review together.
If you passed the pre-test, you should study for your vocab test, work on R13-15 Inferences due 10/8, work on R16-18 Inferences due 10/18, work on remediation via FCAT explorer for FCAT reading test or Florida-Achieves for Post-test context clues failure. Any student who isn't using time to work will be given the author's purpose lesson as a mandatory grade.
10/7/10
10/5 A-10/6 B
J#10 "History does not long entrust the care of freedom to the weak or the timid."
-Dwight D. Eisenhower
Respond, discuss with group, record their examples, discuss with class
Exit slip 6- 1)Why are we focusing on inferences for reading? 2)Why is it foolish to not turn in reading entries, weekly? 3)How many of Ms. Batten's students failed FCAT reading last year? 4) What happens if a student never passes FCAT? 5)When is the FCAT reading retake? 6)What are 3 ways a student can prepare themselves for the retake now?
Ra Ta Ta- Inferences reading entry taught in detail again via teacher modeling. Also, reviewed for each class the following class day to reinforce.
Configuration board reexplained to class, and used to transition them to each step.
W3-vocab 1 foldable- distributed and reviewed as a class. Teacher reviews the problems with vocab usage on the board.
Exit slips answers reviewed with class.
Last day to submit work for grading term 1 is October 18. Reviewed with class and on the board. J1-10 will be checked randomly for a grade on the board.
Reminders given about reading assignments due. R13-15, Inferences, due 10/18 and R15-18 due 10/18. Also, remediation reminder for students who received an FCAT test failure slip or a post-test slip. Remember you can go to Florida-Achieves.com following the information on the handout you signed for. Or if you didn't pass the FCAT reading test, you can go to Fcatexplorer.com. Make sure you see me to enroll you in explorer and if you finish the Florida-Achieves assignments.
-Dwight D. Eisenhower
Respond, discuss with group, record their examples, discuss with class
Exit slip 6- 1)Why are we focusing on inferences for reading? 2)Why is it foolish to not turn in reading entries, weekly? 3)How many of Ms. Batten's students failed FCAT reading last year? 4) What happens if a student never passes FCAT? 5)When is the FCAT reading retake? 6)What are 3 ways a student can prepare themselves for the retake now?
Ra Ta Ta- Inferences reading entry taught in detail again via teacher modeling. Also, reviewed for each class the following class day to reinforce.
Configuration board reexplained to class, and used to transition them to each step.
W3-vocab 1 foldable- distributed and reviewed as a class. Teacher reviews the problems with vocab usage on the board.
Exit slips answers reviewed with class.
Last day to submit work for grading term 1 is October 18. Reviewed with class and on the board. J1-10 will be checked randomly for a grade on the board.
Reminders given about reading assignments due. R13-15, Inferences, due 10/18 and R15-18 due 10/18. Also, remediation reminder for students who received an FCAT test failure slip or a post-test slip. Remember you can go to Florida-Achieves.com following the information on the handout you signed for. Or if you didn't pass the FCAT reading test, you can go to Fcatexplorer.com. Make sure you see me to enroll you in explorer and if you finish the Florida-Achieves assignments.
10/5/10
10/1 A-10/4 B
J#9 "We must not believe the many who say that only free people ought to be educated, but we should rather believe the philosophers who say that only the educated are free." -Epictetus
Respond, Think, pair share, record examples of group members, Discuss as a class.
Exit slip 5: Due
Perform your poem with your group. Remember you will be graded on using appropriate tone and movement.
Take out your Backmap from Unit 1 and add the definition for the American Dream and the texts we've read so far in Unit 1 to the back of the backmap.
American Dream: The promise for one to better themselves and be provided access to education, properity, family (the way you want to raise one), freedom of speech, freedom of religion, free choice (voting), employment, equality, protection and security provided by the government, to own land or business, and a justice system which provides a fair trial to those accused.
