- Do Now - THINK
- Entry Title: Creating Criteria
- 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.
- Go to Library to get your copy of Breaking Night by Liz Mury.
- Learning Target: You will create the criteria we will use to grade your independent reading presentations.
- Mini-Lesson: Demonstration of presentations by Mr. DeGrandis.
- 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 (generating a list of criteria, viewing of mock presentations, creating a final list of criteria). 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. Use TREES to structure your response for a participation grade worth 100 points.
- Period 8
- Go to Library to pick up Breaking Night.
- Do Now - Copy
- Entry Title - To Do Checklist for Presentations
- Learning Target - Can you communicate the major plot points of your independent reading novel through a product your created?
- CHECKLIST FOR PRESENTATIONS
- - Product completed ______
- - Product signed off by teacher ______
- - Rehearse presentation ______
- - Present ______
- Mini-lesson - How can you make the best use of your time to earn the best grade?
- Work Time - Using the Checklist for Presentations, complete each step. Remember that you are being graded on the effort you put out today.
- REMINDER: You are starting off with an effort grade 100. Each time you are off task (not working on your project) you will receive a ten point deduction in your grade.
- HW: PRESENTATIONS BEGIN TOMORROW! BE READY!
TUESDAY (single), WEDNESDAY (double), Thursday (single)
- Do Now - Get the product ready for your presentation.
- Learning Target - Can you present the major plot points of your independent reading novel through a product your created?
- Mini-lesson - Presentation Expectations
- - Presenters
- - Audience Members
- Assessment - Present the important plot points of your independent reading novel through a product you created.
- Grading - The rubric created in class.
Friday - Double
- 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.
- Do Now - Copy
- Entry Title: Vocabulary List 6
- (Create a new vocabulary list and leave at least two pages for the rest of the words.) All vocabulary words should be in one list and not on separate pages.)
- 1. Breaking Night - urban slang for staying up through the night until the sun rises.
- 2. Accommodations - (accommodate, accommodating, accommodated) a) a room or building in which someone may live or stay. b) a convenient agreement
- Learning Target - Practice Using Guiding Questions to Closely Compare and "Read" a Text.
- New Entry Titled: Close Reading of Visual Texts
- Create a T-Chart below and then using your powers of investigation write down as many details about Woman 1 and Woman 2 as you can based on the photos. Use the GQH to help you analyze the texts for more information.
What are some pieces of information presented by these texts?
- What are some details that stand out to me as I first examine this text?Who might be the intended audience for these texts?Where might these texts have been created?
- Are there any details you notice that the texts have in common?
- Summarizing Question - How might these texts be related?
- Read Aloud / Think Aloud - Page 1 of Breaking Night.
- - Guiding question: What is the main issue with witch Liz is dealing?
- View Video: From Happy to Homeless: Teens in Trouble
- Classroom Conversation
- - What are some of your perceptions about homeless teens?
- - What are some of your initial perceptions of Liz? Her mother?
- - What are some connections you might have about homelessness?
- Assessment: Based on the title of the book, reading the prologue and viewing the video, what do you think this book will be about?
- HW: Be prepared with your independent reading novel for next class.