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

Completing Annotations and "This I Believe" Essays- 8/16/13

Opening Warm-up AND/OR Activator (highlight one):

-Students will complete annotations of the Tolstoy biography we began yesterday
-Small groups will share out their favorite annotations, interesting facts, etc.

Work Session:

-Students will view the first ten minutes of the movie version of "Into the Wild" (past the title sequence)
-Students will quickwrite some predictions before sharing them with the class
-As  a class we will return to the department computer lab so students can complete typing their final draft of the "This I Believe" essay
-Final drafts must be completed by the end of class today
-Those students that finish early should complete the EOCT Power Review game that is linked to the class blog

Closing/Summarizer:

Students will summarize today’s lesson using either only four words or two symbols

Tolstoy and Into the Wild- 8/15/13

Opening Warm-up AND/OR Activator (highlight one):

-Students will take a brief review quiz on Transcendentalism and the vocabulary introduced yesterday

Work Session:

-Students will complete a chapter lesson from the COACH workbooks.  As a class we will discuss the correct answers.  The instructor will use the class document camera to complete this.

-As a class we will discuss annotation, exemplars will be shown using the document camera.

-Students will receive the Leo Tolstoy biography handout and will annotate accordingly

-Annotations will be referred to as the class discusses the article

-Students will view a ten minute clip from the movie version of Into the Wild (to the end of the opening title sequence)

-Students will quickwrite in their interactive notebooks using this prompt:  What can you predict this movie is about?  What can you tell about the main character from the little you saw of him?  What do you think is important to him and why?

-As a class we will discuss responses

Closing/Summarizer:

-Students will answer the Essential Question on a sticky note and attach it to the front board on the way out of class

Exit Slip: Students place a post-it with their main intelligence on a class poster

Introduction to the Philosophy of Into the Wild- 8/14/13

Opening Warm-up AND/OR Activator (highlight one):

Students will take the unit pretest- elements and types of nonfiction (COACH workbooks)

As a class we will discuss the unit map and students will brainstorm the components of the unit based on their reading so far

Work Session:

1. As a class we will discuss the elements and types of nonfiction found in literature.
2. COACH handouts for this material will be attached and included
3. Students will take T Chart notes in the interactive notebook from the Transcendentalism powerpoint
4. Students will explain the philosophy of asceticism  with an accompanying photo from the cover of Into the Wild on sticky notes
5. If time permits, we will return to the department computer lab to complete the "This I Believe" essay

Closing/Summarizer:

Students complete a 3-2-1 Countdown

Daily Homework: Get syllabus signed, complete summer reading assignments, purchase the parallel reading