Texts from Unit 1 so far:
"Good Immigration" by Kenneth Cole", "Ellis Island" by Joseph Bruchac, "Europe and America" by David Ignatow, "I Hear America Singing" by Walt Whitman, "I Too Sing America," by Langston Hughes, "Indian Singing in Twentieth Century America" by Gail Tremblay, "Gateway to Freedom" by Julie Snively, "Cost of Illegal Immigration", by CNN, Journal Quotes
7th block only: Reviewed and received back vocab 1 foldable
Test Vocab 1: Oct 8
R13-15 Inferences: Due Oct 8
Remediation for failed post tests, see notice given to you for deadline: Go to www.focus-floridaachieves.com. To prepare for FCAT reading retake test go to Fcatexplorer.com. For explorer, tell me so I can enroll you.
Respond, Think, pair share, record examples of group members, Discuss as a class.
Exit slip 5: Due
Perform your poem with your group. Remember you will be graded on using appropriate tone and movement.
Take out your Backmap from Unit 1 and add the definition for the American Dream and the texts we've read so far in Unit 1 to the back of the backmap.
American Dream: The promise for one to better themselves and be provided access to education, properity, family (the way you want to raise one), freedom of speech, freedom of religion, free choice (voting), employment, equality, protection and security provided by the government, to own land or business, and a justice system which provides a fair trial to those accused.
Texts from Unit 1 so far:
"Good Immigration" by Kenneth Cole", "Ellis Island" by Joseph Bruchac, "Europe and America" by David Ignatow, "I Hear America Singing" by Walt Whitman, "I Too Sing America," by Langston Hughes, "Indian Singing in Twentieth Century America" by Gail Tremblay, "Gateway to Freedom" by Julie Snively, "Cost of Illegal Immigration", by CNN, Journal Quotes
7th block only: Reviewed and received back vocab 1 foldable
Test Vocab 1: Oct 8
R13-15 Inferences: Due Oct 8
Remediation for failed post tests, see notice given to you for deadline: Go to www.focus-floridaachieves.com. To prepare for FCAT reading retake test go to Fcatexplorer.com. For explorer, tell me so I can enroll you.
10/1/10
9/29-9/30
J#8-Watch and take notes during the clip "The Cost Illegal Immigration". After the clip, tell me how you feel about immigration into America in a detailed paragraph. Clip here
Copy Exit slip 5 and answer in class: Exit slip 5: 1)What is tone? 2)What is the name of the poem your group was assigned? 3)What is the tone of your poem?4)How do you know this is the tone? Be specific. 5)How does the author of your poem feel about America?
Work with group members on pg 36-39 on the poem your group was assigned by marking the diction (word choice)reflecting tone. Use the "My Notes" section to list adjectives that describe tone (see tone worksheet). List as many adjectives to describe the tone as you can.
Practice performing your groups poem using appropriate voice and movement. Everyone in group must participate. Watch the following clip for an example.
R10-12 Due on 9/30.
R12-15 Inferences Due 10/8
Copy Exit slip 5 and answer in class: Exit slip 5: 1)What is tone? 2)What is the name of the poem your group was assigned? 3)What is the tone of your poem?4)How do you know this is the tone? Be specific. 5)How does the author of your poem feel about America?
Work with group members on pg 36-39 on the poem your group was assigned by marking the diction (word choice)reflecting tone. Use the "My Notes" section to list adjectives that describe tone (see tone worksheet). List as many adjectives to describe the tone as you can.
Practice performing your groups poem using appropriate voice and movement. Everyone in group must participate. Watch the following clip for an example.
R10-12 Due on 9/30.
R12-15 Inferences Due 10/8
9/29/10
9/27 A-9/28 B
No Journal: Find your new seat, get your stuff from your group location, and copy exit slip 4.
