Unit+4

Monday, 2-25-13
CO: Make complex inferences about text and use textual evidence to support understanding. LO: Work in small groups to answer questions about text and write OERs. Agenda:
 * Copy the CO/LO
 * Work on "The Trick" handout and discuss
 * Read "Those Winter Sundays" on page 256. Find theme and write an OER
 * Review how to write OERs for theme and/or imagery

Tuesday, 2-26-13
CO: Understand new vocabulary and use it when reading and writing; make complex inferences about text and use textual evidence to support understanding. LO: Take the vocabulary test and write an OER that compares and contrasts themes. Agenda:
 * Review examples of good OERs
 * Take the SAT Vocabulary Test
 * After the vocabulary test, work on a handout that compares and contrast themes across two selections.

Wednesday/Thursday, 2-27-13 and 2-28-13
CO: LO: Agenda:
 * OER test

Monday, 2-18-13
CO: Evaluate the role of figurative language on text. LO: Explain how figurative language emphasizes the theme in different text. Agenda:
 * WEEK 3 VOCABULARY DUE TOMORROW!
 * Teacher models how to use "Peruvian Child" to connect figurative language and/or imagery to theme.
 * Students read a short piece of text, determine theme, and write an OER in small groups that connects figurative language and/or imagery to theme.
 * Students need to have week 3 sentences ready by the beginning of class Tuesday.

Tuesday, 2-19-13
CO: Evaluate the role of figurative language on text; understand new vocabulary and use it when reading and writing. LO: Craft an OER about figurative language/imagery and write sentences over weeks 3 and 4 vocabulary words. Agenda:
 * Copy CO/LO
 * WEEK 3 VOCABULARY DUE!
 * Copy the vocabulary chart for week 4
 * Finish OER from yesterday: How does the imagery in "Boating in January" affect the reader? Explain your answer and support it with evidence from the text.

Wednesday/Thursday, 2-20 and 2-21-13
CO: Write an essay that includes effective introductory and concluding paragraphs. LO: Participate in activities that help students to learn about different ways to write intro and conclusion paragraphs and apply that knowledge when revising a previously written draft of choice. Agenda:
 * Copy the CO/LO
 * Learn about different types of introductions
 * Practice in small groups - each group will be assigned a different type of intro
 * Share with the class and discuss
 * Learn about different types of conclusions
 * Practice in small groups - each group will have a different type of conclusion
 * Share with the class and discuss
 * Choose a previously written draft of your own
 * Revise your draft, specifically looking at ways to improve the introduction and conclusion paragraphs

Friday, 2-22-13
CO: Write an essay that includes effective introductory and concluding paragraphs. LO: Apply new intro and conclusion strategies when revising a previously written draft of choice. Agenda: Reminder(s)
 * Copy CO/LO
 * I NEED YOUR WEEK 4 VOCABULARY SENTENCES!
 * Choose a previously written draft (Topic/Why/Purpose or even one of the benchmark essays...as long as it is persuasive or expository)
 * Label at the top the type of writing and give your piece an appropriate title.
 * Revise specifically for effective introductory and conclusion paragraphs. The majority of your grade will be based on that. Also check for spelling, capitalization, punctuation, and overall readability. Any errors in conventions must not interfere with the clarity of what you are trying to communicate.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write the revised draft on STAAR lined essay paper.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Receive crossword puzzle for vocabulary review
 * <span style="font-family: Arial,Helvetica,sans-serif;">Vocab test on Tuesday of next week
 * <span style="font-family: Arial,Helvetica,sans-serif;">OER test on Wed/Thurs of next week

