The Hunger Games, Divergent, and Mini-Research Projects- 12/9/13

Warm Up:
-The instructor will review the film viewing guide that was collected Friday
-The second half of the learning contract will be collected and assessed

Work Session:
-A majority of class will be spent viewing and discussing "The Hunger Games"
-Special focus will be on the dystopian similarities between the film and the novel Divergent
-Students will receive the mini-research project directions
-Students will use the remainder of class to browse in class print and online resources for their project

Summarizer:
-Students will record the subject of their mini-research papers on a sticky note and affix it to the teacher desk before leaving today

EOCT- 12/3/13

All students will be taking EOCTs today.  This will take the entirety of the class.

EOCT Preparation- 12/2

-Students will be in the computer lab today for the entirety of class
-Students will be working on Study Island or the USA Test Prep extra credit project in preparation for the EOCT tomorrow

Finishing "O' Brother Where Art Thou?" and EOCT Vocabulary- 11/18

Warm Up:
-Students will turn in the writing and grammar mastery take home exam
-Students will take the "O' Brother Where Art Thou?" and Divergent chapters 15-19 reading quiz

Work Session:
-Students will finish viewing and discussing "O'Brother Where Art Thou?"
-Students will receive the EOCT List of Important Terms and graphic organizer handouts
-Students are asked to identify problematic terms and list them on the graphic organizer
-Completed graphic organizers should be turned in at the conclusion of class for today's Exit Ticket

Summarizer:
-Completed graphic organizers will serve as today's Exit Ticket

"O' Brother Where Art Thou?" - 11/15

Warm Up:
-Students will turn in the first half of their Learning Contracts today.
-Students will receive the written portion of the practice EOCT

Work Session:
-Students will work individually on the written portion of the exam for twenty minutes
-Students will receive the graphic organizer for the movie
-As a class we will view and discuss "O' Brother Where Art Thou?"
Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Supergods and The Odyssey- 11/14

Warm Up:
-Students will take a reading quiz on chapters 12-14 of Divergent and the "Sailing From Troy" and "The Lotus Eaters" sections of The Odyssey

Work Session:
-As a class we will read and discuss chapter 1 from Supergods by Grant Morrison
-Students will complete the Four Corners handout, which asks for an analysis of two hero images
-Students that finish early should complete the reading of "The Cyclops" pages 1050-1063 of The Odyyssey

Summarizer:
-Students will complete the Four Corners handout for today's formative assessment
-Students are reminded to read chapters 15-17 of Divergent
-Students are also reminded to complete the first half of the Learning Contracts which are due tomorrow

Health Surveys and Learning Contracts- 11/13/13

-Today a majority of class will be taking the Health Surveys
-Students will take the Divergent reading quiz for chapters 1-11
-Students that finish early will be working on the first half of the Learning contracts for EOCT readiness

Divergent and Dystopias- 11/11

Warm Up:
-Students will turn in their Choosing Ceremony handout.  This will be corrected as students take the reading quiz
-Students will take the chapters 1-5 reading quiz for Divergent

Work Session:
-Students will take notes on the nature of dystopias from the prepared powerpoint presentation
-These notes will be taken in the interactive notebook
-Students will receive the Four Corners handout to summarize today's information
-Students will view three movie trailers that illustrate dystopian society
-Students will also receive the Trojan War article
-Students will spend the remainder of class filling out the Four Corners handout
-If time remains students may begin reading chapters 6-8 of Divergent  for tonight's homework

Summarizer:
-Students will turn in the Four Corners handout to serve as today's Exit Ticket

Last Day for Study Island- 11/8

Warm Up:
-Students will receive the Writing & Grammar mastery take-home test (part one)
-Students need to return completed packets to the instructor on Monday

Work Session:
-Students will spend the last day of their EOCT review in the department computer lab
-Students will continue to work through the Study Island learning modules
-Completed checklists for Study Island and the blog review games will be due next Wednesday

Summarizer:
-Students will individually meet with the instructor to discuss their progress with the EOCT review packet

Study Island- 11/7

Warm Up:
-Students will finish the last components of the Wake presentations we began yesterday
-Students will be told to turn in the CNN Heroes handout tomorrow

Work Session:
-The remainder of class will be spent in the computer lab working on the Study Island modules outlined in the Learning Contracts
-As students work the instructor will conduct the remainder of the grade conferences and begin speaking to students individually to gauge where they are in the checklist

