From Backmap, add anything you didn't have on your backmap for Performance Task-The Crucible. Or copy what is on the board and staple it to the old backmap. Turn in
Read p 1111-1116 The Crucible (4th and 5th block) or 1112-1116 (7th block). Fill out R32-Chart.
Exit slip 22: 1)What are two reasons someone will accuse Rebecca Nurse of being a witch? 2)Explain what Proctor and Parris argue about. Why are both men upset? 3)On p 1114, Miller says "There were no witches then." Why do you think he tells the reader this now? 4)What is one scientific reason why people may have been showing bizarre behavior such as muscle spasms or hallucinations? 5)What is revealed about hwy Putnam's daughter was involved with Tituba? (1110-1116)
Answer questions after copying exit slip, turn in.
Ms. Batten reviews reading and where to find exit slip answers.
Work time-work on R33-35 Reading-Multiple strategies or the alternative assessment-Explorer reading timeline-Preflight check. Due today 2/9 for 80 percent assessment grade.
2/9/11
2/3 B-2/4 A
Performance Task-End of Crucible
Choose a character from The Crucible. Complete a character analysis, explain their motivations for accusing others of witchcraft using a miminum of 3 textual examples in an analysis paper.
Backmap Performance Task with group. Also discuss as a class why it is important to map out everything we will need to discuss, do or learn before reaching this Performance Task at the end of The Crucible.
Turn in A7-Compare Contrast lesson-both parts should be completed.
Fix W9 Vocab 4 foldable with mistakes fixed as your Vocab Test Grade-80 percent assessment grade.
Work on R33 to R35 if time left, Due 2/9-80% Assessment Grade.
Choose a character from The Crucible. Complete a character analysis, explain their motivations for accusing others of witchcraft using a miminum of 3 textual examples in an analysis paper.
Backmap Performance Task with group. Also discuss as a class why it is important to map out everything we will need to discuss, do or learn before reaching this Performance Task at the end of The Crucible.
Turn in A7-Compare Contrast lesson-both parts should be completed.
Fix W9 Vocab 4 foldable with mistakes fixed as your Vocab Test Grade-80 percent assessment grade.
Work on R33 to R35 if time left, Due 2/9-80% Assessment Grade.
2/2/11
1/29A-2/2A
Sign up for parts for The Crucible.
Copy Exit slip 21 and answer questions during lesson
Exit 21: 1)Give one adjective to describe Abigail's relationship with the other girls. Also include a book quote that supports your adjective. 2)How do you know Proctor suspects Abigail is up to no good, when he visits Betty? 3)Give a quote from the book which discloses Proctor and Abigail had an inappropriate relationship. 4)What does Betty do, which others think is a notorious sign of witchcraft? (Comes from reading pages 1105 to 1110.
Take out A7-Compare/Contrast lesson-Part 2- Work on for 20 minutes. Part 2 is to mark using your own reading strategy pg 65, Do p 67, using short response frames. Mark using your own reading strategy pg 73 to 74. Do p75-76. This lesson is due, in complete, part 1 and 2 on Thursday, 2/3.
W9 Vocab 4 foldable returned to students with teacher comments on what should be fixed by vocab. test date, 2/3. Make sure all corrections have been made by that time. Also, study for your vocab test on 2/3.
Students sentences with stars are written on the board, to point out examples and non-examples of how to use words appropriately.
Play-p 1108 John Proctor Enters to 1110 before author's commentary (4th and 5th). Fill out character chart appropriately with characteristics, actions and motivations.
p 1110 A Psalm to 1110 Author's commentary.(7th) Fill out character chart appropriately with characteristics, actions and motivations.
Character chart is now an independent assignment. Students are responsible for recording info as the class reads. If you miss, read the part you missed and fill out chart on your own. Do not copy from another student. Be sure to listen to class discussion or ask the teacher what was discussed while absent to answer exit slip questions. DO NOT COPY EXIT SLIP ANSWERS. They are supposed to reflect what you learned, not someone else.
R33-35-Multiple- Assessment 80% grade-All students Due 2/9
For FCAT passers:Do Reading Entries 33-35, multiple strategies.
Remember its 10 pages, per entry. Find at least 5 strategies, but this time don't focus on just one type. You can record any strategy we have used before such as, visualizing, connection, Questioning the text, Inferences. Remember to record the pg you start at and the page you stop at for each entry and a one sentence summary. See Ms. Batten's modeling/Ra Ta Ta for more direction.
For students who still need to pass 10th Grade Reading/new students not in Explorer yet
You can choose to do the reading or you can work in FCAT Explorer. Explorer will help you improve your FCAT score if you take it seriously. As an alternative assignment to the reading you can opt to complete the 10th Grade Reading Timeline. By 2/9, you must provide best effort on the Preflight check. On a piece of paper you will right your heading, R33-35, and then write I tried my best and completed all of the preflight check. I will check your score and see if you took your time on the computer.
For pullout students in 7th block only.
Submit work completed in your pullout class from 1/27, 1/31, 2/2, 2/8 as an alternative assessment. Label a piece of paper as R33-35 and attach the work you've completed. If necessary you can also write what you complete each day with your pullout teacher. Due 2/9
Copy Exit slip 21 and answer questions during lesson
Exit 21: 1)Give one adjective to describe Abigail's relationship with the other girls. Also include a book quote that supports your adjective. 2)How do you know Proctor suspects Abigail is up to no good, when he visits Betty? 3)Give a quote from the book which discloses Proctor and Abigail had an inappropriate relationship. 4)What does Betty do, which others think is a notorious sign of witchcraft? (Comes from reading pages 1105 to 1110.
Take out A7-Compare/Contrast lesson-Part 2- Work on for 20 minutes. Part 2 is to mark using your own reading strategy pg 65, Do p 67, using short response frames. Mark using your own reading strategy pg 73 to 74. Do p75-76. This lesson is due, in complete, part 1 and 2 on Thursday, 2/3.
