1. Transition to new unit: Exploring / Knowing Yourself
Explain--Create a slide-show/collage to define your sense of self
FCA 1: Reveal 3 aspects about your current personality
FCA 2: Reveal 3 aspects about your future self / goals
FCA 3: Reveal 3 aspects about your "society" surrounding you (by choice)
Formative: /15pts
Due for presentation on Friday to small groups.
Create a cause/effect chain to explore at least 4 consecutive events within the story
Describe 3 specific details of this story that would change if the same scenario played out today
Select 3 words out of the text that allow you to infer something about the current personality of the narrator and explain what those inferences are
Find at least 3 jokes or funny moments that are contained within the piece and examine how effective they are. What is their purpose and do they work well to achieve it?
The story, on some level, seems to be about motivation. Do some quick research and find out what are 5 of the top motivators for human behavior. In other words, what makes people respond and take action?
What motivates you? What do you think about or do that pushes you to succeed?
--Research: Look up an article that deals with a current topic within your dream job
Cite Article
Summarize in main idea / detail format
Tuesday, January 12th:
1. 4-minute challenge
2. Share Diff. Ext. Act. in small groups
3. Read and annotate "The Wounds that Can't Be Stitched Up" for Wednesday.
Chart: 3 -column:
1-event
2-description of object (3 adjectives)
3-lesson or understanding about human nature
Wednesday, January 13th:
1. Google-slides Sentence Study--cite your contribution
2. Answer Questions from "Wounds" with partner (1, 2, 3, 5)
OR
Each group is assigned a task/question to present to walk us through the reading.
A.Russell starts the essay with a bland description of the time of year and the weather? What purpose might this serve? Why would she want to start the essay with these specific details?
B. Why did the writer specifically choose to describe the conditions of the brother, sister, and mother in that order? What effect does this add to the essay for the reader?
C. How does the fact that this is a personal story--written as a 1st-person narrative--meant to affect its delivery to the reader? How would the story be different if it were in 3rd person?
D. Why did the author choose to include the details about the drunk driver listed in paragraph 12? What effect are those details meant to serve?
E. The short story at the end of the piece serves a few purposes. What are they? How does that specific part of the piece contribute to a meaning behind the piece as a whole?
3. Share out answers, discuss story; select one experience and focus on description of the one object.
Where would be a good starting point for a story written about one of your experiences? (Argument of description.)
Thursday, January 14th:
1. Examine LotR Deleted Scenes for "purpose" discussion (differences)
2. Draft an argument of description: object description that matches the emotional quality of the moment
Friday, January 15th:
1. "My Favorite Teacher": read and answer the following questions:
A. Why does Friedman tell us three times that Hattie's classroom was number 313 at St. Louis Park High School? What is the effect?
B. What details of the portrait of Hattie that Friedman paints stand out to you? What is your impression of Hattie M. Steinberg?
C. According to Friedman, Hattie taught the fundamentals of journalism (*see paragraph 3). What other fundamentals did she teacher her students?
2. Complete sentence worksheet:
3. Quiz: Study, sentence Types Identification, next week
- Google-slides Sentence Study--cite your contribution
-
A. Work on Compound Sentences More Practice B. Work on Complex Sentences Review of three simple types
C. Work on Compound-Complex Sentences Quiz on all types Combining sentences Quiz (Advanced)
https://docs.google.com/document/d/1V_HruVx2pliKl42A2jUjkbbFWlO-nLohpwiZlwouY5U/edit#
A. Determine topic of yourself, and check with Wales
B. List the items you know about your chosen topic
C. List what you would like to know
3. I modeled and students completed a KWL chart concerning their topic, listing what they think they know and what they would like to know (questions).
Friday, Jan. 22nd:
1. Grammar Quiz: Sentence Types / Dependent and Independent Clauses
--Use each of the 4 types in a writing sample.
2. Check with Wales--your question to research. https://docs.google.com/document/d/1gAasBOM4IyiObyXQdYwNfcWGJhirHw9vH-cy65-qQ_c/edit
3. Examine the databases and wikipedia/Google and do some background reading
on your topic for Monday.
Monday, 25th:
Snow day
Tuesday, 26th
Snow day
Wednesday, 28th:
1. Distribute work for key terms and links.
Key terms due tomorrow
2. Review function and use of the following
A. Student Resources in Context
B. Opposing Viewpoints
C. SIRS Issues Researcher
D. Power Library
E. Science in Context
3. Explore Google and library website resources, which were introduced, to see what words or phrases they could use that were related to their search question that yielded the best results. Sudents are to have a variety of search phrases filled in on their process log, using both their own background knowledge and the subject headings and other phrases from searches, which was modeled using SIRS from the library databases.
