Past Lessons

Friday, January 31, 2014

Week 19 - Period 9

 FRIDAY - SINGLE PERIOD 

  • No Do Now - Gather all class materials as usual. That's all.

  • Learning Target: You will use the GQH to look closely for details in a multi-media text.

  • View the Video, Changing Paradigms by Ken Robinson.
  •    While viewing keep the following question in mind:
  •                What ideas are presented in this text?
  •    
  • Class Discussion
  •      -  What are your initial observations?
  •  
  • Craft a Question:  Let's create a new guiding question as we review the video a second time.

  • New Entry Titled: Changing Paradigms

  • Review the video a second time, filling in your table.

  • Small Groups: Discuss the details you selected with your group.
  •     1.  Write one thing you learned from the video.
  •     2.   Volunteers from each group read their sentences to the class.

  • Assessment:  The Reading Closely Checklist
  •     Using the checklist, reflect on your experience of watching the video.  Ask yourself:  1) How good am I at knowing how to Read Closely.  2) Where might you need to improve as a reader?  Write your answers on a half sheet of loose leaf paper.



 MONDAY - DOUBLE PERIOD  
  • Do Now
  •      -  Get your classroom folder out of the crate. 
  •      -  Copy today's learning target into a New Entry titled, My Writing Skills.

  • Learning Target - How can you evaluate (read something and judge it against criteria) your own writing skills to improve future assignments?

  • Hand back Swallowing Stones Essay and Literary Letters.

  • Mini-lesson - How do you evaluate an essay for good writing?

  • Introduce the Reflecting on my Own Writing Essay

  • Reflecting on Your Own Writing Process
  •      1.  Re-read your essay to yourself.
  •      2.  Read any comments made by your teacher about it.
  •      3.  Review the rubric that goes with each essay and familiarize yourself with the criteria.
  •      4.  Remember the grade you received for each criteria on the rubric and your overall grade for the assignment.
  •      5.  Note any criteria where you received a grade less than the highest mark.  These will become areas in which you can improve.  Areas in which you received high marks should also be noted in order to keep up the good work.
  •      6.  Fill out the Reflecting on my Writing - Graphic Organizer to compile all your notes about your essays.
  •      7.  Identify strengths and weaknesses in your writing.
  •      8.  Use this information for the Example and Explanation sections of your TREES essay.

  • Practice: With a partner...
  •      1.  Switch two of your essays with your partner.
  •      2.  Go through steps 1- 5 above.
  •      3.  Discuss the strengths and weaknesses you notice with your partner offering suggestions as to how they might improve their writing.
  •      4.  You will have 15 minutes to complete this.

  • Assessment:  Complete the Reflecting on my Writing - Graphic Organizer on your own and share it with a teacher when done.

  • Closing Up
  •     1.  Place your graded essays, graphic organizer and the assignment in your class folder.
  •     2.  Place your desk on the X and push in your chair.
  •     3.  Make it a good day!



  •   Period 9 Do Now  
  •      - Get out your class folder with all the materials you had from last class to write a rough draft of your Reflection Essay.
  •      - Start a new entry titled, "Evaluating my Writing is Like..."


 



  • Learning Target: Write a rough draft of your Reflection Essay using.

  • Mini-lesson - Using TREES to write your reflection essay.
  •     - Using your graphic organizer, construct your Reflection Essay following the TREES single paragraph essay structure.
  •     - Show your rough draft to a teacher.
  •     - Switch essays with a partner and check the essay for proper TREES structure, grammar and spelling errors.

  • Practice:  Fill out the Peer Editing Response Sheet.



  • Peer Editing Response Sheet
    This response sheet is a classwork grade worth 15 points.

    1.   What are some errors your peer editor found in your rough draft that require editing?  In the space below, give an example of an edit you will make based on their feedback.

      
    2.  Think about the Refection Process you used to evaluate your own writing.  What are some reasons this process might be helpful to you when writing future essays in English?


  • Assessment/HW: Write a final draft that incorporates your peer editor's recommendations and hand in your essay tomorrow.



 TUESDAY - Single PERIOD  
  • Do Now
  • Gather all the materials you will need to complete the rough draft of your Reflection Essay.