Exit slip 4: 1)What are the names of my group members? 2)Who is responsible in my group, for portfolio pickup/distribution? 3)What is my group's duty? 4)What closing activities might my group or I be responsible for? 5)Why should I never copy the answers from exit slips. (Due today)
MAP Testing
After Map, work independently on:
R10-12 Due 9/30
Springboard 9-11
W3-vocab 1-due the next class
Group conference (Exit slip)
R13-15 Inferences due 10/8
Meet with teacher about scholarship warnings, fcat reading retake notice, post-test failure notice, and class procedures testing
Closing: Group selected to share exit slip answers
Exit slip 4: 1)What are the names of my group members? 2)Who is responsible in my group, for portfolio pickup/distribution? 3)What is my group's duty? 4)What closing activities might my group or I be responsible for? 5)Why should I never copy the answers from exit slips. (Due today)
MAP Testing
After Map, work independently on:
R10-12 Due 9/30
Springboard 9-11
W3-vocab 1-due the next class
Group conference (Exit slip)
R13-15 Inferences due 10/8
Meet with teacher about scholarship warnings, fcat reading retake notice, post-test failure notice, and class procedures testing
Closing: Group selected to share exit slip answers
9/27/10
9/23 A-9/24 B
J#7 "A lazy person, whatever the talents with which he starts out, has condemned himself to second-rate thoughts and to second-rate friends."
-Lesson on bad attitudes some students are projecting needing to disappear, expectations needing to be met, why Ms. Batten has expectations for students to complete work, reminder not to copy exit slips or any other work, etc.
-Springboard p 9-11 should be finished. To be checked, the next class in one group member's book, all group members asked about it for credit.
-R10-12-Asking Questions-due 9/30
-Closing activity is now going to be where one group or student teaches the class something taught in class, or there will be a quiz given to make sure students listened that day in class.
-Class Procedures Tests finished
-warnings issued for student failing post-tests or FCAT reading test from last year.
-Exit slip 3 discussed; Turn in.
-W3-foldable-turn in for credit. Due the next class.
-Lesson on bad attitudes some students are projecting needing to disappear, expectations needing to be met, why Ms. Batten has expectations for students to complete work, reminder not to copy exit slips or any other work, etc.
-Springboard p 9-11 should be finished. To be checked, the next class in one group member's book, all group members asked about it for credit.
-R10-12-Asking Questions-due 9/30
-Closing activity is now going to be where one group or student teaches the class something taught in class, or there will be a quiz given to make sure students listened that day in class.
-Class Procedures Tests finished
-warnings issued for student failing post-tests or FCAT reading test from last year.
-Exit slip 3 discussed; Turn in.
-W3-foldable-turn in for credit. Due the next class.
9/23/10
9/21 A-9/22 B
J#6 "Education seems to be, in America, the only commodity (good/service) of which the customer tries to get as little as he can for his money." -Max Forman
After responding to journal, think pair share with your group and record each of their names and examples under your response. Remember these responses should be detailed paragraphs. Follow the steps for responding to quotes. Should you ever not understand a quote, break it a part and write about the parts you understand. Then you should be able to construct some meaning. For the quote above, ask yourself why is Education the only commodity, who is the customer he is referring to and why does that customer want as little as they an for their money? You should then be able to figure out the meaning. You can also add to your journals after group and class discussion.
A2-Pretests- makeup given to students present. If students are constantly absent for pretests, they will have to do the lesson, even if they eventually pass the pre-test.
R 10-12, Asking questions, due 9/30. On 9/22, turn in R7-9 to the basket.
Conference with your group about portfolio distribution, dismissal and group duties.
With group, finish marking the poem on pg 10, *father and # son. The speaker is the son. On lines 10-13, it jumps back and forth between the two characters and you should mark each change. On page 11, complete the chart in full with your group members after mini-lesson about connotation and denotation from Ms. Batten.
Start work on W3-Vocab 1- foldable. Ms. Batten teaches the class how to fold and setup vocabulary assignment and points to word wall.