Summarizer:
-Students will answer today's Essential Question for today's Exit Ticket

Arkham Origins and Author's Purpose- 11/6

Warm Up:
-Students will view the "Arkham Origins" TV Spot trailer
-Students will fill out the trailer handout (this guides student understanding of author's purpose towards mastery)
-As a class we will discuss answers and have an overall conversation about how to find an author's purpose in a work

Work Session:
-Students will have some time to stage their presentations
-A majority of class will be spent as groups present their final products for the Capulet/Montague Wake
-As students present their peers will be filling out the peer grading handout
-If time permits students will begin the take-home writing and grammar mastery test

Summarizer:
-Students will turn in the peer grading worksheets for today's Exit Ticket

Study Island and Learning Contracts- 11/5

Warm Up:
-Students will review the itinerary for the Wake presentations tomorrow

Work Session:
-Students will spend the entire class period on the department computer lab working on the Study Island portion of their Learning Contracts
-Concurrently the instructor will finish the grade/project conferences we began yesterday
-When finished with the conferences the instructor will meet with each student to check the progress of their packet

Summarizer:
-Students will answer today's EQ for today's Exit Ticket

The Wake and Grade Conferences-11/4

Warm Up:
-Students will take brief notes and complete an exercise on author's purpose

Work Session:
-Students will fill out grade/project checklists for individual efforts on the Wake project
-While groups prepare final products for the Wake the instructor will have individual conferences with students
-Students will complete Gallery Walks for the memory board portion of their projects
-The remainder of class will be spent as students present the material they prepared for the Montague-Capulet Wake

Summarizer:
-Students will complete peer and self-grading reflections.
-These will serve as today's Exit Ticket

Field Trip-11/1

NOTE:  I will be chaperoning the field trip to go see "Romeo and Juliet" at the theater today.
-Students that remain will begin working on the learning contract with department laptops

Field Trip-11/1

NOTE:  I will be chaperoning the field trip to go see "Romeo and Juliet" at the theater today.
-Students that remain will begin working on the learning contract with department laptops

Learning Contracts- 10/31

Warm Up:
-Students will turn in the signed copies of their Learning Contracts
-As a class we will focus on the Study Island portion of the project

Work Session:
-Students will utilize department laptops
-Using the Promethean board, the instructor will model how to log in to the site
-Students will work independently through the preliminary modules offered in Study Island
-The instructor will meet with students to conduct grade and project conferences
-Progress reports will be given at this time

Summarizer:
-Students will fill out the conference checklist and reflection sheet

Unit 3 and 4 Begins- 10/30

Warm Up:
-Students will view the brief cartoon entitled "Epic Poem"
-They will be viewing this link: https://www.youtube.com/watch?v=r5R-v_eOPVE
-Students will quickwrite K-W-L responses to this cartoon, and as a class we will discuss these answers

Work Session:
-Students will be doing quickwrite responses to portions of the presentation on bravery
-As a class we will discuss responses as part of an ongoing attempt to define bravery
-Students will use department laptops to respond to the CNN Heroes handout

Summarizer:
-Completed CNN Heroes handouts will serve as today's Exit Ticket

Common Assessment (Constructed Response)- 10/29

-Students will be working on the constructed response portion of the common assessment toda they will intermittently have individual grade conferences
-While students work today
-Students will also receive the Learning Contract for EOCT readiness
-Students that finish early may work on either the extra credit project or final products for the Wake project

Common Assessment-10/28

-Students will be working on the common assessment for a majority of class today.
-Students that finish early may work on either the extra credit project or Wake project products for the remainder of class

The Wake Project Day- 10/25

Warm Up:
-Students will receive the directions for the Extra Credit Project
-Students will be given time to check out Peach Award Books from the Media Center
 checklist
Work Session:
-A majority of class time today will be spent on the final products for the Wake Project
-Presentations for this project begin Monday
-Students will participate in individual grade and project conferences with the instructor while working on final products

Summarizer:
-Students will complete the conference

Final Romeo and Juliet Test- 10/24

NOTE: Due to 9th grade collaborations in the Media Center today, I will not be present for the 2nd block class

