PRE-AP WEEK TWO

Day Six: Monday, August 15

Procedures/Activities

  1. Bell Ringer: Combine the sentences to make them more concise.
  2. Vocabulary: elocution – look at the chart. Underline the root word in the main word and circle the ending. To the left, make a guess. Show quick clips of elocution to understand the definition. Sentence: Having a strong elocution, he traveled extensively giving speeches.
  3. Create a grammar divider in notebooks. In that section, create a page that says Combining Sentences. Put a #1 underneath and label “Coordinating Conjunctions” Make a list of FANBOYS to do this. Explain that combining sentences is to make writing more concise – less wordy and less repetitive – and FANBOYS are one way to help do that. Give example: We were excited about riding the roller coaster. We were scared at the same time. We were excited and scared about riding the roller coaster. Sometimes, it is better to join just parts of the sentences in order to make more precise. But other times, you may just need to connect the sentences with a conjunction. I enjoy picnics. Kate prefers restaurants. I enjoy picnics, and Kate prefers restaurants. I enjoy picnics, but Kate prefers restaurants. I enjoy picnics, so Kate prefers restaurants. It makes a difference in meaning, whichever you choose. Go over the bell ringers. Give three more for them to combine in their notebooks.
  4. Planning for essay: Today, we are going to have a debate. The process is
  1. Divide into two teams
  2. Get the topic and which side you are debating
  3. Come up with three reasons why your side is true
  4. Make sure you have a specific example for each reason.
  5. Listen as the other team gives their reasons and examples.
  6. Take notes on what they say.
  7. Find one reason that you can argue – tell why they’re wrong
  8. Use strong elocution in presenting your side.

Give each group a topic:

  1. Grade alignment
  2. Should students be able to leave school for lunch?
  3. Should the driving age be raised?

Give ten minutes to prepare. Begin the debates. Each side will give their reasons and examples in five to seven minutes. Afterwards, they will give their rebuttals.

  1. Go to the writing section of their notebooks. At the top of the page, write Process. From the debate, begin making a list of what they need to do to write a well-constructed essay:
  1. Read the prompt.
  2. Determine the question
  3. Determine the two positions
  4. Come up with three reasons for both sides
  5. Determine your own position
  6. Come up with three reasons why you believe that.
  7. Come up with two specific examples for each reason
  8. Look at the opposing position. Choose one of the reasons you can argue against. Tell why it is wrong.

Differentiation:

Both note taking and acting out the process of writing - visual, kinesthetic, and auditory

Higher Level Thinking Questions

How can I use the other side’s argument to strengthen my own?

Anchor Activity

Read book assignment for Friday

Closure:

What a rebuttal is ______

What a rebuttal isn’t ______

Day Seven: Tuesday, August 18

Procedures/Activities

  1. Bell Ringer: Combine sentences on PowerPoint
  2. Vocabulary: Give out candy only to those who have on tennis shoes. Find out the issues that people have with that - looking for fair and impartial. Go over the vocabulary word “equity.”
  3. Combining sentences: Continue with the power point, introducing subordinating conjunctions today. Have them practice sentences. Explain that in a marriage, the two have to recognize at any given time that one’s strengths will help in a situation. Yes, both are equal (both have subjects and verbs), but at one time, one of the strengths will be what is needed to get through, and another time, it will be the other’s strengths that will get through. Standing alone, however, brings weakness, and sometimes, even defeat.
  4. Debate:
  1. Carry out the debate from yesterday
  2. Give each partner a piece of what we just did. Whoever thinks they have the first piece, bring it to the board. Continue until the list is in order. Write in their writing sections of the notebook.

5. Begin writing their memory from their picture. Tell the story that makes the picture come to life.

6. Remind that tomorrow, the projects are due.

Differentiation

Partner work

Higher Level Thinking Questions

How can I use subordinating conjunctions to change the tone of my sentences?

How can I use subordinating conjunctions to make my writing stronger?

Anchor Activity

Read book assignment

Closure

Combine the sentences using subordinating conjunctions and tell what tone you hear in the new sentence.

Day Eight: Wednesday, August 19

Procedures/Activities

  1. Bell Ringer: Combine the sentences using either coordinating or subordinating conjunctions. Turn in when completed.
  2. Vocabulary: garrulous - show picture. Determine what is happening. Choose the correct way to use the word.
  3. Give numbers for the presentations. Remind what they are going to be graded on. Have the first eleven people present.
  4. Give each partner a strip. Have them come to the large sheet of paper when it’s time for them to put their strip up, detailing the order of planning an essay.

Differentiation

Projects for different novels students chose to read

Higher Level Thinking Questions

How do your objects represent different aspects of your novel?

Anchor Activity

Read book assignment for Friday

Closure

If you had to choose one of the books beside what you have read, what would you choose based on today’s projects and why?

Day Nine: Thursday, August 20

Procedures/Activities

  1. Begin projects (so that we have time to finish) - number 12 - 23
  2. Begin planning the story that goes with your picture and six word caption from last week. Today, just list the events that happened in your story.

Differentiation

Projects based on novel choices

Higher Level Thinking

How do your objects represent different aspects of your novel?

Anchor Activity

Read your book assignment for tomorrow.

Closure

From each book presented, tell one thing that stood out to you the most (not the objects but the actual book)