Hook, Housekeeping & Homework Monday

Hook, Housekeeping & Homework Monday • No school (except for freshmen)

Past, Present, Future Monday • N/A

Unit Title Monday • N/A • Standard(s) • Objective • Relevance • Essential Question(s)

Instruction: Obtain I Do Monday • N/A • Purpose • Task • Outcome

Activities: Develop & ApplyWe Do – You Do Monday • N/A • Purpose • Task • Outcome

Unit Title Monday • N/A • Standard • Objective • Demonstration of Learning (DOL) • Homework • Extension Activity

Hook, Housekeeping & Homework Tuesday English 3 Honors Mrs. Durland Please take a seat and have out your ID & schedule Homework: Read and annotate the Course Summary and Class Policies handout. Be prepared for a quiz!

Past, Present, Future Tuesday • Summer vacation • Introduction to English Class • Discipline presentation from administration

Introductionto Class Tuesday • Standard(s)3.2. Writing and Composition: Organizational writing patterns inform or persuade an audience • Objective: You will be able to identify, exemplify, and explain a specific interest of your own and of a peer. • Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. • Essential Question: How do I function effectively in class?

Instruction: Obtain I Do Tuesday • Purpose: to explain something about myself in order for you to know me a bit more • Task: to model a brief paragraph in response to a prompt • Outcome: a better understanding of me and my expectations Prompt: In a 15 minute timed writing, respond to one of the following questions by identifying, exemplifying, and explaining. Questions: • What is your favorite type of music or your favorite artist? • What do you like to do in your free time? • What is your favorite sport to watch or to participate? • What is your favorite movie or TV show? • What is something else about you you’d like to share?

Instruction: Obtain I Do Tuesday MLA-type Heading Upper Right Corner, 4 lines Your Name (first and last initial) Instructor’s name (Durland) Course (Eng. 3 H) & Period (P___) Date (8/20/13)

Instruction: Obtain I Do Tuesday Over the years, I have been introduced to a mix of musical genres; therefore, I can’t say I have a “favorite type” of music. When I was in elementary school, my brother listened to classic and southern rock, and my sister was a interested in The Doors and The Rolling Stones. To this day, I can sing along to almost any Doors or Stones song, and I’ve seen the Stones twice in concert. I started forming my own musical interests in junior high, and I became a fan of Sting and The Police when they released their Synchronicity album. By my high school years, we were well into the 80s. While some may think I was a cheerleader listening to pop, I actually hung out with the “alternative” crowd, listening to New Wave artists like Echo and the Bunnymen and Berlin as well as some Hardcore bands like Minor Threat, 7 Seconds, and Corrosion of Conformity. By the time I was in college, my interests changed again because I dated men who introduced me to Little Feat and the Allman Brothers, as well as one who listened to KRCC all day and shared Los Lobos and the Subdudes. Looking back, I feel fortunate that I have had so much exposure to music because I am never at a loss to listen.

Activities: Develop & ApplyYou Do Tuesday MLA-type Heading Upper Right Corner, 4 lines Your Name (first and last initial) Instructor’s name (Durland) Course (Eng. 3 H) & Period (P___) Date (8/20/13)

Activities: Develop & ApplyYou Do Tuesday • Purpose: to explain something about yourself in order for us to know you • Task: to write a brief paragraph (that follows the conventions of Standard Modern English) in response to a prompt • Outcome: a brief paragraph to share with a peer to create a better understanding of you and your peers Prompt: In a 15 minute timed writing, respond to one of the following questions by identifying, exemplifying, and explaining. Questions: • What is your favorite type of music or your favorite artist? • What do you like to do in your free time? • What is your favorite sport to watch or to participate? • What is your favorite movie or TV show? • What is something else about you you’d like to share?

Instruction: Obtain I Do Tuesday • Purpose: to learn more about a peer and practice our questioning skills • Tasks: to read a peer’s response and to write two thoughtful questions under the response • Outcome: two written questions to pose to a peer to obtain more information about that peer Questions: • Must use words from the peer’s writing • Start your questions with “What” • What would you…? What was that like..? What makes that important to you….? What does this mean to … you, family, friends? What are you most…? What is….? What could you…?

