Eng. Agenda and Homework

April 22nd- May 16th 
End of the Year Portfolio Project is due May 20th!
No late work. 

 Week of: April 
22- 26 
Lesson 1:
  1. Introduce project:

    1. Student Checklist

    2. Student Rubric (display)

  2. Bring up: dividers and binders (due Friday 5pts)  RUBRIC

  3. Pass out the summary papers and and check off in student Student Checklist

    1. Have students organize the summary papers in order to earliest date to most recent

    2. Students need to look at the progression of their writing

  4. Introduce the think a louds of Amir talking about the reflections and how he did it.

  5. Students review their summary checklist in their notebook

  6. Pull up the Summary reflection (started in Sept)


Homework:

  1. Bring a binder

  2. 4 dividers

  3. Summary reflection

  4. Summary evidence from the checklist

 Lesson 2: 

  1. Add to the Summary Reflection using the reflection guidelines:

  2. Summary reflection

    1. model 2

    2. AD Model

    3. model 3

    4. model 4

    5. Model 5  

    6. Model 6

g.

Homework:

  1. Bring a binder

  2. 4 dividers

  3. Summary reflection

  4. Summary evidence from the checklist

 Lesson 3: 

  1. Summary Reflection (started on Sept 29th)


Homework:

  1. Bring a binder

  2. 4 dividers

  3. Summary reflection

  4. Summary evidence from the checklist

 Lesson 4: 

Check if brought today:

  1. Binder

  2. 4 dividers

  3. Summary reflection

  4. Summary evidence from the checklist



IF YOU ARE ON THE FIELD TRIPS AND TRACK MEET, I WILL COLLECT THIS STUFF ON MONDAY

: )
 Week of April 29- May 3rd   Lesson 1: 
  1. Pass out the synthesis papers and and check off in student Student Checklist

    1. Have students organize the summary papers in order to earliest date to most recent

    2. Students need to look at the progression of their writing

    3. Students review their synthesis checklist in their notebook

  2. Begin Synthesis Reflection (started Nov 9th)



Homework:

  1. Synthesis reflection due Friday

  2. Synthesis evidence from the checklist

 Lesson 2: 
  1. Synthesis reflection

    1. MOdel 1

    2. model 2

    3. model 3

    4. model 4

    5. Model 6

    6. model 6

    7. Model 7

  2. Synthesis Reflection (started Nov 9th)

Homework:

  1. Synthesis reflection due Friday

  2. Synthesis evidence from the checklist

 Lesson 3: 
  1. Synthesis reflection


Homework:

  1. Synthesis reflection due Friday

  2. Synthesis evidence from the checklist

 Lesson 4: 
  1. Check off it students brought:

    1. Printed synthesis reflection

    2. synthesis evidence from the checklist

  2. Organize the evidence and reflection in the notebook (leave in the classroom to continue to add to the binder)

    1. Grade this- RUBRIC)  

Homework:

If you did not turn in something or missing something then bring it on Lesson 1 for ½ credit.  


 Week of May 6- 10th  Lesson 1:
  1. Pass out the analysis papers and and check off in student Student Checklist

    1. Have students organize the analysis papers in order to earliest date to most recent

    2. Students need to look at the progression of their writing

    3. Students review their analysis checklist in their notebook

  2. Begin Analysis Reflection


Homework:

  1. Analysis reflection due Friday

  2. Analysis evidence from the checklist

 Lesson 2: 

  1. Analysis Reflection

  2. Analysis reflection  

    1. best one

    2. model 1

    3. model 2

    4. model 3

    5. model 4

    6. model 5

    7. Model 6

    8. model 7

    9. model 8

Homework:

  1. Analysis reflection due Friday

  2. Analysis evidence from the checklist

 Lesson 3: 

  1. Analysis Reflection

Homework:

  1. Analysis reflection due Friday

  2. Analysis evidence from the checklist  

 Lesson 4: 

Plans

  1. Check off it students brought:

  2. Analysis reflection due Friday

  3. Analysis evidence from the checklist  

  4. Organize the evidence and reflection in the notebook (leave in the classroom to continue to add to the binder)

  1. Grade this- RUBRIC)


Homework:

If you did not turn in something or missing something then bring it on Lesson 1 for ½ credit.


Students need to print out their dystopian and coming of age essays for Lesson 1 next week.


 Week of May 13- 17th  Lesson 1: 

Plans

  1. Check is students printed their response to literature essays

  2. Get out the Student Checklist

    1. Have students organize the essay papers in order to earliest date to most recent

    2. Students need to look at the progression of their essay writing

    3. Students review their essay checklist in their notebook

  3. Begin Essay reflection


Homework:

Response to literature Reflection Lesson 4


 Lesson 2: 

Plans

  1. Response to literature reflection

    1. model 2

    2. model 3

    3. model 4

    4. Model 5

Homework:

Response to Literature Reflection lesson 4


 Lesson 3: 

Plans

  1. Response to literature reflection

Homework:

Response to Liteature Reflection  Lesson 4


 Lesson 4: 

Plans

  1. Check off it students brought:

    1. essay reflection due Friday

    2. essay evidence from the checklist  

  2. Organize the evidence and reflection in the notebook (leave in the classroom to continue to add to the binder)

    1. Grade this- RUBRIC)


Homework:

If you did not turn in something or missing something then bring it on Lesson 1 for ½ credit.


 Week of May Lesson 1:  Lesson 2:  Lesson 3:  Lesson 4: 
     


April 15th- May 19th
Essay week! 

 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5
 Do Now
Read 5
 Do Now: 
Read 5
 Do Now: 
Read 5
 Plans

Plans:

  1. Prompt- Response to literature rubric and checklist

  2. Students then get to decide which literary device they are working on

    1. Literary device: Symbolism Theme, setting/ Conflict , Mood, Dystopian Characteristics

  3. Show them model student essays Jonah- Feed  

  4. Write your thesis: what is your guiding argument of the paper

    1. Literary Analysis Thesis Steps- (notebook)

  5. Evidence (notebook)

    1. make sure you cite this and set up who says the quote.

