Unit+1

CO: Use comprehension skills to listen attentively to others. LO: You will understand the class rules by copying them verbatim (word for word) on your own paper. Agenda: Reminders:
 * Monday, 8/27/12 **
 * 1) Go to assigned seat
 * 2) Begin copying rules verbatim
 * 3) Receive info sheet to fill out
 * 4) Receive class info sheet that lists supplies
 * Rules due 8/28-8/31
 * Info sheet due 8/28-8/31
 * Supplies, especially spirals, due no later than Tuesday, 9/4

CO: Use comprehension skills to listen attentively to others. LO: You will understand the class rules by copying them verbatim (word for word) on your own paper. Agenda: Reminders:
 * Tuesday, 8/28/12 **
 * 1) Complete the warm-up (Asset Interview page)
 * 2) Make sure seating chart is correct
 * 3) Receive clarification and have a question/answer session on the class rules
 * Rules due 8/28-8/31
 * Info sheet due 8/28-8/31
 * Supplies, especially spirals, due no later than Tuesday, 9/4
 * For 6th period only, asset interview sheet is due 8/30-8/31 (because they had to go to a class meeting)

CO: Write legibly and use appropriate capitalization and punctuation conventions. LO: Students will write legibly (neatly) and use correct capitalization and punctuation when they compose a one-page paper (one side only) over themselves. Agenda: Reminders:
 * Wednesday/Thursday, 8/29-8/30 **
 * 1) Warm-up: 3 truths and a lie (20 minute activity - 3 to come up with facts and 17 to go around the class and guess the lie for each student)
 * 2) Write a one-page response to the prompt I project on the board (due at the end of class).
 * Rules due 8/28-8/31
 * Info sheet due 8/28-8/31
 * Supplies, especially spirals, due no later than Tuesday, 9/4

CO: Use a variety of correctly structured sentences. LO: In small groups, students will use independent clauses and connector words to create sentences that are modeled after example structures of compound, complex, and compound-complex sentences. Agenda: Reminders:
 * Friday, 8/31/12 **
 * 1) Write down five-ten simple sentences.
 * 2) Visit []. Take notes on the distinguising features of compound and complex sentences.
 * 3) Write FANBOYS on your notes (vertically): What does each letter stand for, and how can it help you with this objective?
 * 4) Using your simple sentences from the warm-up, create one example of each type of sentence.
 * Rules due 8/28-8/31
 * Info sheet due 8/28-8/31
 * Supplies, especially spirals, due no later than Tuesday, 9/4
 * For 6th period only, asset interview sheet is due 8/30-8/31 (because they had to go to a class meeting)

LABOR DAY HOLIDAY CO: Reflect on understanding to monitor comprehension (eg. summarizing and synthesizing; making textual, personal, and world connections; and creating sensory images). LO: Students will use ISNs to help them monitor their own comprehension of skills learned. Agenda: Reminders: Supplies, especially spirals, are due 9/4
 * Monday, 9/3/12 **
 * Tuesday, 9/4/12 **
 * 1) Warm-up: Get out the spiral you intend on using for your ISN as well as your glue/tape, highlighters, and colored pencils
 * 2) Set up the ISN for the year
 * 3) Take notes on compound-complex sentences.
 * 4) Write a compound-complex sentence using your notes from Friday.

CO: Understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from the text to support understanding. LO: Draw conclusions and identify conflict in "Harrison Bergeron" as well as a variety of other practice texts. Agenda: Reminders: Finish reading "Harrison Bergeron" by Friday. (Remember, I had you tear out the workbook pages with the story on it so you could take it home.)
 * Wednesday/Thursday, 9/5 - 9/6 **
 * 1) Warm-up: Get out a sheet of paper and write down the CO. Then, underneath, write down what the world would be like if everyone were the same -- average intelligence, talents, appearance, and strength -- and no one was better than anyone else. How do you think people would feel and act toward each other? Would they be happy and satisfied?
 * 2) Participate in the interactive tutorial for "Drawing Conclusions" by using the clickers.
 * 3) Draw a chart on your notes like the one you see when you click here.
 * 4) Read silently for 15 minutes, drawing conclusions on your chart.
 * 5) Participate in a class discussion.

CO: Provide evidence from the text to support understanding. LO: Students will use "Harrison Bergeron" to understand elements of the ATE strategy. Agenda:
 * Friday, 9/7 **
 * 1) Took a grade on whether students remembered to bring their stories
 * 2) Explained the ATE process (A = answer; T = thinking; E = evidence) that should be used when answering an open-ended question for the STAAR test.
 * 3) Participate in an activity that identifies elements of ATE using "Harrison Bergeron."
 * 4) Focus on an informal discussion over conflict (what it is, types of conflict, and examples of each type of conflict)

CO: Provide evidence from the text to support understanding. LO: Students will work in small groups to craft an OER using the ATE strategy with "Harrison Bergeron." Agenda:
 * Monday, 9/10 **
 * 1) Receive unit 1 vocabulary words (content words for "Harrison Bergeron")
 * 2) Craft an OER in small groups.

CO: Understand new vocabulary and use it while reading and writing. LO: Participate in a vocabulary pre-test tat measures the understanding of content vocabulary from "HB." Agenda:
 * Tuesday, 9/11 **
 * 1) Get assigned clicker
 * 2) Obtain materials for work on the ISN cover/title page
 * 3) Take the vocab pre-test
 * 4) Work on ISN

CO: Understand new vocabulary and use it while reading and writing. LO: Students will receive feedback on their vocabulary pre-test and explore different techniques to achieve a higher level of vocabulary acquisition. Agenda:
 * Wednesday/Thursday, 9/12-9/13 **
 * 1) Get out your ISN and update the table of contents.
 * 2) Receive your vocabulary test; look at the key.
 * 3) Write down the words you did not get correct.
 * 4) Create a Freyer card over each vocabulary word you missed.
 * 5) Go to the library, listen to her presentation, and check out a book.