W9 Vocab 4 foldable returned to students with teacher comments on what should be fixed by vocab. test date, 2/3. Make sure all corrections have been made by that time. Also, study for your vocab test on 2/3.
Students sentences with stars are written on the board, to point out examples and non-examples of how to use words appropriately.
Play-p 1108 John Proctor Enters to 1110 before author's commentary (4th and 5th). Fill out character chart appropriately with characteristics, actions and motivations.
p 1110 A Psalm to 1110 Author's commentary.(7th) Fill out character chart appropriately with characteristics, actions and motivations.
Character chart is now an independent assignment. Students are responsible for recording info as the class reads. If you miss, read the part you missed and fill out chart on your own. Do not copy from another student. Be sure to listen to class discussion or ask the teacher what was discussed while absent to answer exit slip questions. DO NOT COPY EXIT SLIP ANSWERS. They are supposed to reflect what you learned, not someone else.
R33-35-Multiple- Assessment 80% grade-All students Due 2/9
For FCAT passers:Do Reading Entries 33-35, multiple strategies.
Remember its 10 pages, per entry. Find at least 5 strategies, but this time don't focus on just one type. You can record any strategy we have used before such as, visualizing, connection, Questioning the text, Inferences. Remember to record the pg you start at and the page you stop at for each entry and a one sentence summary. See Ms. Batten's modeling/Ra Ta Ta for more direction.
For students who still need to pass 10th Grade Reading/new students not in Explorer yet
You can choose to do the reading or you can work in FCAT Explorer. Explorer will help you improve your FCAT score if you take it seriously. As an alternative assignment to the reading you can opt to complete the 10th Grade Reading Timeline. By 2/9, you must provide best effort on the Preflight check. On a piece of paper you will right your heading, R33-35, and then write I tried my best and completed all of the preflight check. I will check your score and see if you took your time on the computer.
For pullout students in 7th block only.
Submit work completed in your pullout class from 1/27, 1/31, 2/2, 2/8 as an alternative assessment. Label a piece of paper as R33-35 and attach the work you've completed. If necessary you can also write what you complete each day with your pullout teacher. Due 2/9
1/31/11
1/27 A-1/28 B
Sign up for reading parts: The Crucible
Take out A7-Compare/Contrast lesson- Part 1 and work on. Due 1/28.
As a group do pg 58 Activity together. Mark pg 58-59. Do p 59 on own. Mark p 60. do pg 60 on own.
On own time do Mark p 61. Mark pg 62-names/data, important details, words they might ask about, transitions all different ways. Come up with a key for how you will mark each. Also, chunk the text into 3 chunks and for each chunk put a 3 to 4 word title summarizing what that chunk is about. Then do pg 63 Venn diagram and questions 1-2.
As a group Class Reviews pg 62-64 together.
A7-Compare Contrast lesson-Part 2- Assigned to students. Due 2/3.
Mark p65 using a strategy that is obvious to teacher. Do p67 using short response frames. Mark pg 73 to 74 using your own marking strategy that is obvious to teacher. Do p75-76
4th/5th Read The Crucible in Holt pg 1105-Parris: Pray Not to 1108 Enter John Proctor. Fill out R32-Character chart as you read.
7thRead The Crucible in Holt pg 1107 Betty collapsing to the floor to 1110 A psalm is heard being sung below. Fill out R32-Character Chart as you read.
Take out A7-Compare/Contrast lesson- Part 1 and work on. Due 1/28.
As a group do pg 58 Activity together. Mark pg 58-59. Do p 59 on own. Mark p 60. do pg 60 on own.
On own time do Mark p 61. Mark pg 62-names/data, important details, words they might ask about, transitions all different ways. Come up with a key for how you will mark each. Also, chunk the text into 3 chunks and for each chunk put a 3 to 4 word title summarizing what that chunk is about. Then do pg 63 Venn diagram and questions 1-2.
As a group Class Reviews pg 62-64 together.
A7-Compare Contrast lesson-Part 2- Assigned to students. Due 2/3.
Mark p65 using a strategy that is obvious to teacher. Do p67 using short response frames. Mark pg 73 to 74 using your own marking strategy that is obvious to teacher. Do p75-76
4th/5th Read The Crucible in Holt pg 1105-Parris: Pray Not to 1108 Enter John Proctor. Fill out R32-Character chart as you read.
7thRead The Crucible in Holt pg 1107 Betty collapsing to the floor to 1110 A psalm is heard being sung below. Fill out R32-Character Chart as you read.
1/26/11
1/25 A-1/26 B
No Journal. Sign up for parts at the beginning of class for The Crucible.
R32-Character Chart- Read from 1105, Parris: Oh Pray Not to 1107, Betty:-Collapsing on bed: Mama, Mama. Teacher stops and directs students when to fill out chart.
A7-Compare/Contrast Lesson. Everyone. New procedure discussed: All students will do focus lessons now, as a lot of students were passing pre-tests and failing post-tests. To make sure this doesn't happen any more, everyone will listen to the lesson.
Part 1-A7-lessonStudents Read through packet pgs 57 to 62 with teacher guidance.
Do, pg 58, activity 1. Mark important detail on pg 58, last paragraph and pg 59. Do pg 59 activity. Mark p 60. Do pg 60 activity. Mark p 61. On p 62, put a key at the top of your paper for the following items which you will mark throughout your reading: proper nouns/names, data/numbers, words you don't know/think they might ask you about, important details, transition/key words. For each of these items, you must mark them separate ways, or come up with a marking systems so that everything doesn't look the same. Also, chunk the text and use the Table of Contents strategy, in which you put 3 to 4 word title summaries for each chunk. When finished, move on to the Venn Diagram and fill it out.
Exit 20:
1)What is the setting of The Crucible?
