*Click on the links below to be redirected to the corresponding tab for the Outside Reading Project, KFC Vocabulary, & Independent Work Stations. Continue to scroll down for Whole Group/Small Group classwork.
3rd Quarter
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1. "If" and "Trial by Ice" Synthesis Activity (Steps 1-5)
1/9 - 10: We completed steps 1 and 2 in class. If you did not finish, you must finish at home BEFORE next class.
1/11 - 12: We completed step 3 and got half way through step 4. If you did not finish, you must finish at home BEFORE next class.
1/13 - 16: We finished step 4 and completed step 5. We turned in the work to the work bin (though technically, it is due at the very beginning of next class). If you submit after this (before the last date accepted), you will now need a signed late work slip.
1/11 - 12: We completed step 3 and got half way through step 4. If you did not finish, you must finish at home BEFORE next class.
1/13 - 16: We finished step 4 and completed step 5. We turned in the work to the work bin (though technically, it is due at the very beginning of next class). If you submit after this (before the last date accepted), you will now need a signed late work slip.
Worksheet:
Tone Words List: Text: "Trail by Ice" p.83-86 BEST Audio Recording: (will help you hear tone) Audio and Video Recordings: |
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Due Date (beginning of class): A day = Wednesday, 1/18/17; B day = Thursday, 1/19/17
Last Date Accepted: Thursday, 1/26/17
Last Date Accepted: Thursday, 1/26/17
Standards focus: (Text Structure)
- LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn among them. LAFS.910.RI.2.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). |
2. Text Structure Brainstorm (x2 - front and back)
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3. Identifying Text Structure 4
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4. "The Tang & Song Dynasties in China" (Text Structure Article Strategy Work)
1/18 - 19:
- We viewed the power point lesson and went over the reference chart.
- (Book Declaration and Outside Reading Project were also handed out.)
- We viewed a teacher model of the brainstorm.
- We then completed one side of the blank brainstorm together (the class did cause/effect and problem/solution, then partners completed the rest) and the other side was completed, with your choice of appropriate topic, independently (by yourself). If you did not finish, you must finish at home BEFORE next class.
1/20 - 23:
- We practiced with text (short paragraph passages) with Identifying Text Structures 3 worksheet. With each passage, students must identify the appropriate text structure AND draw the corresponding graphic organizer with applicable text information filled in. (The graphic organizers should match the models and are best on separate notebook paper, as there is not enough room on the worksheet.) If you did not finish, you must finish at home BEFORE next class.
1/24 - 25:
Whole Group: We've been working our way up the ladder to our goal of being able to use what we've learned and apply it to an article. I modeled this process in great detail with the article, "Erosion." (See teacher model below.) You practiced with a different article during Independent work rotation.
Yes, that's right - Rotations are back!
SG: Students checked out the answer key (for Identifying Text Structures 3) from me to check their work and understanding! (Teacher retaught any structures that the students did not grasp. Unless any students had not finished DAR testing, in which case the teacher had to finish testing. Regular differentiated lessons will resume within the next two classes.)
IW (computers): Students completed the same process modeled in Whole Group by themselves with a new article, "The Tang and Song Dynasties in China." (See text and worksheet below.)
IR: All students should now have a new book based on their independent reading range. Students first consulted a spreadsheet by student number with lexile scores from the last 5 months of Achieve tests and article work. (See the **Note in purple below.) Once students filled out their new reading log with the header information, they were to begin reading. A two hashtag/quote row requirement (daily/ONLY in class) will begin next class.
*Note: This lesson/activity will help you with your Outside Reading Project this quarter!!!
**Note: We also picked out new Independent Reading books this week, based on our highest reading level (per Achieve). (If you did not conference with me, you may search by student number on my report. Your reading level is your score minus 100 - lowest lexile - to your score plus 100 - highest lexile. This should give you a reading range that is not too hard or too easy for you to tackle by yourself. Ex. Score = 580. Reading range is 480 - 680. You may ONLY choose books with a lexile/reading level within YOUR reading range. The numbers are found on the white tabs on the side of each book in our classroom library.)
***Note: I anticipate finishing DAR testing during the next two classes, which means that we will go back to normal rotations (adding back in Achieve articles and Independent Reading logs). Small Group will become extremely important as we will hard hit remaining weak skill areas to bring you up as close to grade level (for the process of reading) as possible before FSA!!! Whole Group time will be limited so daily/weekly homework will become necessary, especially if you waste class time goofing off.
- We viewed the power point lesson and went over the reference chart.
- (Book Declaration and Outside Reading Project were also handed out.)
- We viewed a teacher model of the brainstorm.
- We then completed one side of the blank brainstorm together (the class did cause/effect and problem/solution, then partners completed the rest) and the other side was completed, with your choice of appropriate topic, independently (by yourself). If you did not finish, you must finish at home BEFORE next class.
