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Agenda for Thursday 9/29/11

Agenda for Thursday 9/29/11. Starter:

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Agenda for Thursday 9/29/11

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  1. Agenda for Thursday 9/29/11 • Starter: • In four words or less, state the theme of “The Third Wish.” Then, support your answer with at least 3 details from the text. Use your notes about theme to help you. Remember, a theme applies to life in general, not just these characters. Hint: look at the characters’ thoughts, struggles, motivations, and lessons they learn. Remember to use good words and include a topic sentence. • Goal: Students will… • Arrange plot events in order • Explain how plot events in a story are like dominoes • Assignment: • Discuss & Grade: “Third Wish” Bookmark • Plot Puzzle • Plot Domino Demonstration • Exit Questions

  2. Agenda for Wednesday 9/28/11 • Starter: • Read the following four sentences. Pick one to write about. Restate the sentence in your own words, and explain why you agree with it or disagree with it. • Helping is its own reward. • There is no such thing as a free gift. • Kind people are usually happy. • If you love someone, you do what he or she wants. • Goal: Students will… • Identify conflicts in “The Third Wish” and label them as internal or external. • Assignment: • Review Vocabulary • Read “The Third Wish” pg. 274-278 • Complete Bookmark Guide

  3. Agenda for Tuesday 9/27/11 • Starter: • Write a paragraph explaining a recent conflict or problem you have experienced(you don’t have to give real names). What started the problem? Did anything make it worse? How was this conflict solved? How did the conflict affect you? Did it affect anyone else? • Goal: Students will… • Explain the difference between internal and external conflicts. • Explain the difference between minor and major conflicts • Build vocabulary knowledge needed to read “The Third Wish.” • Assignment: • Conflict Notes • “The Third Wish” Vocabulary Worksheet • Exit Card

  4. Agenda for Monday 9/26/11 • Starter: No Journal Today • Goal: Students will… • Demonstrate current knowledge to provide data and feedback to help Mrs. Lilly design instruction that meets your needs. • Assignment: • Acuity Test in Lab 110 • If you were absent, Mr. Boezeman will have you make this up with him.

  5. Agenda for Friday 9/23/11 • Starter: • On your journal paper, write a letter to a friend explaining how to find and state the theme of a story. Give examples to help support your answer. Be sure to have a good topic sentence! • Goal: Students will… • Write using the voice of one of the characters from “Letters from Rifka” in a way that demonstrates comprehension of the story and of the characters’ motivations. • Assignment: • Turn in Journals Week 6 • Watch Acuity Introduction Video • “Letters from Rifka” RAFT Writing Assignment

  6. Agenda for Thursday 9/22/11 • Starter: • Describe Rifka. Give at least 3 character traits that you saw in the story. What do you think motivated her the most in this story? • Describe her oldest brother, Nathan. Give at least 3 character traits that you saw in the story for him. What do you think motivated him most in the story? • Goal: Students will… • Correctly place plot events from “Letters from Rifka” (told in flashback) in order on a timeline. • Identify the theme of “Letters from Rifka.” • Assignment: • Plot Timeline Puzzle • Theme Prezi • Exit Card

  7. Agenda for Wednesday 9/21/11 • Starter: • For your journal today, think about someone you care about (family member, friend, favorite teacher). Write a paragraph describing that person. Remember to have a topic sentence, use complete sentences, and write at least 5-7 sentences about your person. • Goal: Students will… • Define “character traits” and “character motivation” • Identify character traits and motivations for 2 characters in “Letters from Rifka.” • Assignment: • Notes on Characters • Read “Letters From Rifka” pg 224-227 • Complete Bookmark Guide

  8. Agenda for Tuesday 9/20/11 • Starter: • On your journal paper, answer these questions using complete sentences: • What did you learn from the rotation activities we did yesterday and Friday? • Did they increase your understanding of the five things: plot, characters, conflict, theme, setting and how they connect in a story? • Which station was the most difficult, and why? • Goal: Students will… • Build background knowledge for “Letters from Rifka” • Use context clues to identify vocabulary words that are used incorrectly. • Assignment: • “Rifka” Vocabulary Worksheet • Anticipation Guide

  9. Agenda for Monday 9/19/11 • Starter: Describe something interesting from your RATS reading book. • Goal: Students will… • Chart the plot events of “ The Bear Boy” on a plot diagram • Describe and justify character trait changes in “The Bear Boy” • Identify and defend the theme of “The Bear Boy” • Label conflicts as “Internal” or “external” and describe how they are resolved in the story • Identify 3 ways setting changes would affect the plot of “The Bear Boy.” • Assignment: • Finish “Five Things” Rotation Activity

  10. Agenda for Friday 9/16/11 • Starter: Write a complete paragraph summarizing “The Bear Boy.” Be sure to include a topic sentence and supporting details from the beginning, middle, and end of the story. • Goal: Students will… • Chart the plot events of “ The Bear Boy” on a plot diagram • Describe and justify character trait changes in “The Bear Boy” • Identify and defend the theme of “The Bear Boy” • Label conflicts as “Internal” or “external” and describe how they are resolved in the story • Identify 3 ways setting changes would affect the plot of “The Bear Boy.” • Assignment: • “I Remember” Post it Activity • “Five Things” Rotation Activity