2)What is the main reason Reverend Paris is concerned about Betty's illness?
3)What rumor has spread about Betty's illness?
4)What did Reverand Parris Witness in the forest?
5)Why does Reverand Parris, think Abigail has tainted her reputation
R32-Character Chart- Read from 1105, Parris: Oh Pray Not to 1107, Betty:-Collapsing on bed: Mama, Mama. Teacher stops and directs students when to fill out chart.
A7-Compare/Contrast Lesson. Everyone. New procedure discussed: All students will do focus lessons now, as a lot of students were passing pre-tests and failing post-tests. To make sure this doesn't happen any more, everyone will listen to the lesson.
Part 1-A7-lessonStudents Read through packet pgs 57 to 62 with teacher guidance.
Do, pg 58, activity 1. Mark important detail on pg 58, last paragraph and pg 59. Do pg 59 activity. Mark p 60. Do pg 60 activity. Mark p 61. On p 62, put a key at the top of your paper for the following items which you will mark throughout your reading: proper nouns/names, data/numbers, words you don't know/think they might ask you about, important details, transition/key words. For each of these items, you must mark them separate ways, or come up with a marking systems so that everything doesn't look the same. Also, chunk the text and use the Table of Contents strategy, in which you put 3 to 4 word title summaries for each chunk. When finished, move on to the Venn Diagram and fill it out.
Exit 20:
1)What is the setting of The Crucible?
2)What is the main reason Reverend Paris is concerned about Betty's illness?
3)What rumor has spread about Betty's illness?
4)What did Reverand Parris Witness in the forest?
5)Why does Reverand Parris, think Abigail has tainted her reputation
1/20-A-1/21 B
No Journal. Instead sign up for a part from pg 1099, Holt. When volunteers run out, students names will be randomly drawn. If a student's name is drawn and they refuse to read, they must do R32-cont.
R32 Cont
Today's Date:
Pg___ to Pg___
My 5-7 sentence summary of today's reading.
Turn in each day you refuse to read.
Finish W9-Vocab 4 foldable and turn into basket. Due 1/24.
R32-Character Chart
Class reads from 1100-1105 Parris: Oh Pray Not.. and fills out chart for characters. Teacher stops at characters and directs students where to take notes on R32-Character chart.
R32 Cont
Today's Date:
Pg___ to Pg___
My 5-7 sentence summary of today's reading.
Turn in each day you refuse to read.
Finish W9-Vocab 4 foldable and turn into basket. Due 1/24.
R32-Character Chart
Class reads from 1100-1105 Parris: Oh Pray Not.. and fills out chart for characters. Teacher stops at characters and directs students where to take notes on R32-Character chart.
1/18 A-1/19 B
J24 Find your new seat, Scan Holt p 1100-1102-The Overture/Author's commentary. Now as a group, list in journals together at least 10 major details the author wants you to know before reading.
W9-Vocab 4 Foldable Words assigned on gallery. PowerPoint given for students to practice with each vocab word.
Blasphemy (N.), Dissemble (V.), Partisan (N.), Adamant (Adj), Theocracy (N.), Deposition (N.), Avidly (Adj), Beguile (V.)Foldable due on 1/24. Students should make sure they look at the model on the standards based bulletin board as an example and space out the foldable, to act as a study guide.
R32-Character Chart-The Crucible distributed. Teacher models how to fill out chart and points out example on chart. It is explained that the first part of the story will be modeled with the chart, but students are to eventually to take over responsibility for filling the chart out themselves.
W9-Vocab 4 Foldable Words assigned on gallery. PowerPoint given for students to practice with each vocab word.
Blasphemy (N.), Dissemble (V.), Partisan (N.), Adamant (Adj), Theocracy (N.), Deposition (N.), Avidly (Adj), Beguile (V.)Foldable due on 1/24. Students should make sure they look at the model on the standards based bulletin board as an example and space out the foldable, to act as a study guide.
R32-Character Chart-The Crucible distributed. Teacher models how to fill out chart and points out example on chart. It is explained that the first part of the story will be modeled with the chart, but students are to eventually to take over responsibility for filling the chart out themselves.
1/13 A-1/14 B
J23 Tell me which pg# and paragraphs you personally summarized. Give me the summary and main details.
Groups organize books, stickers on desks and get familar with group duty.
Chunking The Crucible p 1100-1102 continued. Groups present posters to rest of class.
Groups organize books, stickers on desks and get familar with group duty.
Chunking The Crucible p 1100-1102 continued. Groups present posters to rest of class.
1/13/11
1/11 A-1/12B
No Journal. Instead, organize books in proper desks. This is their home, don't leave them homeless. Discuss and split up group duty so its completed on time. Organize portfolios and stack properly at class end in proper location
Exit 19: 1)What is my group color? 2) What is our group duty and ow will we split it up? (List names and responsibilities)? 3)Where should our portfolios be stored in class and how should they be stacked? (be specific) 4)What desk # do I sit in and what books belong in my desk? What doesn't belong in my desk
Turn in R30, R31 and exit slip 18. All are past due.
-Finish chunking activity with group and split up presentation of posters 1100-1106
-conference with Ms. B about your current grade
-sign up for The crucible parts p 1099
For group activity, jigsaw your chunk into paragraphs; assign equal amounts to group members. Each group member should be able to explain their chunk , know the words they don't know by looking them up, and list details. Meet together and combine info. On Poster 1- Group summary of entire chunk in paragraph form. On poster 2, list all details from entire chunk.
Exit 19: 1)What is my group color? 2) What is our group duty and ow will we split it up? (List names and responsibilities)? 3)Where should our portfolios be stored in class and how should they be stacked? (be specific) 4)What desk # do I sit in and what books belong in my desk? What doesn't belong in my desk
Turn in R30, R31 and exit slip 18. All are past due.
