Learning Target:
- Define literary devices, such as "metaphor" and "simile," and provide examples for each
Work Collected:
- Literary devices pretest (Google form in email)
Work Assigned/Handed Out:
- Read for at least 30 mins. (weekly goal due tomorrow)
- Handout: literary devices (green sheet)
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Literary devices pretest (Google form in email)
- Literary devices: green handout
- Use The Write Source textbook to find definitions and examples
- Review notes as a class
Learning Target:
- Produce an effective, polished memoir
Work Collected:
- Memoir (Turned in via Google Classroom--follow directions for highlighting)
- Rubric/checklist + peer feedback sheets + Mrs. Boyden's feedback on a sticky note
Work Assigned/Handed Out:
- Read for at least 60 minutes (weekly reading goal due Tuesday)
Summary of Class:
- Finish your memoir
- Listen to your computer read your memoir out loud
- Google Read and Write (in Google Docs)...or...
- Option + Escape (you first have to turn this on)
- Launchpad > System Preferences > Dictation and Speech > Text to Speech > Check the second box
- Walk through the checklist for your memoir
- Follow directions in the gray box (bottom right corner of checklist)
- Electronic draft: highlight according to direction in Google Classroom, then attach your final draft
- Paper checklist/rubric: complete rubric and 3 reflection questions, then staple to feedback sheets + Mrs. Boyden's sticky note feedback; turn stapled packet in to folder
- Read quietly
- Check in to your reading progress spreadsheet
Learning Target:
- Paraphrase evidence from the text in your own words
- Invent a creative title for your memoir
Work Collected:
- Article of the week (turn in Google Doc via Google Classroom)
- Google Form for AoW (see link in Google Classroom)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Final draft of memoir due tomorrow (end of class)
Summary of Class:
- Google Classroom: Turn in AoW reflection
- Read for ten minutes, then check in to your reading progress spreadsheet
- AoW: Cockroach robots
- Discuss with group members:
- What are researchers hoping these cockroach robots will be able to do?
- Why did the researchers pick the cockroach for their model?
- Do you think the cockroach robot will be effective? Why/why not?
- Complete Google Form (see link in Google Classroom)--find evidence from the text, then paraphrase in your own words
- Memoirs
- Good titles: see tips here
- Reminder: final draft due tomorrow by the end of class
- See important information on your rubric/checklist
Learning Target:
- Recognize characteristics of effective memoirs
- Use a thesaurus to find strong verbs (to replace weaker verbs)
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week due tomorrow (quiz + 3-part written response)
- Final draft of memoir due Friday
Summary of Class:
- Library: Return/renew/browse/check out books, then read
- Check in to your reading progress spreadsheet
- Memoirs:
- Using a thesaurus: see handout here
- Replace weaker verbs, such as...
- to be (is, are, was, were, am, etc.)
- do (did, doing)
- have (had, having)
- go (went, going)
- get (got, getting)
- like (liked)
- take (took, taking)
- Share out to the class one of your word choice changes (weaker verb to stronger verb)
- Review rubric (4 grades--make sure this is a polished piece by Friday)
- Reminder: article of the week due at the beginning of class tomorrow
Learning Target:
- Reflect on revisions made to a piece of writing
- Use textual evidence to correctly answer comprehension questions
Work Collected:
- Weekly reading for week 7 (via Google Classroom)
- Memoir: marked second draft + STAR revision sheet
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week (quiz + 3-part written response) due Thursday
- Final draft of memoir due Friday
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Complete the orange box for week 7, then turn in your spreadsheet via Google Classroom
- Follow directions in Google Classroom to turn in your second draft of your memoir (marked with STAR), including the STAR revision sheet
- Begin working on the article of the week assignment (due Thursday)
- 1. Read the article carefully, perhaps several times through (log in to tweentribune.com).
2. Write a brief summary of the article--perhaps 3-5 sentences (this is a good check to make sure you understood the main ideas). This will be the first part of your written response.
3. Take the quiz on the article's website. If you don’t know an answer, look for it in the article. Work carefully and try to get all questions correct.
4. Write your reflection about the article. This will be the second part of your written response, and should be at least a paragraph in length.
5. Write a response to the "critical thinking” question listed at the bottom of the article. This will be the third part of your written response, and should be at least a paragraph in length.
Learning Target:
- Find effective places to add participles to your memoir
- Make revisions to improve a piece of writing
Work Collected:
- Formative assessment note card: 2 participles you will add to (or already have in) your second draft
Work Assigned/Handed Out:
- Read for at least 30 mins. (weekly goal due tomorrow)
- Second draft of memoir (marked with STAR revisions) due tomorrow
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Memoirs
- Participles: add/find at least two in your second draft
- Write these on a note card for Mrs. Boyden to see
- Revision work time--second draft marked with STAR revisions due tomorrow
Learning Target:
- Participate in a writing group, providing constructive feedback
- Make revisions to improve a piece of writing
Work Collected:
Work Assigned/Handed Out:
- Read for at least 60 mins.
- Second draft of memoir (marked with STAR revisions) due Tues.
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Memoirs
- Peer feedback groups
- Conferences with Mrs. Boyden
- Revision time
Learning Target:
- Participate in a writing group, providing constructive feedback
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Second draft of memoir (marked with STAR revisions) due Tues.