  11. Agenda for Thursday 9/15/11 • Starter: • None…Library Day • Goal: Students will… • Self-select reading materials that they can read independently and will enjoy reading. • Read self-selected materials independently to increase fluency and promote life-long learning. • Assignment: • Library Day • RATS

  12. Agenda for Wednesday 9/14/11 • Starter: • Pick up an Anticipation Guide from the stool. Read the four statements, and write whether you agree or disagree. • On your journal paper…. • Pick one of the statements from your anticipation guide. Write a paragraph explaining why you agree or disagree with it. Be sure to include a good topic sentence! • Goal: Students will… • Identify and label (on the plot diagram) at least one plot event for each element of the plot (exposition, rising action, climax, and resolution) in “The Bear Boy.” • Assignment: • Read “The Bear Boy” pgs 192-195 • Complete “The Bear Boy” Bookmark Guide • Complete Plot Diagram

  13. Agenda for Tuesday 9/13/11 • Starter: • Write a (very) short story about a bear, a campground, and a trash can full of food. Include any other details that you may like! • Goal: Students will… • Define the five elements of plot • Label the parts of a plot diagram • Assignment: • Plot Lesson and Notes • Exit Slip

  14. Agenda for Monday 9/12/11 • Starter: What do you have to read for RATS reading after the test today? Is it new, or have you been reading it for awhile? What is it about? Why did you pick it to read today? • Goal: Students will… • Demonstrate mastery of the following skills: point of view, theme, and supporting conclusions with details from the text • Assignment: • Unit One Test

  15. Agenda for Friday 9/9/11 • Starter: Happy Friday! Write about any topic you choose. Remember to have a topic sentence and good supporting details! • Goal: Students will… • Review for the test • Identify types of test questions and skills they need to still study • Assignment: • Review Jeopardy!

  16. Agenda for Thursday 9/8/11 • Starter: . Open your books to “The Luckiest Time of All.” (page 61). Do we know the thoughts and feelings of Mr. Pickens in this story? Why or why not? Explain your answer. • Goal: Students will… • Identify the point of views found in “The Luckiest Time of All and be able to explain how they know. • Respond to various questions about the story in paragraph form, using topic sentences and details from the text to support their answers. • Assignment: • Discuss-Write- Move Activity

  17. Agenda for Wednesday 9/7/11 • Starter: What does it mean to summarize something? What’s important in a summary of a story? What’s not important? How long does a summary usually need to be? Write a paragraph explaining your answer. • Goal: Students will… • Determine what information is important to include in a summary. • Write a summary of “The Luckiest Time of All” • Assignment: • Moodle Post: “The Luckiest Time of All” Summary from Tee’s perspective. http://moodlemiddle.bcsc.k12.in.us/course/view.php?id=35

  18. Agenda for Tuesday 9/6/11 • Starter: • Pick up a vocabulary word list. • Read the list of words that we will see in today’s story. Based on the words that we will see, make some predictions about the setting, plot, and characters we might find in the story. Explain why you made the predictions that you made. • Goal: Students will… • Draw conclusions about the characters of “The Luckiest Time of All” and support with details from the text • Assignment: • Read “The Luckiest Time of All” pg. 61 • Complete “The Luckiest Time of All” Reading Participation Guide

  19. Agenda for Friday 9/2/11 • Starter: No Journal Today---Turn in This Week’s Journals. • Goal: Students will… • Identify the differences between first person, third person limited, and third person omniscient points of view and label selections accordingly. • Assignment: • Point of View Notes Quiz

  20. Agenda for Thursday 9/1/11 • Starter: Yesterday, we looked at several different versions of “An American Childhood.” What we haven’t looked at is the story from the man’s perspective. Write a paragraph explaining how the story might be different if it was told from the man’s point of view ONLY, in first person POV. Would the plot change? Would we know anything about Annie? What types of things might we learn? • Goal: Students will… • Demonstrate understanding of how first person point of view works by writing “An American Childhood” from the man’s point of view. • Assignment: • Changing the Point of View Writing Activity (writing prompt is on handout) • Writing is due by the end of the class period.

  21. Agenda for 8/31/11 • Starter: Write a letter to a friend explaining the differences between first person point of view and third person point of view. You may use your notes from yesterday, but be sure to explain it in your words and in a way which your friend would understand. Remember to indent when necessary, include a topic sentence, and use proper capitalization. • Goal: Students will… • Develop definitions that help explain the differences third person limited and third person omniscient points of view. • Assignment: • Point of View Discussion and Notes (see screen shots on board) • Read other versions of “An American Childhood” and highlight character’s thoughts and emotions • Label versions with correct point of view • Create a definition for each point of view, using your highlighted examples.

