J#18 Who is the most important person in your life and why? Or what is the most important object to you and why?
Exit slip 13-reviewed: This website is shown to students with directions on how to find things, including the exit slip. Teacher explains each exit slip question for exit slip 13. Also for question 3, she walks over to the model essay, hanging on the standard based bulletin and shows students how to use the essay to answer this question.
W6-Also reviewed using this website. Teacher reminds students the parts of W6 1)Taxonomy of essay terms that everyone brainstormed together, 2)Notes on the format for the persuasive essay 3)The 6 grammar errors that should no longer be made.
W2-Revised District Writing 1- reassigned. Using W6 notes, scan through your essay and evaluate what you are missing and use the proofreading marks or a highlighter to fix or mark all of your grammar mistakes (1-6). Now rewrite the essay. Staple the old essay to the new one and turn in by 11/29
W7-Performance Task: The American Dream-Due 12/9
-Minimum of 3 sources (2 From Unit 1)
-Free of errors 1-6-W6
-SAT Rubric
-Follow Persuasive Format
Ms. Batten gives each student a model essay and explains exactly how to complete the performance task while going through the model. She/students point(s) out: the thesis, the hook, why there should be information connection the hook to the thesis, reads the elaborate supporting paragraph, statistics, data, facts, illustration, example, high vocabulary, transition use, organization, focus,and excellent conventions. Also, she points out the use of parenthetical citations for sources used and the Works Cited page. Citationmachine.net is a website she suggests to use to make your Works Cited Page. She also suggests using current works, not ones from hundreds of years ago.
The Brainstorm for the model essay is also reviewed. Questions are asked about why certain items were crossed off. African Americans not having access to the American Dream was eliminated from the brainstorm because its out of date and came from texts from a long time ago. The topic is supposed to be about current access to the American dream, not from before the Civil Rights movement. People once had access to the American dream was also crossed out because there is no point in writing a whole paragraph about that, because you'd go off focus. Finally, Coming Into the Country was a text that was eliminated, so it was crossed off the brainstorm.
Exit slip 14: 1)What is the difference between tone and mood? 2)What is a Faust tale? 3)Name a story, tv show or movie which is a Faust tale and explain why it is Faust.
Line Up: Students asked to stand up in areas of class depending on whether they would give up the person or object they wrote about in the journal for unlimited wealth and success. Brief discussion.
Groups turn to pg 290 and read the Background Information about a Faust tale. Class Discusses what a Faust tale is: A tale in which a character sells their soul to the devil
Simpson's video shown as an example of a Faust tale in popular culture.
11/23/10
11/18/10
11/18 B-11/19 A
No J18, Instead takeout W6: Taxonomy of essay writing and finish
Meet with group to share taxonomy terms and think of ones for letters you couldn't find.
Discuss as a class, everyone is to add the terms they missed from class discussion.
W6-Taxonomy/Writing Tips continued.
Class discusses what specifically goes into a persuasive essay. Everyone adds the format of a persuasive essay to their W6 notes.
1. Brainstorm
2. Intro. Paragraph-hook, thesis
3. Body-facts, details,statistics, reasons,evidence, opinion, examples, word choice, sophisticated vocab, transitions, focused, organized
4. Conclusion-relate back to hook, restate thesis in different words, call for action, urge the reader, end with a positive
W2-District Writing 1 returned. Students are instructed to review their essay and evaluate whether the essay parts are there. If they are missing things like an introduction, a thesis or transitions, they should write on their paper to add these items. Also, everyone needs to make sure they elaborate.
Transition back to W6 and now add these writing tips to your notes:
1. Spell things out. Ex: N-e-ways, b/c, w/, &, I am in NCEPP.
2. Don't refer to people as things. Ex: The things that interest me are girls, sports and TV.
3. Do not start sentences with Well, like, But, Because, And
EX: Because some teachers thing.. And you shouldn't either.
4. Do not use unnecessary words such as like, well or just. Eliminate wordiness.
EX: Like if my friends would just stop making fun of me, I'd probably like hang out with them more than I do right now. This could be rewritten after the wordiness was taken out into: If my friends would stop making fun of me, I'd spend more time with them.
5)Don't talk to the reader, unless directed to do so.
EX: In the next few paragraphs I will write.. I hope you enjoyed my essay.
6)Indent paragraphs
Transition back to essay, and look to see if you've made any of the above 6 mistakes in your essay. If you have, use the proofreading marks to show how you would correct them, underline them or highlight them.
Now, write W2-Revised District Writing by rewriting your original essay and fixing any of the mistakes or missing parts, also edit your paper or have someone peer edit, elaborate, make sure you mark the mistakes you fix on your rough draft and attach your new essay to your rough draft. Finish for homework
R25-27-Visualizing-Due today.
Portfolio check coming soon
Vocab 2 Test-11/22-Review vocab foldable
Meet with group to share taxonomy terms and think of ones for letters you couldn't find.
Discuss as a class, everyone is to add the terms they missed from class discussion.
W6-Taxonomy/Writing Tips continued.
Class discusses what specifically goes into a persuasive essay. Everyone adds the format of a persuasive essay to their W6 notes.
1. Brainstorm
2. Intro. Paragraph-hook, thesis
3. Body-facts, details,statistics, reasons,evidence, opinion, examples, word choice, sophisticated vocab, transitions, focused, organized
4. Conclusion-relate back to hook, restate thesis in different words, call for action, urge the reader, end with a positive
W2-District Writing 1 returned. Students are instructed to review their essay and evaluate whether the essay parts are there. If they are missing things like an introduction, a thesis or transitions, they should write on their paper to add these items. Also, everyone needs to make sure they elaborate.
Transition back to W6 and now add these writing tips to your notes:
1. Spell things out. Ex: N-e-ways, b/c, w/, &, I am in NCEPP.
2. Don't refer to people as things. Ex: The things that interest me are girls, sports and TV.
3. Do not start sentences with Well, like, But, Because, And
EX: Because some teachers thing.. And you shouldn't either.
4. Do not use unnecessary words such as like, well or just. Eliminate wordiness.
EX: Like if my friends would just stop making fun of me, I'd probably like hang out with them more than I do right now. This could be rewritten after the wordiness was taken out into: If my friends would stop making fun of me, I'd spend more time with them.
5)Don't talk to the reader, unless directed to do so.
EX: In the next few paragraphs I will write.. I hope you enjoyed my essay.
6)Indent paragraphs
Transition back to essay, and look to see if you've made any of the above 6 mistakes in your essay. If you have, use the proofreading marks to show how you would correct them, underline them or highlight them.
Now, write W2-Revised District Writing by rewriting your original essay and fixing any of the mistakes or missing parts, also edit your paper or have someone peer edit, elaborate, make sure you mark the mistakes you fix on your rough draft and attach your new essay to your rough draft. Finish for homework
R25-27-Visualizing-Due today.