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Memoirs
- Peer feedback groups
- Conferences with Mrs. Boyden
- Revision time
Learning Target:
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
Summary of Class:
- Library: book fair
- Renew/return/browse/check out books, then read
- Check in to your reading progress spreadsheet
Learning Target:
- Read and respond to a news article
Work Collected:
- Weekly reading for week 6 (turned in via Google Classroom)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week due Friday (quiz + 3-part written response)
- Handout: STAR revision
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Complete the orange box for week 6, then turn in your spreadsheet via Google Classroom
- Handout: STAR revision
- Second draft due Tuesday 2/23
- Mark changes with the STAR acronym (print out and handwrite, use Google Doc comments or highlighting, etc.)
- STAR worksheet to be completed and turned in during next Tuesday's class
- Article of the week
- New assignment in Google Classroom and tweentribune.com
- For the quiz: open in a new tab so you can refer to the article if you're unsure about an answer (you should get 100% on the quiz)
- At least 3 paragraphs in Google Doc
- Due Friday
Learning Target:
- Participate in a writing group, providing constructive feedback
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins. (weekly goal due tomorrow)
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Memoir feedback groups
- Directions (including feedback forms)
- Groups: sharing and feedback
- Some students: conference with Mrs. Boyden
Learning Target:
- Participate in a written discussion
- Recognize appropriately placed participles
Work Collected:
- AoW (Google Doc in Google Classroom + quiz taken on tweentribune.com)
- Note card: participle formative assessment
Work Assigned/Handed Out:
- Read for at least 30 mins.
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Article of the week
- Turn in via Google Classroom
- Written conversations in class
- Participles
- Review yesterday's formative assessment
- Look at correct and incorrect placement examples
Learning Target:
- Define participles and identify participles in sentences
Work Collected:
- Q2 reading ladder (turned in via Google Classroom)
- Note card: participle formative assessment
Work Assigned/Handed Out:
- Read for at least 30 mins.
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Turn in Q2 reading ladder (via Google Classroom)
- Participles
- Work time: finish article of the week (quiz + 3-part written response)
Learning Target:
- Provide an objective summary of a text
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Q2 reading ladder due tomorrow
- Article of the week (quiz + 3-part written response) due Friday
- Handout: username and password for tweentribune.com account
Summary of Class:
- Library: Renew/return/browse/check out books, then read
- Check in to your reading progress spreadsheet
- Overview of article of the week assignment--5-step process:
- Read the article carefully, perhaps several times through (log in to teentribune.com)
- Write a brief summary of the article (this is a good check to make sure you understood the main ideas). This will be the first part of your written response.
- Take the quiz on the article's website.
- Write your reflection about the article. This will be the second part of your written response.
- Write a response to the "critical thinking question listed at the bottom of the article. This will be the third part of your written response.
- Work time (either Q2 reading ladder or article of the week)
Learning Target:
- Reflect on your independent reading progress this year and set third quarter goals
Work Collected:
- Weekly reading for week 5 (spreadsheet turned in via Google Classroom)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Q2 reading ladder due Thursday
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Complete the orange reflection box for week 5, then turn in your spreadsheet via Google Classroom
- New assignment in Google Classroom: Q2 reading ladder
- See directions in the document
- Your finished Doc is due this Thursday
Learning Target:
- Demonstrate growth on the MAP test
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins. (weekly goal due tomorrow)
Summary of Class:
Learning Target:
- Demonstrate the conventions of dialogue
- Produce a rough draft of your memoir
Work Collected:
- Dialogue quiz
- Memoir rough draft (via Google Classroom)
Work Assigned/Handed Out:
- Read for at least 60 mins.
Summary of Class:
- Dialogue quiz
- Finish memoir rough draft--turn in via Google Classroom
- Read
- Check in to your reading progress spreadsheet
- Reminder: MAP testing on Monday
Learning Target:
- Demonstrate growth on the MAP test
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Dialogue quiz tomorrow
- Rough draft due by the end of class tomorrow
Summary of Class:
- MAP test (to be continued on Monday)
Learning Target:
Work Collected:
- Weekly reading for week 4 (spreadsheet turned in via Google Classroom)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Reminder: MAP testing tomorrow
- Reminder: Dialogue quiz and rough draft due Friday
Summary of Class:
- Directions for the library's updated catalog: Try "Search" or "Scout" to look up information
- Library: Return/renew/browse/check out books, then read
- Check in to your reading progress spreadsheet (split your pages between yesterday and today), then fill out the orange box for week 4
- Google Classroom: Turn in your spreadsheet
- Possible ways to shift in time for your memoir
Learning Target:
- Punctuate and capitalize dialogue correctly
- Produce a rough draft of your memoir
Work Collected:
- Survey (in email): Student Writing Publication
- IXL: Get to a SmartScore of at least 70 for dialogue
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Dialogue quiz Friday
- Rough draft of memoir due Friday
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Email: complete student writing publication survey
- IXL: Practice correct punctuation and capitalization with dialogue
- Work on rough draft (type in Microsoft Word or Google Doc)
- Reminder: rough draft due Friday
- Reminders: MAP testing Tuesday and Thursday, library on Wednesday
Learning Target:
- Punctuate and capitalize dialogue correctly.
- Write an effective narrative lead.
Work Collected:
Work Assigned/Handed Out:
- Read for at least 60 mins.
- Optional: work on rough draft of memoir
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Dialogue review in groups: use correct punctuation and capitalization
- Work on narrative leads (see worksheet from yesterday), then rough drafts (Microsoft Word or Google Doc--call it "Memoir Rough Draft First Last Name")
- End of class: each student shared his or her narrative lead