  6. Students then pick the evidence/ quotes that support their thesis and essays focus

  7. Make sure to review MLA quoting, citation, and punctuation

Plans

  1. MLA: heading, title, BIB

  2. Intro (hook):

    1. hook is its an introduction to your essay that grabs the reader’s attention

    2. make sure the hook is relevant to the focus of the essay

  3. Intro summary

    1. review summary notes and summary checklist

  4. add the thesis at the end

  5. Now write the claims sentences

    1. look at the claim guidelines (notebook)

  6. Complete CLEAR paragraph one  

    1. Analysis checklist and CLEAR Outline

    2. Analysis Rubric

    3. proof read


Plans:

  1. Complete CLEAR one and paragraph two

    1. Complete CLEAR paragraph one  

      1. Analysis checklist and CLEAR Outline

      2. Analysis Rubric

      3. proof read

    2. Go back to the graphic organizer and make sure the claim matches the thesis to ensure focus



Plans:

  1. Proof reading

  2. Discuss with students how the summary information and lead-ins should not repeat information.

  3. Conclusion (notebook)

  4. Show a model and review the structure

  5. Response to literature rubric and checklist


Homework:

 
Essay due Friday 
Homework: 

Essay due Friday 

Homework:

Essay due Friday 

Homework:

Essay due today. 



April 1st - 5th
***** Theme and symbolism test April 5th. If you will not be here Friday, see me in advanced to take the test : ) 

 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5
 Do Now
Read 5
 Do Now: 
Read 5
 Do Now: 
Read 5
 Plans
  1. Discussion- robots, AI, VR and possible dystopian society...

  2. Can Machines Learn Morality?  


Discussion 

Plans

  1. Technology and dystopian tech stories usually start off as a way to improve human life…

  2. Machines/ bots passing as people online

    1. bots vs trolls


Discussion

Plans:

  1. How robots become racists

  2. Self Driving cars are more likely to hit someone of color


Discussion



Plans:


  1. Book Discussions and Questions

  2. Symbolism and Theme Test



Homework:

 
10 Costa's questions due Fridays book group discussion 1 
Homework: 

10 Costa's questions due Fridays book group discussion 1 

Homework:

10 Costa's questions due Fridays book group discussion 1 

Homework:




March 25th - 29th
*****I will be absent Thursday March 28th for a doctors apt. 
Theme and symbolism test April 5th. 

 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5
 Do Now
Read 5
 Do Now: 
Read 5
 Do Now: 
Read 5
 Plans
1. Group writing

Dystopian group writing is due tonight on Google classroom

Plans

  1. Read The Veldt

  2. Audio version:

    1. One

    2. Two

    3. Three

  3. Purpose/ focus

    1. Dystopian Characteristics

    2. Mood

    3. Theme

    4. Symbolism

  4. Fill out the questions


Plans:

  1. Discussion:

  2. Can Machines Learn Morality?  

  3. Reading and note taking:

    1. your opinions: agree or disagree with the texts

    2. Conflict

  4. How is this text related to the story we read yesterday?

  5. Our media throughout time has feared robots and AI. It is in our media. Show Youtube videos.

  6. How can dystopian texts help us reflect and work on making our world and community a better place?

  7. Discussion

  8. Where is our society right now in regards to robots and AI? You tube videos.

  9. Is Elon Musk a credible person to discuss AI and technology

    1. AI VS. Elon Musk

    2. Elon Musk against AI

  10. Was Stephen Hawking a credible person to discuss technology and AI?

    1. Hawking's against AI

  11. What could go wrong? You Tube Videos.



Plans:

  1. 10 questions

  2. discussion

  3. Update quotes

  4. Read for the last part of the class.



Homework:


Dystopian group writing is due tonight on Google classroom 

10 Costa's questions due Fridays book group discussion 1 
Homework: 

The Veldt Notes and Questions due Wednesday at 3:00 on Google Classroom 


10 Costa's questions due Fridays book group discussion 1 

Homework:

10 Costa's questions due Fridays book group discussion 1 

Homework:




March 18th - 22nd

 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5
 Do Now
Read 5
 Do Now: 
Read 5
 Do Now: 
Read 5
 Plans
  1. Introduction to the anticipation of the The trolley experiment-

    1. Student discussion

    2. what would they choose

    3. murderer?

    4. do you think it is a persons responsibility to decide other peoples future for the greater good?

    5. Do you think it is a government or society’s responsibility?

  2. what is the purpose: writing and notetaking for the purpose: theme/ social commentary

  3. Make a graph for students to fill out:

  4. Watch Dr Who. Beast Below on Amazon :


Plans

  1. The trolley experiment-

    1. What is the author of Dr. Who commentary or stance on the Trolly experiment?

  2. Dr Who. Beast Below

    1. how was this an attempt at a utopia

    2. how is it a dystopia

    3. Mood, setting, characterization, conflict

    4. dystopian elements,

    5. theme/ social commentary connected to the trolley experience -

    6. theme: what is the authors point of view on the troll experiment. what is the authors message about it

    7. How can this relate to something in our society today?

    8. Would you choose to forget or would you stay below with the beast?

  3. Make a graph for students to fill out:

    1. Fill out the graph (add a symbol or object that represents the Trolly experiment)


Stories: Lottery or Omelias

Plans

  1. Each class has a different assignment. See me in person if you are absent.

Plans:


Book Groups


  1. Each class has a different assignment. See me in person if you are absent.



Homework:


10 Costa's questions due Fridays book group discussion 1 
Homework: 

10 Costa's questions due Fridays book group discussion 1 

Homework:

10 Costa's questions due Fridays book group discussion 1 


Theme analysis due Friday 11 pm

Homework:
Theme analysis due Friday  at 11 pm 



March 4th- 8th

 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5
 Do Now
Read 5
 Do Now: 
Read 5
 Do Now: 
Read 5
 Plans
Library Dystopian Book Talks

Plans:


Calendaring book groups and reading!

Plans:

  • Dystopian theme informational article

  • Review theme

  • Theme and social commentary in dystopian texts

    1. Social Commentary on issues

  • Take notes on movie: Conflict, title, plot, characters, setting, repetition

  • Watch The Twilight Zone:

    1. Eye of the beholder

  • Theme and purpose:

    1. Topics: conformity, beauty, perspective, alteration, social expectations

  • Mood and setting

  • Plans:

    1. Review theme in the notebook and the strategies

      1. how is the craft or devices an argument in itself

    2. Take notes on both of the episodes: Conflict, title, plot, characters, setting, repetition

    3. Watch The Twilight Zone:

      1. Number 12 looks just like you  

    4. What do the two have to do with a specific social commentary or warning?

    5. Themes:

      1. Topics: conformity, beauty, perspective, alteration, social expectations

      2. when their is complete conformity there is no individuality

      3. it is easier to control a society when people conform

    6. Follow up questions:

      1. even though the setting is elsewhere what does it reflect our society?  