-Finish chunking activity with group and split up presentation of posters 1100-1106
-conference with Ms. B about your current grade
-sign up for The crucible parts p 1099
For group activity, jigsaw your chunk into paragraphs; assign equal amounts to group members. Each group member should be able to explain their chunk , know the words they don't know by looking them up, and list details. Meet together and combine info. On Poster 1- Group summary of entire chunk in paragraph form. On poster 2, list all details from entire chunk.
1/11/11
1/7A-1/10B
J#22
"Those who cannot remember the past are condemned to repeat it." -George Santayana-Apply your example to The Crucible and The Red Hunt
Remember the steps for responding to a quote are:
1)Copy Quote
2)Summarize in own words
3)Give specific examples from real life, the world around you, TV, film books etc
4)Elaborate how the example relates to the quote
Think, pair share with group to apply it to The Crucible and the Red Hunt
R31-About the AuthorRead pg 1094 and write a one paragraph summary. Then read pg 1095 to 1096 and write a paragraph summary of why Miller wrote the Crucible, using textual support in your answer.
Performance Task 1-Reviewed briefly. Remember you were supposed to use 3 sources, 2 from Unit 1. Works Cited Page was 15 points, the use of parenthetical citations was 15 points. Citationmachine.net was supposed to be used for those documents. The backmap was 20 points.
If you had problems writing the paper or going between textual support and your response, come to Tutoring for help with that essay.
Chunk Act 1-1100 to 1106Each group is assigned a chunk from the beginning of Act 1, pg 1100 to 1106. With that chunk, jigsaw it into paragraphs. Each person should be able to explain their paragraph(s), look up unknown words and be able to list important details. Now meet together and on one poster write a paragraph summary of the entire chunk and on the other poster list all of the important details from that chunk.
Turn in Exit slip 18
"Those who cannot remember the past are condemned to repeat it." -George Santayana-Apply your example to The Crucible and The Red Hunt
Remember the steps for responding to a quote are:
1)Copy Quote
2)Summarize in own words
3)Give specific examples from real life, the world around you, TV, film books etc
4)Elaborate how the example relates to the quote
Think, pair share with group to apply it to The Crucible and the Red Hunt
R31-About the AuthorRead pg 1094 and write a one paragraph summary. Then read pg 1095 to 1096 and write a paragraph summary of why Miller wrote the Crucible, using textual support in your answer.
Performance Task 1-Reviewed briefly. Remember you were supposed to use 3 sources, 2 from Unit 1. Works Cited Page was 15 points, the use of parenthetical citations was 15 points. Citationmachine.net was supposed to be used for those documents. The backmap was 20 points.
If you had problems writing the paper or going between textual support and your response, come to Tutoring for help with that essay.
Chunk Act 1-1100 to 1106Each group is assigned a chunk from the beginning of Act 1, pg 1100 to 1106. With that chunk, jigsaw it into paragraphs. Each person should be able to explain their paragraph(s), look up unknown words and be able to list important details. Now meet together and on one poster write a paragraph summary of the entire chunk and on the other poster list all of the important details from that chunk.
Turn in Exit slip 18
1/7/11
1/3 C-1/6B
J21: After watching the clip (search on YouTube for The Crucible trailer-extended version), predict what the book will be about in a detailed paragraph. Be sure to include the images, words and sounds from the clip which support your answer.
Exit 18: 1)What are 3 characteristics of Puritanism? 2)What was the Salem Witch Hunt and why did it occur? 3)Why did Arthur Miller write The Crucible?
R30-The Cruciblee Taxonomy
Setup your paper A to Z, but this time leave space for several words for each letter. While watching the PowerPoint about Puritanism, Salem Witchcraft Trials and The Crucible classify any term, character name or characteristic that applies to The Crucible,puritanism or Salem Witch Trials onto the chart under a designated letter. For example, Salem should be added under S, Trials under T, Puritanism under P.
Next, view mini-video from my.hrw.com, student resources, Power Notes, Collection 15, The Crucible, mini-video. Add more terms to your taxonomy as they relate to The Crucible.
Finally, with your group, read the printed article about New England Puritans and add final terms to your taxonomy.
Turn in R30 Taxonomy and Exit 18 to the basket
Portfolio Organization reviewed with class. Make sure you don't mix up assignments in sections. For example W, Writing assignments don't go in A, Assessments. Everything should be in numerical order and title name. For instance, W1-Myself, W2-District Writing 1, W2-District Writing-Rewrite, etc. When you get to Assessments, it should be pretest, lessons (if applicable), post-test. For instance, A1-pretest context, A1-Lesson-Context (if applicable), A1-Post-test Context.
Exit 18: 1)What are 3 characteristics of Puritanism? 2)What was the Salem Witch Hunt and why did it occur? 3)Why did Arthur Miller write The Crucible?
R30-The Cruciblee Taxonomy
Setup your paper A to Z, but this time leave space for several words for each letter. While watching the PowerPoint about Puritanism, Salem Witchcraft Trials and The Crucible classify any term, character name or characteristic that applies to The Crucible,puritanism or Salem Witch Trials onto the chart under a designated letter. For example, Salem should be added under S, Trials under T, Puritanism under P.
Next, view mini-video from my.hrw.com, student resources, Power Notes, Collection 15, The Crucible, mini-video. Add more terms to your taxonomy as they relate to The Crucible.
Finally, with your group, read the printed article about New England Puritans and add final terms to your taxonomy.
Turn in R30 Taxonomy and Exit 18 to the basket
Portfolio Organization reviewed with class. Make sure you don't mix up assignments in sections. For example W, Writing assignments don't go in A, Assessments. Everything should be in numerical order and title name. For instance, W1-Myself, W2-District Writing 1, W2-District Writing-Rewrite, etc. When you get to Assessments, it should be pretest, lessons (if applicable), post-test. For instance, A1-pretest context, A1-Lesson-Context (if applicable), A1-Post-test Context.
