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

Nonfiction Elements Notes and Typing "This I Believe" Final Drafts- 8/13/13

Warm Up:
-Students will take notes based on yesterday's introductory discussion of nonfiction

Work Session:
-As a class we will discuss the PHS writing rubric.  Students are encouraged to use this as a guide as they complete their final drafts today
-A majority of today's class will be spent in the department computer lab working on the final drafts of the "This I Believe" essay
-Students will conference with the instructor as they work on their drafts
-Final drafts are due at the end of class.

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's work session.  This will be displayed on the department computer lab whiteboard

Homework/Reminder:
-Students are reminded to purchase their copy of Into the Wild by Jon Krakauer by 8/20/13.

Elements of Nonfiction and "This I Believe" Essay- 8/12/13

Warm Up:
-Students will complete Unit 1 pretest questions from the COACH workbook
-These questions deal with the elements of nonfiction literature, and the answers will be recorded in the interactive notebook
-As a class we will discuss the correct answers

Work Session:
-Students will view the video clip entitled, "What Doesn't Kill You, Also Makes You Stronger"
-Students will quickwrite responses in the interactive notebook
-As a class we will share and discuss these responses
-Students will view the guidelines and directions for the "This I Believe" essay
-Using poker chips to break into groups, students will review a sample of an essay exemplar, discuss it, and complete a peer review graphic organizer
-Groups will share their responses
-Students will begin their own "This I Believe" essays

Summarizer:
-Students will continue work on the rough draft of their "This I Believe" essay in their interactive notebooks

Syllabus, Interactive Notebook Continued, and Sample Essays- 8/9

Standards: ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Opening Warm-up AND/OR Activator (highlight one): Listen to “What doesn’t Kill you Makes you stronger” This I Believe essay and complete a Reaction Journal in INB.  This journal should focus on your own reaction to the audio clip and apply it to your own life. Work Session: 1.     Read the history of This I Believe under the “About” tab 2.     Read the handout “Essay Guidelines” 3.     Read at least 3 essays in your groups, discuss in your groups and complete the graphic organizer provided 4.     Review the rubric for the assignment 5.     Individually, brainstorm about your own belief and begin to start an outline or if you prefer, begin your rough draft Closing/Summarizer: 3: Ideas you have about your essay 2: Questions about today’s lesson or the class as a whole 1: Visual depiction of your theme  Daily Homework: Complete your rough draft, have someone review your essay and have it ready to type in the next lesson ***Let students know that they will need to purchase/check out a copy of Into the Wild by August 20th.

Interactive Notebooks, Who I Am, and Gardner's Multiple Intelligences- 8/8

Standards:

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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

Who I Am – Graphic Organizer; teacher verifies schedules

Work Session:

Introduce Interactive Notebook – Teacher models example  -*CROSS CURRICULAR STRATEGY

Students set up Table of Contents for Interactive Notebook

Students input first few pages of IN

Unit 1 Title Page creation - *CROSS CURRICULAR STRATEGY

Weekly Mapping Insert #1 : Standards, Learning Goals, Assessments, Vocabulary *CROSS CURRICULAR STRATEGY

Students decorate covers of IN to reflect “Who I Am” 

Multiple Intelligences Test - *CROSS CURRICULAR STRATEGY

Discuss and read about the Multiple Intelligences: How can this knowledge be utilized to aid us in the learning process in all my classes?  How can I apply this knowledge?

Closing/Summarizer:

Share results of Multiple Intelligences Test

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

Daily Homework: Tell students to bring in BYOD (bring your own device) tomorrow to complete the in-class assignment