After responding to journal, think pair share with your group and record each of their names and examples under your response. Remember these responses should be detailed paragraphs. Follow the steps for responding to quotes. Should you ever not understand a quote, break it a part and write about the parts you understand. Then you should be able to construct some meaning. For the quote above, ask yourself why is Education the only commodity, who is the customer he is referring to and why does that customer want as little as they an for their money? You should then be able to figure out the meaning. You can also add to your journals after group and class discussion.
A2-Pretests- makeup given to students present. If students are constantly absent for pretests, they will have to do the lesson, even if they eventually pass the pre-test.
R 10-12, Asking questions, due 9/30. On 9/22, turn in R7-9 to the basket.
Conference with your group about portfolio distribution, dismissal and group duties.
With group, finish marking the poem on pg 10, *father and # son. The speaker is the son. On lines 10-13, it jumps back and forth between the two characters and you should mark each change. On page 11, complete the chart in full with your group members after mini-lesson about connotation and denotation from Ms. Batten.
Start work on W3-Vocab 1- foldable. Ms. Batten teaches the class how to fold and setup vocabulary assignment and points to word wall.
9/21/10
9/17 A-9/20 B
J#5
"To accomplish great things, one must dream as well as act." Anatole France
1. Copy Quote and author
2. Summarize quote in your own words
3. Give examples and elaborate
4. Relate examples back to the quote using key words
Ms. Batten walks everyone through how to respond for J#5. Respond in paragraph form after copying the quote and author. Be sure to explain how your example relates to this quote.
-Group Backmap returned. Diagram on board of real Backmap. Teacher offers suggestions, when working in groups, everyone should be working, so everyone should check the work before submitted. Also, a backmap is where you go the end of unit assignment and plan out everything you need to learn in order to get to that assignment. A lot of groups had only a couple of things written down, which isn't acceptable. Copy Ms. Batten's backmap off the board, or add to yours, so that it looks like hers. Place this backmap in the front of your portfolio until the end of Unit 1. Do not turn it back into the basket.
-Read Article "Gateway to Freedom" about the history of Ellis Island as a class. With group, answer the following questions, in detail.
1)Why did Saal's family immigrate to America? (to be with father isn't detailed and therefore isn't an acceptable answer.)
2)Did the American Dream work out for her family? (Yes, because of education and jobs isn't acceptable, because it lacks elaboration and explicit details. Go back and put what kind of education and what kind of jobs and anything else that supports that the did succeed at an American dream.
Springboard- Class reads pg 1 as a class about the American Dream. On page 9, they must mark the text by circling dreams and underlining disappointments. In My Notes, they should record that they are circling dreams and underlining disappointments.
On page 11, class reads poem and are told to mark anything referring to the father with a * and anything referring to the son with a #. They should record how they mark in their notes. They should look at the words that are meant to symbolize father and son, as well.
*Returned if not done in detail with a chance to fix*
Reminder that R7-9 is Due Wednesday, 9/22.
New Homework Assignment: R10-12 (Asking Questions) is due on 9/30
"To accomplish great things, one must dream as well as act." Anatole France
1. Copy Quote and author
2. Summarize quote in your own words
3. Give examples and elaborate
4. Relate examples back to the quote using key words
Ms. Batten walks everyone through how to respond for J#5. Respond in paragraph form after copying the quote and author. Be sure to explain how your example relates to this quote.
-Group Backmap returned. Diagram on board of real Backmap. Teacher offers suggestions, when working in groups, everyone should be working, so everyone should check the work before submitted. Also, a backmap is where you go the end of unit assignment and plan out everything you need to learn in order to get to that assignment. A lot of groups had only a couple of things written down, which isn't acceptable. Copy Ms. Batten's backmap off the board, or add to yours, so that it looks like hers. Place this backmap in the front of your portfolio until the end of Unit 1. Do not turn it back into the basket.
-Read Article "Gateway to Freedom" about the history of Ellis Island as a class. With group, answer the following questions, in detail.
1)Why did Saal's family immigrate to America? (to be with father isn't detailed and therefore isn't an acceptable answer.)