Warm Up:
-Students will evaluate their performance on the EOCT practice test we administered last week
-Students should choose ten questions they missed, review the correct answers, and write an explanation for why the right answer is correct

Work Session:
-Students will take the unit 2 final test
-This test should take a majority of the class
-If time remains, however, students will work on the final products for their Romeo and Juliet Wake projects

Summarizer:
-EOCT practice evaluations will serve as today's Exit Ticket

Career Cruising- 10/23

-Students will be in the department computer lab during most of the class as the Guidance counselors do the Career Cruising lesson
-If time remains, students will work on the final products for their Romeo and Juliet Wake projects
-All final products are due November 4th

Tiered Reviews and Act V- 10/22

Warm Up:
-Students will complete the tiered review questions for Acts I-III of Romeo and Juliet

Work Session:
-The class will briefly view and discuss Act IV of "Romeo + Juliet"
-Students will e assigned speaking roles for Act V of the play
-As a class we will read and discuss Act V

Summarizer:
-Students will be introduced to the Peach Book extra credit project

Scene Adaptation Performances- 10/21

Warm Up:
-Students will complete the self-reflection and peer grading sheets for the scene adaptations we worked on all last week
-These reflections will be commented on and used as a basis for the final Act II assessment

Work Session:
-Small groups will have ten minutes to put the final touches on their scene adaptations
-Small groups will perform their scene adaptations
-If time permits, speaking roles will be assigned
-As a class we will read and discuss Act V of Romeo and Juliet

Summarizer:
-Students will complete the teacher effectiveness surveys

Line Detective and Scene Adaptations- 10/16

Warm Up:
-Students will complete the "Line Detective" exercise as a warm up
-Citing textual evidence, the instructor will use the discussion questions as a framework for the larger themes explored so far in the drama

Work Session:
-Students will receive directions for the scene adaptation assessment
-Students will break into small, predetermined groups to begin adapting their assigned scene
-Students will workshop the performance while building homemade props and backdrops for their performances
-Final drafts of scripts are due at the end of class
-Scene performances will begin tomorrow and individual assessments will be graded and applied

Summarizer:
-Student scripts will serve as today's Exit Ticket

Dramatic Types- 10/15

Warm Up:
-As a class we will take notes on, and discuss, dramatic types and conflict found in dramatic literature
-Students will do a quickwrite based on this warm up which will be discussed

Work Session:
-Students will be assigned speaking roles for this Act
-As a class we will read and discuss Act III
-Students will receive the directions for the scene adaptation activity
-Students will be broken into small groups to begin the products for this assessment

Summarizer:
-Students will complete a 3-2-1 Countdown based on this lesson

EOCT Pretest- 10/14

Warm Up:
-Students will transpose answers from the first part of the EOCT pretest they began Friday onto an optical scanning answer sheet

Work Session:
-Students will finish the EOCT pretest
-Answers from this test will be used to determine the direction of the EOCT preparation unit
-This activity should take a majority of class time today
-If students finish early they will complete the critical reading questions for Act II we began Friday
-Students that finish all activities early can work on the rough drafts of the products they are creating for the unit performance task

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson.

Finishing Act II-10/9

Warm Up:
-Students will review internal and external conflicts by viewing the short film "Paperman"
-Students will create a T chart that illustrates the two types of conflict present in the short film
-As a class we will discuss what students saw and the conflicts they identified

Work Session:
-Talking roles will be established for all speaking roles today
-As a class we will read and discuss Act II scene 5
-Students will use the provided graphic organizer and attach this into their interactive notebook to identify conflict, theme, and extended metaphors present in this Act
-As a class we will discuss answers to this
-If time permits we will view the Act II scenes in Romeo + Juliet
-Additionally, if time permits students will break into project groups and continue work on the Wake project products

Summarizer:
-Students will answer the Essential Question for today on a sticky note
-This will serve as today's Exit Ticket

Today's Link:
https://www.youtube.com/watch?v=1QAI4B_2Mfc

Extended Metaphors and Act II- 10/8

Warm Up:
-Students will record the definition for extended metaphor into their interactive notebooks
-Students will view the clips of the "girl in the red coat" that appear frequently throughout Schindler's List
-Students will quickwrite responses to the clips and as a class we will discuss