Portfolio check coming soon
Vocab 2 Test-11/22-Review vocab foldable
10/16B-10/17A
J#17: Copy, then finish
Bare: I like science because I enjoy it. (1,2)
Extended: I like science class because we do interesting experiments. (3)
Layered: In Biology class, we do fun experiments, such as dissecting frogs and measuring the properties of light. (4)
Now, take the above and make it an elaborate paragraph.
Ex: Biology could become Mr. Robinson's 2nd block Biology Honors class or dissecting frogs could become, dissecting Leopard frogs delicately with a sharp scalpel.
Copy questions for exit slip 13
Exit slip 13: 1)Name 4 vital items to consider when writing a high scoring essay? 2)Name one mistake you made on District Writing 1. 3)Look at the model essay and compare it to yours. What score do you think you received and why?
Ms. Batten reviews exit slip 11 with class by going back over the chunks starting on Sprinboard p41. Turn exit slip 11 back in.
Finish A3-TOC strategy (2 articles-one you marked/other jigsaw with a partner)
Exit slip 12 Due
A4-Autobiographical Notes-Past Due
W6-Taxonomy/Writing Tips. On a piece of paper, put every letter of the alphabet, and for each letter put any term associated with writing an essay. For example, for T you could put Thesis. For R you could put reasons.
Bare: I like science because I enjoy it. (1,2)
Extended: I like science class because we do interesting experiments. (3)
Layered: In Biology class, we do fun experiments, such as dissecting frogs and measuring the properties of light. (4)
Now, take the above and make it an elaborate paragraph.
Ex: Biology could become Mr. Robinson's 2nd block Biology Honors class or dissecting frogs could become, dissecting Leopard frogs delicately with a sharp scalpel.
Copy questions for exit slip 13
Exit slip 13: 1)Name 4 vital items to consider when writing a high scoring essay? 2)Name one mistake you made on District Writing 1. 3)Look at the model essay and compare it to yours. What score do you think you received and why?
Ms. Batten reviews exit slip 11 with class by going back over the chunks starting on Sprinboard p41. Turn exit slip 11 back in.
Finish A3-TOC strategy (2 articles-one you marked/other jigsaw with a partner)
Exit slip 12 Due
A4-Autobiographical Notes-Past Due
W6-Taxonomy/Writing Tips. On a piece of paper, put every letter of the alphabet, and for each letter put any term associated with writing an essay. For example, for T you could put Thesis. For R you could put reasons.
11/10/10
11/10 B-11/15 A
Journal 17 postponed: Instead turn into the basket A4-Autobiographical Notes and A3-TOC Strategy (if never turned in)Then study for your proofreading quiz
Exit slip 12:
1)What is the main idea of "Who's Coming to America"? (One sentence)
2)What is the main idea of "Immigrants Take Ever More Perilous Routes to America" (One sentence)
A5-Main Idea Pretest
Ra Ta Ta-visualizing done in class by Ms. Batten. Reminder given that R25 to 27 Visualizing is due on 11/18.
Jigsaw-A3-TOC strategy with 2nd article given to you today. If you have article 1 "Who's Coming to America" you will jigsaw with someone that has article 2 "Immigrants Take Ever More Perilous Routes to America". When you jigsaw you will write down the titles/TOC strategy of each of their chunks and discuss what the article is about. Then you can complete Exit slip 12. This will be the only exit slip so far which should match another student's slip. If you didn't finish titling each chunk with a 3 to 4 word title for your first article, you have to finish both articles on your own. Both articles and Exit slip 12 is due the next class.
W5-Proofreading Quiz
Vocab 2 Test will be on 11/22
If you didn't finish A4-Autobiographical notes, you need to finish it at home and bring it as a late assignment. You will receive partial credit. Remember you can access the book at My.hrw.com with Login: TParker806 and PW: Braves
Exit slip 12:
1)What is the main idea of "Who's Coming to America"? (One sentence)
2)What is the main idea of "Immigrants Take Ever More Perilous Routes to America" (One sentence)
A5-Main Idea Pretest
Ra Ta Ta-visualizing done in class by Ms. Batten. Reminder given that R25 to 27 Visualizing is due on 11/18.
Jigsaw-A3-TOC strategy with 2nd article given to you today. If you have article 1 "Who's Coming to America" you will jigsaw with someone that has article 2 "Immigrants Take Ever More Perilous Routes to America". When you jigsaw you will write down the titles/TOC strategy of each of their chunks and discuss what the article is about. Then you can complete Exit slip 12. This will be the only exit slip so far which should match another student's slip. If you didn't finish titling each chunk with a 3 to 4 word title for your first article, you have to finish both articles on your own. Both articles and Exit slip 12 is due the next class.
W5-Proofreading Quiz
Vocab 2 Test will be on 11/22
If you didn't finish A4-Autobiographical notes, you need to finish it at home and bring it as a late assignment. You will receive partial credit. Remember you can access the book at My.hrw.com with Login: TParker806 and PW: Braves
11/8/10
11/8A-11/9B
1) Do Journal 16. Write a detailed paragraph. Do not think, pair, share with group: Many people belong to groups such clubs or teams. These groups can offer a sense of identity and belonging. In a detailed paragraph, write about a group you belong to and explain what you gain from belonging to this group.
2) Turn in A3-TOC Strategy to the basket with your name and heading. This is the article Ms Batten gave you the last class, in which you had to chunk the text and write the main idea or 3 to 4 word title next to each chunk.
3) Turn in R22-34-Connections into the basket. It is due today.
4) Remind yourself that the Proofreading Quiz has been postponed to the next class, Wed. 11/10. Study for it if you haven’t.
5) You are about to read a selection from the Holt Book. Make sure to follow the following steps, in order, when completing this assignment. If you don’t finish in class, YOU MUST COMPLETE FOR HOMEWORK To access the online book at home go to http://my.hrw.com Login: TParker806 PW: Braves Click on online text book and type in the page number you are currently working with. Complete any work done on the website on your own paper. You are only using the site for the online textbook.
a) Open Holt Book to 1300 and read about the author James Baldwin. Now on your paper titled A4-Autobiographical Notes Write at the top of the paper: About the Author. Now write a one sentence summary that gives the main idea of his life as a writer.
b) On pg 1301 read what a parenthetical aside is and as you read the story, document all parenthetical asides that you see on your paper in a section labeled Parenthetical Asides.
c) Before reading, set up a table on your paper in which you will take notes on the internal conflicts (problems they face within themselves) and external conflicts (problems they face with the outside world) James Baldwin says writers face. As you read the story, be sure to take notes in this chart.
d) On pg 1306 Do 1, 2(use your extended response frame as a guide), and 4-11 on your paper.
e) Turn in A4-Autobiographical notes into the basket with parts a-d completed above. If finishing for homework, have it ready at the beginning of the next class.
2) Turn in A3-TOC Strategy to the basket with your name and heading. This is the article Ms Batten gave you the last class, in which you had to chunk the text and write the main idea or 3 to 4 word title next to each chunk.