      2. What are the dystopian aspects of this?

      3. how is this a reality today? (pull up pictures of celebrities before and after and ones that look similar)

    7. How is this relevant in our society? Celebrity Before and after

      1. Celel 1

      2. celeb 2

      3. Celeb 5

      4. Celeb 6

      5. celeb 3

      6. celeb 4


    Homework:


    None 
    Homework: 

    None 

    Homework:


    None 

    Homework:

    None 



    March 4th- 8th

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5
     Do Now
    Read 5
     Do Now: 
    Read 5
     Do Now: 
    Read 5
     Plans
    1. Review setting

    2. Mood- definitions:

    3. Mood activity

    4. Mood: 4 strategies to find mood :

    5. Setting and mood are two important aspects of dystopian setting

    6. What is the various moods in the Giver clip

    7. Dystopian setting and mood excerpts


    Plans:

    1. Picture and discussion

    2. Reading purpose: mood and setting in dystopian genre

    3. Students start reading: “All Summer in a Day” by Ray Bradbury

      1. Audio version

    4. Read and switch back and forth with the movie

    Plans:

    1. Discussion:

    2. Purpose: setting, mood, and characterization in dystopian writing

    3. Students read: “All Summer in a Day” by Ray Bradbury Teacher edition

      1. Audio version

    4. Read and switch back and forth with the movie

    5. Review elements of character, mood, and setting in the texts.

    6. Discussion

    7. 3 evidence quotes that support a mood


    Plans:




    Homework:



    NO


    Homework: 

    Homework:



    Homework:



    January Feb 25th- March 1st 

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5
     Do Now
    Read 5
     Do Now: 
    Read 5
     Do Now: 
    Read 5
     Plans:  
    Brochure Assignment 

    Plans:

    Brochure Assignment 

    Plans:

    Brochure Assignment 



    Plans:

    Brochure Assignment 



    Homework:


    Brochure is due Friday at 7:00 PM


    Homework: 
    Brochure is due Friday at 7:00 PM

    Homework:

    Brochure is due Friday at 7:00 PM



    Homework:
    Brochure is due Friday at 7:00 PM 



    January Feb 6th- 8th 

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5
     Do Now
    Read 5
     Do Now: 
    Read 5
     Do Now: 
    Read 5
     Plans:  
    1. Review: Utopia Vs. Dystopia definition, characteristics, and protagonists

    2. Vocabulary: totalitarianism and how does this relate to dystopian, utopian

    3. Continue to watch the Giver

    4. Take notes on claimed utopia and the control to make a utopia and how it is turned into a dystopia

    5. Discussion: Why do you think there are more dystopian texts, movies, etc than there are utopian texts?

    6. How can dystopian texts help us reflect and work on making our world and community a better place?

    Plans:

    1. Review the utopia elements and characteristics

    2. Pathos: forms of persuasion-

    3. How can pathos be used in a dystopian society?

    4. Review connotation and denotation in notebook

      1. The positives: word choice and making it sound equal and make it represent it as a utopian definition and society

    5. How to use a thesusarus: why word choice and positive connotations are a form of persuasion

    6. START TO DISCUSS PERSUASION IN UTOPIA

    Plans:


    Work on brochure.

    Plans:


    Work on brochure.

    Homework:


    None 




    Homework: 

    None 

    Homework:


    None 

    Homework:

    None 



    January Feb 6th- 8th 

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5
     Do Now
    Read 5
     Do Now: 
    Read 5
     Do Now: 
    Read 5
     Plans:
    1. Movie trailers
    2. What patterns do you see and do you not see- students create a list while they watch?
    3. Come up with a class definition.  

    Plans:

    1. Genre characteristics in Dr. Who
    2. Discussion

    Plans:

    1. Utopian society
    2. Discussion and free write
    3. Utopia in our society
    4. Utopia in The Giver

    Plans:


    1. Utopia in The Giver
    2. How it becomes a dystopia
    3. Discussion on utopia and distopia

    Homework:


    None 




    Homework: 

    None 

    Homework:


    None 

    Homework:

    None 


    January 28th- Feb 1st 

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5
     Do Now
    Read 5
     Do Now: 
    Read 5
     Do Now: 
    Read 5
     Plans
    1. What is the purpose and focus of our writing?

    2. Thesis

    3. Have students highlight their two claims: how to use these claims to make a thesis

    4. Modeling thesis and claims with student examples :

      1. review how claims are not suppose to be repetitive

    5. Read through your writing: everything should relate to the thesis. Make sure your claims and evidence all align

    Plans:

    1. Review: Coming of age final essay and prompt and organization

    2. Introduction paragraph: Beginning of an essay at Harvard

    3. Look at the prompt: hook, summary, thesis

    4. Hook:

    5. Summary:

      1. Review the summary conventions and checklist  in notebook

      2. write summary

    Plans:


    Finish your essay

    Plans:


    Finish your essay

    Homework:




    Homework: 

    Homework:


    Essay 

    Homework:
    Essay 



    Janurary 7th- 31st
    Word 4 Word- Funded by Kiddo!

     Jan 7th    Monday 

    Plans:

    1. Analysis checklist  

    2. Make sure they review the Student version of implicit writing

      1. Teacher version of implicit writing  

    3. Write an analysis paragraph on character development and coming of age on the follow past texts: (some students can do theme)

      1. Scarlet Ibis

      2. Raymond’s Run

    4. Pre-write/ outline Use the break down of analysis worksheet

    5. Analysis checklist


    Homework
    1. Print out the analysis paragraph on either Raymonds Run or Scarlet Ibis 
    2. Print out group analysis on “Through the Tunnel” due Friday 
     Jan 8th
    Tuesday 

    Plans:

    1. Finish your writing

    2. Analysis checklist Homework

      1. Print out the analysis paragraph on either Raymonds Run or Scarlet Ibis 
      2. Print out group analysis on “Through the Tunnel” due Friday 
     Jan 9th 
    Wed