12/17 B-1/4B
No Journal. Instead take Part 2-A6 Test Tom Walker. You can use your book for this part of the test.
Make sure you turn in R28-Prediction Tom Walker, R29 Plotline Tom Walker, Exit slip 17
Review W8-vocab 3. Foldable returned. Reviewed, fix mistakes and turn back in.
Turn to pg 1098 Holt and choose a vocab word, which no one in your group has, and illustrate it. Include he word name, part of speech, picture and sentence using context clues.
A5 Main Idea Post Test-Posttest
notices/reports/data chat conferences continue
All Late work due by 12/17.
Make sure you turn in R28-Prediction Tom Walker, R29 Plotline Tom Walker, Exit slip 17
Review W8-vocab 3. Foldable returned. Reviewed, fix mistakes and turn back in.
Turn to pg 1098 Holt and choose a vocab word, which no one in your group has, and illustrate it. Include he word name, part of speech, picture and sentence using context clues.
A5 Main Idea Post Test-Posttest
notices/reports/data chat conferences continue
All Late work due by 12/17.
12/16/10
12/15B-12/16A
No Journal. Instead turn in portfolio. When you leave make sure you leave your portfolio in your designated spot. If your groups missing a sticker, see me. Also, if you aren't ready for me to grade your portfolio, put a post it note that says don't grade yet. Late portfolios will cost 5 points a day.
Open to pg 297 Tom Walker-Class reviews what was read and finishes the story to 299. Discussion continues regarding items that will appear on the test for this story.
After the story, go back and add in the last column for R28-What really happened-on your own.
Review W8-vocab 3. Foldable returned. Reviewed, fix mistakes and turn back in.
Main Idea Post Test-Postponed-next class-80% assessment
notices/reports/data chat conferences continue
A6 Test Tom Walker Part 1. Allowed to use foldable,story diagram, story terms, R28. Part 2,can use book.The next class.
Late work due by 12/17.
Open to pg 297 Tom Walker-Class reviews what was read and finishes the story to 299. Discussion continues regarding items that will appear on the test for this story.
After the story, go back and add in the last column for R28-What really happened-on your own.
Review W8-vocab 3. Foldable returned. Reviewed, fix mistakes and turn back in.
Main Idea Post Test-Postponed-next class-80% assessment
notices/reports/data chat conferences continue
A6 Test Tom Walker Part 1. Allowed to use foldable,story diagram, story terms, R28. Part 2,can use book.The next class.
Late work due by 12/17.
12/13B-12/14A
No Journal, instead continue organizing your portfolio for the check on 12/15.
If you haven't conferenced with me about Exit 16 and the Fcat data, please do so. Turn in exit slip 16.
W8-Vocab 3 foldable due today.
Taxonomy of a story. Take out a piece of paper and letter A-Z. For each letter put a term associated with writing or reading stories. For example,F:Fiction or C: Character. Try to put a term for every letter. Start on your own, then with your group and the Holt book, then as a class. Turn in to basket.
Class reviews part of Tom Walker they were supposed to read on their own, pg 294-296L. Discussion test questions. Plot diagram discussed. Exposition: beginning of the story where the main characters, beginning of conflict and setting are revealed. Rising Action: complications and further conflicts are added to build suspense. Climax: The most interesting part of the story or the turning point of the conflict.Denouement (Day-noo-mahn): Resolution or how the story ends.
If you haven't conferenced with me about Exit 16 and the Fcat data, please do so. Turn in exit slip 16.
W8-Vocab 3 foldable due today.
Taxonomy of a story. Take out a piece of paper and letter A-Z. For each letter put a term associated with writing or reading stories. For example,F:Fiction or C: Character. Try to put a term for every letter. Start on your own, then with your group and the Holt book, then as a class. Turn in to basket.
Class reviews part of Tom Walker they were supposed to read on their own, pg 294-296L. Discussion test questions. Plot diagram discussed. Exposition: beginning of the story where the main characters, beginning of conflict and setting are revealed. Rising Action: complications and further conflicts are added to build suspense. Climax: The most interesting part of the story or the turning point of the conflict.Denouement (Day-noo-mahn): Resolution or how the story ends.
12/12/10
12/8-12/9
No Journal. Turn in W7-Performance Task by attaching the rubric and the backmap. Then organize your portfolio for a portfolio check on 12/15. J1-20, R1-27, A1-Pretest context to A5-Pretest Main Idea, W1-Myself-W6 Taxonomy/Writing Tips
Copy exit slip questions depending on whether you passed the original FCAT, the retake or neither:
Exit slip 16: 1) Did I pass the FCAT test (do 1-3), retake test (do 1-4) or neither (do 1- )? 2) What was my most recent score? 3) By how many points did I pass or fail? 4) What helped me pass the retake or what could I have done differently to pass the retake? 5) What is/are my weakest strand(s)? 6)Did you make improvements? If so, what? What safety net(s) will I use in order to pass this test and prepare for graduation?
A5-Main Idea Lesson Due in basket.
Conference with Ms. Batten about FCAT scores.
As a class read to pg 294 of Tom Walker, discuss and fill out R28
On own, read from 294-last paragraph to 296L, be prepared to discuss
Work on W8-Vocab 2 foldable. Due 12/13
Tom Walker Test and Portfolio on 12/15
Copy exit slip questions depending on whether you passed the original FCAT, the retake or neither:
Exit slip 16: 1) Did I pass the FCAT test (do 1-3), retake test (do 1-4) or neither (do 1- )? 2) What was my most recent score? 3) By how many points did I pass or fail? 4) What helped me pass the retake or what could I have done differently to pass the retake? 5) What is/are my weakest strand(s)? 6)Did you make improvements? If so, what? What safety net(s) will I use in order to pass this test and prepare for graduation?
