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UNIT OVERVIEW

UNIT OVERVIEW. Read aloud the Unit Overview, marking the text by highlighting words and phrases that help you predict what the unit will be about. Share responses as a class. Look at the photograph and respond to the visual prompt. Think-pair-share your responses. GOALS.

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UNIT OVERVIEW

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  1. UNIT OVERVIEW • Read aloud the Unit Overview, marking the text by highlighting words and phrases that help you predict what the unit will be about. • Share responses as a class. • Look at the photograph and respond to the visual prompt. • Think-pair-share your responses.

  2. GOALS • Read the goals for the unit and mark any words that are unfamiliar to you • You will be assessing your progress toward these goals in your interactive student notebooks as we work through Unit 1

  3. FUTURE SPRINGBOARD ACTIVITIES • Skim/scan the activities and texts on pages 5 – 40 to find a Wow (an activity that looks interesting) and a Whoa (an activity that looks challenging). • Share responses.

  4. SB 1.1 Unpacking the first embedded assessment • Set up Cornell Notes on ISN page 5. • Put today’s date in upper right corner • Draw summary line six lines up from the bottom. Label it. • Topic: Previewing the Unit • EQ: How can I find out which skills are necessary to succeed in this unit? • Draw your other horizontal and vertical line. Label the Questions and Notes columns. You can find the link to the typeable online Cornell Notes form on Edmodoand an electronic copy in the Cornell Notes Folder on Edmodoif you want to download and print copies in the future.

  5. Previewing the Unit • Turn to SB page 4 • Popcorn read the Learning Targets, Learning Strategies, and Making Connections • Take a few minutes to write down your answers to the two essential questions. Then share your answers with a shoulder partner.

  6. Developing Vocabulary using QHT Strategy • Who knows what the QHT Vocabulary Strategy is? • Now, mark the terms in the ‘Academic Vocabulary’ box and the ‘Literary Terms’ box on SB page 2 with a ‘Q’ for words you don’t know, an ‘H’ for words you have heard of before and might know, and a ‘T’ for words you know well enough to teach to your peers. • I will put these words on our word wall at the end of the day. • Did anyone mark a word with a ‘T?’ If so, please teach that word to the rest of the class. If not, keep your eyes open for when we encounter those vocabulary words in our lessons. • Turn to SB page 41.

  7. Unpacking Embedded Assessment 1 • As I read aloud the ‘Unpacking Embedded Assessment 1’ section, the verbs, then underline the nouns that the verbs refer to. For example, if I said “Drop the book” the verb is and the what, or noun, is book. • From now on, those circled verbs will be referred to as commands, and the underlined words are the tasks. • Lets do the first sentence together as a whole class so we can see how it is done. • Now that you have finished circling commands and underlining tasks, lets discuss together what knowledge and skills are necessary for success on Embedded Assessment 1. circle drop

  8. Scoring Guide for Embedded Assessment 1 • Let’s turn to SB page 42. • Look just at the ‘Proficient’ column. This is the column that describes your goal for this assessment. The Emerging and Incomplete column are where most of you are right now, and that is fine. You are aiming to become Proficient. Exemplary is going above and beyond what is expected. It is terrific to aim for that too. • Now, must like we did for the description of EA1, please circle the commands and underline the tasks under ‘Proficient’ on the Scoring Guide. • What additional knowledge and skills are needed to demonstrate proficiency?

  9. Individual Stoplights • I gaveyou a handout called “Traffic Light” that you put on ISN page 3. Please color in the bottom light Green, the middle light Yellow, and the top light Red. • Red indicates that you are not yet capable of using that skill • Yellow indicates that you are close to understanding that skill • Green indicates that you are completely comfortable with that skill and could teach it to someone else • As part of our discussion of Embedded Assessment 1, we identified all the knowledge and skills necessary to succeed. • What I want you to do now is take these small sticky notes (1 for each skill), write a command and its accompanying task on it, and put it where you are on the stoplight.

  10. Whole Class Stoplight • Now, I have done my own sticky notes and it is time for us as a class to decide where we are overall on those skills. • Everyone put their head down. When I call out the skill, hold up 1 finger if you are on red for that, two fingers if you are on yellow for that, or three fingers if you are on green for that skill. Be honest with me, if the consensus is green for a particular skill, you are telling me that you don’t need me to reteach that skill. • Okay, every time we do an activity in SpringBoard that relates to one of those skills, it is our class and personal responsibility to determine when we move down a level on the stoplight. • P.S. To move to green, you must score a ‘Proficient’ on whatever formative assessment is given on that skill, and I must sign and date that sticky note before you can move anything to green on your personal stoplight.

  11. In Conclusion . . . • Popcorn read the text boxes to the left side of SB page 4 • Any questions? • Write at least three questions that are answered on your page 5 ISN notes. Remember, Cornell Notes require you to create questions that are already answered in your notes.

  12. Homework Check • You should always refer to your “Cornell Note-Taking Revision List” handout for suggestions on how to interact with your notes on a regular basis. • I will do random checks of your Cornell Notes to ensure that you are interacting with your notes at least 3 - 5 different times over the course of each week. • For example, on day one you should do something from the list on the handout. The second day you should create your questions using the Costa’s Level of Thinking handout. The third day you should review what you already did. On the fourth day you should write your summary. • Don’t forget to do a left page activity in your ISN using a suggestion from the ‘Interactive Notebook Guidelines’ handout . Left hand pages should be done at after a SpringBoard activity has been completed.

  13. Reading Check • Have you visited destiny.ocps.net and searched the ‘catalog’ to do a keyword search using one of these terms: biography, autobiography, or memoir? • You should be reading a book from one of those genres this quarter. • You can also go to the ‘biography’ section in the media center to browse for books.

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