3. We reviewed how to use the Boolean terms to create more specific searches, using SIRS and OPAC (advanced searches, Boolean operators, truncation, subject headings). http://libguides.reynolds.edu/content.php?pid=173779&sid=1462328 http://camellia.shc.edu/literacy/tablesversion/lessons/lesson4/boolean.htm
of boolean operators, advanced search options, truncation, and subject headings in database tools.
4. Using research log above, find 2 journal articles that seem to have relevancy to your question
Record the citation material in the bibliography space provided.
Students need to use the following links (citation generators) to complete the Task
Works Cited Entry template: Last name, First name. "Title of Essay." Models for Writers: Short Essays for Composition. Ed. Alfred Rosa and Paul Eschholz. Boston: Bedford / St. Martin’s, 2010. Page range of entry. Print.
1. Type 1 Formative: Characteristics of analysis (2) and characteristics that are not analysis (2) or 3 difference between summary and analysis.
2. Review and grade the Type 1
3. Practice summary: take the foll
owing article and summarize the main ideas and illustrative details using the prescribed method outlined in the following form:
Form:
1. Types of sentences quiz:
2. We reviewed the summary of the article, which I went over.
Students game themselves a forma
tive grade based upon their info and format.
3. Students browsed the following sites to come up with a research topic of their choice: http://learning.blogs.nytimes.com/2014/02/04/200-prompts-for-argumentative-writing/?_r=0
OR Issues and Controversies from the library website.
4. Research topic must be posted to the Googledoc by tomorrow. Period 1 topics Period 5DE topics
A. Must be informative.
B. Must be in the form of a question.
5. When finished, read novel.
2. I modeled how to create a bubble organizer to list at least 3 specific questions that could be different research "directions" to clarify points
3. Students created this organizer and chose one question to use as their informative research topic.
4. By Monday, students must update their googledoc research question (informative) Period 1 topics
Check preliminary search strategies log.
2. Students were asked to create a citation on a note card for the f
ollowing website (using easybib or bibme), which answers questions about teen smoking.
Students need to use the following links (citation generators) to complete the Task
Thursday, January 15th: (substitute)
1. Fragments and Run-Ons quiz
*Do not put your name into the name/course fields at the bottom. It's not necessary.
Friday, January 16th:
1.
2. Students then were given time to use the final section of the process log to find THE FIRST 3 seemingly useful resources to use in
their research process. They have to record the URL and title of site on the process log or some other resource.
Digo was introduced as a place to list and use websites.
We also discussed using Dropbox, Evernote, or a Googledoc as a means to store the information
Students should complete a brief main idea summary.
Tuesday, January 20th: 2-hour delay day
2. Check relevancy homework.
3. Students examined the following link--a section per group--and ranked relevancy to answer the following question:
-------1 to 5: least to most relevant http://www.healthychildren.org/English/ages-stages/teen/dating-sex/Pages/When-To-Let-Your-Teenager-Start-Dating.aspx
Question: What are the likely developmental advantages to dating?
Search Query: Teen Dating
TASK: A. List the main idea of the section; B. Rank helpfulness in answering question (relevancy) C. List item given or not given
4. Discuss when finished.
Wednesday, January 21st: (Authority)**
1. Complex Sentence Summative
1. Flipchart: "Authority Trust Issues" for intro to authority
3. On a flipchart, given the following URL endings, students were asked to rank them from least authoritative to most authoritative, and we discussed the differences.
.com, .edu, .gov, .net, .org
4. Students were given the Website Evaluation Form and I modeled how to use the form and complete it for the criteria of
"authority" and the various measurements of authority within a website.
1. DLP - 31 (I checked the authority website evaluation that they completed)
2. Students posted questions on Linoit
3. Students were given time to begin to complete the rest of the authority section of the worksheet for their own websites that are listed on
their process log. (Due tomorrow)
4. Complete the Book Check and continue reading the novel or background reading on novel's topic.
Friday, January 23rd: (Bias/Objectivity)
1. 2 ways to check authority form
2. Students were assigned a group number (1-6) and asked to research the term 'bias' and create a nonlinguistic representation of the term using whatever means available.
3. Students were given the Upfront article "Is America Losing Its Competitive Edge?" and given time to read its contents
One person should record group thoughts using a mobile device for Linoit
Two students should be researching
One person should speak for the group.