A5-Main Idea Lesson Due in basket.
Conference with Ms. Batten about FCAT scores.
As a class read to pg 294 of Tom Walker, discuss and fill out R28
On own, read from 294-last paragraph to 296L, be prepared to discuss
Work on W8-Vocab 2 foldable. Due 12/13
Tom Walker Test and Portfolio on 12/15
12/8/10
12/6 A-12/8A
J#20
Take out your model essay and write an introduction paragraph for your W7-Performance Task: The American Dream due 12/9. Remember it should start with a hook and end with a thesis.
Class discusses/reviews the introduction, thesis, body and conclusion of the model essay for the Performance Task Due 12/9. Remember the thesis is the last sentence of the introduction which states how you feel about the topic+the reasons why you feel that way in one to two coherent sentences.
Listening Quiz given on review of model essay and assignment.
Review of Assignment due 12/9 (100 point assessment grade)
W7-Performance Task-The American Dream -Include backmap as cover page (attach)
-Min. of 3 sources (2 from Unit 1)
-Works Cited Page and Citations (use citationmachine.net)
-Free from errors W6 notes-1-6
-Follow Persuasive Essay Format (W6 Notes)
-Rubric (attach)
A5-Main Idea Lesson/Skit assignment pg 292*/finish drawings-Class splits up again. Students assigned the main idea packet review the first part and receive the 2nd half of the assignment from Ms. Batten. Due 12/9.
-Students assigned setting or vocabulary must turn it in or finish it.
-Students finished with vocab or setting assignment organize, direct and perform a skit from pg 292 Holt The Devil and Tom Walker where Tom Walker meets the devil.
TogetherClass reads, while listening to the audio, Holt p291-294. As they read they take notes, mark with a pencil or use post-it notes to mark predictions for R28 Predictions (15) due at the end of the story. Take notes for Test when Ms. Batten stops and discusses the story.
Take out your model essay and write an introduction paragraph for your W7-Performance Task: The American Dream due 12/9. Remember it should start with a hook and end with a thesis.
Class discusses/reviews the introduction, thesis, body and conclusion of the model essay for the Performance Task Due 12/9. Remember the thesis is the last sentence of the introduction which states how you feel about the topic+the reasons why you feel that way in one to two coherent sentences.
Listening Quiz given on review of model essay and assignment.
Review of Assignment due 12/9 (100 point assessment grade)
W7-Performance Task-The American Dream -Include backmap as cover page (attach)
-Min. of 3 sources (2 from Unit 1)
-Works Cited Page and Citations (use citationmachine.net)
-Free from errors W6 notes-1-6
-Follow Persuasive Essay Format (W6 Notes)
-Rubric (attach)
A5-Main Idea Lesson/Skit assignment pg 292*/finish drawings-Class splits up again. Students assigned the main idea packet review the first part and receive the 2nd half of the assignment from Ms. Batten. Due 12/9.
-Students assigned setting or vocabulary must turn it in or finish it.
-Students finished with vocab or setting assignment organize, direct and perform a skit from pg 292 Holt The Devil and Tom Walker where Tom Walker meets the devil.
TogetherClass reads, while listening to the audio, Holt p291-294. As they read they take notes, mark with a pencil or use post-it notes to mark predictions for R28 Predictions (15) due at the end of the story. Take notes for Test when Ms. Batten stops and discusses the story.
12/6/10
12/1B-12/3B
Benchmark Testing-12/2-12/3
J19: Take out the model brainstorm given to you for the performance task, and start your own brainstorm. Remember the essay is due 12/9.
Exit slip 15: 1)What type of inferences are we using to help understand The Devil and Tom Walker? 2)What literary elements impact the mood in a story? 3)What is the mood of the exposition of the story? 4)Explain how you know this is the mood using story details.
Turn in W5-Vocab 2 foldable-with fixes for test grade*Differentiated Instruction: Class splits into 3 groups. If you failed the pre-test for main idea-take out the main idea packet, label it A5-lesson, and listen to Ms. Batten as she takes you through the packet. For homework, do pg 82 bottom paragraph, mark pg 83, Answer or label question/directions on pg 84 in right hand column, also use the table of contents strategy on pg 84 by giving titles to each chunk. Then on pg 85, fill out the chart and answer question 1.
-If you passed the main idea pre-test, Ms. Batten gives one of the following assignments:
*Choose a word from pg 189: Write the word at the top of the paper, draw a picture illustrating the word, use the word in context. Make this visible.
*On pg 191, read the setting of the story, now draw a scene that shows the setting and include a quote from the setting. Put your name on this and turn in.
Everyone: Part 1-Tom Walker pg 291-Complete R28-Predictions while reading the story.
Columns: Pg/Clues/Predictions/Actual Events. Must come up with 15 predictions throughout the reading.
J19: Take out the model brainstorm given to you for the performance task, and start your own brainstorm. Remember the essay is due 12/9.
Exit slip 15: 1)What type of inferences are we using to help understand The Devil and Tom Walker? 2)What literary elements impact the mood in a story? 3)What is the mood of the exposition of the story? 4)Explain how you know this is the mood using story details.
Turn in W5-Vocab 2 foldable-with fixes for test grade*Differentiated Instruction: Class splits into 3 groups. If you failed the pre-test for main idea-take out the main idea packet, label it A5-lesson, and listen to Ms. Batten as she takes you through the packet. For homework, do pg 82 bottom paragraph, mark pg 83, Answer or label question/directions on pg 84 in right hand column, also use the table of contents strategy on pg 84 by giving titles to each chunk. Then on pg 85, fill out the chart and answer question 1.
-If you passed the main idea pre-test, Ms. Batten gives one of the following assignments:
*Choose a word from pg 189: Write the word at the top of the paper, draw a picture illustrating the word, use the word in context. Make this visible.