CO: Use a variety of correctly structured sentences. LO: Participate in an interactive tutorial that reviews types of sentences. Agenda:
 * Friday, 9/14 **
 * 1) View interactive tutorial over types of sentences.

CO: Evaluate the connection between forms of narration and tone and provide evidence from text to support understanding. LO: Take notes over forms of narration and tone in the ISN. Agenda:
 * Monday, 9/17 **
 * 1) Students took notes over forms of narration and tone.

CO: Evaluate the connection between forms of narration and tone and provide evidence from text to support understanding. LO: Answer an OER question over narration and tone in "HB." Agenda:
 * Tuesday, 9/18 **
 * 1) Students answered an OER question.

CO: Students understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from text to support understanding. LO: Annotate "Opportunity" using the Five-S strategy and use "Opportunity" to write a statement of theme. Agenda:
 * Wednesday/Thursday, 9/19-9/20 **
 * 1) Update ISN.
 * 2) Review TP-CASTT and compare it to new strategy.
 * 3) Students were guided in their annotations over "Opportunity."
 * 4) Students took notes on how to write a statement of theme.

CO: Evaluate the connection between forms of narration and tone and provide evidence from text to support understanding. LO: Answer an OER question over narration and tone in "HB." Agenda: Reminders:
 * Friday, 9/21 **
 * 1) Receive feedback on graded OERs for "HB."
 * 2) Watch the Youtube video for "HB"
 * 3) Exit ticket - write a statement of theme over "HB."
 * Picture day is next Wednesday/Thursday
 * Vocab cards due next Friday
 * Library next Tuesday

CO: Analyze, make inferences, and draw conclusions about the author's purpose and provide evidence from the text to support understanding. LO: Understand and analyze the author's purpose of "The Teacher Who Changed My Life" and provide evidence from the text. Agenda:
 * Monday, 9/24 **
 * 1) Read "The Teacher Who Changed My Life."
 * 2) Answer a STAAR practice OER about author's purpose.

CO: Reflect on understanding to monitor comprehension. LO: Focus attention on feedback for OERs written on Monday in order to prepare for an OER district common assessment. Agenda:
 * Tuesday, 9/25 **
 * 1) Go to library to renew/check out books.
 * 2) Review author's purpose and show sample OERs that were written.
 * 3) Work on vocabulary cards.

CO: Evaluate the connection between narration and tone; analyze isolated scenes and their contribution to the success of the plot as a whole. LO: Read a new piece of text and answer two STAAR OERs on a district common assessment (test). Agenda:
 * Wednesday/Thursday, 9/26-9/27 **
 * 1) Review elements of plot for 5-10 minutes.
 * 2) Receive individual feedback on OERs from Monday.
 * 3) Go take school pictures.
 * 4) Take the common assessment.
 * 5) If you finish early, then read silently or work on ISN left sides or vocab cards

CO: Reflect on understanding to monitor comprehension. LO: Students will understand the purpose of left sides and create one-three left sides for their ISN. Agenda: Reminders:
 * Friday, 9/28 **
 * 1) View sample left sides for ISNs.
 * 2) Create a left side over theme.
 * 3) Leave your ISN in class so that Mrs. B can do an ISN check.
 * Vocab post-test on Tuesday.
 * Vocab cards due by Tuesday.

CO: Use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers LO: Students will be introduced to the novel __A Lesson Before Dying__ and receive a reading schedule. Agenda: Reminders:
 * Monday, 10/1 **
 * 1) Introduction to A Lesson Before Dying
 * 2) Receive novels and reading schedule
 * 3) If you like to read, then have this novel read by October 22 (three weeks from today) because I will summarize the novel and begin on passage analysis to reinforce certain reading skills.
 * Vocabulary post-test tomorrow

CO: Students understand new vocabulary and use it when reading and writing. LO: Students will take a vocabulary assessment. Agenda:
 * Tuesday, 10/2 **
 * 1) Students who do not have to take the test will be able to read silently, work on left sides, or possibly go to the library.
 * 2) Other students will take the vocabulary post-test.

CO: Structure ideas in a sustained way (using outlines, note-taking, graphic organizers, lists). LO: Participate in a guided lesson about writing an expository cause-effect paragraph and begin prewriting for a practice cause-effect paragraph. Agenda: Reminders: 1st six-weeks ends Friday. Click below to view the Prezi I use for this lesson. Prezi CO: Develop drafts in timed and open-ended situation that include transitions and rhetorical devices used to convey meaning. LO: Draft a structured cause-effect expository paragraph. Agenda: Reminders:
 * Wednesday/Thursday, 10/3-10/4 **
 * 1) Warm-up: "What is expository writing?"
 * 2) Participate in guided lesson with notes
 * 3) Locate parts of "Apollo 13" paragraph
 * 4) Fill in a cause-effect graphic organizer over the cotton gin (guided)
 * 5) Copy cotton gin paragraph from the projector and fill in the blanks with appropriate transitions.
 * 6) Think-pair-share: Narrow down one of the topics listed in the grammar textbook (page 138)
 * 7) Think-pair-share: Fill out a cause-effect graphic organizer over the narrowed-down topic
 * 8) Student notes and new topic work will be exit tickets from the class
 * Friday, 10/5 **
 * 1) Receive notes and prewriting from the class before.
 * 2) Students may work by themselves or with a partner to draft a cause-effect expository paragraph.
 * Vocab post-test on Tuesday.
 * Vocab cards due by Tuesday.