Work Session: 
-Students will use the graphic organizer provided to them to review the main characters and events from Act I of Romeo and Juliet
-Students will be assigned speaking roles
-As a class we will read and discuss Act II, scenes 3 and 4
-Students will discuss the extended metaphors encountered in those scenes as they record them on their graphic organizer
-The graphic organizer will be attached to the interactive notebook
-If time permits students will break into their project groups and silently begin working on final drafts of all written work

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Today's Link:
https://www.youtube.com/watch?v=j1VL-y9JHuI

Character, Theme, and The Wake Work Session-10/2

Warm Up:
-Students will take notes on character and theme, using the powerpoint presentation as a basis for these notes
-As a class we will complete the coached example from the COACH workbook
-Students will work on the lesson practice from the COACH workbooks
-We will correct and discuss the answers to these exercises

Work Session:
-The class will review the scenes we read yesterday using the scene adaptation activity
-Students will do this activity with their ten o'clock buddy
-Students will break into the small roles they have already been assigned for the Unit 2 performance task
-Students will use the classroom resources, the material they brought, and small groups will be given passes to the media center to work on their projects
-This activity will take most of the class time

Summarizer:
-Students will answer the Essential Question on a sticky note.
-This will serve as today's Exit Ticket

Painting Analysis Continued-10/1

Warm Up:
-Students will continue the notes we began yesterday on the major elements of dramatic literature
-Students will take a brief review quiz on these elements

Work Session:
-Students will complete the painting analysis activity we began yesterday
-As a class we will discuss the "blocking" for the balcony scene
-Students will read and annotate the setting chapter from How to Read Literature Like a Professor 
-As a class we will discuss the importance of setting in Act II, scene 1 of Romeo and Juliet
-After assigning roles students will begin reading and discussing Act II scene 1.
-Students will do quickwrites in their interactive notebook in which they identify references to celestial bodies in this scene
-If time permits students will share their responses to the quickwrite prompt

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Painting Analysis-9/30

Warm Up:
-Students will take notes on and discuss elements of dramatic literature, using the class powerpoint
-As a class we will do the coached example and discuss the correct answers
-Students will do the lesson example and the class will discuss the correct answers

Work Session:
-Students will be given an additional ten minutes to complete the Act I test we began Friday
-Students will be given ten additional minutes to complete the Queen Mab annotations and Facebook template assessments
-The class will watch the Act I portion of "Romeo + Juliet"
-Students will quickwrite responses to an analysis of the painting Romeo and Juliet by Antohony West
-Students will list all elements of the painting they can find, along with statements of tone and what they think is happening in the scene
-If time permits we will begin reading and discussing "the balcony scene" in Act II scene 1

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Act I Assessments- 9/27

Warm Up:
-Students will take the EOCT Practice Review Quiz on grammar usage

Work Session:
-Students will be taking the Act I Identification and Essay Test.
-This activity will take up most of the class period
-Students that finish early may continue work on the Queen Mab monologue annotations and Facebook template assessment
-If time permits we will complete our viewing and discussion of Act I of "Romeo + Juliet"\

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Comedy and Tragedy-9/26

Warm Up:
-Students will take notes on, and discuss, the differences between comedy and drama in dramatic literature
-Together we will do the coached example from the COACH workbooks
-Students will complete the independent practice in the COACH workbooks
-As a class we will discuss the correct answers for these exercises

Work Session:
-The class will review the events of the play so far through a brief review quiz
-As a class we will read and discuss Act I scenes iv-v of Romeo and Juliet
-Students will work with their 8 o'clock buddies to answer the critical reading questions on page 830 of the text, as well as a modern translation of either Mercutio's monologue in scene iv, or Romeo and Juliet's dialogue in scene v
-Completed translations will be shared with the entire class
-If time permits we will continue viewing and discussing the movie version of Act I

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Project Day- 9/25

NOTE:

-Due to the writing test that was proctored in the morning classes, we will be having a project day for the Romeo and Juliet- "The Wake" Unit 2 Performance Task introduced yesterday.

-The class will break into smaller subgroups, according to the task they signed up for yesterday, and begin working on very rough drafts of finished products for the wake.

-Students will also meet with the instructor for individual grade and project conferences.

=Students will be required to fill out a project checklist and bring this to their individual conference.