*On pg 191, read the setting of the story, now draw a scene that shows the setting and include a quote from the setting. Put your name on this and turn in.
Everyone: Part 1-Tom Walker pg 291-Complete R28-Predictions while reading the story.
Columns: Pg/Clues/Predictions/Actual Events. Must come up with 15 predictions throughout the reading.
12/2/10
11/29 B-11/29A
Review of what was done the week before Thanksgiving: J18/Exit slip 13 was reviewed/Performance Task models were distributed. Exit slip 14 could have been completed the last class, however, we will review it today. Turn it in today if you haven't already
Discussion Performance Task
Mood vs tone reviewed. Mood is the way the reader is supposed to feel at different parts of the story. Tone is the author's attitude about what they've written.
Group Work-continued- Each group writes 2 poems with contrasting moods. The second poem should be based on the first poem, but with diction that reflects a contrasting mood. For example, one cheerful and one gloomy poem. Each poem must have a minimum of six lines and use at least 2 figurative devices, which are labelled in poem. Turn in both poems. If absent, do on your own. You may need the mood worksheet which lists adjectives reflecting mood.
W5-Vocab 2 foldable reviewed. Students are selected to write sentences on the board which are right or wrong ways to complete sentences. Class reviews the use of each word and whether context clues are included to help the reader understand the meaning of the word. Fix this foldable after the review and turn back in for a test grade. All things which need to be corrected are marked by me.
Discussion Performance Task
Mood vs tone reviewed. Mood is the way the reader is supposed to feel at different parts of the story. Tone is the author's attitude about what they've written.
Group Work-continued- Each group writes 2 poems with contrasting moods. The second poem should be based on the first poem, but with diction that reflects a contrasting mood. For example, one cheerful and one gloomy poem. Each poem must have a minimum of six lines and use at least 2 figurative devices, which are labelled in poem. Turn in both poems. If absent, do on your own. You may need the mood worksheet which lists adjectives reflecting mood.
W5-Vocab 2 foldable reviewed. Students are selected to write sentences on the board which are right or wrong ways to complete sentences. Class reviews the use of each word and whether context clues are included to help the reader understand the meaning of the word. Fix this foldable after the review and turn back in for a test grade. All things which need to be corrected are marked by me.
11/23/10
11/22 B-11/23 A
J#18 Who is the most important person in your life and why? Or what is the most important object to you and why?
Exit slip 13-reviewed: This website is shown to students with directions on how to find things, including the exit slip. Teacher explains each exit slip question for exit slip 13. Also for question 3, she walks over to the model essay, hanging on the standard based bulletin and shows students how to use the essay to answer this question.
W6-Also reviewed using this website. Teacher reminds students the parts of W6 1)Taxonomy of essay terms that everyone brainstormed together, 2)Notes on the format for the persuasive essay 3)The 6 grammar errors that should no longer be made.
W2-Revised District Writing 1- reassigned. Using W6 notes, scan through your essay and evaluate what you are missing and use the proofreading marks or a highlighter to fix or mark all of your grammar mistakes (1-6). Now rewrite the essay. Staple the old essay to the new one and turn in by 11/29
W7-Performance Task: The American Dream-Due 12/9
-Minimum of 3 sources (2 From Unit 1)
-Free of errors 1-6-W6
-SAT Rubric
-Follow Persuasive Format
Ms. Batten gives each student a model essay and explains exactly how to complete the performance task while going through the model. She/students point(s) out: the thesis, the hook, why there should be information connection the hook to the thesis, reads the elaborate supporting paragraph, statistics, data, facts, illustration, example, high vocabulary, transition use, organization, focus,and excellent conventions. Also, she points out the use of parenthetical citations for sources used and the Works Cited page. Citationmachine.net is a website she suggests to use to make your Works Cited Page. She also suggests using current works, not ones from hundreds of years ago.
The Brainstorm for the model essay is also reviewed. Questions are asked about why certain items were crossed off. African Americans not having access to the American Dream was eliminated from the brainstorm because its out of date and came from texts from a long time ago. The topic is supposed to be about current access to the American dream, not from before the Civil Rights movement. People once had access to the American dream was also crossed out because there is no point in writing a whole paragraph about that, because you'd go off focus. Finally, Coming Into the Country was a text that was eliminated, so it was crossed off the brainstorm.
Exit slip 14: 1)What is the difference between tone and mood? 2)What is a Faust tale? 3)Name a story, tv show or movie which is a Faust tale and explain why it is Faust.
Line Up: Students asked to stand up in areas of class depending on whether they would give up the person or object they wrote about in the journal for unlimited wealth and success. Brief discussion.
Groups turn to pg 290 and read the Background Information about a Faust tale. Class Discusses what a Faust tale is: A tale in which a character sells their soul to the devil
Simpson's video shown as an example of a Faust tale in popular culture.
Exit slip 13-reviewed: This website is shown to students with directions on how to find things, including the exit slip. Teacher explains each exit slip question for exit slip 13. Also for question 3, she walks over to the model essay, hanging on the standard based bulletin and shows students how to use the essay to answer this question.
W6-Also reviewed using this website. Teacher reminds students the parts of W6 1)Taxonomy of essay terms that everyone brainstormed together, 2)Notes on the format for the persuasive essay 3)The 6 grammar errors that should no longer be made.
W2-Revised District Writing 1- reassigned. Using W6 notes, scan through your essay and evaluate what you are missing and use the proofreading marks or a highlighter to fix or mark all of your grammar mistakes (1-6). Now rewrite the essay. Staple the old essay to the new one and turn in by 11/29
W7-Performance Task: The American Dream-Due 12/9
-Minimum of 3 sources (2 From Unit 1)
-Free of errors 1-6-W6
-SAT Rubric
-Follow Persuasive Format
Ms. Batten gives each student a model essay and explains exactly how to complete the performance task while going through the model. She/students point(s) out: the thesis, the hook, why there should be information connection the hook to the thesis, reads the elaborate supporting paragraph, statistics, data, facts, illustration, example, high vocabulary, transition use, organization, focus,and excellent conventions. Also, she points out the use of parenthetical citations for sources used and the Works Cited page. Citationmachine.net is a website she suggests to use to make your Works Cited Page. She also suggests using current works, not ones from hundreds of years ago.