    Word 4 Word

    • Period 2

      Homework
      1. Print out the analysis paragraph on either Raymonds Run or Scarlet Ibis 
      2. Print out group analysis on “Through the Tunnel” due Friday 
     Jan 10th 
    Thursday

    Word 4 Word 

    Period 3
    Period 4
    Period 6

    Homework
    1. Print out the analysis paragraph on either Raymonds Run or Scarlet Ibis 
    2. Print out group analysis on “Through the Tunnel” due Friday 
     
     Jan 11th 
    Friday 

    Word 4 Word 
    Period 2
    Period 3
    Period 4
    Period6 

    Homework DUE TODAY
    1. Print out the analysis paragraph on either Raymonds Run or Scarlet Ibis 
    2. Print out group analysis on “Through the Tunnel” due Friday 

     Jan 14th Monday
    Periods 2, 3, 4 Lesson 1
    1. Review: Coming of age final essay and prompt  with rubric

    2. Break students up into their groups

      1. Review quotes and makes sure their quotes have citations

      2. They need to create a  bib

    3. Independent: CLEAR paragraph one

    4. Use the clear checklist of what they need

    5. Additional Resources to help you:

      1. REVIEW: Coming of age definition with the texts  

      2. REVIEW: Character development

      3. REVIEW: Review analysis vocabulary

      4. Analysis checklist


    Homework:

    Coming of Age analysis paragraph 1 due Thursday at 3:00 PM


    Jan 15th  Tuesday 
    Period 6: Lesson 1
    1. Review: Coming of age final essay and prompt  with rubric

    2. Break students up into their groups

      1. Review quotes and makes sure their quotes have citations

      2. They need to create a  bib

    3. Independent: CLEAR paragraph one

    4. Use the clear checklist of what they need

    5. Additional Resources to help you:

      1. REVIEW: Coming of age definition with the texts  

      2. REVIEW: Character development

      3. REVIEW: Review analysis vocabulary

      4. Analysis checklist


    Homework:

    Coming of Age analysis paragraph 1 due Thursday at 3:00 PM



    Periods 2, 3, 4 Lesson 2: 

    Homework:

    Coming of Age analysis paragraph 1 due Thursday at 3:00 PM




     Jan 16th Wed



    Word 4 Word 

    Period 2


    Homework:

    Coming of Age analysis paragraph 1 due Thursday at 3:00 PM


    Jan 17th  Thursday

    Word 4 Word 

    Period 3
    Period 4
    Period6


    Homework:

    Coming of Age analysis paragraph 1 due Thursday at 3:00 PM


     Jan 18th Friday 

    Word 4 Word 

    Period 2
    Period 3
    Period 4
    Period6

     Jan 21st Monday 

    NO SCHOOL
     
    Jan 22nd 
     Tuesday

    Word 4 Word 

    Period 2
    Period 3
    Period 4
    Jan 23rd  Wed

    Word 4 Word 

    Period6
    Period 2 
     Jan 24th Thursday

    Word 4 Word 

    Period 3
    Period 4
    Period6
    Jan 25th Friday

    Word 4 Word 

    Period 2
    Period 3
    Period 4
    Period6





    December 17th- 21st  
    - Enjoy your break! I will miss you but also look forward to seeing you all in 2019 : )  
    - If you have not finished your book yet, do it over break! 

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Plans
    1. Read “The Tunnel”

    2. Audio:

      1. Audio 1

      Audio 2 continued
    3. Take notes on the following: character development, theme, coming of age

    Plans:

    1. Finding the perfect quote for the writing purpose.

    2. Claim

    3. Make an outline of a CLEAR paragraph on Jerry’s character development and coming of age

      1. Use the break down of analysis worksheet



    Plans:

    1. Where to add the strategies list

      1. Literary device: look at the notebook and reference sheets for clues, words, and ideas.

      2. Words associated with your claim and what you are trying to prove

      3. Thesaurus

    2. Explain reasoning-

      1. Using notes to help with the reasoning

      2. REVIEW: Coming of age definition with the texts  

      3. REVIEW: Character development

      4. REVIEW: Review analysis vocabulary

      5. Analysis checklist

    3. Take the breakdown or outline and turn it into a separate G-doc

    Plans:

    Homework:


    Costa's 10 questions



    Homework: 
    Costa's 10 questions

    Homework:


    Costa's 10 questions

    Homework:
    Costa's 10 questions 


    December 10th- 14th  

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Plans:
    1. Update the Analysis section in the Writing genre and synonyms

    2. Review analysis assignments in college

    3. Analysis in your other courses:

      1. Science

      2. History

    4. Review Compare and Contrast Analysis, Synthesis, Summary,

    5. Compare and contrast Maus writing according to genre

    Plans:

    1. Review: Compare and Contrast Analysis, Synthesis, Summary,

    2. Compare and contrast Raymond’s Run genre writing

    3. Clear Outline:  clear method as a format or organization of thinking

    4. Clear paragraph breakdown using Monkey king

    5. Difference of summary and analysis blog

    6. Have students compare and contrast these two: they can come up with what is different

    Plans:

    1. Analysis writing- clear method as a format or organization of thinking

    2. Review Theme Cornell Notes   

    3. this is the Spirited Away Teacher notes theme

    4. Rewatch: the end of the movie and the beginning- lesson she learned- theme

    5. Analysis Group work  on Chirio’s character development

    6. Group clear outline (they attempt)  


    Plans:

    1. BOOK GROUP MEETING 3

      1. Students use their Lists of Costa’s Questions to contribute to the conversation

      2. Add to the collection of quotes


    AFTER BOOK GROUPS

    Finish the paragraph

    Homework:




    Homework: 


    Homework:



    Homework:




    December 3rd- 7th  
    END OF TRIMESTER 1: 1/3 OF THE YEAR COMPLETED!!! 
    END OF TRIMESTER GRADES ARE POSTED...