Instruction: Obtain I Do Tuesday Over the years, I have been introduced to a mix of musical genres; therefore, I can’t say I have a “favorite type” of music. When I was in elementary school, my brother listened to classic and southern rock, and my sister was a interested in The Doors and The Rolling Stones. To this day, I can sing along to almost any Doors or Stones song, and I’ve seen the Stones twice in concert. I started forming my own musical interests in junior high, and I became a fan of Sting and The Police when they released their Synchronicity album. By my high school years, we were well into the 80s. While some may think I was a cheerleader listening to pop, I actually hung out with the “alternative” crowd, listening to New Wave artists like Echo and the Bunnymen and Berlin as well as some Hardcore bands like Minor Threat, 7 Seconds, and Corrosion of Conformity. By the time I was in college, my interests changed again because I dated men who introduced me to Little Feat and the Allman Brothers, as well as one who listened to KRCC all day and shared Los Lobos and the Subdudes. Looking back, I feel fortunate that I have had so much exposure to music because I am never at a loss to listen. • What concerts, besides the Rolling Stones, have you gone to? • What did you like about the music of The Police? • What does it feel like to know people think you were a cheerleader listening to pop music vs. how you were? • What were you like in high school? • What did you think of the music, classic rock, The Doors, you siblings listened to? • What influence did listening to KRCC have on you?

Instruction: Obtain You Do Tuesday • Purpose: to learn more about a peer and practice our questioning skills • Tasks: to read a peer’s response and to write two thoughtful questions under the response • Outcome: two written questions to pose to a peer to obtain more information about that peer Questions: • Must use words from the peer’s writing • Start your questions with “What” • What would you…?What was that like..? What makes that important to you….? What does this mean to … you, family, friends? What are you most…? What is….? What could you…?

Introduction to Class Tuesday Standard(s) 3.2. Writing and Composition: Organizational writing patterns inform or persuade an audience Objective: You will be able to identify, exemplify, and explain a specific interest of your own and of a peer. Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. Essential Question: How do I function effectively in class? Demonstration of Learning (DOL): your own paragraph & two questions posed on someone else’s – Turn it in! Homework: Read and annotate the Course Summary and Class Policies handout. Be prepared for a quiz! • Extension Activity: Go to my SharePoint web site and look around!

Hook, Housekeeping & Homework Wednesday Don’t get settled in; I have a seating chart  Did you read through the Course Overview & Class Policies sheet? Did you extend your learning by visiting my SharePoint site? Be prepared for a quiz tomorrow! Today we’ll start with a game; be ready!

Past, Present, Future Wednesday • Course Overview & Class Policies handout; brief paragraph about self and peer reading/questioning • Close reading of a PowerPoint & continue to get to know your peers! • Quiz over Course Overview & Class Policies

Introduction to Class Wednesday Standard(s) 3.2. Reading for All Purposes: engage in nonfiction texts to complete a task Objective: You will be able to identify, exemplify, and explain the title/author, purpose, audience, and main idea. Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. Essential Question: How do I function effectively in class?

Instruction: Obtain PowerPoint Wednesday • Purpose: to identify rules at Palmer by practicing active reading • Tasks: listen to, read, and annotate the information on the Discipline Orientation PowerPoint; as you listen, ask yourself: • What expectations do I have based on the title? Who is the author and why is this important? • What is the purpose of this PowerPoint? • What audience is this PowerPoint targeting? How do I know this? What values or motivations of the audience does the writer appeal to? • What is the main idea of the slideshow? (1-2 sentences) • What details are used to support the main idea? Alternate reading – return to the questions above and write your responses in the text • Outcome: a better understanding of Palmer’s discipline system

Activities: Develop & ApplyWe Do Wednesday • Tasks: listen to, read, and annotate the information on the Discipline Orientation PowerPoint; as you listen, ask yourself: • What expectations do I have based on the title? Who is the author and why is this important? • What is the purpose of this PowerPoint? • What audience is this PowerPoint targeting? How do I know this? What values or motivations of the audience does the writer appeal to? • What is the main idea of the slideshow? (1-2 sentences) • What details are used to support the main idea? Alternate reading – return to the questions above and write your responses in the text