1/20 - 23:
- We practiced with text (short paragraph passages) with Identifying Text Structures 3 worksheet. With each passage, students must identify the appropriate text structure AND draw the corresponding graphic organizer with applicable text information filled in. (The graphic organizers should match the models and are best on separate notebook paper, as there is not enough room on the worksheet.) If you did not finish, you must finish at home BEFORE next class.
1/24 - 25:
Whole Group: We've been working our way up the ladder to our goal of being able to use what we've learned and apply it to an article. I modeled this process in great detail with the article, "Erosion." (See teacher model below.) You practiced with a different article during Independent work rotation.
Yes, that's right - Rotations are back!
SG: Students checked out the answer key (for Identifying Text Structures 3) from me to check their work and understanding! (Teacher retaught any structures that the students did not grasp. Unless any students had not finished DAR testing, in which case the teacher had to finish testing. Regular differentiated lessons will resume within the next two classes.)
IW (computers): Students completed the same process modeled in Whole Group by themselves with a new article, "The Tang and Song Dynasties in China." (See text and worksheet below.)
IR: All students should now have a new book based on their independent reading range. Students first consulted a spreadsheet by student number with lexile scores from the last 5 months of Achieve tests and article work. (See the **Note in purple below.) Once students filled out their new reading log with the header information, they were to begin reading. A two hashtag/quote row requirement (daily/ONLY in class) will begin next class.
*Note: This lesson/activity will help you with your Outside Reading Project this quarter!!!
**Note: We also picked out new Independent Reading books this week, based on our highest reading level (per Achieve). (If you did not conference with me, you may search by student number on my report. Your reading level is your score minus 100 - lowest lexile - to your score plus 100 - highest lexile. This should give you a reading range that is not too hard or too easy for you to tackle by yourself. Ex. Score = 580. Reading range is 480 - 680. You may ONLY choose books with a lexile/reading level within YOUR reading range. The numbers are found on the white tabs on the side of each book in our classroom library.)
***Note: I anticipate finishing DAR testing during the next two classes, which means that we will go back to normal rotations (adding back in Achieve articles and Independent Reading logs). Small Group will become extremely important as we will hard hit remaining weak skill areas to bring you up as close to grade level (for the process of reading) as possible before FSA!!! Whole Group time will be limited so daily/weekly homework will become necessary, especially if you waste class time goofing off.
Power Point (lesson):
Reference Chart: Text Structure Brainstorm (Teacher Model): Text Structures Article Strategy Work (Teacher Model): ------------------------------------------------------------ (*If you were absent, choose ONE of the below brainstorms.) #2. Text Structure Brainstorm_Option 1: Zombie Apocalypse Text Structure Brainstorm_Option 2: The Club #3. Identifying Text Structures 3 #4. Text Structures Article Strategy Work & ACES: "The Tang & Song Dynasties in China" (text and worksheet) ---------------------------------------- Book Declaration (Step 1) and Outside Reading Project (Step 2): |
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TEXT STRUCTURES BRAINSTORM (x2):
Due Date (beginning of class): A day = Friday, 1/20/17; B day = Monday, 1/23/17
Last Date Accepted: Monday, 1/30/17
IDENTIFYING TEXT STRUCTURES 3:
Due Date (beginning of class): A day = Tuesday, 1/24/17; B day = Wednesday, 1/25/17
Last Date Accepted: Wednesday, 2/1/17
Text Structures Article Strategy Work & ACES: "The Tang & Song Dynasties in China":
Due Date (beginning of class): A day = Thursday, 1/26/17; B day = Friday, 1/27/17
Last Date Accepted: Friday, 2/3/17
Due Date (beginning of class): A day = Friday, 1/20/17; B day = Monday, 1/23/17
Last Date Accepted: Monday, 1/30/17
IDENTIFYING TEXT STRUCTURES 3:
Due Date (beginning of class): A day = Tuesday, 1/24/17; B day = Wednesday, 1/25/17
Last Date Accepted: Wednesday, 2/1/17
Text Structures Article Strategy Work & ACES: "The Tang & Song Dynasties in China":
Due Date (beginning of class): A day = Thursday, 1/26/17; B day = Friday, 1/27/17
Last Date Accepted: Friday, 2/3/17
Standards focus: (Analysis of different media)
- LAFS.910.RI.3.7: Analyze various accounts of a subject told in different media, determining which details are emphasized in each account. Review of RI.1.2 (central idea / details), RI.1.3 (text structure), and RI.1.1 (supporting text evidence) included in conjunction with the above media via synthesis discussions and writing. |
"Can Music Unite the World" PACKET
(Attach the completed self-evaluation form to
assignments #5-7 and submit as one packet.)