We reviewed this as a class and we looked at the Objectivity section of the Website Evaluation form
Monday, January 26th: Bias/ Objectivity Continued
1. DLP-32
2. Complete bias activity worksheet
A..) Students accessed the following website to individually run through some tutorials
about bias: http://www.umich.edu/~newsbias/activities.html
After creating the new taglines for Word Choice Buffet, students compared what they made and
discussed how their chosen words slanted/altered the interpretation of the original
B. .) Then, individually, use the tutorial: "Heads Up Headline"
3.) We reviewed this as a class, group by group
4.) Returning to their own research, students worked on completing the bias check for the resources they have from their research. All 3 due tomorrow.
Wednesday, January 28th: Accuracy Checks
1. DLP-34
2. I checked the bias website evaluation sheet to check last night's homework.
3. Afterwards, we changed gears to discuss accuracy.
One student outside, one inside (define accuracy and switch)
4. After our discussion, students were given the handout "Researching Statistic Activity"
They, individually, made guesses concerning the data they will be researching for tomorrow's activity
Best guesses were shared out in pairs and then shared out. We discussed.
For homework: students were to complete the chart (step 3) for the question that they were assigned, based upon their assigned search method.
1 Domain assigned; All answers due on Friday!
Thursday, January 29th:
1. Edmodo quiz: Authority and Bias/Objectivity
2. Using the provided research questions, students found the answers to the questions in the packet using the domain assigned to their group.
3. Continue reading book/novel when finished.
Novel due on Feb 9th.
Students were divided into 3 groups, and each group received one section of "The Journey into Night" literary criticism article.
Each group is responsible for collectively reading their section of the essay
Annotations for key ideas and supporting details should be made while reading (whether individually or as a group)
After the group reading, each and every student was asked to note and devise a method to record and present the significant findings (ideas/conclusions) that were present within the essay section to others outside their own group.
They will not be able to use the actual essay to do this.
Students were given time to record the significant thoughts as well as their reaction to them using whatever means is most comfortable to them.
Students were jigsawed into 6 different groups, with at least one representative per section (possibly 2) to provide the information about their section in whatever manner they recorded it.
3. After it appeared each group had finished presenting their findings and the discussion had ended, students were asked to fill out a process/reflection log concerning both the content of what they presented and the method they chose to present it.
4. Formative grade will be given for the following reflection:
1--the content of the essay and any thoughts that students had concerning it (2 developed thoughts/ with quotes)
2--the methods of note-taking and delivery and any thoughts that came out of their reflection (2 pros/cons)
5. Socratic Circle Discussion to end the talk about Night.
6. Afterwards, I discussed the upcoming essay and research project that we will be focused on for the next several weeks, culminating in an annotated bibliography
Explain--Create a slide-show/collage to define your sense of self
FCA 1: Reveal 3 aspects about your current personality
FCA 2: Reveal 3 aspects about your future self / goals
FCA 3: Reveal 3 aspects about your "society" surrounding you (by choice)
Formative: /15pts
Due for presentation on Friday to small groups.
2. Read "How I Got Smart" (152-157) for tomorrow
3. Work on project for Friday.
Suboordinating Conjunction Explanation
2. Stations to explore the story: "How I Got Smart"
2. Read "Some Lessons from the Assembly Line"
3. Work on Knowing Yourself Projects
Present in small groups--your presentation on iPads--to your own
2. Read"Some Lessons from the Assembly Line"
More Practice
B. Work on Complex Sentences
Review of three simple types
C. Work on Compound-Complex Sentences
Quiz on all types
Combining sentences Quiz (Advanced)
2. Discussion: Top Jobs for Teenagers List:
http://www.businessnewsdaily.com/5301-best-jobs-teenagers.html
https://www.mainstreet.com/article/10-best-jobs-teens
3. Return to "Some Lessons from the Assembly Line" (Differentiated Extension Activity)
--Freewrite: Narrate one instance where labor (or the act of doing something) has been instructional for you
- Detail Experience
- Reflect Upon Lesson
--Research: Look up an article that deals with a current topic within your dream job2. Share Diff. Ext. Act. in small groups
3. Read and annotate "The Wounds that Can't Be Stitched Up" for Wednesday.
Chart: 3 -column:
1-event
2-description of object (3 adjectives)
3-lesson or understanding about human nature
2. Answer Questions from "Wounds" with partner (1, 2, 3, 5)
OR
Each group is assigned a task/question to present to walk us through the reading.