3) Turn in R22-34-Connections into the basket. It is due today.
4) Remind yourself that the Proofreading Quiz has been postponed to the next class, Wed. 11/10. Study for it if you haven’t.
5) You are about to read a selection from the Holt Book. Make sure to follow the following steps, in order, when completing this assignment. If you don’t finish in class, YOU MUST COMPLETE FOR HOMEWORK To access the online book at home go to http://my.hrw.com Login: TParker806 PW: Braves Click on online text book and type in the page number you are currently working with. Complete any work done on the website on your own paper. You are only using the site for the online textbook.
a) Open Holt Book to 1300 and read about the author James Baldwin. Now on your paper titled A4-Autobiographical Notes Write at the top of the paper: About the Author. Now write a one sentence summary that gives the main idea of his life as a writer.
b) On pg 1301 read what a parenthetical aside is and as you read the story, document all parenthetical asides that you see on your paper in a section labeled Parenthetical Asides.
c) Before reading, set up a table on your paper in which you will take notes on the internal conflicts (problems they face within themselves) and external conflicts (problems they face with the outside world) James Baldwin says writers face. As you read the story, be sure to take notes in this chart.
d) On pg 1306 Do 1, 2(use your extended response frame as a guide), and 4-11 on your paper.
e) Turn in A4-Autobiographical notes into the basket with parts a-d completed above. If finishing for homework, have it ready at the beginning of the next class.
11/7/10
11/4 B-11/5 A
J15-Do the opposite lettered journal. If you did A last time, do B this time.
Discuss as a class each journal. Review.
Articles distributed to students. Some students get "Who's Coming to America" by Sam Robert and some students get Immigrants Take Ever More Perilous Routes to America by Dean Paton. Label whichever article you were assigned A3-TOC strategy.
Class splits. Half of class reviews TOC strategy and their article with Ms. Batten, the other half works on W5-Vocab 2 foldable. Then the two groups switch.
For vocabulary use the model on the standards based bulletin board, the word wall and Holt pg 1302-1305 to infer the meanings of words.
TOC-strategy. Bracket off chunks of the text and for each chunk write a 3 to 4 work headline that gives the main idea of the chunk.
When finished, you can work on R22-24 Connections due 10/8
W5-vocab 2 foldable due today. If not done with A3-TOC strategy, then do it for homework.
Discuss as a class each journal. Review.
Articles distributed to students. Some students get "Who's Coming to America" by Sam Robert and some students get Immigrants Take Ever More Perilous Routes to America by Dean Paton. Label whichever article you were assigned A3-TOC strategy.
Class splits. Half of class reviews TOC strategy and their article with Ms. Batten, the other half works on W5-Vocab 2 foldable. Then the two groups switch.
For vocabulary use the model on the standards based bulletin board, the word wall and Holt pg 1302-1305 to infer the meanings of words.
TOC-strategy. Bracket off chunks of the text and for each chunk write a 3 to 4 work headline that gives the main idea of the chunk.
When finished, you can work on R22-24 Connections due 10/8
W5-vocab 2 foldable due today. If not done with A3-TOC strategy, then do it for homework.
11/2/10
11/2 B-11/3 A
J#15A) "The only thing that will stop you from fulfilling your dreams is you."
-Tom Bradley
B)"Dreams are like stars...you may never touch them, but if you follow them, they will lead you to your destiny." -Anonymous
Write a detailed paragraph about your quote, assigned by Ms. Batten. Remember to use the journal model given to you the last class to help you elaborate and put all parts: summarize in own words, give specific example(s), elaborate how that example relates to the quote and use key words from the quote to connect it
Think, pair share and write down the example of each group member. Then discuss as a class.
Exit slip 11: 1)What was Rather's original dream and final outcome of this dream? 2)Kesler's original dream/outcome? 3)Ford's original dream/outcome? 4)Carlson's original dream/outcome? 5)Acosta's original dream/outcome?6)Collins' original dream/outcome? 7)Aikens' original dream and outcome?
Copy and answer as we go through this lesson
Batten Buck explained. Batten bucks are a reward given to students simply for doing what is right. They also will be given to students when their grade or their group members' grades go up. Five will be awarded to the group who has the highest English average in my class. They can be used as points to add to assignments, as a free tardy or to get out of a detention.
Jigsaw Springboard pg 41-Chunks 1-6 distributed to different students. Students meet in a jigsaw and share their chunks. Be sure to write the beginning dream, how they worked toward the dream and the final outcome in the my notes section for each of the sections you personally didn't do. You should only mark your assigned chunk(s). You can also answer the exit slip at this time.
Study for proofreading marks quiz on 11/4 if time
Work on W5-Vocab 2 foldable-due 11/4 if time
R22-24 Connections-if time-Due 11/8
Closing: Listening Quiz
-Tom Bradley
B)"Dreams are like stars...you may never touch them, but if you follow them, they will lead you to your destiny." -Anonymous
Write a detailed paragraph about your quote, assigned by Ms. Batten. Remember to use the journal model given to you the last class to help you elaborate and put all parts: summarize in own words, give specific example(s), elaborate how that example relates to the quote and use key words from the quote to connect it
Think, pair share and write down the example of each group member. Then discuss as a class.
Exit slip 11: 1)What was Rather's original dream and final outcome of this dream? 2)Kesler's original dream/outcome? 3)Ford's original dream/outcome? 4)Carlson's original dream/outcome? 5)Acosta's original dream/outcome?6)Collins' original dream/outcome? 7)Aikens' original dream and outcome?
Copy and answer as we go through this lesson
Batten Buck explained. Batten bucks are a reward given to students simply for doing what is right. They also will be given to students when their grade or their group members' grades go up. Five will be awarded to the group who has the highest English average in my class. They can be used as points to add to assignments, as a free tardy or to get out of a detention.
Jigsaw Springboard pg 41-Chunks 1-6 distributed to different students. Students meet in a jigsaw and share their chunks. Be sure to write the beginning dream, how they worked toward the dream and the final outcome in the my notes section for each of the sections you personally didn't do. You should only mark your assigned chunk(s). You can also answer the exit slip at this time.
Study for proofreading marks quiz on 11/4 if time
Work on W5-Vocab 2 foldable-due 11/4 if time
R22-24 Connections-if time-Due 11/8
Closing: Listening Quiz
10/29/10
10/21A-10/29B
10/21-10/22
No Journal, instead check Journals 1-10, make sure they are detailed and complete. Leave them above your groups sticker to be graded for this term or have Ms. Batten check them before you leave.
A2-Author's Purpose packet-Reviewed with 4th and 5th block. Students received this lesson back and reviewed it with Ms. Batten.
Shirt Distribution. Each student gets a Parker Pride shirt. See Ms. Batten for yours ASAP.