Monday, 2-11-13
<span style="font-family: Arial,Helvetica,sans-serif;">CO: Use restrictive and nonrestrictive relative clauses as well as comma placement in nonrestrictive phrases <span style="font-family: Arial,Helvetica,sans-serif;">LO: Build better sentences using restrictive and nonrestrictive phrases correctly in writing. <span style="font-family: Arial,Helvetica,sans-serif;">Agenda: **Tuesday, 2-12-13** <span style="font-family: Arial,Helvetica,sans-serif;">CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. <span style="font-family: Arial,Helvetica,sans-serif;">LO: Review the use restrictive and nonrestrictive phrases in writing; write a persuasive draft that stays focused on what the student says it will be focused on;. Agenda:
 * Copy week 3 vocabulary words
 * Quick Write: What are your pet peeves?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Focus on lesson over restrictive and nonrestrictive phrases and clauses. Copy teacher's notes.
 * <span style="font-family: Arial,Helvetica,sans-serif;">View PowerPoint on using commas with interrupting words, phrases, and clauses (nonessential elements, or nonrestrictive elements)
 * <span style="font-family: Arial,Helvetica,sans-serif;">1st period: Scavenger Hunt! Look for sentences that have nonrestrictive and restrictive elements. Underline the restrictive or nonrestrictive element, and label it accordingly. (no time for scavenger hunt 6th or 7th)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Practice the Topic/Why/Purpose Process, but this time with a persuasive purpose in mind.

Wednesday/Thursday Block Day, 2-13/2-14
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12.72px;">CO: Analyze scenes and how they affect the plot; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12.72px;">Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12.72px;">LO: Analyze scenes in different text and how they contribute to theme; continue practice with the writing process. Agenda (class will be divided between reading and writing skills today): **Agenda for the week of February 4**
 * QW: Do a "stream of consciousness" brainstorm. Watch the teacher model the process. Then students must have 3 minutes of constant writing for their stream of consciousness quickwrite.
 * Spend 20-30 more minutes writing; Students continue writing on their T/W/P and a draft from Tuesday. The topic can still be student choice along with the why; the basic part of the purpose statement must involve persuasion. Students who finished their T/W/P must start the process over again.
 * Review theme and how to identify and write statements of theme. Teacher models how to generate a statement of theme.
 * The plan is for students to participate in a competition. The teacher will provide a very short piece of text as well as the main subject or motif and ask student groups to use those topics to cooperatively generate statements of theme. Groups who are ready on time get 2 points. Groups who have correct statements of theme get 3 points.

Monday
CO: Use and understand the function of more complex active and passive tenses. LO: Understand and revise for more complex active and passive tenses. Agenda:
 * Copy the CO/LO
 * Copy week 2 vocabulary for "Myriad Operations"
 * View PowerPoint lesson on active and passive voice
 * Complete the practice for active and passive voice

Tuesday
CO: Analyze the controlling idea and purpose of a passage and the textual elements that support and elaborate it, including the most important details and the less important details. LO: Read "Girl...Attempts" (page 598-600) in the literature book and analyze the elements of a newspaper article in chart form. Agenda:
 * Copy the CO/LO
 * QW: Think about tragedies you've heard about or experienced, whether caused by natural disasters or man (mass murder).
 * Go over parts of speech for week 2 of vocabulary unit 4.
 * Read page 598 carefully. Look at the definitions of the different elements of a news article.
 * Copy the chart from page 598 onto a sheet of notebook paper. Then, read "Girl, Trapped...Attempts." As you read, fill in the information on your chart. DO NOT PUT THE DEFINITIONS DOWN IN THE CHART. For instance, for the headline, you simply need to write the entire title of the article, because it is the headline.

Wednesday/Thursday
CO: Analyze how words, sounds, images, and graphics work together in various forms to impact meaning; examine how individual perception or bias in coverage of the same event influences the audience. LO: Examine a news report and online website over tornadoes to accomplish the state objectives. Agenda:
 * Copy the CO/LO
 * QW: What are 10 things you did NOT do this past weekend? (ex: I did not finish the laundry. I did not travel to Africa.)
 * Media lesson (absentees must make this up in tutorials after school)
 * Vocabulary Choice: When using this week's vocabulary, you have a choice. You may EITHER write one sentence for EACH of the vocabulary words for week 2 of "Myriad Operations" OR write your own hard news article (factual) that uses FIVE of this week's words. If you choose the latter, make sure you organize it like a news article: heading, lead with 5Ws and How, visuals (with captions). It will be considered as a draft, and you need to include the topic/why/purpose.
 * Exit ticket : "Guide to Evaluating Credibility in News" with student notes on the features, pros, and cons of TV News and the Web on the blank side of the handout. Also, students are to answer the following OER: Which was more credible--the news report on tornados or Kye's website over tornados? Explain your answer and support it with evidence from BOTH pieces. Your evidence in this case should be direct references to BOTH sources.

