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DO NOW : FINISH SUBJECT/VERB ACTIVITY SHEET FROM YESTERDAY

DO NOW : FINISH SUBJECT/VERB ACTIVITY SHEET FROM YESTERDAY. ALSO: TURN IN FREAKONOMICS ACTIVITY QUESTIONS. ANNOUNCEMENTS:. If you were absent , see me for make up work after class … Or after school, before school, nutrition, lunch HI, MS. KOENIG! (“KAY-NIG”)

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DO NOW : FINISH SUBJECT/VERB ACTIVITY SHEET FROM YESTERDAY

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  1. DO NOW: FINISH SUBJECT/VERB ACTIVITY SHEET FROM YESTERDAY ALSO: TURN IN FREAKONOMICS ACTIVITY QUESTIONS

  2. ANNOUNCEMENTS: • If you were absent, see me for make up workafter class … Or after school, before school, nutrition, lunch • HI, MS. KOENIG! (“KAY-NIG”) • ACT PRACTICE UPDATES (AND GRADING) • WEBSITE

  3. Homework: DUE MONDAY TAKE HOME MATH SKILLS QUIZ

  4. STANDINGSAS OF 8/23/2012 • 1. BRAZIL - 6 points (2 Wins) • 2. SPAIN - 3 points (1 Win, 1 Loss) • 2. ENGAND - 3 points (1 Win, 1 Loss) • 4. GERMANY - 0 points (1 BYE, 1 Loss) • 5. ARGENTINA - 0 Points (1 BYE, 1 Loss)

  5. 8-28 / 8-30 GAMES

  6. AGENDA: • Word of the Day • SUBJECT/VERB AGREEMENT ACTIVITY - English 1.5.1: Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different number for the verb, or in unusual situations • Math 2.2.1: FUNDAMENTALS REVIEW • Reading 3.1.1: Identify clear main ideas or purposes of complex passages or their paragraphs

  7. AGENDA: • Word of the Day • MATH REVIEW • Math 2.2.1: FUNDAMENTALS REVIEW • English 1.5.1: Ensure that a verb agrees with its subject when a phrase or clause between the two suggests a different number for the verb, or in unusual situations • Reading 3.1.1: Identify clear main ideas or purposes of complex passages or their paragraphs

  8. WORDS OF THE DAY NEW ROOT: “ IDIO – ” Means… “peculiar; personal; distinct”

  9. TABLE OF CONTENTS

  10. FUNDAMENTLS REVIEWMINI-AGENDA ROUND I • STANDARDS • ACTIVITY BACKGROUND • OBJECTIVES • BRIEF OVERVIEW/SET-UP • VISUALGUIDE • TEACHER EXAMPLE • DETAILED INSTRUCTIONS • ROUND I

  11. NORMS/EXPECTATIONS: • Positive - Especially if you are already comfortable with the material • Proactive - If there is something you do not understand- ask someone; if there is something you are very clear on – help someone • Patient - Not everyone is at the same level of understanding, and as a team, we don’t leave anyone behind, nor do we let anyone take all the glory

  12. GROUP ACTIVITY ACTIVITY SET-UP: • ROUND I: Work in groups on a specifically assigned section in order to answer questions and create a visual representation of the info • ROUND II: A representative from every group will switch to a new group in order to teach concepts to classmates

  13. VISUAL: HOW THIS WILL LOOK ROUND 1: 3 1 2 3 1 2 1 1 2 3 2 3 ROUND 2: 2 1 1 2 1 1 2 2 3 3 3 3

  14. OBJECTIVES • For students to … review math concepts they may have forgotten • … practice reviewing information (studying) outsideof teacher direction • … For students to convey information to their peers

  15. KEEP IN MIND… • Not only are you accountable for learning the information – … you are also responsible for 2-3 other people learning that info when you switch groups in round 2

  16. TEACHER EXAMPLE • “Hi, I’m a student…” • I pick up my packet • I pick up my worksheet • I read the directions in order, starting with step 1 STEP 1: “Fill out the table below in order to help you teach other group members later”

  17. STEP 1: “Fill out the table below in order to help you teach other group members later” • Now I take myCHAPTER 10 packet, and I notice at the top of my page it says “PAGES 111-113” so I go to those pages • I notice there is information I might need, but I’m curious about the definition for exponents…

  18. GLOSSARY • Sometimes books or documents with vocabulary words will have a “glossary” (like a dictionary) in the back…

  19. The table on the Activity Sheet FOR GROUP 4

  20. STEP 2: • Now that I am done with step 1… I move on to step 2… STEP 2: “ANSWER QUESTIONS 1-7”

  21. Step 3: Fill out the table below in order to help you teach other group members later

  22. Step 5: Answer questions 1 – 12 on page 112 • Try these out • 5 min • We will go over as a class

  23. Step 4: Fill out the table below in order to help you teach other group members later

  24. Step 5: Answer questions 1 – 8 on page 113 • Try these out • 5 min • We will go over as a class

  25. PER 3 - ROUND I - GROUPS GROUP 1:LILY, ANTHONY, ANDREA, JOEY GROUP 1:CHRIS, OSCAR E, JACKY, IVAN GROUP 2: LUPE, STEPHANIE, RYAN, JONATHAN GROUP 2:OSCAR M, AVERY, CRYSTAL, CESAR GROUP 3:ROBERT, GUADALUPE, DANIEL GROUP 3:KIEL, KEVIN, SAEED, JENNIFER