  22. Agenda for 8/30/11 • Starter: Open your books to “An American Childhood,” page 52. Write a paragraph explaining who is telling the story. What do we know about her from the story? What do we know about the other characters? Do we know more about our narrator (main character) than we do about the other characters? Why do you think this is? • Goal: Students will… • Develop definitions that help explain the differences between first person, third person limited, and third person omniscient points of view. • Assignment: • Point of View Discussion and Notes (see screen shots on board) • Discuss why “An American Childhood” is in first person POV. • Read other versions of “An American Childhood” and highlight character’s thoughts and emotions • Label versions with correct point of view • Create a definition for each point of view, using your highlighted examples.

  23. Agenda for 8/26/11 • Starter: Imagine that you wake up to find the streets covered with snow. The cars are buried, and school has been cancelled. Write a paragraph describing how you would react. Describe how you feel, what you see, and what you would do. • Goal: Students will… • Draw conclusions about characters and plot conflicts and support them with examples from the text. • Identify the theme of “An American Childhood” • Assignment: • Vocabulary Warm-Up • Read “An American Childhood” • Complete the “Reading Participation Guide”

  24. Agenda for 8/25/11 • Starter: Happy Thursday! For your journal today, you may write about any topic that you wish. Maybe you’ll write about this weekend, how hard it is to get to class on time, or about one of your hobbies. Whatever you choose to write about, please be sure to keep your paragraph on ONE topic. It should include a topic sentence and great word choices! • Goal: Students will… • Explain why some examples from “All the Rage” support their choice of theme, and why some do not. • Become familiar with saving options on the computers to keep their work safe. • Assignment: • Finish creating your “Theme Comic Strip” • Successfully save your work to the class’s shared folder • Discuss student examples, determining if they support the theme choices or not.

  25. Agenda for 8/24/11 • Starter: • Get out your copy of “All the Rage” from yesterday. Write down what theme your group identified from the story, and write a paragraph explaining why you chose that as the theme. Give examples to support your answer. • Goal: Students will… • Identify examples from ”All the Rage” that support their choice of theme for the story. • Assignment: • With your group, re-read “All the Rage.” • Highlight at least 5 details from the story that support your choice of theme • Individually, plan your comic strip that will show your examples in art form, using the planning sheet provided. • Go to: www.readwritethink.org/files/resources/interactives/comic/ and create your comic strip. When finished, print to room 213 or 222

  26. Agenda for 8/23/11 • Starter: • Using your notes from yesterday, give me the definition of “theme.” Think of a story you’ve read (or watched…movies are stories, too!) recently. Summarize the story’s main idea or message in 4 words or less. Using your notes and knowledge from elementary school, do you think this is the theme of the story? Why or why not? Write one complete paragraph. • Goal: Students will… • Identify possible themes for “All the Rage” • Assignment: • Read “All the Rage” by David Lubar (handout) • With the people at your table, discuss what the theme might be from the story. Give examples to back up your opinion. • Write your group’s theme, in 4 words or less, on the group’s whiteboard. Get your theme checked by Mrs. Lilly. • When Mrs. Lilly approves your theme, write it on the top of your paper.

  27. Agenda for 8/22/11 • Starter: • Write a paragraph explaining what makes a good story. Does it need a lot of action? Believable characters? How do you know if a story is good? What good stories have you read lately? • Goal: Students will… • Identify and define 5 main literary elements • Assignment: • 5 Things Rap • Listen • Take Notes • Discuss • Highlight Definitions

  28. Agenda for 8/19/11 • Starter: • Today, we will be focusing on making excellent word choices. For your journal entry, write one complete paragraph about ANY TOPIC that you choose. You may be as creative as you like. The catch? You must use at least 5 excellent words in your journal entry. • Goal: Students will… • Use a thesaurus to help make excellent word choices when writing • Write a poem about themselves that demonstrates excellent word choice • Assignment: • Draft your own bio poem, using Mrs. Lilly’s template. Be sure to make good word choices! • Partner Revision: Use a highlighter to highlight excellent word choices in your partner’s poem. Circle words that could be made more precise, and together use a thesaurus to find better words. • Make a final draft of your poem on the bottom of the page. These will be collected on Monday, and is homework if not finished.

  29. Agenda for 8/18/11 • Starter: • On your new journal paper, write a complete paragraph describing how you feel about language arts class. Do you enjoy reading? Do you struggle with writing? How do you expect to do in literature class this year? How have you done in language arts classes in the past? • Goal: Students will… • Analyze poetry to identify characteristics of the speaker • Identify and make good word choices • Assignment: • Read and analyze Mrs. Lilly’s Bio Poem • Draft your own bio poem, using Mrs. Lilly’s template. Be sure to make good word choices!

  30. Agenda for 8/16/11 • Starter: • Make name plate that displays your name and three symbols/ pictures that represent you. • Goal: Studentswill… • Identify their classmates • Identify and discuss the expectations and procedures for our classroom • Assignment: • Classroom Expectations and Procedures Activity • Get Expectations & Procedures Handout signed and returned by Thursday 8/18/2011

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