2)Did the American Dream work out for her family? (Yes, because of education and jobs isn't acceptable, because it lacks elaboration and explicit details. Go back and put what kind of education and what kind of jobs and anything else that supports that the did succeed at an American dream.
Springboard- Class reads pg 1 as a class about the American Dream. On page 9, they must mark the text by circling dreams and underlining disappointments. In My Notes, they should record that they are circling dreams and underlining disappointments.
On page 11, class reads poem and are told to mark anything referring to the father with a * and anything referring to the son with a #. They should record how they mark in their notes. They should look at the words that are meant to symbolize father and son, as well.
*Returned if not done in detail with a chance to fix*
Reminder that R7-9 is Due Wednesday, 9/22.
New Homework Assignment: R10-12 (Asking Questions) is due on 9/30
9/17/10
9/15 A-9/16 B
Progress reports distributed in class and signed for today (9/16)
J#4 After watching the following clip, http://www.youtube.com/watch?v=M4cUN402kNo respond emotionally to the clip in a detailed paragraph.
A2-Pretest-Author's Purpose
When done with pre-test work on R7-9 (Asking Questions) due 9/22.
Ra Ta Ta- Teacher demonstrates on the board how to do reading entries for Asking questions reading entries with Owen Meany book. Reteaches how to setup and document.
Dicussion about plagarism and the consequences if caught cheating or turning in someone else's work as your own. Class 2 offense.
Reminder to copy Exit slip 3 and how exit slips are supposed to work. Students are told not to copy someone's exit slip, as it should reflect their knowledge of what was taught, in their own words, not their ability to copy someone's paper.
Teacher reminded students when she gives suggestions to improve their grade not to get an attitude with her for, because it is her job. She expects them to do their job and try to improve and learn.
Backmap-Perfomance Task with Group (group work)
On a piece of paper, write down the performance task for unit 1, in the center of the paper. Write is small enough so you can write branches out to the side. The branches will consist of everything students will need to learn before completing this assessment. Turn in.
Perfomance Task: The works we have read in this unit all have to do with different cultural groups in America. Develop a logical argument suporting or refuting the following sentence: America still provides access for all people to the "American Dream." Use th works you have read in this unit as support for your argument.
Read article about Ellis Island. On a piece of paper tell me why her family immigrated to America and if the American dream worked out for her family. Explain.
J#4 After watching the following clip, http://www.youtube.com/watch?v=M4cUN402kNo respond emotionally to the clip in a detailed paragraph.
A2-Pretest-Author's Purpose
When done with pre-test work on R7-9 (Asking Questions) due 9/22.
Ra Ta Ta- Teacher demonstrates on the board how to do reading entries for Asking questions reading entries with Owen Meany book. Reteaches how to setup and document.
Dicussion about plagarism and the consequences if caught cheating or turning in someone else's work as your own. Class 2 offense.
Reminder to copy Exit slip 3 and how exit slips are supposed to work. Students are told not to copy someone's exit slip, as it should reflect their knowledge of what was taught, in their own words, not their ability to copy someone's paper.
Teacher reminded students when she gives suggestions to improve their grade not to get an attitude with her for, because it is her job. She expects them to do their job and try to improve and learn.
Backmap-Perfomance Task with Group (group work)
On a piece of paper, write down the performance task for unit 1, in the center of the paper. Write is small enough so you can write branches out to the side. The branches will consist of everything students will need to learn before completing this assessment. Turn in.
Perfomance Task: The works we have read in this unit all have to do with different cultural groups in America. Develop a logical argument suporting or refuting the following sentence: America still provides access for all people to the "American Dream." Use th works you have read in this unit as support for your argument.
Read article about Ellis Island. On a piece of paper tell me why her family immigrated to America and if the American dream worked out for her family. Explain.