Short/Extended Response frame distributed to all students. Students instructed to use this frame when responding to questions that require textual support. A2 "Coming Into the Country" returned to students who didn't answer completely. Use the extended response frame to answer question 1, the short response frame for questions 2 and 3, and you don't need to use the frame for question 4, because it requires no textual support. This assignment deadline is today, 10/22
10/26-10/27
J#14-Ms. Batten's instructs each student whether to do Journal A or B.
A)We can never be sure that the opinion we are endeavoring to stifle is a false opinion, and if we were sure, stifling it would be an evil still." -John Stuart Mill
B)The only valid censorship of ideas is the right of people not to listen."
-Tommy Smothers
Think, pair, share and record examples from group members after responding in a detailed paragraph.
Exit 9 1)What grade did I earn in English III last term? 2)Name 3 specific tasks I will start/continue to improve/keep my grade in this class? 3)Why is it a must to pass this class? 4)After graduation, what specific goal do I hope to accomplish educationally or professionally?
Look at report card grade and conference with teacher if needed, pay particular attention to the participation grade. If passing, Ms. Batten sends you to the library to check out challenging book. Go to Lexile.com to look up the level of your current book. You should read something form lexile 900 or higher if you read at grade level. If you find books too difficult at this level, use the lexile.com tools to choose a book at your level.
Ms. Batten conferences with each student who did not receive a C or higher about what they need to change in order to make a passing score this term. Students also can work on their entries.
5th block, A2 "Coming Into the Country" Holt pg 10-13, Questions 1-4 need to be turned in ASAP.
10/28-10/29
Refer to J14 and do the opposite journal letter than you did the last class. If you did A the last class, you do B this class.
Journal Model distributed. Students instructed to keep this model. Model shows exactly how to do a journal in detail. Class also reviews the steps to responding to a journal quote.
Students instructed to copy Exit slip 10: 1)How will the short/extended response frame help me? 2)What are the steps when responding to a journal quote? 3)What is a connection and what are the 3 types? 4)How can the standards based bulletin board help you?
Review of A2-Coming Into the Country using the short/extended response frame.Class reviews the Extended and short frame, in detail, discussing each part. Students read question 1-2 on pg 13 of the Holt text.
Model-Extended and short response for "Coming Into the Country" is distributed.
Class discusses how the model answers every part of the question, elaborates and concludes. Everyone is instructed to keep the model, since they will answer many questions and write essays which require the use of textual support. The frames help students transition between text support and their explanation of the prompt or question.
Add the following texts to your Unit 1 Backmap: Coming Into the Country by Gish Jen
"They Live the Dream" by Dan Rather
Autobiographical Notes by James Baldwin
Daughter of Invention by Julia Alvarez
Students given time to work independently. While they are working, groups go on a gallery walk of the standards based bulletin board. Students observe how the bulletin board shows them high performing models of student work, with commentary. Also each student is told the symbols for understating checks, thumbs up=I understand, fist=I don't get this, thumb out to the side=I get some, but need more instruction. Also the listening symbol is reviewed. thumb and pinky out=I'm listening to you.
Proofreading symbols quiz is November 4. Study the handout given to you awhile ago, so you understand what each symbol means.
R19-21 Connections due today. R 22-24-Due 11/8
No Journal, instead check Journals 1-10, make sure they are detailed and complete. Leave them above your groups sticker to be graded for this term or have Ms. Batten check them before you leave.
A2-Author's Purpose packet-Reviewed with 4th and 5th block. Students received this lesson back and reviewed it with Ms. Batten.
Shirt Distribution. Each student gets a Parker Pride shirt. See Ms. Batten for yours ASAP.
Short/Extended Response frame distributed to all students. Students instructed to use this frame when responding to questions that require textual support. A2 "Coming Into the Country" returned to students who didn't answer completely. Use the extended response frame to answer question 1, the short response frame for questions 2 and 3, and you don't need to use the frame for question 4, because it requires no textual support. This assignment deadline is today, 10/22
10/26-10/27
J#14-Ms. Batten's instructs each student whether to do Journal A or B.
A)We can never be sure that the opinion we are endeavoring to stifle is a false opinion, and if we were sure, stifling it would be an evil still." -John Stuart Mill
B)The only valid censorship of ideas is the right of people not to listen."
-Tommy Smothers
Think, pair, share and record examples from group members after responding in a detailed paragraph.
Exit 9 1)What grade did I earn in English III last term? 2)Name 3 specific tasks I will start/continue to improve/keep my grade in this class? 3)Why is it a must to pass this class? 4)After graduation, what specific goal do I hope to accomplish educationally or professionally?
Look at report card grade and conference with teacher if needed, pay particular attention to the participation grade. If passing, Ms. Batten sends you to the library to check out challenging book. Go to Lexile.com to look up the level of your current book. You should read something form lexile 900 or higher if you read at grade level. If you find books too difficult at this level, use the lexile.com tools to choose a book at your level.
Ms. Batten conferences with each student who did not receive a C or higher about what they need to change in order to make a passing score this term. Students also can work on their entries.
5th block, A2 "Coming Into the Country" Holt pg 10-13, Questions 1-4 need to be turned in ASAP.
10/28-10/29
Refer to J14 and do the opposite journal letter than you did the last class. If you did A the last class, you do B this class.
Journal Model distributed. Students instructed to keep this model. Model shows exactly how to do a journal in detail. Class also reviews the steps to responding to a journal quote.
Students instructed to copy Exit slip 10: 1)How will the short/extended response frame help me? 2)What are the steps when responding to a journal quote? 3)What is a connection and what are the 3 types? 4)How can the standards based bulletin board help you?
Review of A2-Coming Into the Country using the short/extended response frame.Class reviews the Extended and short frame, in detail, discussing each part. Students read question 1-2 on pg 13 of the Holt text.
Model-Extended and short response for "Coming Into the Country" is distributed.
Class discusses how the model answers every part of the question, elaborates and concludes. Everyone is instructed to keep the model, since they will answer many questions and write essays which require the use of textual support. The frames help students transition between text support and their explanation of the prompt or question.
Add the following texts to your Unit 1 Backmap: Coming Into the Country by Gish Jen
"They Live the Dream" by Dan Rather
Autobiographical Notes by James Baldwin
Daughter of Invention by Julia Alvarez
Students given time to work independently. While they are working, groups go on a gallery walk of the standards based bulletin board. Students observe how the bulletin board shows them high performing models of student work, with commentary. Also each student is told the symbols for understating checks, thumbs up=I understand, fist=I don't get this, thumb out to the side=I get some, but need more instruction. Also the listening symbol is reviewed. thumb and pinky out=I'm listening to you.
Proofreading symbols quiz is November 4. Study the handout given to you awhile ago, so you understand what each symbol means.
R19-21 Connections due today. R 22-24-Due 11/8
10/20/10
10/19 A-10/20 B
J#13- Discuss with group. B day does Journal 13 for first time. See J13 on last blog entry.