Shakespearean Insults- 9/24

Warm Up:
-Students will take the brief assessment on grammar usage
-Students will take notes on, and discuss prefixes, suffixes, and word roots
-Together we will practice this skill using the teacher-provided notes

Work Session:
-Students will choose either a red or blue chip from the basket to determine whether they will be a Montague or Capulet for the unit performance task
-Students will receive the performance task, with menu choices built-in to the assessment
-As a class we will discuss the project
-Students will receive a slip of paper with a name and a Shakespearean insult on it.
-Using this as a basis for grouping, students will meet with their "insult" group and work through the handout activities
-We will share a few of these insults with the entire class
-Students will return to their seat and work on the final component of the activity in which they construct their own fully formed Shakespearean insult
-If time permits we will continue reading and discussing Act I

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson, as written on the portable whiteboard

Contiinuing Act I - 9/23

Warm Up:
-Students will quickwrite on the following topic:  What is love?  Can a view of love change when considered from a different historical era?
-As a class we will discuss and share out responses

Work Session:
-Students will fill out the graphic organizer listing the major attributes of Romeo, Benvolio, Tybalt, Mercutio, and Juliet
-Students will be assigned major roles from Act I
-As a class we will begin reading and discussing Act I of Romeo and Juliet

Summarizer:
-Students will quickwrite on the following topic:  Who is the most interesting character to you so far and why?
-As a class we will share and discuss responses

Common Assessment Performance Task- 9/19

NOTE: The performance task for the common assessment will be administered today.  One hour will be allotted for students to produce an essay in which they analyze a contemporary sonnet.

-If time permits we will continue reading and discussing Act I of Romeo and Juliet

Common Assessment- 9/18

-Students will be taking the multiple choice section of the common assessment today.

-Students that finish early will begin answering critical reading questions from the textbook concerning Act I of Romeo and Juliet

-These questions will be due at the beginning of next class
 

Choral Readings and Act I- 9/17

Warm Up:
-Students will take notes on basic rules of verb tenses, keeping the proper verb tense, and pronoun agreement
-Students will receive a handout to practice using the proper tense
-Using the smartboard, students will demonstrate an understanding of subject/verb agreement

Work Session:
-The class will convene in the amphitheater to perform the choral readings of the prologue
-Students will return to the class and fill out anticipation guides based on the prologue
-As a class we will discuss the answers to these anticipation guides
-As a class we will view the opening scenes of Romeo + Juliet
-The class will discuss mood and tone operating in the scene and how this sets the stage for the rest of the play
-Students will receive speaking roles and the class will begin reading Act I of Romeo and Juliet
-The class will take notes on the main characters, using an advanced graphic organizer that will be modeled by the instructor

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

The Prologue and Choral Readings-9/16

Warm Up:
-Students will take notes on and discuss subject/verb agreement, compound subjects, and the correct use of intervening subjects

Work Session:
-Together we will work on the coached example from the COACH workbooks
-Students will complete the lesson practice and we will discuss the correct answers together
-Students will briefly view the prologue from Romeo + Juliet
-Students will meet with their four o'clock buddy and the instructor will further differentiate grouping by ability and ratio of drama arts students
-As a class we will view the example of choral reading from youtube
-Groups will receive their individual parts to translate and memorize
-Groups are further instructed to add dramatic flair and emphasis to their part
-Groups will run through a "dry run" of the choral reading of the Prologue
-Students will answer critical thinking questions concerning the entire prologue from the smartboard

Summarizer:
-Students will complete critical thinking questions to serve as today's Exit Ticket

Project and Grade Conferences Continued and "In Search of Shakespeare"-9/13

Warm Up:
-Students will complete notes and activities (smartboard) on capitalization and the spelling of confusing words

Work Session:
-As a class we will do the coached example from the COACH workbooks
-Students will complete the lesson practice from the COACH workbooks

-We will continue the grade and project conferences we started yesterday while the rest of the class continues working on their individual projects
-If time permits we will begin viewing and discussing "In Search of Shakespeare" while students continue filling out the Nine Event graphic organizer

Summarizer:

-Students turn in answers for this last activity to serve as today's formative assessment

Project and Grade Conferences- 9/12

Warm Up:
-Students will complete notes and activities (smartboard) on capitalization and the spelling of confusing words