5. "Can Music Unite the World" Marking the Text & Double Bubble
1/26 - 27:
Whole Group: Students read the article "Can Music Unite the World?" while completing a marking the text task. Students then viewed a video on the same subject and completed a text marking task with the video transcript. Finally, students gathered and analyzed the information by putting details into the Double Bubble compare/contrast graphic organizer. If you did not finish, you must finish at home BEFORE next class. You will need it for World Cafe (activity next class)!!!
Yes, that's right - Rotations are back!
SG: We practiced getting into rotations and discussed that rotational work will begin next class. This class, we wrapped up whole group work (verifying text marking and Double Bubble graphic organizer).
IW (computers): (Achieve will resume next class!) Students practiced on weak areas via games / videos / etc. through the Extra Learning and Resources tab on our class website.
IR: Students read and completed log. A two hashtag/quote row requirement (daily/ONLY in class) will now begin.
Whole Group: Students read the article "Can Music Unite the World?" while completing a marking the text task. Students then viewed a video on the same subject and completed a text marking task with the video transcript. Finally, students gathered and analyzed the information by putting details into the Double Bubble compare/contrast graphic organizer. If you did not finish, you must finish at home BEFORE next class. You will need it for World Cafe (activity next class)!!!
Yes, that's right - Rotations are back!
SG: We practiced getting into rotations and discussed that rotational work will begin next class. This class, we wrapped up whole group work (verifying text marking and Double Bubble graphic organizer).
IW (computers): (Achieve will resume next class!) Students practiced on weak areas via games / videos / etc. through the Extra Learning and Resources tab on our class website.
IR: Students read and completed log. A two hashtag/quote row requirement (daily/ONLY in class) will now begin.
"Can Music Unite the World?" article (with task):
Video ("American Music Abroad"): Double Bubble (graphic organizer) and Video Transcript (with task): |
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"Can Music Unite the World" article task, video task, AND Double Bubble:
(You will turn this in with your packet but should be finished by the dates below.)
Due Date (beginning of class): A day = Monday, 1/30/17; B day = Tuesday, 1/31/17
Last Date Accepted: Tuesday, 2/6/17
(You will turn this in with your packet but should be finished by the dates below.)
Due Date (beginning of class): A day = Monday, 1/30/17; B day = Tuesday, 1/31/17
Last Date Accepted: Tuesday, 2/6/17
6. "Can Music Unite the World" - World Cafe Activity
1/30 - 31:
Whole Group: We completed an in class discussion (see questions on file attachment below). This is the preview for the timed writing constructed responses NEXT class!
Rotations:
SG: (Remember, your group does not do the same thing as the others so make sure you are looking at the right one! Remember that anything written must be turned in when indicated in these instructions. You will ALSO get a grade for all activities which involve participation.)
IW (computers): (Achieve will resume next class!) We completed the first column of the Evaluation and Reflection worksheet.
IR: Students read and completed log. A two hashtag/quote row requirement (daily/ONLY in class).
Whole Group: We completed an in class discussion (see questions on file attachment below). This is the preview for the timed writing constructed responses NEXT class!
Rotations:
SG: (Remember, your group does not do the same thing as the others so make sure you are looking at the right one! Remember that anything written must be turned in when indicated in these instructions. You will ALSO get a grade for all activities which involve participation.)
- Word Recognition: We examined the endings: -sion, -tion, -cion, -cian (all having the same sound of /shun/) and -ous (/us/), -ious (/eeyus/), -cious (/shus/). We then multi-syllabic words with these ending in preparation for playing a game (Word Slap) next class.
- (Word Recog.)/Vocabulary: We learned about the rules of context clues and talked about how context clues are really just inferences on a word level. (See worksheet below!)
- (Vocab.)/Comprehension: We began working on examining tone/author's perspective/author's purpose with an article, "Beyond Brave." (See worksheet below!) Today we just read it and marked the text for any words or phrases that we felt show's the author's attitude about his subject, Bethany (the shark attack victim). This is tone!
IW (computers): (Achieve will resume next class!) We completed the first column of the Evaluation and Reflection worksheet.
IR: Students read and completed log. A two hashtag/quote row requirement (daily/ONLY in class).
World Cafe - procedures:
World Cafe - discussion questions: Evaluation and Reflection sheet: (Small Group - Vocabulary Group) - Context Clues Rules: (Small Group - Comprehension Group) - "Beyond Brave" article: |
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7. "Can Music Unite the World" ACES Constructed Response
2/1 - 2:
Whole Group: We went over the rubric for constructed responses on the FSA. We spoke a lot about FSA and how to prepare! We completed two constructed responses (taken from the World Cafe questions) as timed constructed responses with the ACES strategy. You will have to set up time with me to make this up! We completed the middle column of the Evaluation & Reflection sheet. We then began assembling the "Can Music Unite the World?" Packet which is due at the beginning of next class. You will need to submit it in the following order:
Rotations:
No rotations today (we needed the time for the writing).