Exit slip questions reviewed in class during lesson. Marking the text is important because it keeps you connected and engaged to the reading and it organizes the text so you don't have to remember everything. You shouldn't mark everything the same way because you cannot distinguish between what is marked. There should be a difference so if you need to find a proper noun, there is a certain mark you look for. In an information text important details, data of any kind, proper nouns, vocabulary words they may ask about, transitions and quotes are important to mark. The board configuration is where the parts of the lesson are every day in class. You use it daily for exit slips, transitioning to the next part of the lesson and so you always know what to work on and when its due.
Turn in "The Cost of Capital Punishment" if you haven't already.
Review of SB 35 from Ms. Batten.
A2-"Coming Into the Country" p 10-13 Holt. Past due.
R19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery and turn into basket
A2-lesson-(pretest below 60%) returned and reviewed
A2-Author's Purpose Post test
Exit slip questions reviewed in class during lesson. Marking the text is important because it keeps you connected and engaged to the reading and it organizes the text so you don't have to remember everything. You shouldn't mark everything the same way because you cannot distinguish between what is marked. There should be a difference so if you need to find a proper noun, there is a certain mark you look for. In an information text important details, data of any kind, proper nouns, vocabulary words they may ask about, transitions and quotes are important to mark. The board configuration is where the parts of the lesson are every day in class. You use it daily for exit slips, transitioning to the next part of the lesson and so you always know what to work on and when its due.
Turn in "The Cost of Capital Punishment" if you haven't already.
Review of SB 35 from Ms. Batten.
A2-"Coming Into the Country" p 10-13 Holt. Past due.
R19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery and turn into basket
A2-lesson-(pretest below 60%) returned and reviewed
A2-Author's Purpose Post test
10/19/10
10/15-10/18
J#13-Differentiated Journal: See Ms. Batten for which journal you will respond to.
A)It is easy to take liberty for granted, when you have never had it taken from you." -Author Unknown
B)"Those who expect to reap the blessings of freedom, must like men, undergo the fatigue of supporting it." -Thomas Paine
Add to texts read on Backmap for Unit 1: Coming Into the Country by Gish Jen.
Copy exit slip questions, answer and submit and lesson end.
Exit 8: 1)Why is marking the text a strategy that will help you be a more efficient reader? Name 2 reasons. 2)Why is it ineffective to mark everything you think is important the same way? 3)What should you mark in an informational text? List all. 4)What is board configuration and how do you use it daily in class?
Mark "The Cost of Capital Punishment" using the key discussed by Ms. Batten: Proper Nouns, data, vocabulary, transitions, and important details. Come up with a key and put it at the top of your paper. You shouldn't mark all of these the same. Turn in to basket after having Ms. Batten check it.
Debate: If time. Debate capital punishment using Fish Bowl Debate.
SB 35 checked today with questions from teacher.
A2-"Coming Into the Country" p 10-13 Holt. Write and answer questions on p13. Due Today.
R16-18-Inferences-Due 10/18 OR 19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery
A2-lesson-(pretest below 60%) review-Closing: student teaches connections
A)It is easy to take liberty for granted, when you have never had it taken from you." -Author Unknown
B)"Those who expect to reap the blessings of freedom, must like men, undergo the fatigue of supporting it." -Thomas Paine
Add to texts read on Backmap for Unit 1: Coming Into the Country by Gish Jen.
Copy exit slip questions, answer and submit and lesson end.
Exit 8: 1)Why is marking the text a strategy that will help you be a more efficient reader? Name 2 reasons. 2)Why is it ineffective to mark everything you think is important the same way? 3)What should you mark in an informational text? List all. 4)What is board configuration and how do you use it daily in class?
Mark "The Cost of Capital Punishment" using the key discussed by Ms. Batten: Proper Nouns, data, vocabulary, transitions, and important details. Come up with a key and put it at the top of your paper. You shouldn't mark all of these the same. Turn in to basket after having Ms. Batten check it.
Debate: If time. Debate capital punishment using Fish Bowl Debate.
SB 35 checked today with questions from teacher.
A2-"Coming Into the Country" p 10-13 Holt. Write and answer questions on p13. Due Today.
R16-18-Inferences-Due 10/18 OR 19-21 Connections-Due 10/29
-Finish vocab word-group-for gallery
A2-lesson-(pretest below 60%) review-Closing: student teaches connections
10/15/10
10/13 A-10/14B
J#12-Review
Open to J12 and p11 of the Holt text. Make sure you have a Venn Diagram and detailed paragraph. I'm coming to check too, then we will discuss this.
Exit slip 7 due today
Mini Lesson: Author's Purpose: To inform, To persuade, To tell a story, To describe
Fill out pg 35 springboard book with the info given to you during the poem review.
R16-18 (Inferences) Due 10/18 OR R19-21 (Connections) due 10/29.
A2-"Coming Into the Country" (Everyone) Holt p 10-13. On pg 13, write the questions and answer each completely.
A2-lesson (for 60 percent or lower on the pretest)-Past Due
Conference about grades-bring portfolio and wkbk with you
-Context clues-retested-for those completing Florida-Achieves
-Vocab Gallery-group work
Open to J12 and p11 of the Holt text. Make sure you have a Venn Diagram and detailed paragraph. I'm coming to check too, then we will discuss this.
Exit slip 7 due today
Mini Lesson: Author's Purpose: To inform, To persuade, To tell a story, To describe
Fill out pg 35 springboard book with the info given to you during the poem review.
R16-18 (Inferences) Due 10/18 OR R19-21 (Connections) due 10/29.
A2-"Coming Into the Country" (Everyone) Holt p 10-13. On pg 13, write the questions and answer each completely.
A2-lesson (for 60 percent or lower on the pretest)-Past Due
Conference about grades-bring portfolio and wkbk with you
-Context clues-retested-for those completing Florida-Achieves
-Vocab Gallery-group work
10/13/10
10/11 A-10/12 B
J#12
Turn to pg 11 of the Holt text, and compare and contrast the two pictures in a detailed paragraph. Refer to the pictures as the 1915 and 2007 photographs. Use a venn diagram as a pre-writing strategy. Transitions would also help. Such as, Similarly or In contrast.
Exit slip 7
1)What was Whitman's purpose in writing "I Hear America Singing"? 2)What was Hughes' purpose in writing "I, Too Sing America"? 3)What was Tremblay's purpose for writing "Indian Singing.."? 4)What was Jen's purpose in writing "Coming Into the Country"?
Mini-Lesson: Diction and Tone in poems on pg 36-39 SB. You will fill out pg 35 after this lesson in which Ms. Batten tells you which diction words should have been marked in each poem and the tone of each poem.
Finish Vocab Test if not done.
Work Independently on
R16-18 Inferences due 10/18 OR if finished iwht 16-18, Do R19-21 Making Connections Due 10/29 (Connections briefly explained)
(everyone). Read Holt pg 10-13EVERYONE-A2 "Coming Into the Country". On pg 13, write questions and answer each question completely.