  • Learning Targets
  •       - Complete your rough draft.
  •       - Have a peer edit it and provide feedback on what you need to do to make it better.

  • Assessment - Complete the Peer Editing Response Sheet.



 WEDNESDAY (double) / THURSDAY (single) 
  • Do Now...

  • Independently read your novel for 10 minutes.

  • Answer Reader Response - 5 minutes
  •      Select one of the following reading strategies and respond...
  •       - Make a connection (text to text, text to self, text to world)
  •       - Visualize a part of your novel and describe using imagery.
  •       - Ask a question to clarify your understanding of a part of your novel.
  •       - Determine/Explain why a part of your novel is important.
  •       - Make an Inference (logical conclusion) or a Prediction about your novel.
  •      -  Synthesize (put it together)several ideas to create an original idea about your novel.

  • Be prepared to share you reader response for a ticket for the next raffle and a participation grade.


  • Learning Target - You will create a storyboard of the major events in your novel.

  • New Entry: Important Plot Points   
  •    The events that occur in a work of fiction that present a problem to overcome and resolve the issue.



  • Mini-lesson - Selecting the important plot points for your storyboard presentation.

  •            With a partner, or on your own, think about a method you might use to identify the important plot points in your novel.  Make a list under today's entry.

  •     Example: One way to identify the important plot points would be to summarize each chapter with a headline ( Michael shoots gun, kills a man.  Jenna Ward's father killed by accident.  Michael's shocker: Charlie Ward is dead. Jenna stunned at father's funeral. Etc...)

  • Practice:  Select 6 important scenes from your novel to storyboard and present to the class.  Write these in your composition notebook under today's entry.
  •            -  Just start a new novel?  Use the last complete novel you read from the class library.
  •            -  You may not use books you have read outside of class.
  •            
  • Assessment: Show your completed list to a teacher for classwork credit worth 50 points.

  • Period 9


  • Do Now:  Get out your composition book from yesterday with your notes on Plot Points.

  • Learning Target: You will use today's class time to create the six panels for your presentation and rehearse your presentation.

  • How You Will Be Graded - Each day you will receive a classwork grade based on your behavior and the amount  of work you do.  You will start with 100 points a day and your grade will drop each time a mark is made next to your name.

  • NOTE: Students who can't work due to forgetting work at home or due to another student's absence will receive a zero for the day, but can make up the time during their lunch periods 5 or 6.

  • Goal 1: Storyboard: You have two periods to complete this.

  • Goal 2: Rehearsal: You will spend one period rehearsing.

  • Presentation: You must be prepared to present your novel's storyboard on Friday!

  • Assessment:  Completion of your storyboard and at least one rehearsal completed.

  • Homework:  If you do not complete a milestone when due then you must take your work home to complete it.


  FRIDAY - DOUBLE  

  • Do Now...

  • Independently read your novel for 15 minutes.

  • Answer Reader Response - 10 minutes
  •      Select one of the following reading strategies and respond...
  •       - Make a connection (text to text, text to self, text to world)
  •       - Visualize a part of your novel and describe using imagery.
  •       - Ask a question to clarify your understanding of a part of your novel.
  •       - Determine/Explain why a part of your novel is important.
  •       - Make an Inference (logical conclusion) or a Prediction about your novel.
  •      -  Synthesize (put it together)several ideas to create an original idea about your novel.

  • Be prepared to share you reader response for a ticket for the next raffle and a participation grade.

  • Do Now
  •        Entry Title:  Criteria for Presentations
  •        Make a list of at least three criteria you would consider if you were a teacher grading the storyboard presentations.
  •        Share your list with a friend and add or delete from your list any criteria you think should be there.

  • Learning Target: You will create the criteria we will use to grade your Storyboard Presentations.

  • Mini-Lesson:  Demonstrations of presentations.

  • Practice:  After each mock presentation, rethink your list of criteria with a friend.  Again, add or delete criteria as necessary.

  • Share Out:  As a class we will create a final list of criteria we will use to grade your presentations.

  • Assessment:  Consider the process used today to determine the criteria that will be used to grade your presentations.  What are some ways you think this process is better or worse than having a teacher create the criteria for you. Write your response on a half sheet of loose leaf paper.