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Plans:
    1. Introduce the movie and why we are watching it

      1. REVIEW: Coming of age definition with the texts

      2. REVIEW: Theme Cornell Notes  

      3. REVIEW: Character development

    2. Watch Spirited Away

    3. Take notes on IPAD :Characterization for notes on Spirited Away:

    Plans:

    1. Mini-Lesson: how do you cite an in text movie

      1. Work Cited: Spirited Away. Hayao Miyazaki, Ghibil, 2003.

      2. In-text: (Spirited Away, the section watched).

    2. DISCUSS THE FOLLOWING SO FAR IN THE MOVIE:

      1. coming of age

      2. theme

      3. character development

    3. Continue to watch

    4. Continue to take notes on Characterization for notes on Spirited Away :

    Plans:

    1. Punctuating in-text citations

    2. Finish the movie

    3. Finish the notes on Characterization for notes on Spirited Away :

    4. Compare and contrast character (Adjectives and development)

    5. Using the adjectives, how did the character come of age?

    Plans:

    1. Collect pre-assessment printout

    2. Grade and check off for Costa’s questions

    3. BOOK GROUP MEETING 2

      1. Students use their Lists of Costa’s Questions to contribute to the conversation

    4. Add to the collection of quotes

    5. READ

    Homework:


    print preassessment due Friday


    Costa’s questions due Lesson 4


    Homework: 

    print preassessment due Friday


    Costa’s questions due Lesson 4


    Homework:


    print preassessment due Friday


    Costa’s questions due Lesson 4

    Homework:

    NONE  


    NOVEMBER 26th- November 30th  
    Important dates:   
    Friday grades are posted 

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Plans:
    1. MLA Quotes and how this is different than paraphrasing and quoting

    2. Review: theme notes

    3. Break students into groups and they find the themes in:

      1. “Raymond’s Run”

      2. “Why Chicken Means So Much To Me”or the “The Lesson”

      3. “Raymond’s Run”

      4. Scarlet Ibis

    4. Write the theme quotes down and then paraphrase it with the citation  

    Plans:


    School Evacuation



    Plans:  

    1. Review: character development notes

    2. Introduce:Complete MLA In- Text Citation Worksheet

    3. Model how to find the best coming of age quote model this using the notes: coming of age genre characteristics

    4. Find the best coming of age quote in the poems. Go back to the Complete MLA In- Text Citation Worksheet and review how to cite poetry

      1. The Rose Bush

      2. “On Turning Ten”

      3. How this is different to site as a poem than a book- ask them how different it would be if these texts were books?

    5. Break students into groups and they find the character development quotes in:

      1. Find the theme in “Raymond’s Run”

      2. “Why Chicken Means So Much To Me”or the “The Lesson”

      3. “Raymond’s Run”

      4. Scarlet Ibis

      5. Write the theme quotes down and then paraphrase it with the citation

    6. How to omit words in quotes using Complete MLA In- Text Citation Worksheet

      1. Formatting: Quotes For Raymond’s Run and Scarlett Ibis sheet




    Plans:
    Library for coming of age novels

    Review groups

    Homework:


    Homework: 

    Homework





    NOVEMBER 5th- Novemeber 9th 
    Important dates:  
    NOV 12th is a holiday= NO SCHOOL  

    Homework:

    Print "Raymond's Run" and "Scarlet Ibis" Printout Friday 

     Lesson 1   Lesson 2 and Lesson 3 Lesson 4
      Do Now: 
    Read 5-10 Min
      Do Now: 
    Read 5-10 Min
      Do Now: 
    Read 5-10 Min
     

    Plans:

    1. Review the difference between summary and synthesis

    2. Compare and contrast

    3. Write a group synthesis on "Raymon's Run " and "Scarlett Ibis"

     

    Plans:

    INDEPENDENT:

    1. Read “The Lesson”  and the notes using the worksheet

      1. Audio of the “The Lesson”  

      2. Take notes according to the purpose: character development, coming of age and synthesis

    2. Read “Why Chicken Means So Much To Me” and the

      1. Audio of "why Chicken Means So Much to Me"

      2. Take notes on: character development, coming of age, theme

    3. Create a Venn Diagram of both stories

    4. Write a synthesis

    5. Synthesis checklist


    Plans:

    1. Collecting printout

    2. Write and finish synthesis

    3. Use Synthesis checklist

      1. how is theme used in a synthesis

      2. how is this intro different than summary?

      3. is theme an interpretation?




    OCTOBER 29th- NOVEMBER 2nd 
    Important dates:   
     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
    Plans:  
    1. Review theme notes

    2. What is the theme of the “Rose Bush”? “Turning Ten”?

    3. That theme will be our intro sentence to our group synthesis

    4. Using the Venn diagram from Friday, write a synthesis paragraph in groups

      1. As a result of significant events, how does it reshape the character’s point of view and understanding of self?

    5. Don't forget to use and reference your academic transition worksheet

    6. Use the synthesis checklist  


    Plans:  

    1. Review: dash, parenthesis, hyphen, semicolon

    2. Check to make sure you are using comma splices in your synthesis

    3. Review the  synthesis checklist

    4. Review proof reading strategies

      1. Underline opinion

      2. circle academic language

      3. Highlight one color similarities

      4. Highlight another color the differences

    1. Turn in

    2. Review with students synthesis models:


    Plans:
    1. Comma splice activities

    2. Read “Raymond’s Run” and take notes using the worksheet

      1. "Raymond's Run" audio version

      2. take notes according to purpose: character development, coming of age, and synthesis

      3. How can the purpose dictate the note taking?

    3. Raymond’s Run audio



    Plans:Plans:
    1. Collect print out

    2. Reading the “Scarlet Ibis”: and the notes using the worksheet

      1. Audio of the Scarlet Ibis

    Homework:


    Print out your group synthesis and bring it to Lesson 4

    Homework: 

    Print out your group synthesis and bring it to Lesson 4

    Homework:


    Print out your group synthesis and bring it to Lesson 4





    OCTOBER 22nd- 26th 
    Important dates:   
    I have a training to attend on Friday. 
    Sorry one more school related absence. 

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
    Plans:  
    1. Synthesis genre and synonyms- have students fill out this section in their notebook

    2. Compare and contrast the synthesis and summary

    3. Model the summary of Malala of Malala

    4. Model of Sherman Alexie  

    5. Model the Synthesis of Malala and Sherman Alexie

    6. Compare and contrast model summary and synthesis   

      1. introduction to the paragraph

      2. Discuss theme and introduce theme in regards to inerpreting and writing a synthesis

      3. what are the differences?

      4. point out the sections and how they are not or against the conventions of summary writing

      5. how did the venn diagram he did last week support this type of writing genre

      6. circle the academic language and remind them of the venn diagram and purpose

      7. highlight the writing genres and take notes on the paper

    7. (look at the compare and contrast sheet)  is a synthesis similar or different than a summary.  