If time allows…. Wednesday • Standard 1.2 Oral Expression and Listening: Effectively operating in small and large groups to accomplish a goal requires active listening • Objective: you will be able to learn more about a peer by posing questions and listening actively • Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. • Essential Question: How do I function effectively in class? • Purpose: to practice active listening by posing questions to a peer. • Task: pose one of your questions to your partner, allow them 30 seconds to respond, repeat back their answers to them “What I heard you say is…” • Outcome: a better understanding of your partner

Introduction to Class Wednesday Standard(s) 3.2. Reading for All Purposes: engage in nonfiction texts to complete a task Objective: You will be able to identify, exemplify, and explain the title/author, purpose, audience, main idea, supporting details, and craft that an author uses. Essential Question: How do I function effectively in class? Demonstration of Learning (DOL) • Why did I have you “play” the paper clip game? In other words, what conclusions did I want you to come to? • What is one important thing you have learned about this class and/or Palmer over the past two days? • What questions or concerns do you have about me, the course, class or school policies? • Homework: Quiz over course sheet tomorrow! • Extension Activity: Have you been to my SharePoint Site

Hook, Housekeeping & Homework Thursday • Any questions for administration about the discipline presentation? (Period 7 – tomorrow) • When the bell rings, I will be returning your paragraphs from Tuesday. Take a look at the questions your peer asked you and decide upon a thoughtful answer to each. • After the papers are returned you will be meeting with your partner to respond orally to the questions. • Homework: Read and annotate the handout “Active Reading Guide” (ARG). Come prepared with all of your handouts from this class tomorrow; we will spent a few minutes setting up our reader/writer (composition) notebooks.

Hook Thursday • Standard 1.2 Oral Expression and Listening: Effectively operating in small and large groups to accomplish a goal requires active listening • Objective: you will be able to learn more about a peer by posing questions and listening actively • Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. • Essential Question: How do I function effectively in class? • Purpose: to practice active listening by posing questions to a peer. • Task: pose one of your questions to your partner, allow them 30 seconds to respond, repeat back their answers to them “What I heard you say is…” • Outcome: a better understanding of your partner

Past, Present, Future Thursday • Close reading of a Palmer Informational PowerPoint • Quiz over Course Overview & Class Policies • Composition notebook set-up and week in review (including SharePoint & “Absent?” file drawer), plus an introduction to ARG

Introduction to Class Thursday • Standard 1.2 Oral Expression and Listening: Effectively operating in small and large groups to accomplish a goal requires active listening • Objective: you will be able to demonstrate your knowledge of the course, class policies, and Palmer policies • Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. • Essential Question: How do I function effectively in class?

Instruction: Obtain I Do Thursday Purpose: to review and demonstrate knowledge of rules, policies, etc. Task: Numbered Heads Together Groups of 4 – number off – each person needs his/her own sheet of paper – each group starts with one chip (breaking any rules can cause a loss of chips) • Think – NO talking, miming, writing, etc. • Write – NO talking, sharing paper, miming, etc. - If you don’t know the answer, write down the question • Share – Make sure EVERYONE in the group knows and understand the correct answer (write it on your own paper) • Spin & Respond – ONLY the number selected may respond - NO talking, miming, writing, etc. – I’m the judge; don’t argue. Outcome: knowledge of rules, policies, etc.

Activities: Develop & ApplyWe Do – You Do Thursday Purpose: to review and demonstrate knowledge of rules, policies, etc. Task: Numbered Heads Together Groups of 4 – number off – each person needs his/her own sheet of paper – each group starts with one chip (breaking any rules can cause a loss of chips) • Think – NO talking, miming, writing, etc. • Write – NO talking, sharing paper, miming, etc. - If you don’t know the answer, write down the question • Share – Make sure EVERYONE in the group knows and understand the correct answer (write it on your own paper) • Spin & Respond – ONLY the number selected may respond - NO talking, miming, writing, etc. – I’m the judge; don’t argue. Outcome: knowledge of rules, policies, etc.