9/14/10
9/13 A-9-14 B
J#3
Look in springboard wkbk at page 8, at the Biographical sketch. Copy all bullets/headings in journal and respond to each. Be as detailed as possible. If you cannot answer about family, briefly explain why not. (10 minutes given to respond)
Think, pair share journal with group, share aloud with class
Exit slip 3-1)How will proofreading marks help me in this class? 2)What is the difference between connotation and denotation? 3)What is diction and why is it important to authors.
NOTE: Exit slips always start lessons. You should always write all of the questions and answer them completely. The exit slip is do at the end of the lesson, which may not be finished the day it is introduced in class. The teacher will always announce when to turn in exit slips. The idea is you listen during the lesson, so that you can answer the exit slip by the end of the lesson.
A1-lesson and Reading entries 4-6 returned in class to the students who did them
A1-Post-test Context clues: Test procedures explained in detail. Cover your answers, since you are sitting in groups. Do not talk until all tests are in and the teacher has announced you can do so.
You are allowed to write on the handout, only if you plan to mark the text. You do not have to use this strategy. If you do mark the text of the passage, staple it to your answer sheet when turning it in.
If you finish your test before others, work on R7-9 "Asking Questions"-Due 9/22
After test, RA TA TA (Read Aloud, Think Aloud, Talk Aloud) is performed in class by Ms. Batten for students not sure yet how to complete reading entries or not sure how to document asking questions in their reading notes. See an example entry below.
R#7- Author:John Irving Title: A Prayer for Owen Meany
Pg/Quote /Asking Questions /Extra
14/"lovely /Does he sing too? /
voice"
14/ "curtail"/ What does this mean?/
14/ "resented"/Why does she resent/ Because.....
her sister
15 "....."/ ................?/
16 "......"/ ...............?/ Yes, she is
PG 14 to 24
Then you type a one sentence summary.
Time is given in class for students to work on reading entries. While students are working, Ms. Batten randomly calls students, using thier cards, for their class procedures/group procedures test.
At the end of class, she walks around and speaks to students that aren't on task or haven't submitted reading entries or portfolios yet.
Look in springboard wkbk at page 8, at the Biographical sketch. Copy all bullets/headings in journal and respond to each. Be as detailed as possible. If you cannot answer about family, briefly explain why not. (10 minutes given to respond)
Think, pair share journal with group, share aloud with class
Exit slip 3-1)How will proofreading marks help me in this class? 2)What is the difference between connotation and denotation? 3)What is diction and why is it important to authors.
NOTE: Exit slips always start lessons. You should always write all of the questions and answer them completely. The exit slip is do at the end of the lesson, which may not be finished the day it is introduced in class. The teacher will always announce when to turn in exit slips. The idea is you listen during the lesson, so that you can answer the exit slip by the end of the lesson.
A1-lesson and Reading entries 4-6 returned in class to the students who did them
A1-Post-test Context clues: Test procedures explained in detail. Cover your answers, since you are sitting in groups. Do not talk until all tests are in and the teacher has announced you can do so.
You are allowed to write on the handout, only if you plan to mark the text. You do not have to use this strategy. If you do mark the text of the passage, staple it to your answer sheet when turning it in.
If you finish your test before others, work on R7-9 "Asking Questions"-Due 9/22
After test, RA TA TA (Read Aloud, Think Aloud, Talk Aloud) is performed in class by Ms. Batten for students not sure yet how to complete reading entries or not sure how to document asking questions in their reading notes. See an example entry below.
R#7- Author:John Irving Title: A Prayer for Owen Meany
Pg/Quote /Asking Questions /Extra
14/"lovely /Does he sing too? /
voice"
14/ "curtail"/ What does this mean?/
14/ "resented"/Why does she resent/ Because.....
her sister
15 "....."/ ................?/
16 "......"/ ...............?/ Yes, she is
PG 14 to 24
Then you type a one sentence summary.
Time is given in class for students to work on reading entries. While students are working, Ms. Batten randomly calls students, using thier cards, for their class procedures/group procedures test.