Whole Group: We went over the rubric for constructed responses on the FSA. We spoke a lot about FSA and how to prepare! We completed two constructed responses (taken from the World Cafe questions) as timed constructed responses with the ACES strategy. You will have to set up time with me to make this up! We completed the middle column of the Evaluation & Reflection sheet. We then began assembling the "Can Music Unite the World?" Packet which is due at the beginning of next class. You will need to submit it in the following order:
- (on top) Evaluation & Reflection sheet (first two columns filled out)
- (next) "Can Music Unite the World" article with text marking
- (next) Double Bubble graphic organizer with the Video Transcript text marking on the back
- (last) Constructed Response (x2)
Rotations:
No rotations today (we needed the time for the writing).
"Can Music Unite the World" PACKET
Due Date (beginning of class): A day = Friday, 2/3/17; B day = Monday, 2/6/17
Last Date Accepted: Tuesday, 2/13/17
Due Date (beginning of class): A day = Friday, 2/3/17; B day = Monday, 2/6/17
Last Date Accepted: Tuesday, 2/13/17
End of packet.
Your KFC VOCABULARY QUIZ is in two classes! Study NOW.
Quiz on (A day) Tuesday, 2/7 and (B day) Wednesday, 2/8.
END OF 3rd QUARTER ASSIGNMENTS!!!
In the interest of time and your fast approaching FINAL extension, I am eliminating all formatting so that I can get this information up as fast as possible for your use.
*I am still accepting Grade Recovery Tickets with ALL work (except reading logs).
**You can still retake the vocabulary quiz through this Monday, 3/13/17! Use the synonyms study list to help you this time. (See KFC tab under 3rd quarter work.)
***If you did not do your Outside Reading Project (or did not follow directions doing BOTH graphic organizers + putting that information into paragraphs with signal words AND answering the 4 questions for the book analysis, expect your grade to drop half to a whole letter grade!!!
FINAL ASSIGNMENTS LIST:
*I am still accepting Grade Recovery Tickets with ALL work (except reading logs).
**You can still retake the vocabulary quiz through this Monday, 3/13/17! Use the synonyms study list to help you this time. (See KFC tab under 3rd quarter work.)
***If you did not do your Outside Reading Project (or did not follow directions doing BOTH graphic organizers + putting that information into paragraphs with signal words AND answering the 4 questions for the book analysis, expect your grade to drop half to a whole letter grade!!!
FINAL ASSIGNMENTS LIST:
(Whole Group/Small Group Category)
1. Evaluating Arguments / Kaavya Analysis: (due 3/6A, 3/7B)
Extra Credit: a. Student Video Notes (from lesson) REQUIRED: b. First article (text marking for claim / support) c. Second article (text marking for claim / support) d. Evaluating Arguments Chart e. Argumentative Essay (claim + 2 & 3 body paragraphs required. Rest of essay = extra credit. All should be completed on the required form. |
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2. Poetry Analysis: (due 3/10A, 3/13B)
REQUIRED: a. TPCASTT for Smells Like Teen Spirit b. TPCASTT for The Road Not Taken c. Critical thinking (3 questions in SER format - 4th question is extra credit) Don't understand the poem? If you REALLY need help, here's a line by line analysis to help you on the way! Don't see tone in the "Smells Like Teen Spirit" song lyrics? How about listening for the tone in the song? Notice the apathy of the crowd (Gen.X) and then how they change. Notice the representation of prefection and conformity at the very, very end and Gen.X's commentary on what they think of this with the rope and dunce cap. Still confused about the theme of conformity with "The Road Not Taken" poem? View this movie clip from "Dead Poets Society" about a teacher trying to explain just that to his students. 3. Small Group participation: REQUIRED: a. Attended small group in order to participate b. Took an active role in activities/discussions/etc. |
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(Independent Work Category)
4. Reading Log (2/27-3/10) - 8-10 hashtag rows + all header information/dates/page numbers filled out
5. Achieve: "Not the News" (due 3/6 but extended to 3/10)
REQUIRED:
a. 3-5# central ideas (summarize boxes)
b. Activity quiz (1st attempt score)
EXTRA CREDIT:
c. Generate 1 higher order question with complete answer (using the cheat sheet for question starters attached to the Achieve email sent to all students).
d. Stretch article (1st attempt on quiz needs to be 75% or higher)
5. Achieve: "Not the News" (due 3/6 but extended to 3/10)
REQUIRED:
a. 3-5# central ideas (summarize boxes)
b. Activity quiz (1st attempt score)
EXTRA CREDIT:
c. Generate 1 higher order question with complete answer (using the cheat sheet for question starters attached to the Achieve email sent to all students).
d. Stretch article (1st attempt on quiz needs to be 75% or higher)