Introduction to Class Thursday • Standard 1.2 Oral Expression and Listening: Effectively operating in small and large groups to accomplish a goal requires active listening • Objective: you will be able to demonstrate your knowledge of the course, class policies, and Palmer policies • Relevance: Understanding and knowing expectations, rules, and fellow colleagues up front enables you to be more successful, comfortable and/or engaged in you learning environment. • Essential Question: How do I function effectively in class? • Demonstration of Learning: 1 Question or Concern, 2 Comments • Something you still need to know or want to know • Something you’ve learned about this class, course, or me • Something about yourself I’d like to know or you’d like me to know • Homework: Read and annotate the handout “Active Reading Guide” (ARG). Come prepared with all of your handouts from this class tomorrow; we will spent a few minutes setting up our reader/writer (composition) notebooks. • Extension Activity: Create a classroom poster that clearly outlines the major points of the ARG.

Hook, Housekeeping & Homework Friday • Take a composition notebook off the shelf • Turn to a shoulder partner and discuss: • What handouts have you received this week in English class? • Did you read and annotate last night’s homework? • Did you do the Extension Activity? • Questions posed yesterday • Homework: If you do not finish the ARG today in class, finish it over the weekend!

Past, Present, Future Friday • Quiz over Course Overview & Class Policies • Composition notebook set-up and week in review (including SharePoint & “Absent?” file drawer), plus an introduction to ARG • Unit 1: Navigating Different Text Types

Instruction: Obtain I Do – You Do Friday • SharePoint • http://teachers.d11.org/teachers/durlakr • “Absent?” File Drawer • Composition Notebook • Cover: Name - Eng. 3, 4 H - Period___ • Table of Contents • Class Summary & Class Policies 8/20 • PHS Student Information PPT 8/21 • ARG (Active Reading Guide) 8/22 • “…Active Reading…” 8/23

1: Navigating Different Text Types Friday Standard(s) 3.2. Reading for All Purposes: engage in nonfiction texts to complete a task Objective: You will be able to practice annotation skills and identify, exemplify, and explain the title/author, purpose, audience, main idea, supporting details, and author’s craft. Relevance: knowing how to actively read will help you engage in any texts you have to or chose to read and will improve your writing (and other forms of communication) Essential Question(s): How do I know what the type and purpose of a text is?

Activities: Develop & ApplyI Do - We Do – You Do Friday Purpose: to understand what active reading is and practice it! Task: read through the article “…Active Reading…” practicing annotations Outcome: an annotated article including ARG notes in your composition book I DO – Paragraphs 1-2 • Pre-reading • noted page 1 by circling it and drawing an arrow to word “Introduction” in title • heavy underlined word “Students” in title • Numbered paragraphs in first section • Reading • Underlined “Writing for college” in paragraph 2 and “little like being an alien” & drew an arrow to first paragraph; wrote the words “anecdote-like” and “analogy” in the margin • Circled word “you” in 2nd sentence & wrote “2nd person POV” in margin • Underlined “The solution to this problem is to learn to read actively, marking up what you read…become a better writer.” • We Do – Active Reading, paragraphs 3 – 6 • You Do – Ways to Read Actively

Instruction: Obtain I Do – We Do Friday Step 2: Taking Notes in My Composition Notebook Title/Author/Publication: The author is unknown, but I am inferring it is a college professor because it is written in a book (page 1, introduction) directed towards students of college writing and reading. This will help me prepare for college while I am still in high school. Purpose: The purpose is to inform the student about active reading skill in order to become a better writer. The 2nd paragraph let’s me know that the author is trying to help the student solve the problems that new college writing students have. Audience: The primary audience is a college student, but anyone who wants to read and writer better would probably benefit. I am younger than the intended audience but I do plan to go to college and have to write well for and Honors class that prepares me for college. I would guess that the audience is not intended for anyone much younger than myself. College students are probably motivated to do well in college because it will help them find a career and they are paying for the classes, and this text should help them do well in any class with reading and writing.

1: Navigating Different Text Types Friday Standard(s) 3.2. Reading for All Purposes: engage in nonfiction texts to complete a task Objective: You will be able to practice annotation skills and identify, exemplify, and explain the title/author, purpose, audience, main idea, supporting details, and author’s craft. Relevance: knowing how to actively read will help you engage in any texts you have to or chose to read and will improve your writing (and other forms of communication) Essential Question(s): How do I know what the type and purpose of a text is? Demonstration of Learning (DOL) • What is an ARG? For what is it used? Homework: If you do not finish the ARG today in class, finish it over the weekend! • Extension Activity: none

Hook, Housekeeping & Homework Monday