Friday (THIS IS THE END OF THE FIRST THREE WEEKS - PROGRESS REPORTS WILL BE ISSUED NEXT WEEK!)
<span style="font-family: Arial,Helvetica,sans-serif;">CO: Reflect on understanding to monitor comprehension LO: Complete a self-assessment that reflects upon how well learning goals have been mastered Agenda: DUE AT THE END OF CLASS:
 * Copy the CO/LO
 * QW: Why Write?
 * Self Assessment: Student will reflect on learning goals outlined this three weeks and answer a few questions about how well he/she has understood/accomplished/mastered those goals.
 * Self Assessment
 * Vocabulary chart with sentences (unless you choose the hard news article -- the article is due Tuesday)
 * CO/LO calendar filled in

Monday
CO: Students understand new vocabulary and use it when reading and writing. LO: Practice using new vocabulary when writing sentences. Agenda:
 * QW: What is one bad habit you have? (Mine is cracking my knuckles.) Now write 10 excuses for that bad habit. (The purpose of the different quickwrites we will do is to try to build a base of possible writing topics for the future.)
 * Receive the Vocabulary Unit 4's "Myriad Operations" lyrics with the word bank, and copy vocabulary chart on your own paper while listening to the song.
 * Discuss parts of speech (review nouns, adjectives, and verbs)
 * Copy model sentences and generate your own sentences for "terrestial" and "celestial."

Tuesday
CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. LO: Generate ideas for future writing topics. Agenda:
 * QW: 10 problems I see/discuss/add more to your list
 * Work on sentences for "uncanny" and "winsome."
 * Copy mini-versions of mind maps.

Wednesday/Thursday
CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. LO: Understand and use the topic/why/purpose process for generating a draft. Agenda:
 * Finish vocabulary sentences (presumptuous, audacious, brusque, incisive)
 * Copy teacher vocabulary sentences - vocabulary work due at the end of class Friday
 * Finish copying graphic organizers - put in your journal
 * Add to journal -- "Best and Worst" timeline of my life (teacher shows her timeline)
 * Teacher models the topic/why/purpose process
 * Exit ticket: Every students must have a topic/why/purpose to turn in at the end

Friday
CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. LO: Practice the topic/why/purpose writing process. Agenda: **Agenda for the week of February 4**
 * Review of the topic/why/purpose writing process
 * Follow the steps throughout class
 * Finish vocabulary by the end of class (turn in the box)
 * Exit ticket: Every student must have a draft completed. It does not have to be perfect!!!
 * If you finish early, work on the main idea packet

CO: Use and understand the function of more complex active and passive tenses.

LO: Understand and revise for more complex active and passive tenses.

Agenda:


 * Copy the CO/LO
 * Copy week 2 vocabulary for "Myriad Operations"
 * View PowerPoint lesson on active and passive voice
 * Complete the practice for active and passive voice

CO: Analyze the controlling idea and purpose of a passage and the textual elements that support and elaborate it, including the most important details and the less important details.

LO: Read "Girl...Attempts" (page 598-600) in the literature book and analyze the elements of a newspaper article in chart form.

Agenda:


 * Copy the CO/LO
 * QW: Think about tragedies you've heard about or experienced, whether caused by natural disasters or man (mass murder).
 * Go over parts of speech for week 2 of vocabulary unit 4.
 * Read page 598 carefully. Look at the definitions of the different elements of a news article.
 * Copy the chart from page 598 onto a sheet of notebook paper. Then, read "Girl, Trapped...Attempts." As you read, fill in the information on your chart. DO NOT PUT THE DEFINITIONS DOWN IN THE CHART. For instance, for the headline, you simply need to write the entire title of the article, because it is the headline.

CO: Analyze how words, sounds, images, and graphics work together in various forms to impact meaning; examine how individual perception or bias in coverage of the same event influences the audience.

LO: Examine a news report and online website over tornadoes to accomplish the state objectives.