    8. What aspects about summarizing can transfer to synthesis writing.

    9. Instead of attending to categories or finding similarities and differences, synthesizing sources is a matter of pulling them together into some kind of harmony.



    Plans:  

    1. Note taking for a synthesis

    2. Read the Poem with the class

    3. Read the text: Failure helps students

    4. Relate the poem and the article to the "Staying in the Lines" short story

      1. Compare and contrast the similarities and differences of 3 texts.

    5. Create a thematic statement or theme to use in a synthesis


    Plans:
    1. A graphic organizer to support synthesis writing:

      1. venn diagram 2

      2. Venn diagram 3

      3. Wheel Diagram

    2. Compare and contrast: synthesis similar or different than a summary. worksheet compare and contrast  

    3. Read the summary and the synthesis and compare and contrast:

    4. Model summary: Inside the lines 1   

    5. Model synthesis with a bib

     



    Plans:  
    1. Definition of coming to age

    2. “The Rose Bush”

      1. How is the poem connected to the coming of age genre?  

      2. Before/after character development

      3. Important events that affected the character

      4. Important realizations about life and the world

      5. Theme: social commentary about coming of age?

    3. “On Turning Ten”

    1. How is the poem connected to the coming of age genre?  

    2. Before/after character development

    3. Important events that affected the character

    4. Important realizations about life and the world

    5. Theme: social commentary about coming of age?  


    Create a  venn diagram while using  the coming of age aspects and definition: Definition of coming to age


     Homework:

    NONE 

     Homework:

    None 

     Homework:

     Homework:





    OCTOBER 15th- 19th 
    Important dates:   
    Hudson will be out October 15th and 16th for a district professional development course. 

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min

    Plans:  

    1. Theme: Theme

    2. Theme activity/ Two Brothers- theme activity - definition

    3. Watch Adventure Time episodes and come up with a theme:

    Plans:
    1. Compare and contrast your “Super Man and Me” pre-assessment and test

    2. Portfolio Summary Prompt :



    Plans:

    1. Real world examples of synthesis

    2. Examples of synthesis writing in college

    Plans:
    1. Synthesis genre and synonyms

    2. Compare and contrast the synthesis and summary

    3. Model the summary of Malala of Malala

    4. Model of Sherman Alexie  

    5. Model the Synthesis of Malala and Sherman Alexie

    6. Compare and contrast model summary and synthesis

    7. Look at the compare and contrast sheet: compare and contrast synthesis than a summary.  

     Homework:

    NONE! 

     Homework:

    NONE 

     Homework:

    NONE 
     Homework:

    NONE  



    OCTOBER 9th- 12th 
    Important dates:   
     NO SCHOOL OCT 8TH (TEACHER WORK DAY) 
    SUMMARY TEST OCT 11TH or 12TH

      Lesson 2 Lesson 3 Lesson 4
      Do Now
    Read 5 Min
     Do Now: 
    Read 5 Min
     Do Now: 
    Read 5 Min

    Plans:

    1. REVIEW YOUR SUMMARY CONVENTIONS (study)

    2. Re-Read Sherman Alexie, “Superman and Me” 

    3. Audio version of Superman and Me

    1. Write a Venn Diagram on Alexie and Malala

    2. Compare and contrast the two educational experiences using the academic language

    Plans:
    1. Pre-assess students students on their synthesis writing

      1. Make sure students have the right title tell them they are going to use this in their portfolio at the end of the year.

    2. We will start the synthesis writing next week.

    Plans:

    1. Collect the Malala Summary

    2. Superman and Me Summary  test today



     Homework:
    1. Malala Summary printout Friday 
    2. Summary test Friday 
     Homework:
    1. Malala Summary printout Friday 
    2. Summary test Friday 
     Homework: 
    1. Malala Summary printout Friday 
    2. Summary test Friday 

    OCTOBER 1st- 5th 
    Important dates:   
    ALL SCHOOL READ UNTIL OCTOBER 5TH 
    SUMMARY TEST OCT 11TH 

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
    Plans:
    1. Review memoir conventions-

    2. Here are some common problems in your summaries:

    3. Flow, Academic transitions instead of rewriting verbs, and writing from beginning to end without jumping around from event to event (when to teach this)- this is taught during the summary unit

    4. Summary convention: Condensing Information in Summaries

    Plans:

    1. Review condensing notes

    2. Read Malala pg 8-11

      1. (audio version)

      2. Write on top of the paper: how do we note-take according to the writing purpose.

      3. Write the Explicit/implicit main ideas in the margin

    Plans:
    1. Condensing activities

    2. Go back to Malala short story pg 8-11

    3. Venn diagram

    4. Add the source at the bottom of the venn diagram

    5. Memoir genre  

    6. Model Summary- discussion and checklist

    Plans:

    1. Collect “Inside the Lines” printout

      1. Pass out the other summarize

    2. Mini-lesson on verb tense in summary

    3. Condensing review the Malala summary with the checklist focusing on condensing and verb tense.

    4. Add to your Summary reflection for the end of the year portfolio.

     Homework:
    1. Print your TV summary homework Friday in class. 2. Revisions of the TV show homework due Wednesday by 3:00 pm
     Homework:
    1. Print your TV summary homework Friday in class.

     2. Revisions of the TV show homework due Wednesday by 3:00 pm 
     Homework:
    1. Print your TV summary homework Friday in class. \

    2. Revisions of the TV show homework due Wednesday by 3:00 pm

     Homework: 
    1. Print outs due today

    2. Summary TEST OCT 11TH


    September 24th- 28th 
    Important dates:   
    ALL SCHOOL READ UNTIL OCTOBER 5TH 
     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
    Plans:
    1. Finish the short story

      1. (audio version)

      2. Read “Staying in the Lines”


    2. Dashes: Highlight all the dashed from the short story: how did the author use it in his writing?

    3. Dashes, parentheses, hyphens (compare and contrast what they do in a sentence and how they influence meaning)

      1. when writing about yourself why is acceptable to use dashes?

      2. in summary writing, it is acceptable to use dashes? why or why not?

