Monday, November 2, 2015
Standards:
ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Essential Question/Learning Targets:
• What aspects of our lives and ourselves can be found in literature?
Activator (opener):
• Finish up keynotes as needed.
Teaching and Learning Strategies:
• Today, I will be at a training session in Atlanta; therefore, students will work on completing their Sophomore projects. They will upload projects into Showbie for my review and commentary.
Summarizer:
• Quick write- Overall, what have you learned from this project so far?
Tuesday, November 3, 2015
Standards- ALL
Essential Question/ Learning Targets:
What is the ASSET test, and how can I best prepare for it?
Activator:
Brief explanation of the ASSET test and the practice plan for review and remediation.
Teaching and Learning Strategies:
Individually, students take a practice ASSET test.
Summarizer:
The teacher will disaggregate the test answers and will place students in groups accordingly based on results. Groups will be assigned for Thursday's class.
Wednesday, November 4, 2015
Standards:
ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
ELACC9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation
Essential Question/Learning Target:
How can I obtain information for the various gods and goddesses of Greek Mythology?
Activator:
Socrative Quiz: Pretest over gods and goddesses
Teaching/Learning Strategy:
Brief explanation of gallery walk. Students will be broken up into groups. Then, they will receive their charts for the god/goddess project and will be assigned a god or goddess to research.
Using provided websites (linked on my OLC), students will gather research over their assigned god/goddess. Then, students will fill out a chart paper of the information and hang it on the wall.
Summarizer:
Gallery Walk- students will walk around the room, collecting data about the various gods and goddesses that are in their charts.
Thursday, November 5, 2015
Standards:
All
Essential Question/Learning Targets:
What are some test-taking strategies that I can employ for the ASSET test?
Activator:
Students will be placed into groups (formed Tuesday) and will rotate between two twenty-five minute stations.
These stations will address various test-taking strategies and practices for the ASSET test?
Summarizer:
Ticket out the door- students will talk about which strategy works best for them.
Friday, November 6, 2015
Standards:
ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
ELACC9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation
Essential Question/Learning Targets:
How can I
Activator:
Students will finish the Gallery walk from Wednesday if needed.
Teaching and Learning Strategies:
Pick-Tac-Toe: Students will choose a project to complete over their assigned god/goddess- make a "Fakebook" page, a "Dating Site" or Bio/Flash cards for characters.
Summarizer:
Ticket out the door- students will tell me their project of choice and their progress. They will finish over the weekend for homework.