Post date: Sep 25, 2016 1:52:34 PM
Monday -
Learning Target - When students leave my room, they will be able to identify each part of the dip and answer each of the following questions (with evidence from both Godin's book and from their lives)
* Why it's better to quit early rather than late?
* Why you must work harder when you're in the dip than at any other time?
* Why surviving the dip is vital and why scarcity is so important for those who do survive the dip?
Students will also be able to explain their score on their first theme. Students will also be able to explain the key elements of an effective narrative (plot, conflict, effective snap-shot descriptive moments).
Classroom Activities - Discussion of the final reading of The Dip. Introduction to our theme #2 (narrative). Begin crafting their two snap-shot moments for their expertise essay.
Homework - Devise two snap-shot moments for rough draft 2.1 (a rite of passage essay).
Evidence of Learning - Students will demonstrate their understanding of the questions in the learning target both through discussion and a written exit slip. Students will begin demonstrating their understanding of what comprises an effective narrative through their two snap-shot moments for rough draft 1.1.
Tuesday -
Learning Target - When students leave my room, they will have applied the effective elements of a descriptive essay (imagery, key details, hitting the senses) to their snap-shot moments for essay 2.1 (an expertise essay). They will be able to explain how they can begin building a narrative around each of their moments to create a full narrative with plot, conflict, effective snap-shot moments).
Classroom Activities - Students will see my essay 2.1 and read my comments to see how I modeled both creating snap-shot moments and then building an essay around them.
Homework - Students will begin structuring a narrative around their snap-shot moments. Students will review for Thursday's final test on The Dip.
Evidence of Learning - Students will demonstrate their understanding of the learning target by answering questions that I ask them as I model my writing on the SMARTboard. Then students will ultimately show what they learned by applying the same skills and concepts (building effective story elements of conflict and suspense around their snap-shot moments).
Wednesday - LINC
Learning Target - When students leave my room, they will have constructed a narrative around their snap-shot moments.
Questions students will be able to answer in order to demonstrate what they learned
* How did you connect your snap-shot moments with elements of narrative?
* How is your essay an example of a narrative now? Highlight the writing you added to your draft and share it with me to give you feedback.
Classroom Activities - As they write students will share their drafts with me via Drive and I will drop in on them virtually and help them answer the two questions in the learning target in their rough drafts.
Homework - Have a second draft of 2.1 ready to share with me on Thursday. Review for the final test on The Dip.
Evidence of Learning - Students will illustrate how they met the learning target by writing their essays before my eyes and under my guidance on Drive so I can virtually give them instant feedback to help them constructive an effective narrative around their snap-shot moments.
Thursday -
Learning Target - When students leave my class, they will have demonstrated their understanding of The Dip via a test. Students will also have shared their essay 2.1 with me.
Classroom Activities - Finish The Dip test and begin reading "Doe Season" for Friday.
Homework - Read "Doe Season" and complete the reader response starters.
Evidence of Learning - Students will demonstrate what they learned about The Dip via a final test and what they learned about "Doe Season" on a quiz in class on Friday and in classroom discussion.
Friday -
Learning Target - When students leave my class, they will be able to explain how a feminist or gender theorist would interpret "Doe Season." The questions below will guide them.
* How does the title relate to gender roles?
* What gender roles does Andy fill?
* How are men and women (and their roles) presented in the story?
* What symbols does the author use to represent men and women?
* What does Andy/Andrea learn about herself at the conclusion of the story?
Classroom Activities - Students will take a short quiz on "Doe Season" and then have graded discussion to illustrate what they learned and to apply feminism/gender theory to it.
Homework - Come up with two snap-shot moments for essay 2.2 (a rite of passage)
Evidence of Learning - Graded discussion and the quiz.