Agenda:


 * Copy the CO/LO
 * QW: What are 10 things you did NOT do this past weekend? (ex: I did not finish the laundry. I did not travel to Africa.)
 * Media lesson (absentees must make this up in tutorials after school)
 * Vocabulary Choice: When using this week's vocabulary, you have a choice. You may EITHER write one sentence for EACH of the vocabulary words for week 2 of "Myriad Operations" OR write your own hard news article (factual) that uses FIVE of this week's words. If you choose the latter, make sure you organize it like a news article: heading, lead with 5Ws and How, visuals (with captions). It will be considered as a draft, and you need to include the topic/why/purpose.
 * Exit ticket : "Guide to Evaluating Credibility in News" with student notes on the features, pros, and cons of TV News and the Web on the blank side of the handout. Also, students are to answer the following OER: Which was more credible--the news report on tornados or Kye's website over tornados? Explain your answer and support it with evidence from BOTH pieces. Your evidence in this case should be direct references to BOTH sources.

<span style="font-family: Arial,Helvetica,sans-serif;">CO: Reflect on understanding to monitor comprehension

LO: Complete a self-assessment that reflects upon how well learning goals have been mastered

Agenda:


 * Copy the CO/LO
 * QW: Why Write?
 * Self Assessment: Student will reflect on learning goals outlined this three weeks and answer a few questions about how well he/she has understood/accomplished/mastered those goals.

DUE AT THE END OF CLASS:


 * Self Assessment
 * Vocabulary chart with sentences (unless you choose the hard news article -- the article is due Tuesday)
 * CO/LO calendar filled in

CO: Students understand new vocabulary and use it when reading and writing.

LO: Practice using new vocabulary when writing sentences.

Agenda:


 * QW: What is one bad habit you have? (Mine is cracking my knuckles.) Now write 10 excuses for that bad habit. (The purpose of the different quickwrites we will do is to try to build a base of possible writing topics for the future.)
 * Receive the Vocabulary Unit 4's "Myriad Operations" lyrics with the word bank, and copy vocabulary chart on your own paper while listening to the song.
 * Discuss parts of speech (review nouns, adjectives, and verbs)
 * Copy model sentences and generate your own sentences for "terrestial" and "celestial."

CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

LO: Generate ideas for future writing topics.

Agenda:


 * QW: 10 problems I see/discuss/add more to your list
 * Work on sentences for "uncanny" and "winsome."
 * Copy mini-versions of mind maps.

CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

LO: Understand and use the topic/why/purpose process for generating a draft.

Agenda:


 * Finish vocabulary sentences (presumptuous, audacious, brusque, incisive)
 * Copy teacher vocabulary sentences - vocabulary work due at the end of class Friday
 * Finish copying graphic organizers - put in your journal
 * Add to journal -- "Best and Worst" timeline of my life (teacher shows her timeline)
 * Teacher models the topic/why/purpose process
 * Exit ticket: Every students must have a topic/why/purpose to turn in at the end

CO: Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

LO: Practice the topic/why/purpose writing process.

Agenda:


 * Review of the topic/why/purpose writing process
 * Follow the steps throughout class
 * Finish vocabulary by the end of class (turn in the box)
 * Exit ticket: Every student must have a draft completed. It does not have to be perfect!!!
 * If you finish early, work on the main idea packet

Monday
holiday

Tuesday
no school

Wednesday/Thursday
CO: Distinguish among different kinds of evidence used to support conclusions and arguments. LO: Complete a guided practice activity that helps to identify different types of evidence and apply to the independent reading. AGENDA:
 * 1) warm-up
 * 2) copy rules
 * 3) "Arguments and Evidence" packet
 * 4) Intro to "Myriad Operations" vocabulary

Friday
CO: Distinguish among different kinds of evidence used to support conclusions and arguments. LO: After reading "Doing Nothing is Something," note the different types of evidence being used. AGENDA:
 * 1) warm-up
 * 2) get manila folders for writing journals (writing in progress)
 * 3) Discuss "Arguments and Evidence" packet - keep to store in ISN (Monday we'll go over this)
 * 4) Identify types of evidence in "Doing Nothing is Something."
 * 5) vocabulary homework due Monday-Tuesday