4. Receive Bryson handout--excerpts from Walk in the Woods," to annotate and use to prep for the longer essay response on Tuesday's diagnostic formative.
Thursday, September 3rd:
1. Play an elimination spelling word game (small groups), using the Collins Writing spelling word sheet.
2. Students use technology
3. Finish reading and annotating Bryson handout
Tuesday, September 8th
Diagnostic Exam: Complete Multiple Choice and at least 1st essay response.
Wednesday, September 9th:
1. Additional time given to complete second essay--longer, multi-paragraph response.
1. Review some of the rules on the following websites and take notes concerning the comma usage rules for dates and addresses:
Begin looking for a site tool that will allow you to graphically organize information (app or otherwise) and post that to the assignment. (Due Wednesday--for all)
2. Read pages 94 through 95 about paragraph "unity" in Models for Writers (for Thursday)
3. Model Creation of Ugly Duckling Sentence
Have topic
Have aspect to fulfill an organization method
Create main idea statement in the form of a topic
Create at least 3 more sentences that follow the topic sentence
Create at least 1 sentence that does not follow the topic sentence
Friday, September 25th
1. Use ugly duckling sentences for game
Fill out score card and set it up for 4 game "plays"
--Collect summatives and extra credit
2. Begin reading and annotating "Fahrenheit 59: What a Child's Fever..." (Formative quiz on Monday--vocab and main idea/detail)
3. I introduced a writing assignment due on Friday. (main idea / detail organizer)
FCA 1: Original claim that is in your own language (topic, opinion, precisely worded, debatable, original)
FCA 2: Find 2 pieces of evidence used from at least 1 source to support your claim; evidence has author's last name (and page number if necessary) in parentheses afterwards FCA 3: Multi-paragraph organization that corresponds to class instruction (and format choice)
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Step 1: create claim
Step 2: find resources to support
Summative DLP Quiz 1 coming soon.
Wednesday, Sept. 30th:
1. Online review for DLP Quiz (pick one and use the exercise)
3. Introduce the new unit of readings by having students take a survey and find an article in Upfront magazine that correlates with what we were just reading about--or something from today's news.
4. Access Edmodo to view class profile and answer some opinion poll questions in regards to race
True/False: racial issues are a big deal in Hershey
Racial issues are something that I feel I should be personally involved in
I think I have been involved or witnessed a negative experience in regards to race
Racial bigotry or hatred is something that I thing I'll have to deal with in my life
5. We discussed the implications of student responses and students were introduced to the Socratic method of dialoguing. Also discussed the upcoming readings about race and justice in American culture and the need for sensitive discussion.
2. Begin reading and making annotation for "The New face of America"
Homework for all: read and create at least 4 annotations per page, up to "One Drop Rule."
From the 25th
2. In groups of less than 5, students used highlighters to mark the functional portions of the 2 major portions (opening portions and 'Transcending Race') to find the function or purpose of individual or linked paragraph
Highlight where sections begin and end (within the larger sections)
Record function--purpose statement ("The purpose of this section is to_(include verb)_.")
Record content/main idea statement
3. Discuss findings as a class.
Homework: finish reading article, making annotations of the article.
Review the answers to the poll on Edmodo
Come tomorrow with comments relative to the discussions within the article and any additional thoughts
Set up classroom for a discussion/Socratic dialogue. (chips and tasks for feedback)
Have dialogue
Begin reading "The Freedom Riders" in small groups
Using the article, students were assigned one of the following sections.
Opening section
Ku Klux Clan
Kennedy's Response
Willing to Be Beaten and Jailed
For Friday, highlight within your assigned section (alternately highlighted and un-highlighted sections) that have clear sub-purposes within the overall purpose of the section
Define the overall purpose and main idea of your section
27th
1. Review the sections assigned by:
Students use chart paper to map out their understanding of the purpose and sub-purposes within each section
Should be able to state each paragraphs main idea
2. Begin watching a flim clip about segregation in the South and Freedom Riders
Homework:Binders Due on Wednesday
BYOT tomorrow
Read and have parent signature sheet for Wednesday.
2. Students use technology
3. Finish reading and annotating Bryson handout
http://droughtmonitor.unl.edu/
- 1. DLP 5:
DLP5.pdf
- Details
- Download
- 193 KB
- 2. Allow students to share tech app/software to use for creating graphic organizers of main ideas/details with small groups
- 3. Vocabulary Exercise: words in context: blight, maladies, moribund, specter
vocab_in_context_for_fable.pdf
- Details
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- 455 KB
- 4. Begin reading "Fable for Tomorrow" (Annotate)
- For Homework, answer two of the following questions.
- 1. What pattern of organization does Carson use for this essay?
- 2. Why is the pattern of organization appropriate for this essay?
- 3. What is the thesis/argument of her essay?
- 4. Why is the title appropriate for the essay?