The Brainstorm for the model essay is also reviewed. Questions are asked about why certain items were crossed off. African Americans not having access to the American Dream was eliminated from the brainstorm because its out of date and came from texts from a long time ago. The topic is supposed to be about current access to the American dream, not from before the Civil Rights movement. People once had access to the American dream was also crossed out because there is no point in writing a whole paragraph about that, because you'd go off focus. Finally, Coming Into the Country was a text that was eliminated, so it was crossed off the brainstorm.
Exit slip 14: 1)What is the difference between tone and mood? 2)What is a Faust tale? 3)Name a story, tv show or movie which is a Faust tale and explain why it is Faust.
Line Up: Students asked to stand up in areas of class depending on whether they would give up the person or object they wrote about in the journal for unlimited wealth and success. Brief discussion.
Groups turn to pg 290 and read the Background Information about a Faust tale. Class Discusses what a Faust tale is: A tale in which a character sells their soul to the devil
Simpson's video shown as an example of a Faust tale in popular culture.
11/18/10
11/18 B-11/19 A
No J18, Instead takeout W6: Taxonomy of essay writing and finish
Meet with group to share taxonomy terms and think of ones for letters you couldn't find.
Discuss as a class, everyone is to add the terms they missed from class discussion.
W6-Taxonomy/Writing Tips continued.
Class discusses what specifically goes into a persuasive essay. Everyone adds the format of a persuasive essay to their W6 notes.
1. Brainstorm
2. Intro. Paragraph-hook, thesis
3. Body-facts, details,statistics, reasons,evidence, opinion, examples, word choice, sophisticated vocab, transitions, focused, organized
4. Conclusion-relate back to hook, restate thesis in different words, call for action, urge the reader, end with a positive
W2-District Writing 1 returned. Students are instructed to review their essay and evaluate whether the essay parts are there. If they are missing things like an introduction, a thesis or transitions, they should write on their paper to add these items. Also, everyone needs to make sure they elaborate.
Transition back to W6 and now add these writing tips to your notes:
1. Spell things out. Ex: N-e-ways, b/c, w/, &, I am in NCEPP.
2. Don't refer to people as things. Ex: The things that interest me are girls, sports and TV.
3. Do not start sentences with Well, like, But, Because, And
EX: Because some teachers thing.. And you shouldn't either.
4. Do not use unnecessary words such as like, well or just. Eliminate wordiness.
EX: Like if my friends would just stop making fun of me, I'd probably like hang out with them more than I do right now. This could be rewritten after the wordiness was taken out into: If my friends would stop making fun of me, I'd spend more time with them.
5)Don't talk to the reader, unless directed to do so.
EX: In the next few paragraphs I will write.. I hope you enjoyed my essay.
6)Indent paragraphs
Transition back to essay, and look to see if you've made any of the above 6 mistakes in your essay. If you have, use the proofreading marks to show how you would correct them, underline them or highlight them.
Now, write W2-Revised District Writing by rewriting your original essay and fixing any of the mistakes or missing parts, also edit your paper or have someone peer edit, elaborate, make sure you mark the mistakes you fix on your rough draft and attach your new essay to your rough draft. Finish for homework
R25-27-Visualizing-Due today.
Portfolio check coming soon
Vocab 2 Test-11/22-Review vocab foldable
Meet with group to share taxonomy terms and think of ones for letters you couldn't find.
Discuss as a class, everyone is to add the terms they missed from class discussion.
W6-Taxonomy/Writing Tips continued.
Class discusses what specifically goes into a persuasive essay. Everyone adds the format of a persuasive essay to their W6 notes.
1. Brainstorm
2. Intro. Paragraph-hook, thesis
3. Body-facts, details,statistics, reasons,evidence, opinion, examples, word choice, sophisticated vocab, transitions, focused, organized
4. Conclusion-relate back to hook, restate thesis in different words, call for action, urge the reader, end with a positive
W2-District Writing 1 returned. Students are instructed to review their essay and evaluate whether the essay parts are there. If they are missing things like an introduction, a thesis or transitions, they should write on their paper to add these items. Also, everyone needs to make sure they elaborate.
Transition back to W6 and now add these writing tips to your notes:
1. Spell things out. Ex: N-e-ways, b/c, w/, &, I am in NCEPP.
2. Don't refer to people as things. Ex: The things that interest me are girls, sports and TV.
3. Do not start sentences with Well, like, But, Because, And
EX: Because some teachers thing.. And you shouldn't either.
4. Do not use unnecessary words such as like, well or just. Eliminate wordiness.
EX: Like if my friends would just stop making fun of me, I'd probably like hang out with them more than I do right now. This could be rewritten after the wordiness was taken out into: If my friends would stop making fun of me, I'd spend more time with them.
5)Don't talk to the reader, unless directed to do so.
EX: In the next few paragraphs I will write.. I hope you enjoyed my essay.
6)Indent paragraphs
Transition back to essay, and look to see if you've made any of the above 6 mistakes in your essay. If you have, use the proofreading marks to show how you would correct them, underline them or highlight them.
Now, write W2-Revised District Writing by rewriting your original essay and fixing any of the mistakes or missing parts, also edit your paper or have someone peer edit, elaborate, make sure you mark the mistakes you fix on your rough draft and attach your new essay to your rough draft. Finish for homework
R25-27-Visualizing-Due today.
Portfolio check coming soon
Vocab 2 Test-11/22-Review vocab foldable
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