      3. when we want to add information when do we use parenthesis and commas activity and examples:


    1. Work on sentences (build activity

    2. Go through the questions and discuss the following:

    3. Identity formation, values, motivations development, social status

    4. Turn in summary after using the Summary checklist

    Plans:

    1. Need to practice comma, parenthesis, dashes

    2. Introduce pictures POV activity- to introduce memoir is someones point of view.

      1. you eating popcorn then the popcorn pov

      2. (1st person)

      3. you watching your friend in popcorn and you talk to them (2nd person)

      4. someone watching you eat popcorn that you do not know is watching (3rd person)

    3. Go back and add add a dash, parenthesis, or phyphen  (you can look at your notes)

      1. discuss why did you use it this way? was it appropriate to the task?

    4. A memoir is writing written from 1st person POV

      1. what punctuation of dash, parenthesis etc whould best work for a 1st POV

    5. What else do you think memoir is? Memoir (def pict)

    6. Students brainstorm what a memoir is (this took like 1 min at the most)

    7. “Icing on the Cake” Link Story Core/Social Justice Movie Clip

      1. Discuss how this might be a genre according to our class defintion

    8. Based on what we think a memoir is, how is this a memoir?

    9. Conventions- just like writing conventions according to writing genre, reading also has conventions to writing genres.

    10. Memoir genre worksheet.


    Plans:
    1. Practice comma splice, parenthesis, dashes as a class

    2. Review your grade on group summary from Monday- revisions are due Friday night.

    3. Vocabulary for the unit: Identity formation, values, motivations, development, social status, access to education, labels, stratification levels in society

    4. You Tube about school and labels and experience

      1. Discuss how this follows the memoir genre according to the definition

      2. objectivey summarize what this is about

      3. How does education shape your identity and how you view yourself?

      4. How does education shape your motivations?

      5. How have you been labeled within education?

    5. How have you been labeled within education? Students free write about it

    6. Get into your summary pairs.

    7. Reflect on your summary grade-

      1. what can you do better next time-

      2. if you want to revise for a better grade it is due Lesson 4

    Plans:

    1. need to practice comma splice, parenthesis, dashes

    2. Vocabulary for the unit: Identity formation, values, motivations, development, social status, access to education, labels, stratification levels in society

    3. You Tube about school and labels and experience

      1. Discuss how this follows the memoir genre according to the definition

      2. objectivey summarize what this is about

      3. How does education shape your identity and how you view yourself?

      4. How does education shape your motivations?

      5. How have you been labeled within education?

    4. How have you been labeled within education? Have students write about it

    5. Get into your summary pairs.

    6. lets review common summary errors in students have made this year

    7. Summary, academic language and transitions activity (this needs to be introduce with sequence and chronological order.

    8. Academic language-

      1. Use this later and throughout the year to show the difference between cause and effect, compare and contrast, problem and solution and clear.

    9. Extra time work on revising or proof reading homework or group work

     Homework:
    1. Watch your favorite movie or Tv episode. Summarize it from beginning to end. You CANNOT turn this in late. 2. Finish "Staying in the Lines" if you did not finish in class. Due tonight on G-class.
     Homework:
    1. 
    Watch your favorite movie or Tv episode. Summarize it from beginning to end. You CANNOT turn this in late.
     Homework:
    1. Print “Staying in the Lines” due lesson 1

    2. (OPTIONAL) Revise your “staying in the Lines” summary due Friday @ 7:00.  

    3. Watch your favorite movie or Tv episode. Summarize it from beginning to end. You CANNOT turn this in late. Due Lesson 4

     Homework: 
    1. Print “Staying in the Lines” due lesson 1

    2. (OPTIONAL) Revise your “staying in the Lines” summary due Friday @ 7:00.  

    3. Watch your favorite movie or Tv episode. Summarize it from beginning to end. You CANNOT turn this in late. Due Lesson 4


    September 17th- 21st 
    Important dates:  
    • Back to School Night Thursday @ 6:30
    • Test Sept 21st  
     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min

    Plans


    1. Display a poorly written summary and change the word choice to make it objective writing with denotations

    2. Rewrite one poorly written summary as a class

    3. Summary reflection for end of the year portfolio 1-2 P

    Plans
    1. Reviewing commas, independent clauses etc:

    2. Summary reflection for portfolio 1-2 P

      1. How did you write your summary?


    1. How to note-take for explicit and implicit main ideas Explicit and  implicit main ideas,

      1. Discuss the strategies to find implicit and explicit main ideas in reading

    2. Read Jerry Spinelli Knots in My Yo-yo String (audio version)

    1. Test

    2. Finish the short story

      1. (audio version)

      2. Read “Staying in the Lines”

    3. Dashes: Highlight all the dashed from the short story: how did the author use it in his writing?

    4. Dashes, parentheses, hyphens (compare and contrast what they do in a sentence and how they influence meaning)


      1. Go through the questions and discuss the following:

    1. Identity formation, values, motivations, development, social status

    2. Start a venn diagram with the whole class.

    3. With your partner choose one graphic organizer to help you prewriting (you will turn this prewriting organizer in with your summary)  

    4. Prewriting and brainstorming graphic organizers to help you draft a summary

      1. Plot mountain (Review from 6 and 7th grade and discuss How plot mountain and main ideas are similar (plot mountain is one strategy for narrative stories not for informational)

      2. Sequence 1

      3. Sequence 2

      4. Somebody Wanted But So

      5. Main Ideas and Events

     Homework:
    1. Simple, complex, compound, semicolons test Sept 21st 
    2. Each student prints out their group summary


     Homework:
    1. Simple, complex, compound, semicolons test Sept 21st

    2. Each student prints out their group summary


     Homework:
    1. Simple, complex, compound, semicolons test Sept 21st

    2. Each student prints out their group summary


     Homework: 

    September 10th- 14th 
    Important dates:  
    • Test Sept 21st  
     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min

    Organization Plans:

    • Show your parent(s) how to access Teacher websites on their phone and/or home computer

    • Give your parent(s) your Student # so they can look at posted grades on Teacher sites


    Plans:  
    1. Go to teacher website:

      1. what is the plan for today?