A.Russell starts the essay with a bland description of the time of year and the weather? What purpose might this serve? Why would she want to start the essay with these specific details?
B. Why did the writer specifically choose to describe the conditions of the brother, sister, and mother in that order? What effect does this add to the essay for the reader?
C. How does the fact that this is a personal story--written as a 1st-person narrative--meant to affect its delivery to the reader? How would the story be different if it were in 3rd person?
D. Why did the author choose to include the details about the drunk driver listed in paragraph 12? What effect are those details meant to serve?
E. The short story at the end of the piece serves a few purposes. What are they? How does that specific part of the piece contribute to a meaning behind the piece as a whole?
3. Share out answers, discuss story; select one experience and focus on description of the one object.
Where would be a good starting point for a story written about one of your experiences? (Argument of description.)
2. Draft an argument of description: object description that matches the emotional quality of the moment
A. Why does Friedman tell us three times that Hattie's classroom was number 313 at St. Louis Park High School? What is the effect?
B. What details of the portrait of Hattie that Friedman paints stand out to you? What is your impression of Hattie M. Steinberg?
C. According to Friedman, Hattie taught the fundamentals of journalism (*see paragraph 3). What other fundamentals did she teacher her students?
2. Complete sentence worksheet:
3. Quiz: Study, sentence Types Identification, next week
-
Google-slides Sentence Study--cite your contribution
-
A. Work on Compound Sentences
More Practice
B. Work on Complex Sentences
Review of three simple types
C. Work on Compound-Complex Sentences
Quiz on all types
Combining sentences Quiz (Advanced)
(2-hour delay)
http://time.com/time100-2014/
A. Find an influential person based upon specific criteria of profession, gender, age, and/or location on the site
B. Read about that person
C. Record on Linoit the following: The name of the person, their profession, one quality that makes them influential and a quote from the article that illustrates that quality.
2. Review the Linoit post
3.Listen to the following TEDTalkTedtalk about change
http://www.ted.com/talks/dan_gilbert_you_are_always_changing
2. Begin process of inquiry with KWL chart.
https://docs.google.com/document/d/1V_HruVx2pliKl42A2jUjkbbFWlO-nLohpwiZlwouY5U/edit#
A. Determine topic of yourself, and check with Wales
B. List the items you know about your chosen topic
C. List what you would like to know
3. I modeled and students completed a KWL chart concerning their topic, listing what they think they know and what they would like to know (questions).
--Use each of the 4 types in a writing sample.
2. Check with Wales--your question to research.
https://docs.google.com/document/d/1gAasBOM4IyiObyXQdYwNfcWGJhirHw9vH-cy65-qQ_c/edit
3. Examine the databases and wikipedia/Google and do some background reading
on your topic for Monday.
Key terms due tomorrow
2. Review function and use of the following
- A. Student Resources in Context
- B. Opposing Viewpoints
- C. SIRS Issues Researcher
- D. Power Library
- E. Science in Context
3. Explore Google and library website resources, which were introduced, to see what words or phrases they could use that were related to their search question that yielded the best results. Sudents are to have a variety of search phrases filled in on their process log, using both their own background knowledge and the subject headings and other phrases from searches, which was modeled using SIRS from the library databases.https://docs.google.com/document/d/1iSLC5DPj99aYxT-hEUzUCDdcuAk3vNNDzt_wztv4_Tg/edit
2. Using the following link, I explained Boolean search logic and how to limit your searches and make them more specific.
- This video was watched first
- Students completed Boolen Flipchart 1 together.
3. We reviewed how to use the Boolean terms to create more specific searches, using SIRS and OPAC (advanced searches, Boolean operators, truncation, subject headings).http://libguides.reynolds.edu/content.php?pid=173779&sid=1462328
http://camellia.shc.edu/literacy/tablesversion/lessons/lesson4/boolean.htm
of boolean operators, advanced search options, truncation, and subject headings in database tools.
4. Using research log above, find 2 journal articles that seem to have relevancy to your question
Record the citation material in the bibliography space provided.