A2-lesson(For pretest scores of 60% or below) Ms. Batten works through and reads the first part of the lesson and assignments with students. Then excercises are given to students. Due the next class for mandatory grade. Any student not working independently on their own work, who didn't have to participate in this lesson, will have to participate and turn assignment in, as well.
Closing: Person/Group teaches inferences
Conference about grades with teacher/She also will check wkbk pages
Author's Purpose Post-test coming.
Turn to pg 11 of the Holt text, and compare and contrast the two pictures in a detailed paragraph. Refer to the pictures as the 1915 and 2007 photographs. Use a venn diagram as a pre-writing strategy. Transitions would also help. Such as, Similarly or In contrast.
Exit slip 7
1)What was Whitman's purpose in writing "I Hear America Singing"? 2)What was Hughes' purpose in writing "I, Too Sing America"? 3)What was Tremblay's purpose for writing "Indian Singing.."? 4)What was Jen's purpose in writing "Coming Into the Country"?
Mini-Lesson: Diction and Tone in poems on pg 36-39 SB. You will fill out pg 35 after this lesson in which Ms. Batten tells you which diction words should have been marked in each poem and the tone of each poem.
Finish Vocab Test if not done.
Work Independently on
R16-18 Inferences due 10/18 OR if finished iwht 16-18, Do R19-21 Making Connections Due 10/29 (Connections briefly explained)
(everyone). Read Holt pg 10-13EVERYONE-A2 "Coming Into the Country". On pg 13, write questions and answer each question completely.
A2-lesson(For pretest scores of 60% or below) Ms. Batten works through and reads the first part of the lesson and assignments with students. Then excercises are given to students. Due the next class for mandatory grade. Any student not working independently on their own work, who didn't have to participate in this lesson, will have to participate and turn assignment in, as well.
Closing: Person/Group teaches inferences
Conference about grades with teacher/She also will check wkbk pages
Author's Purpose Post-test coming.
10/11/10
10/7 A-10/8 B
J#11-Do all people still have access to the American Dream? Write your opinion in a detailed paragraph. Support your opinion by giving me reasons, facts and textual information.
Respond individually, discuss with group, share out loud
-W3-vocab 1 foldable, reviewed. LISTEN for test information. You will be tested on your ability to use these words correctly. Ms. Batten talks about usage problems with the following sentences and asks students how to fix them.
-We go by the communal at lunch together. (Communal isn't a noun)
-I am not inalienable with this. (No context clues, doesn't make sense)
-I am about to grievance. (No context clues, grievance isn't a verb)
-Abercrombie and Hollister are mainstream clothes. (used as an adj, but asked for noun)
-He disoriented when he fell from the tree. (Disoriented isn't a verb)
-When my sister screamed, she was grievance. (Grievance isn't an adj)
A2-Author's Purpose lesson started for students who didn't pass the pre-test for author's purpose. Mark pg 99, read 100 together, Mark 101, Do Exercises on 101 together, Do 102 on your own, mark pg 102 and 103 on your own and do exercises on 103. Review of pg 102-103 given. Do pg 104-105 for homework, on your own. Answer each question in right hand column on 104 and Do pg 105. Review together.
If you passed the pre-test, you should study for your vocab test, work on R13-15 Inferences due 10/8, work on R16-18 Inferences due 10/18, work on remediation via FCAT explorer for FCAT reading test or Florida-Achieves for Post-test context clues failure. Any student who isn't using time to work will be given the author's purpose lesson as a mandatory grade.
Respond individually, discuss with group, share out loud
-W3-vocab 1 foldable, reviewed. LISTEN for test information. You will be tested on your ability to use these words correctly. Ms. Batten talks about usage problems with the following sentences and asks students how to fix them.
-We go by the communal at lunch together. (Communal isn't a noun)
-I am not inalienable with this. (No context clues, doesn't make sense)
-I am about to grievance. (No context clues, grievance isn't a verb)
-Abercrombie and Hollister are mainstream clothes. (used as an adj, but asked for noun)
-He disoriented when he fell from the tree. (Disoriented isn't a verb)
-When my sister screamed, she was grievance. (Grievance isn't an adj)
A2-Author's Purpose lesson started for students who didn't pass the pre-test for author's purpose. Mark pg 99, read 100 together, Mark 101, Do Exercises on 101 together, Do 102 on your own, mark pg 102 and 103 on your own and do exercises on 103. Review of pg 102-103 given. Do pg 104-105 for homework, on your own. Answer each question in right hand column on 104 and Do pg 105. Review together.
If you passed the pre-test, you should study for your vocab test, work on R13-15 Inferences due 10/8, work on R16-18 Inferences due 10/18, work on remediation via FCAT explorer for FCAT reading test or Florida-Achieves for Post-test context clues failure. Any student who isn't using time to work will be given the author's purpose lesson as a mandatory grade.
10/7/10
10/5 A-10/6 B
J#10 "History does not long entrust the care of freedom to the weak or the timid."
-Dwight D. Eisenhower
Respond, discuss with group, record their examples, discuss with class
Exit slip 6- 1)Why are we focusing on inferences for reading? 2)Why is it foolish to not turn in reading entries, weekly? 3)How many of Ms. Batten's students failed FCAT reading last year? 4) What happens if a student never passes FCAT? 5)When is the FCAT reading retake? 6)What are 3 ways a student can prepare themselves for the retake now?
Ra Ta Ta- Inferences reading entry taught in detail again via teacher modeling. Also, reviewed for each class the following class day to reinforce.
Configuration board reexplained to class, and used to transition them to each step.
W3-vocab 1 foldable- distributed and reviewed as a class. Teacher reviews the problems with vocab usage on the board.
Exit slips answers reviewed with class.
Last day to submit work for grading term 1 is October 18. Reviewed with class and on the board. J1-10 will be checked randomly for a grade on the board.
Reminders given about reading assignments due. R13-15, Inferences, due 10/18 and R15-18 due 10/18. Also, remediation reminder for students who received an FCAT test failure slip or a post-test slip. Remember you can go to Florida-Achieves.com following the information on the handout you signed for. Or if you didn't pass the FCAT reading test, you can go to Fcatexplorer.com. Make sure you see me to enroll you in explorer and if you finish the Florida-Achieves assignments.
-Dwight D. Eisenhower
Respond, discuss with group, record their examples, discuss with class
Exit slip 6- 1)Why are we focusing on inferences for reading? 2)Why is it foolish to not turn in reading entries, weekly? 3)How many of Ms. Batten's students failed FCAT reading last year? 4) What happens if a student never passes FCAT? 5)When is the FCAT reading retake? 6)What are 3 ways a student can prepare themselves for the retake now?
Ra Ta Ta- Inferences reading entry taught in detail again via teacher modeling. Also, reviewed for each class the following class day to reinforce.
Configuration board reexplained to class, and used to transition them to each step.
W3-vocab 1 foldable- distributed and reviewed as a class. Teacher reviews the problems with vocab usage on the board.