At the end of class, she walks around and speaks to students that aren't on task or haven't submitted reading entries or portfolios yet.
9/9/10
9/8B-9/10B
J#2
What do you know about your family's history? In a detailed paragraph tell me as much as you can about your heritage and long family history. You can share where your family originally came from, where your parents were born, customs, traditions, interesting facts, etc)
Think, pair share. Discuss as a class.
Procedures/rules reviewed. Exit slip expectations discussed. Pretest/Posttest discussed. Reading entries count as part of the 80 percent assessment grade. This means if you didn't do any reading entries and had a zero for that grade, but you did all other participation assignments (20 percent of grade, the highest your grade could be is a 20 percent.
Pay attention to the obvious. If you don't know how to spell a word, but its on the board, look at the board for the spelling. If you have an example reading entry on the board, use it as a model for when you do your entry.
Review of how to exit the room. Group duties assigned.
Exit slip 2-Due.
Demonstration of how to store and label portfolio/workbook in class. R 4-6 due Friday 9/10. Class Procedures Test coming next class.
9/10 4th and 5th block- catching up due to testing. 7th block work on reading and other work while teacher tests students.
What do you know about your family's history? In a detailed paragraph tell me as much as you can about your heritage and long family history. You can share where your family originally came from, where your parents were born, customs, traditions, interesting facts, etc)
Think, pair share. Discuss as a class.
Procedures/rules reviewed. Exit slip expectations discussed. Pretest/Posttest discussed. Reading entries count as part of the 80 percent assessment grade. This means if you didn't do any reading entries and had a zero for that grade, but you did all other participation assignments (20 percent of grade, the highest your grade could be is a 20 percent.
Pay attention to the obvious. If you don't know how to spell a word, but its on the board, look at the board for the spelling. If you have an example reading entry on the board, use it as a model for when you do your entry.
Review of how to exit the room. Group duties assigned.
Exit slip 2-Due.
Demonstration of how to store and label portfolio/workbook in class. R 4-6 due Friday 9/10. Class Procedures Test coming next class.
9/10 4th and 5th block- catching up due to testing. 7th block work on reading and other work while teacher tests students.
9/6 B-9/7 A
Journals start today. Explanation given about journal section of portfolio, how to label journals and to respond to the prompt, not write the prompt. Students receive points for writing quietly in their journal until they are called to attention. They can write more than one journal per page and can use the backs of paper, as well.
J#1 In your opinion, what is the American Dream? Who does it apply to? Write a detailed paragraph. You can mention examples.
Think, pair, share with group. Class discussion.
Exit slip 2: Copy questions and answer completely
1)Why is it important to take the pretests seriously? 2)Why would it be foolish to cheat on a pretest? 3)What is required of students who don't pass a pre or post-test?
4)What is an inference? 5)Explain in detail how to complete one reading entry (you can use a diagram). 6)How will you be tested for classroom/group rules and procedures (be specific)
A1-context lesson due for those not scoring at least 80 percent on their pretest
Portfolio guidelines discussed. Students told to leave portfolios in their section to be checked.
W2-District Writing 1- Respond to the District Writing Prompt: (Timed 45 minutes) See Ms. Batten for makeup after school, so you can be timed. Essay.
J#1 In your opinion, what is the American Dream? Who does it apply to? Write a detailed paragraph. You can mention examples.
Think, pair, share with group. Class discussion.
Exit slip 2: Copy questions and answer completely
1)Why is it important to take the pretests seriously? 2)Why would it be foolish to cheat on a pretest? 3)What is required of students who don't pass a pre or post-test?
4)What is an inference? 5)Explain in detail how to complete one reading entry (you can use a diagram). 6)How will you be tested for classroom/group rules and procedures (be specific)
A1-context lesson due for those not scoring at least 80 percent on their pretest
Portfolio guidelines discussed. Students told to leave portfolios in their section to be checked.
W2-District Writing 1- Respond to the District Writing Prompt: (Timed 45 minutes) See Ms. Batten for makeup after school, so you can be timed. Essay.