Students need to use the following links (citation generators) to complete the Task
- http://www.easybib.com/
- http://www.bibme.org/
- The initial relevancy evaluation is done by skimming, using heading, and jotting down main ideas that you come across
*Find a method to "package" all your research materials in a folder*Find a method to annotate your research for Monday
Also, screenshot photo of an advanced search should be emailed to me by tomorrow, using the following email: rwales@hershey.k12.pa.us
http://libguides.reynolds.edu/content.php?pid=173779&sid=1462328
http://camellia.shc.edu/literacy/tablesversion/lessons/lesson4/boolean.htm
2. Review use of citation manual.
Students need to use the following links (citation generators) to complete the Task
- http://www.easybib.com/
- http://www.bibme.org/
3. Continue finding 3 useful sources2. Complete "Practice with citations generators" worksheet questions and review
3. Begin reading and annotating mail ideas / details of the sources (Limit to 3 or 4 sets)
Use worksheet or online form.
2. Explain the task ahead:
Examine annotated bibliographies: (examined one paragraph of summary by handing out slips to look at and use as an example)
https://owl.english.purdue.edu/owl/resource/614/03/
3. Discussed an overview of the research process
https://www.youtube.com/watch?v=Z31mOhTToSI
https://www.youtube.com/watch?v=3rsNakv8PNY
4. Assign tasks for the "evaluation" component: voiceover resource; webpage resource; etc.
Last name, First name. "Title of Essay." Models for Writers: Short Essays for Composition. Ed. Alfred Rosa and Paul Eschholz. Boston: Bedford / St. Martin’s, 2010. Page range of entry. Print.
1. Type 1 Formative: Characteristics of analysis (2) and characteristics that are not analysis (2) or 3 difference between summary and analysis.
2. Review and grade the Type 1
3. Practice summary: take the foll
owing article and summarize the main ideas and illustrative details using the prescribed method outlined in the following form:
Form:
Article:
http://www.smithsonianmag.com/arts-culture/the-art-of-video-games-101131359/?no-ist
Issue: Video Games (Purpose--I
nform?, Argue?, Persuade?,)
Due Wednesday
2. We reviewed the summary of the article, which I went over.
Students game themselves a forma
tive grade based upon their info and format.
3. Students browsed the following sites to come up with a research topic of their choice:
http://learning.blogs.nytimes.com/2014/02/04/200-prompts-for-argumentative-writing/?_r=0
OR Issues and Controversies from the library website.
4. Research topic must be posted to the Googledoc by tomorrow.
Period 1 topics
Period 5DE topics
A. Must be informative.
B. Must be in the form of a question.
5. When finished, read novel.
2. Review the Googledoc research topics.
2. I modeled how to create a bubble organizer to list at least 3 specific questions that could be different research "directions" to clarify points
3. Students created this organizer and chose one question to use as their informative research topic.
4. By Monday, students must update their googledoc research question (informative)
Period 1 topics
Check preliminary search strategies log.
2. Students were asked to create a citation on a note card for the f
ollowing website (using easybib or bibme), which answers questions about teen smoking.
- Teen Smoking Link
Students need to use the following links (citation generators) to complete the Task*Do not put your name into the name/course fields at the bottom. It's not necessary.
2. Students then were given time to use the final section of the process log to find THE FIRST 3 seemingly useful resources to use in
their research process. They have to record the URL and title of site on the process log or some other resource.
3. Students examined the following link--a section per group--and ranked relevancy to answer the following question:
-------1 to 5: least to most relevant
http://www.healthychildren.org/English/ages-stages/teen/dating-sex/Pages/When-To-Let-Your-Teenager-Start-Dating.aspx
Question: What are the likely developmental advantages to dating?
Search Query: Teen Dating
TASK: A. List the main idea of the section; B. Rank helpfulness in answering question (relevancy) C. List item given or not given
4. Discuss when finished.
1. Flipchart: "Authority Trust Issues" for intro to authority
3. On a flipchart, given the following URL endings, students were asked to rank them from least authoritative to most authoritative, and we discussed the differences.
- .com, .edu, .gov, .net, .org
4. Students were given the Website Evaluation Form and I modeled how to use the form and complete it for the criteria of"authority" and the various measurements of authority within a website.
- Author and Credentials?
- Sponsor?
- Alternate Links?
- Point of origin?
Links:http://www.healthychildren.org/English/ages-stages/teen/dating-sex/Pages/When-To-Let-Your-Teenager-Start-Dating.aspx
5. Students were given time to begin to complete the Authority section of the worksheet for one of their own websites that are listed on
their process log. At least 1 of the authority sections must be completed for tomorrow.
2. Students posted questions on Linoit
3. Students were given time to begin to complete the rest of the authority section of the worksheet for their own websites that are listed on
their process log. (Due tomorrow)
4. Complete the Book Check and continue reading the novel or background reading on novel's topic.
2. Students were assigned a group number (1-6) and asked to research the term 'bias' and create a nonlinguistic representation of the term using whatever means available.