      2. what is your homework

    2. Sentences review- activities and run ons  

    3. Summaries in college

    4. Summary Synonyms and Antonyms

    5. Summary Conventions

    6. Summary introductions

    7. Objective and subjective

    8. Example Summary 2

      1. Compare and contrast the summaries and how the one follows the conventions

      2. how is one objective and the other subjective

      3. summary verbs   

    9. Summary verbs

    Plans:  

    1. Review punctuation pattern sheet (simple, complex, compound, FANBOYS, semicolon)

    2. Model Literary Summary Model  

      1. Color code

      2. Conventions

      3. introduction  

    3. Model Informational summary

      1. Color code

      2. Conventions

      3. introduction

    4. Discuss the differences and similarities by writing purpose: informational and literary summaries

    5. Summary: needs to cite in a work cited- How to cite sources

    6. Why MLA and Bib is necessary in college  

    7. Citation review  

    8. MLA citation (add how to it pictures)

    Plans:  

    1. Review punctuation pattern sheet

    2. Citation review

    3. summary checklist

    4. Get into groups to write the summary- group writing

    5. How to introduce a summary

    6. Watch AdventureTime

    7. Word choice (connotation and denotation-

    Continue with summary writing from Lesson 3.
     Homework:
    1. Parents need to sign to confirm that you have shown them the Teacher sites and Google Classroom and shared your Student #.

    2. Simple, complex, compound, semicolons test Sept 21st


     Homework:
    1. Parents need to sign to confirm that you have shown them the Teacher sites and Google Classroom and shared your Student #.

    2. Simple, complex, compound, semicolons test Sept 21st

     Homework:
    1. Parents need to sign to confirm that you have shown them the Teacher sites and Google Classroom and shared your Student #.

    2. Simple, complex, compound, semicolons test Sept 21st

     Homework: 
    1. Parents need to sign to confirm that you have shown them the Teacher sites and Google Classroom and shared your Student #.

    2. Simple, complex, compound, semicolons test Sept 21st


    A
    ugust 27th- 31st 
    Important dates: 
    • Monday Sept 3rd is a holiday 
    • Quiz in 2 weeks 
     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min



    Holiday 

     Plans: 

    Organization Plans:

    1. Choose an assignment tracking system that works for you.

      1. Google Classroom

      2. Google Calendar

      3. Hudson's assignment sheet

      4. Paper Planner

      5. Apple reminders, notes, and my homework app

      6. Fill out the organization sheet-

      7. Fill out how you fill track your homework- get your parent to sign this


    Plans

    1. Dependent and independent activity (2nd page)

    2. Conflict activity

    3. Hudson- Punctuation Pattern Sheet- learn rules of semicolons

    4. Review literary devices: setting and conflict

    5. Academic language

      1. focus on cause and effect

    1. Adventure Time or a fun video (the Jiggler)

      1. use semicolons to write about the cause and effect relationship of setting and conflict in the episode


    Plans:  
    1. Review Semicolons and Hudson- Punctuation Pattern Sheet

      1. Commas and semicolons: What is the difference between the two?

      2. Comma and Compound activities (2nd page)

    2. Formal college letter heading has its own rules and format

      1. Review MLA heading: Stanford, Harvard, SF state and UC

    3. MLA Heading

      1. MLA heading

        1. Owl  

      2. Show very bad and good

      3. Contractions

     Plans: 
    1. Collect parent signatures

    2. Compound and semicolon review

    3. Run on sentences

    4. Summary writing

    5. We will explore summaries in: tv episodes, video games, movie trailers, Harvard, math, science etc

    6. Discussion about the various examples :

      1. What are the similarities amongst all the summaries we just looked at?

    7. Summary Synonyms and Antonyms

    8. Summary Conventions



     Homework:
    1. Parent Signature by Friday, Lesson 4

    2. Test Two weeks: Simple, complex, compound, semicolons.

     Homework:
    1. Parent Signature by Friday, Lesson 4

    2. Test Two weeks: Simple, complex, compound, semicolons.

     Homework: 
    1. Parent Signature by Friday, Lesson 4

    2. Test Two weeks: Simple, complex, compound, semicolons.


    August 27th- 31st 

     Lesson 1   Lesson 2 Lesson 3 Lesson 4
     Do Now: 
    Read 5-10 Min
     Do Now
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Do Now: 
    Read 5-10 Min
     Plans: 
    1. Put teacher websites on your home screen: Zeisler, Eagle, Hudson  

    2. Upload an appropriate Google profile face pic or Bitmoji

    3. Join G-Class

    4. Go to settings in G-Class and turn on the notifications (grades and returned work)

      1. show students how to do this  

    5. Beginning of the year survey: turn in online

    6. Pull up Apple classroom

      1. join apple classroom

    7. Summary Preassessment: read, write a summary.

      1. This will be used in the end of the year portfolio- explain this process to the students

      2. When you are done independent reading

     Plans: 
    1. Go to teacher website:

      1. what is the plan for today?

      2. what is your homework

    2. Have students pull up the survey and read how to read teacher comments: every piece of writing they turn in I will always leave a comment.

    3. Set up notebook  

    4. Independent reading

    Plans:  
    1. Go to teacher website:

      1. what is the plan for today?

      2. What is your homework?

    2. Start a list in the notebook: literary devices

    3. Conflict

      1. how is this a literary device?

    4. Watch AdventureTime (“Loyalty to the King” Season 2 episode 1)

      1. What is the conflict?

      2. How is the conflict significant?  

    5. Discuss conflict:

      1. List all the conflicts in the episode

    6. Independent and dependent and complex sentences

    7. SIMPLE SENTENCES

      1. just focus on the defintion

      2. create complex sentences about the episode using the correct punctuation.

     Plans: 
    1. Go to teacher website:

      1. what is the plan for today?

    2. Dependent and independent activity

    3. Setting and setting notes

      1. Setting goes into the literar device page- discuss how it has to do with a literary device

      2. How does the setting influence the conflict?

      3. Conflict and setting Pict

      4. Create compound sentences to describe what is happening in the image  

    4. Adventure Time or a fun video (the Jiggler)

      1. Watch the Jiggler with Adventure Time (students take notes on the change of setting and how it fuels the conflict)

    5. Complex sentences

      1. show how you read and naturally pause in complex sentences and that helps you know where a comma goes.

    6. Go back to the setting notes

      1. Discuss the cause and effect of setting and conflict using academic language

      2. in between the bubbles have students write a

      3. complex sentence

      4. compound sentence

      5. semi colon

    7. Academic Vocabulary worksheet

      1. Focus on cause and effect.

     Homework:   

    Print your pre-assessment and bring it with you Lesson 4
     Homework:
    Print your pre-assessment and bring it with you Lesson 4
     Homework:
    Print your pre-assessment and bring it with you Lesson 4
     Homework: 

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