9/7/10
9/2-9/3
English III
Reading Entries explained in detail again. (Retaught) R# 4-6 assigned. Due Friday 9/1. Everything is the same (10 pages per entry, pg to pg, sentence summary).
45 minutes to respond to: W2- District Writing 1
Portfolio check. Title Portfolio: Your Full Name, My Name, Room #, Class Title
Class Procedures/Rules Test coming-verbally
Reading Entries explained in detail again. (Retaught) R# 4-6 assigned. Due Friday 9/1. Everything is the same (10 pages per entry, pg to pg, sentence summary).
45 minutes to respond to: W2- District Writing 1
Portfolio check. Title Portfolio: Your Full Name, My Name, Room #, Class Title
Class Procedures/Rules Test coming-verbally
9/3/10
8/27 A-9/1 B
8/27 A-9/1 B English III
Conference with Ms. Batten about Exit slip 1 before turning into basket.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures reviewed by teacher explaining entire handout. Reminder to turn in info sheet.
Group Rules/Procedures reviewed by Class.
Reminder that there will be a test next week on group/class rules and procedures given orally to each student.
Pretest-Students who didn't pass start A1-context lesson
Students scoring high enough should read. Documented if they don't.
Reading Entries 1-3 Due 9/1 B. Reviewed again how to do.
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Teacher monitored student reading notes and conferenced at desks of off-task students
Some group duties assigned.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
Conference with Ms. Batten about Exit slip 1 before turning into basket.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures reviewed by teacher explaining entire handout. Reminder to turn in info sheet.
Group Rules/Procedures reviewed by Class.
Reminder that there will be a test next week on group/class rules and procedures given orally to each student.
Pretest-Students who didn't pass start A1-context lesson
Students scoring high enough should read. Documented if they don't.
Reading Entries 1-3 Due 9/1 B. Reviewed again how to do.
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Teacher monitored student reading notes and conferenced at desks of off-task students
Some group duties assigned.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
8/26/10
8/25 A-8/26 B English III
Take out a piece of paper and copy Exit slip 1. Copy all questions and leave room for answers.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures group presentations-Reminder that there is an expectation that students follow procedures and rules the next class.
Pretest-Postest grading system and procedure explained.
Pretest---->Below 70 percent-mandatory lesson/work filed in portfolio under same # as pretest------>Post-test part of the 80 percent of grade--->Remediation (Florida Acheives-2 assessments) Retest
Reading Entries 1-3 Due 8/31 A-9/1 B
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
Exit slip 1:1)What are context clues 2)How can context clues help me find the meanings of unfamilar words? 3)Did I pass FCAT reading? 4)If not, by how much and why not? If so by how much and what helped?
Class Procedures group presentations-Reminder that there is an expectation that students follow procedures and rules the next class.
Pretest-Postest grading system and procedure explained.
Pretest---->Below 70 percent-mandatory lesson/work filed in portfolio under same # as pretest------>Post-test part of the 80 percent of grade--->Remediation (Florida Acheives-2 assessments) Retest
Reading Entries 1-3 Due 8/31 A-9/1 B
-Mininum or 10 pages read per entry
-min of 5 inferences each entry
-page to page listed each entry
-one sentence summary each entry
-If you switch books, reflect on log
-# each entry
-Due in basket on due date, even if not asked for
-Must do at home, if not enough time in class
EXAMPLE R1- Title: A Prayer for Owen Meany Author: John Irving
Pg /quote/ inference/ extra
1 "doomed" I predict.. No, actually...
2 "blah.." I infer...
2 "blah.." I guess.. Yes, I was right
4 "blah.." I infer..
5 "blah.." I guess..
Pg 1 to 10
The narrator of the story introduces us to Owen Meany, a small friend who helped him believe in God.
Closing: Reminder to read Class Procedures; Parent Info Sheet; Expectations next week.
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