Work Session:
-As a class we will complete the coached example from the COACH workbooks
-Students will complete the lesson practice from the COACH workbooks
-Students will complete the Four Panels assessment administered in yesterday's class (15 min.)
-A majority of class will be spent using department laptops and BYOD devices to complete a portion of the unit 1 performance task
-As students work they will work on the project checklist and have individual grade, test, and project conferences with the instructor

Summarizer:
-Students will complete project checklists and turn this in as today's Exit Ticket

"In Search of Shakespeare"-9/11

Warm Up:
-Students will complete notes on semicolons, apostrophes, and using question marks in quotation marks

Work Session:
-Together we will work on the coached practice exercises from the COACH workbook
-Students will do the lesson practice exercises
-As we did not get to this yesterday, students will complete the Four Panels assessment (45 min.)
-Students will view the Prologue to Romeo and Juliet
-Students will receive the Six Event Graphic Organizer to use as they watch the documentary
-Students will view the documentary entitled, "In Search of Shakespeare"

Summarizer:
-Students will complete the Six Event Graphic Organizer

Soliloquies, Monologues, Tragic/Flawed Heroes, and Literary Foils- 9/10

Warm Up:
-Students will take notes on punctuation
-For modeling purposes the instructor will review incorrect examples using the document camera and typed, anonymous examples from recent student writing
-The instructor will use the Promethean smart board to show how to proofread, and subsequently correct these errors

Work Session:
-Together we will complete the coached lesson from the COACH workbooks
-Students will work on the lesson practice from the COACH workbooks
-As a class we will discuss correct answers
-Students will review information presented in yesterday's lesson by discussing what they recorded in the third column of yesterday's KWL chart.  These charts can be found in the interactive notebook.
-The class will discuss the last two rows of the KWL chart
-Students will take notes in their interactive notebooks as we discuss formalized notes for Elizabethan England and literary foils
-Students will receive a piece of typing paper for today's formative assessment
-Students will fold the paper twice to create four panels
-After viewing youtube examples (V for Vendetta, The Lion King, The Dark Knight Rises) students will answer the critical questions posed on the board and provide pop cultural and literary examples of soliloquy, monologue, tragic/flawed hero, and foils

Summarizer:
-Students will discuss the results of their Four Panels with the entire class

Starting Unit 2- 9/9

NOTE: Due to the length of last week's assessment much of this lesson was not completed last week.

Warm Up:
-Students will take he EOCT mid-chapter review quiz
-This quiz is based on the warm up notes we took last week

Work Session:
-As a class we will finish viewing and discussing "Into the Wild"
-Students will work on the first column of the KWL chart.  They will refer to this as we discuss material not covered in today's powerpoint
-Students begin a new unit today on Shakespeare. Our primary text for this unit will be "The Tragedy of Romeo and Juliet"
-As an anticipatory set students will receive cloze notes to begin introductory activities and notes
-As a class we will review and discuss the presentation on "Shakespeare and the English Language"
-If time permits at the end of the presentation, students will use in-class resources (as well as smart phones) to define the vocabulary terms at the end of the presentation

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Beginning Shakespeare- 9/6

Warm Up:
-Students will take notes on making information clear in research writing
-Together we will work on the coached example (from the COACH workbooks)
-Students will work on the lesson practice (COACH) and the class will correct and discuss the crrect answers

Work Session:
-As a class we will finish viewing and discussing "Into the Wild"
-Students will work on the first column of the KWL chart.  They will refer to this as we discuss material not covered in today's powerpoint
-Students begin a new unit today on Shakespeare. Our primary text for this unit will be "The Tragedy of Romeo and Juliet"
-As an anticipatory set students will receive cloze notes to begin introductory activities and notes
-As a class we will review and discuss the presentation on "Shakespeare and the English Language"
-If time permits at the end of the presentation, students will use in-class resources (as well as smart phones) to define the vocabulary terms at the end of the presentation

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Unit 1 Performance Task -9/4

Warm Up:
-Students will take note on the art of taking and using notes in research writing
-As a class we will work on the coached lesson together
-Students will work on the lesson practice (COACH)
-Together we will correct these exercises and discuss the answers

Work Session:
-Students will receive the directions for the unit 1 performance task
-As a class we will discuss the directions and steps students should take to complete the task
-Students will receive the advanced graphic organizer for guided viewing
-As a class we will take brief notes on media literacy
-Students will view the remainder of the movie version of Into the Wild while working on their advanced graphic organizers


Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Into the Wild Final Test-9/3

Warm Up:
-Students will take notes on secondary evidence in research writing
-Together we will work on the coached example (from the COACH workbooks)
-Students will work on the lesson practice (COACH) and the class will correct and discuss the crrect answers

Work Session:
-Students will take the final test for Into the Wild (this will take a majority of the class)
-Students will receive the performance task directions for Unit 1
-As a class we will discuss the techniques students should employ when completing the performance task
-In small collaborative groups, students will use the department laptops to begin the preliminary steps they will need to complete the performance task
-Interactive notebooks will be collected at the end of class for a grade 

Summarizer:
-Students will individually conference with the instructor to discuss research steps

Literary Inspirations For Into the Wild-8/30

Warm Up:
-Students will take notes on the research paper and using resources

Work Session:
-As a class we will work on the coached lesson portion of today's lesson together
-Students will complete the lesson practice in the COACH workbooks
-As a class we will correct and discuss the lesson practice
-Students will receive the graphic organizer to list the literary causes and inspiration for McCandless's journey into the wild
-Students will work on this organizer as we view the movie version of "Into the Wild"
-The class will finish viewing the movie version of "Into the Wild"

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Annotating Walden and Literary Inspirations- 8/29

Warm Up:
-Students will take notes on, and discuss formal and informal language in writing
-As a class we will work through the coached example in the COACH workbooks
-Students will work independently to complete the lesson practice
-As a class we will discuss the correct answers to this exercise

Work Session:
-Students will continue working with their five o'clock buddy to read, discuss, and annotate Walden packets
-Students will work individually to complete the critical reading questions at the end of the packet
-Collaborative pairs will receive blank typing paper.  Groups must create an informational poster that creatively lists the causes and inspirations for McCandless to disappear in the wilderness
-If time permits we will view a few more key scenes from Into the Wild

Summarizer:
-Informational posters will be collected for a grade and for display

Daily Homework:
-Students should read chapters 14-15 Into the Wild

Thoreau and Walden- 8/28

Warm Up:
-Students will complete the Mid-Chapter EOCT Practice assessment in the COACH workbook
-As this review quiz is a culmination of our warm up lessons this week, this will be a summative assessment

Work Session:
-Students will take notes on, and discuss, the life of Henry David Thoreau
-The class will revisit the principles of transcendentalism
-Students will work in collaborative pairs to annotate a small selection from Walden
-The instructor will use the document camera to highlight exemplary work and make thematic connections between the selection and Into the Wild
-If time permits the class will view another brief clip from the movie version of Into the Wild

Summarizer:
-Students will complete a Four Corners graphic organizer based on today's lesson

Daily Homework:
-Students will read chapters 12-13 Into the Wild

Creating Thematic Statements- 8/27

Warm Up:
-Students will take notes on the major elements of persuasive paragraphs
-As a class we will work through the first two exercises in the COACH workbook
-Students will work independently on the rest of the exercises in lesson 24

Work Session:
-Students will have fifteen minutes to finish reading and annotating "To Build a Fire"
-Students will take the quiz for both "To Build a Fire" and the assigned chapters
-Annotated copies of the story will be collected 
-Students will take notes on theme and discuss how to convert thematic elements into thematic statements
-To practice this skill we will view "In the City" from Liquid TV
-As a class we will brainstorm a list of possible thematic elements from the cartoon
-The instructor will model how to take one of the elements and turn it into a thematic statement
-Students will use the remainder of class reading chapter 13 and listing ten thematic elements from their reading so far on a separate sheet of paper

Summarizer:
-Students will construct three thematic statements from the elements they listed during the lesson

Daily Homework:
-Students will read chapters 13-14 Into the Wild

Jack London and Into the Wild -8/26

Warm Up:
-Students will take notes on the elements of narrative paragraphs
-Together we will practice the first two questions and exercise from the COACH workbooks
-Students will independently work on the practice lesson
-Together we will discuss the correct answers to these exercises

Work Session:
-Students will take a brief reading quiz based on chapters 8-10 Into the Wild (possibly on the iRespond remotes)
-As a class we will discuss the life and major works of Jack London
-The class will read "To Build a Fire" and annotate, with an emphasis on connecting the short story to Into the Wild
-As a class we will discuss annotations, using the document camera

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Micro-Socratic Seminar- 8/23