Exit slips answers reviewed with class.
Last day to submit work for grading term 1 is October 18. Reviewed with class and on the board. J1-10 will be checked randomly for a grade on the board.
Reminders given about reading assignments due. R13-15, Inferences, due 10/18 and R15-18 due 10/18. Also, remediation reminder for students who received an FCAT test failure slip or a post-test slip. Remember you can go to Florida-Achieves.com following the information on the handout you signed for. Or if you didn't pass the FCAT reading test, you can go to Fcatexplorer.com. Make sure you see me to enroll you in explorer and if you finish the Florida-Achieves assignments.
10/5/10
10/1 A-10/4 B
J#9 "We must not believe the many who say that only free people ought to be educated, but we should rather believe the philosophers who say that only the educated are free." -Epictetus
Respond, Think, pair share, record examples of group members, Discuss as a class.
Exit slip 5: Due
Perform your poem with your group. Remember you will be graded on using appropriate tone and movement.
Take out your Backmap from Unit 1 and add the definition for the American Dream and the texts we've read so far in Unit 1 to the back of the backmap.
American Dream: The promise for one to better themselves and be provided access to education, properity, family (the way you want to raise one), freedom of speech, freedom of religion, free choice (voting), employment, equality, protection and security provided by the government, to own land or business, and a justice system which provides a fair trial to those accused.
Texts from Unit 1 so far:
"Good Immigration" by Kenneth Cole", "Ellis Island" by Joseph Bruchac, "Europe and America" by David Ignatow, "I Hear America Singing" by Walt Whitman, "I Too Sing America," by Langston Hughes, "Indian Singing in Twentieth Century America" by Gail Tremblay, "Gateway to Freedom" by Julie Snively, "Cost of Illegal Immigration", by CNN, Journal Quotes
7th block only: Reviewed and received back vocab 1 foldable
Test Vocab 1: Oct 8
R13-15 Inferences: Due Oct 8
Remediation for failed post tests, see notice given to you for deadline: Go to www.focus-floridaachieves.com. To prepare for FCAT reading retake test go to Fcatexplorer.com. For explorer, tell me so I can enroll you.
Respond, Think, pair share, record examples of group members, Discuss as a class.
Exit slip 5: Due
Perform your poem with your group. Remember you will be graded on using appropriate tone and movement.
Take out your Backmap from Unit 1 and add the definition for the American Dream and the texts we've read so far in Unit 1 to the back of the backmap.
American Dream: The promise for one to better themselves and be provided access to education, properity, family (the way you want to raise one), freedom of speech, freedom of religion, free choice (voting), employment, equality, protection and security provided by the government, to own land or business, and a justice system which provides a fair trial to those accused.
Texts from Unit 1 so far:
"Good Immigration" by Kenneth Cole", "Ellis Island" by Joseph Bruchac, "Europe and America" by David Ignatow, "I Hear America Singing" by Walt Whitman, "I Too Sing America," by Langston Hughes, "Indian Singing in Twentieth Century America" by Gail Tremblay, "Gateway to Freedom" by Julie Snively, "Cost of Illegal Immigration", by CNN, Journal Quotes
7th block only: Reviewed and received back vocab 1 foldable
Test Vocab 1: Oct 8
R13-15 Inferences: Due Oct 8
Remediation for failed post tests, see notice given to you for deadline: Go to www.focus-floridaachieves.com. To prepare for FCAT reading retake test go to Fcatexplorer.com. For explorer, tell me so I can enroll you.
10/1/10
9/29-9/30
J#8-Watch and take notes during the clip "The Cost Illegal Immigration". After the clip, tell me how you feel about immigration into America in a detailed paragraph. Clip here
Copy Exit slip 5 and answer in class: Exit slip 5: 1)What is tone? 2)What is the name of the poem your group was assigned? 3)What is the tone of your poem?4)How do you know this is the tone? Be specific. 5)How does the author of your poem feel about America?
Work with group members on pg 36-39 on the poem your group was assigned by marking the diction (word choice)reflecting tone. Use the "My Notes" section to list adjectives that describe tone (see tone worksheet). List as many adjectives to describe the tone as you can.
Practice performing your groups poem using appropriate voice and movement. Everyone in group must participate. Watch the following clip for an example.
R10-12 Due on 9/30.
R12-15 Inferences Due 10/8
Copy Exit slip 5 and answer in class: Exit slip 5: 1)What is tone? 2)What is the name of the poem your group was assigned? 3)What is the tone of your poem?4)How do you know this is the tone? Be specific. 5)How does the author of your poem feel about America?
Work with group members on pg 36-39 on the poem your group was assigned by marking the diction (word choice)reflecting tone. Use the "My Notes" section to list adjectives that describe tone (see tone worksheet). List as many adjectives to describe the tone as you can.
Practice performing your groups poem using appropriate voice and movement. Everyone in group must participate. Watch the following clip for an example.
R10-12 Due on 9/30.
R12-15 Inferences Due 10/8
9/29/10
9/27 A-9/28 B
No Journal: Find your new seat, get your stuff from your group location, and copy exit slip 4.
Exit slip 4: 1)What are the names of my group members? 2)Who is responsible in my group, for portfolio pickup/distribution? 3)What is my group's duty? 4)What closing activities might my group or I be responsible for? 5)Why should I never copy the answers from exit slips. (Due today)
MAP Testing
After Map, work independently on:
R10-12 Due 9/30
Springboard 9-11
W3-vocab 1-due the next class
Group conference (Exit slip)
R13-15 Inferences due 10/8
Meet with teacher about scholarship warnings, fcat reading retake notice, post-test failure notice, and class procedures testing
Closing: Group selected to share exit slip answers
Exit slip 4: 1)What are the names of my group members? 2)Who is responsible in my group, for portfolio pickup/distribution? 3)What is my group's duty? 4)What closing activities might my group or I be responsible for? 5)Why should I never copy the answers from exit slips. (Due today)
MAP Testing
After Map, work independently on:
R10-12 Due 9/30
Springboard 9-11
W3-vocab 1-due the next class
Group conference (Exit slip)
R13-15 Inferences due 10/8
Meet with teacher about scholarship warnings, fcat reading retake notice, post-test failure notice, and class procedures testing
Closing: Group selected to share exit slip answers
9/27/10
9/23 A-9/24 B
J#7 "A lazy person, whatever the talents with which he starts out, has condemned himself to second-rate thoughts and to second-rate friends."
-Lesson on bad attitudes some students are projecting needing to disappear, expectations needing to be met, why Ms. Batten has expectations for students to complete work, reminder not to copy exit slips or any other work, etc.
-Springboard p 9-11 should be finished. To be checked, the next class in one group member's book, all group members asked about it for credit.
-R10-12-Asking Questions-due 9/30
-Closing activity is now going to be where one group or student teaches the class something taught in class, or there will be a quiz given to make sure students listened that day in class.