  26. PER 5 – ROUND 1 - GROUPS GROUP 1: JOSE, BEN, DANIELLE, ANGELICA GROUP 1: MARVIN, MARILOLI, JNT, EMILY GROUP 2: GENESIS, ERIKA, VINCE, LILY, MARJERI GROUP 2: JERRY, JESUS, SAIDE, ANA GROUP 3: ADRIEL, KATRINA, SIMON, RACHEL GROUP 3: CECILIA, BRANDON, TANISONE, NANCY

  27. “WHAT AM I SUPPOSED TO BE DOING?” • Using your activity sheet (STEP BY STEP) to complete round one • Answering questions in the packet • Answering questions on the activity sheet

  28. FUNDAMENTLS REVIEWMINI-AGENDA ROUND II • NORMS/EXPECTATIONS • BRIEF OVERVIEW/SET-UP • VISUALGUIDE • DETAILED INSTRUCTIONS • VISUAL REPRESENTATION • ROUND II

  29. NORMS/EXPECTATIONS: • Positive - Especially if you are already comfortable with the material • Proactive - If there is something you do not understand- ask someone; if there is something you are very clear on – help someone • Patient - Not everyone is at the same level of understanding, and as a team, we don’t leave anyone behind, nor do we let anyone take all the glory

  30. BRIEF OVERVIEW • On the back of the activity sheet, there are more step by step instructions • Once we switch groups, refer to these questions [STEP BY STEP] • Make sure to give your classmates time to answer the questions in their packets

  31. VISUAL ROUND 1: 3 1 2 3 1 2 1 1 2 3 2 3 ROUND 2: 2 1 1 2 1 1 2 2 3 3 3 3

  32. OBJECTIVE • Once each group member switches, they are responsible for ensuring that every other memberhas the background knowledge necessary to answer the questions in the review packet • The presenteris acting insubstituteof their particular group activity sheet • You are teaching them the concepts so they can answer the questions!

  33. ROUND II: TAKE A LOOK AT THE BACK Make sure to create a visual representation!

  34. DO NOW: FINISH VISUAL REPRESENTATION • Each step on the back of your activity sheet asks you to explain a concept • Your visual should represent your group’s information and the steps on the back of the activity sheet • EX: vocabulary; special rules, pictures(if applicable)…

  35. PERIOD 3 – ROUND II – GROUPS • LILY(1) ; LUPE(2) ; ROBERT(3) • ANTHONY(1) ;STEPHANIE(2) ; GUADALUPE(3) • ANDREA(1) ; RYAN (2) ; DANIEL(3) • JOEY(1) ; JONATHAN(2) ; MEEKO • CHRIS (1) ; OSCAR M (2) ; KIEL(3) • OSCAR E (1) ; AVERY(2) ; KEVIN (3) • JACKY(1) ; CRYSTAL(2) ; SAEED(3) • IVAN(1) ; CESAR(2) ; JENNIFER(3)

  36. PER 5 A: JOSE(1), GENESIS(2), CECILIA(3) B: BEN(1), ERIKA(2), BRANDON (3) C: DANIELLE (1), MARJERI (2), TANISONE(3) D: ANGELICA (1), LILY(2), NANCY(3) E: MARVIN (1), ANA(2), ADRIEL(3) F: VINCE (1), JESUS(2), KATRINA(3) G: JNT(1), SAIDE(2), SIMON(3) H: EMILY(1), JERRY(2), RACHEL (3)

  37. VISUAL ROUND 1: 3 1 2 3 1 2 1 1 2 3 2 3 ROUND 2: 2 1 1 2 1 1 2 2 3 3 3 3

  38. DURING THE ACTIVITY • Each member will have 7 min to explain (21min total for everyone) • This includes the time it will take the two other members to answer the questions in the packet • DO NOT HAND OVER YOUR PACKET AND LET OTHER MEMBERS COPY • The presenter doesn’t learn how to explain the info • The listeners don’t learn without practicing the questions

  39. “WHAT AM I SUPPOSED TO BE DOING?” • ORDER: Group 1  Group 2  Group 3 • Follow the instructions on your hand-out step by step • Do not move to the next step until everyone in your group is ready • Make sure everyone in your group has answered your section’s questions in the packet

  40. FREAKONOMICS: CHICAGO HEIGHTS • For population 25 years and over in Chicago Heights: • High school or higher: 71.7% • Bachelor's degree or higher: 12.3% • Graduate or professional degree: 4.0% • Unemployed: 11.1% • Mean travel time to work (commute): 25.8 min

  41. EXIT TICKET

  42. HOMEWORK • FINISH SUBJECT/VERB ACTIVITY FROM WEDNESDAY • MATH TAKE HOME QUIZ

  43. Part II: GROUPS: Per 6 • COLLAB 1: Angie, Christian, Victoria, Ar-Ar • COLLAB 2: Juda, Jennifer, Karina, Jasmine • COLLAB 3: Owen, Kevin, Julien, Herbert, Princess • COLLAB 4: Freddy, Mirna, Jeo, Karina

  44. Part II: GROUPS: Per 4 • COLLAB 1: Kenny, Monica, Armando, Tracy • COLLAB 2: Martin, Erica, Carolina, Erika • COLLAB 3: Julio, Hanns, Jonathan • COLLAB 4: Stephany, Gilbert, Ismael, Jocelyn

  45. Part II: GROUPS: Per 2 • COLLAB 1: Any, Jose, Miranda, Michelle, Eliza, Xochitl • COLLAB 2: Kenia, Eddie, Abi, Victor, Katherine, Carlos • COLLAB 3: Javier, Ale, Alfonso, Sabrina, Leisli, Denzel • COLLAB 4: Carlos, Deborah, Nancy, Gustavo, Amanda, Edith, Brian

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