3. Students were given the Upfront article "Is America Losing Its Competitive Edge?" and given time to read its contents
- One person should record group thoughts using a mobile device for Linoit
- Two students should be researching
- One person should speak for the group.
We reviewed this as a class and we looked at the Objectivity section of the Website Evaluation form2. Complete bias activity worksheet
A..) Students accessed the following website to individually run through some tutorials
about bias: http://www.umich.edu/~newsbias/activities.html
- After creating the new taglines for Word Choice Buffet, students compared what they made and
discussed how their chosen words slanted/altered the interpretation of the originalB. .) Then, individually, use the tutorial: "Heads Up Headline"
- http://www.umich.edu/~newsbias/headlines.html
- Group Sharing of Understanding
C.) Afterwards, browse through the tutorial of "What forms does new bias take?2.) Then, using the following website (try one), students began to fill out the Objectivity worksheet.
- http://thinkprogress.org/climate/2012/09/20/873851/the-gops-war-on-coal-myth-brought
-to-you-by-millions-in-coal-cash/?mobile=nc- http://beverageinstitute.org/us/article/understanding-high-fructose-corn-syrup/
- http://www.cnn.com/2014/01/20/health/marijuana-versus-alcohol/
- http://www.huffingtonpost.com/andrew-weil-md/cell-phones-and-cancer_b_315714.html
- http://www.nrdc.org/energy/gasdrilling/
3.) We reviewed this as a class, group by group4.) Returning to their own research, students worked on completing the bias check for the resources they have from their research. All 3 due tomorrow.
2. I checked the bias website evaluation sheet to check last night's homework.
3. Afterwards, we changed gears to discuss accuracy.
- One student outside, one inside (define accuracy and switch)
4. After our discussion, students were given the handout "Researching Statistic Activity"- They, individually, made guesses concerning the data they will be researching for tomorrow's activity
- Best guesses were shared out in pairs and then shared out. We discussed.
- For homework: students were to complete the chart (step 3) for the question that they were assigned, based upon their assigned search method.
1 Domain assigned;All answers due on Friday!
2. Using the provided research questions, students found the answers to the questions in the packet using the domain assigned to their group.
3. Continue reading book/novel when finished.
Novel due on Feb 9th.
2. Group discussion was had and the posting that they determined to be the most accurate--after their discussion--
should be listed on the Googledoc linked below.
Period 1:
https://docs.google.com/a/hershey.k12.pa.us/document/d/1_XYqPtFu6f3HBsJ12Pw9mKgbPpps52i_l9Yl2z5ipEU/edit
Period 5DE:
https://docs.google.com/a/hershey.k12.pa.us/document/d/1GB_eBQfA_o4kMlxq4J_9CGlBLYfcnRbvpUv6_L9Ez44/edit
- Each group shared out their findings and discussed:
- Differences and Variations
- Reasons for disagreement in statistics
- Reasons for choosing one over any others that were available
3. Type 2: 3 conclusions about accuracy and hand in. / 6 pts.4. Complete the accuracy/bias portion of their handout to rank their sites for Tuesday.
and a Slideshare Tutorial that gives examples.
R2RjUHlLNzZpTTZzcnc6MQ
3. After it appeared each group had finished presenting their findings and the discussion had ended, students were asked to fill out a process/reflection log concerning both the content of what they presented and the method they chose to present it.
4. Formative grade will be given for the following reflection:
- 1--the content of the essay and any thoughts that students had concerning it (2 developed thoughts/ with quotes)
- 2--the methods of note-taking and delivery and any thoughts that came out of their reflection (2 pros/cons)
5. Socratic Circle Discussion to end the talk about Night.6. Afterwards, I discussed the upcoming essay and research project that we will be focused on for the next several weeks, culminating in an annotated bibliography
Study Link
Activity Link
grammar, complex sentence:
http://books.google.com/books?id=qegBZVtFcOUC&pg=PA26&lpg=PA26&dq=passage+with+complex+sentences&source=bl&ots=pGKy3VM44d&sig=
l7DxURumRE0g8mRx_goM_pc75hY&hl=en&sa=X&ei=_Z3xUKbWD9Ph0AHov4GoCQ&ved=0CD4Q6AEwAg#v=onepage&q
=passage%20with%20complex%20sentences&f=false
- DLP--32--transitions
- 1. Students completed a Googleform to check their progress on the book they are reading
*