-Class Procedures Tests finished
-warnings issued for student failing post-tests or FCAT reading test from last year.
-Exit slip 3 discussed; Turn in.
-W3-foldable-turn in for credit. Due the next class.
-Lesson on bad attitudes some students are projecting needing to disappear, expectations needing to be met, why Ms. Batten has expectations for students to complete work, reminder not to copy exit slips or any other work, etc.
-Springboard p 9-11 should be finished. To be checked, the next class in one group member's book, all group members asked about it for credit.
-R10-12-Asking Questions-due 9/30
-Closing activity is now going to be where one group or student teaches the class something taught in class, or there will be a quiz given to make sure students listened that day in class.
-Class Procedures Tests finished
-warnings issued for student failing post-tests or FCAT reading test from last year.
-Exit slip 3 discussed; Turn in.
-W3-foldable-turn in for credit. Due the next class.
9/23/10
9/21 A-9/22 B
J#6 "Education seems to be, in America, the only commodity (good/service) of which the customer tries to get as little as he can for his money." -Max Forman
After responding to journal, think pair share with your group and record each of their names and examples under your response. Remember these responses should be detailed paragraphs. Follow the steps for responding to quotes. Should you ever not understand a quote, break it a part and write about the parts you understand. Then you should be able to construct some meaning. For the quote above, ask yourself why is Education the only commodity, who is the customer he is referring to and why does that customer want as little as they an for their money? You should then be able to figure out the meaning. You can also add to your journals after group and class discussion.
A2-Pretests- makeup given to students present. If students are constantly absent for pretests, they will have to do the lesson, even if they eventually pass the pre-test.
R 10-12, Asking questions, due 9/30. On 9/22, turn in R7-9 to the basket.
Conference with your group about portfolio distribution, dismissal and group duties.
With group, finish marking the poem on pg 10, *father and # son. The speaker is the son. On lines 10-13, it jumps back and forth between the two characters and you should mark each change. On page 11, complete the chart in full with your group members after mini-lesson about connotation and denotation from Ms. Batten.
Start work on W3-Vocab 1- foldable. Ms. Batten teaches the class how to fold and setup vocabulary assignment and points to word wall.
After responding to journal, think pair share with your group and record each of their names and examples under your response. Remember these responses should be detailed paragraphs. Follow the steps for responding to quotes. Should you ever not understand a quote, break it a part and write about the parts you understand. Then you should be able to construct some meaning. For the quote above, ask yourself why is Education the only commodity, who is the customer he is referring to and why does that customer want as little as they an for their money? You should then be able to figure out the meaning. You can also add to your journals after group and class discussion.
A2-Pretests- makeup given to students present. If students are constantly absent for pretests, they will have to do the lesson, even if they eventually pass the pre-test.
R 10-12, Asking questions, due 9/30. On 9/22, turn in R7-9 to the basket.
Conference with your group about portfolio distribution, dismissal and group duties.
With group, finish marking the poem on pg 10, *father and # son. The speaker is the son. On lines 10-13, it jumps back and forth between the two characters and you should mark each change. On page 11, complete the chart in full with your group members after mini-lesson about connotation and denotation from Ms. Batten.
Start work on W3-Vocab 1- foldable. Ms. Batten teaches the class how to fold and setup vocabulary assignment and points to word wall.
9/21/10
9/17 A-9/20 B
J#5
"To accomplish great things, one must dream as well as act." Anatole France
1. Copy Quote and author
2. Summarize quote in your own words
3. Give examples and elaborate
4. Relate examples back to the quote using key words
Ms. Batten walks everyone through how to respond for J#5. Respond in paragraph form after copying the quote and author. Be sure to explain how your example relates to this quote.
-Group Backmap returned. Diagram on board of real Backmap. Teacher offers suggestions, when working in groups, everyone should be working, so everyone should check the work before submitted. Also, a backmap is where you go the end of unit assignment and plan out everything you need to learn in order to get to that assignment. A lot of groups had only a couple of things written down, which isn't acceptable. Copy Ms. Batten's backmap off the board, or add to yours, so that it looks like hers. Place this backmap in the front of your portfolio until the end of Unit 1. Do not turn it back into the basket.
-Read Article "Gateway to Freedom" about the history of Ellis Island as a class. With group, answer the following questions, in detail.
1)Why did Saal's family immigrate to America? (to be with father isn't detailed and therefore isn't an acceptable answer.)
2)Did the American Dream work out for her family? (Yes, because of education and jobs isn't acceptable, because it lacks elaboration and explicit details. Go back and put what kind of education and what kind of jobs and anything else that supports that the did succeed at an American dream.
Springboard- Class reads pg 1 as a class about the American Dream. On page 9, they must mark the text by circling dreams and underlining disappointments. In My Notes, they should record that they are circling dreams and underlining disappointments.
On page 11, class reads poem and are told to mark anything referring to the father with a * and anything referring to the son with a #. They should record how they mark in their notes. They should look at the words that are meant to symbolize father and son, as well.
*Returned if not done in detail with a chance to fix*
Reminder that R7-9 is Due Wednesday, 9/22.
New Homework Assignment: R10-12 (Asking Questions) is due on 9/30
"To accomplish great things, one must dream as well as act." Anatole France
1. Copy Quote and author
2. Summarize quote in your own words
3. Give examples and elaborate
4. Relate examples back to the quote using key words
Ms. Batten walks everyone through how to respond for J#5. Respond in paragraph form after copying the quote and author. Be sure to explain how your example relates to this quote.
-Group Backmap returned. Diagram on board of real Backmap. Teacher offers suggestions, when working in groups, everyone should be working, so everyone should check the work before submitted. Also, a backmap is where you go the end of unit assignment and plan out everything you need to learn in order to get to that assignment. A lot of groups had only a couple of things written down, which isn't acceptable. Copy Ms. Batten's backmap off the board, or add to yours, so that it looks like hers. Place this backmap in the front of your portfolio until the end of Unit 1. Do not turn it back into the basket.
-Read Article "Gateway to Freedom" about the history of Ellis Island as a class. With group, answer the following questions, in detail.
1)Why did Saal's family immigrate to America? (to be with father isn't detailed and therefore isn't an acceptable answer.)
2)Did the American Dream work out for her family? (Yes, because of education and jobs isn't acceptable, because it lacks elaboration and explicit details. Go back and put what kind of education and what kind of jobs and anything else that supports that the did succeed at an American dream.
Springboard- Class reads pg 1 as a class about the American Dream. On page 9, they must mark the text by circling dreams and underlining disappointments. In My Notes, they should record that they are circling dreams and underlining disappointments.
On page 11, class reads poem and are told to mark anything referring to the father with a * and anything referring to the son with a #. They should record how they mark in their notes. They should look at the words that are meant to symbolize father and son, as well.
*Returned if not done in detail with a chance to fix*
Reminder that R7-9 is Due Wednesday, 9/22.
New Homework Assignment: R10-12 (Asking Questions) is due on 9/30
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