Warm Up:
-Students will complete notes on Expository Paragraphs
-The instructor will run students through the first two questions of Lesson 12 in the COACH workbooks before they independently complete the practice lesson
-As a class we will discuss the correct answers

Work Session:
-Students will engage in micro-Socratic Seminars for a majority of class
-Students will take notes during the discussion, which will be dictated by predetermined questions
-Students will fill out the "After the Seminar" handout as a formative assessment
-As a class we will discuss the different types of shots involved in film as part of our ongoing discussion of media literacy
-If time permits we will continue watching clips from the movie version of "Into the Wild"
-Students will identify long, close, and extreme close-ups, and possible reasons for this in key scenes viewed today

Summarizer:
-Students will turn in the reflection sheet and associated notes for the Socratic Seminar

Daily Homework:

-Students will read chapters 8-9 Into the Wild

Paragraph Structure and Mini-Socratic Seminars- 8/22

Warm Up:
-Students will take the reading quiz for chapters 4-5 Into the Wild

Work Session:
-Students will take notes on Paragraph Structure, as previewed in yesterday's formative assessment
-Students will break into small collaborative groups (using Talking Chips)
-Students will engage in mini-Socratic Seminars, again using the seminar guide for notes, prearranged questions, and poker chips to establish norms

Summarizer:
-Students will turn in notes taken during the seminar

Daily Homework:
-Students should read chapters 6-7 Into the Wild

Paragraph Structure, Contextual Vocabulary, and Socratic Seminar- 8/21

Opening:

-Students will complete the reading quiz for chapters 1-3

Work Session:

-Students will complete the exercises for paragraph structure from the COACH workbooks

-As a class we will discuss the correct answers
 -Students will discuss contextual vocabulary by discussing and taking brief notes (IN) on syntax, prior knowledge, and cultural knowledge to determine unfamiliar words and phrases
-The following example from the Author's Note in Into the Wild will be analyzed:

”When the boy headed off into the Alaska bush, he entertained to illusions that he was trekking into a land of milk and honey; peril, adversity, and Tolstoyan renunciation were precisely what he was seeking. And that is what he found in abundance.”

Bold=figurative language, colloquialisms

Red= word geography (interdisciplinary) and context, word pattern

Green= Prior knowledge, socio-cultural knowledge (interdisciplinary)
-Colored sections of the paragraph will be highlighted and discussed in relation to the notes

-Students will engage in a structured Socratic Seminar, using questions taken from the Into the Wild reading log

-Students will transpose reading log questions into their interactive notebooks and answer them as the seminar progresses

-If time permits we will view a few more clips from the movie version of “Into the Wild”

Summarizer:

-Students will complete the 3-2-1 Countdown

Daily Homework:

-Students should read chapters 4-6 from Into the Wild

Common Assessment- 5/21

Opening:

-Students will complete the performance task for the common assessment

Work Session:

-Students will complete the multiple choice section of the common assessment

-This activity should take the remainder of class, but if time permits students will use the department laptops to go to either the EOCT Power Review linked to the class blog, or will use Brain Pop

Summarizer:

-Students will complete the 3-2-1 Countdown

Daily Homework:

-Students should read chapters 1-3 from Into the Wild

Reference Resources and "Surviving Alone in Alaska"- 8/19

Opening Warm-up AND/OR Activator (highlight one):
-Students will take brief notes and the class will have a discussion on the different types of reference materials

-Students who scored a perfect score on the nonfiction assessment will be given a card that has the definition of one of the reference materials.
-The rest of the students will receive cards with examples of research topics
-Students with definition cards will read them aloud
-Students with topic cards must drop the appropriate card with the correct definition
-Students with definition cards will flip them to reveal the type of reference book they represented
-As a class we will go through the stacks of cards for each definition, correcting errors as we go
-Students are told to review reference material in their interactive notebooks

Work Session:

-Students will use the advanced graphic organizer handout (attach in the IN) as they view the Youtube video, "Surviving Alone in Alaska."
-Students will complete the organizer to use for a discussion after the video
-The class will discuss the video in relation to thematic ideas presented so far for Into the Wild 
-Students will take brief notes on theme

-If time permits, students should begin their reading assignment

Closing/Summarizer:

-Students will complete a 3-2-1 Countdown based on today’s lesson