- Video link discussing the use of graphic organizers for main ideas/details
*- 1. Capitalization exercise on the internet: http://www.quia.com/quiz/113746.html?AP_rand=1536785613
- http://esl.about.com/library/quiz/bl_capitalizequiz.htm
- http://www.classzone.com/books/lnetwork_gr07/page_build.cfm?id=quiz&ch=10
- about 10 minutes to practice
- leave time for questions
- 2. 3-Column Chart for those that are taking the summative.
- 3.
- Send me a picture of you somehow documenting your identification and/or analysis of purpose of the following:
- The Title
- The thesis of the argument
- The major organizational pattern
- The role of 2 influential sections/components of the piece
- 4. For Homework, try to answer the following questions.
- 1. What pattern of organization does Carson use for this essay?
- 2. Why is the pattern of organization appropriate for this essay?
- 3. What is the thesis/argument of her essay?
- 4. Why is the title appropriate for the essay?
>Differentiated Exploration: Read and practice analyzing an article, audio, or short film.
(Due by the end of class)
Criteria
- 1st sentence establishes identification of piece and purpose
- All major structural elements are represented (verbs used)
- Illustrations are placed where necessary
3. Work on the following grammar links:- Proper Adjectives Video
- Article concerning capitalization
- PowerPoint on title punctuation
4. Redo Summative or Finish Extra Credit.(for Friday)2. Read pages 94 through 95 about paragraph "unity" in Models for Writers (for Thursday)
3. Model Creation of Ugly Duckling Sentence
- Fill out score card and set it up for 4 game "plays"
--Collect summatives and extra credit2. Begin reading and annotating "Fahrenheit 59: What a Child's Fever..." (Formative quiz on Monday--vocab and main idea/detail)
2. Work on the following exercise on technology--which reviews paragraph coherence.Unity Exercise
3. http://www.ted.com/playlists/142/the_forecast_calls_for
- 1. DLP 8:
DLP8.pdf
- Details
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- 277 KB
- 2. We began reading an article concerning the environment:http://www.theglobeandmail.com/globe-debate/whatever-happened-to-global-warming/article7725145/
- 3. I introduced a writing assignment due on Friday. (main idea / detail organizer)
FCA 1: Original claim that is in your own language (topic, opinion, precisely worded, debatable, original)FCA 2: Find 2 pieces of evidence used from at least 1 source to support your claim; evidence has author's last name (and page number if necessary) in parentheses afterwards
FCA 3: Multi-paragraph organization that corresponds to class instruction (and format choice)
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Step 1: create claim
Step 2: find resources to support
Summative DLP Quiz 1 coming soon.
- 3. Step 3: Identify the evidence to be used from research/resource and revise your claim/thesis.
- http://www.nrel.gov/learning/re_biofuels.html
- http://www.ucsusa.org/clean_energy/our-energy-choices/coal-and-other-fossil-fuels/the-hidden-cost-of-fossil.html#.VgvoNqRfmUw
- https://www.aspca.org/about-us/faq/pet-statistics
Homework: Find evidence from sources for homework3. Review and complete the following activity:
2. Affix work--"pro" and "retro" flipcart
4. Formative Quiz via Edmodo: purpose of paragraphs
Take survey
- 2. Begin reading and making annotation for "The New face of America"
Homework for all: read and create at least 4 annotations per page, up to "One Drop Rule."2. In groups of less than 5, students used highlighters to mark the functional portions of the 2 major portions (opening portions and 'Transcending Race') to find the function or purpose of individual or linked paragraph
- Highlight where sections begin and end (within the larger sections)
- Record function--purpose statement ("The purpose of this section is to_(include verb)_.")
- Record content/main idea statement
3. Discuss findings as a class.Homework: finish reading article, making annotations of the article.
Review the answers to the poll on Edmodo
Come tomorrow with comments relative to the discussions within the article and any additional thoughts
- 1. Review the sections assigned by:
- Students use chart paper to map out their understanding of the purpose and sub-purposes within each section
- Should be able to state each paragraphs main idea
- 2. Begin watching a flim clip about segregation in the South and Freedom Riders
- http://video.pbs.org/video/1925571160/
- As we watched, students were encouraged to ask questions/make specific comments concerning the content
in the film or its connetion to the "Freedom Riders" article read using the Linoit posts below. Review before leaving.Period 1 Responses and Questions
Period 2 Responses and Questions
Period 5 Responses and Questions
1.
2. Continue to watch video concerning "The Freedom Riders":
3. Complete worksheet concerning unity from Walk in the Woods excerpt.
https://docs.google.com/a/hershey.k12.pa.us/forms/d/1JbUZealUbRw0QJBM9XhQAT1bwa6KCU8EGr-AQ3C6AvU/viewform
3. Students continue to work on statement to make about the environment essay: