Learning Target:
- Identify counterarguments and the author's rebuttal in an argument
Work Collected:
- Note card: counterargument formative assessment
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Prepare for lit circle discussion #3 (Wed. 5/11)
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Final exam notes: grammar
- Counterarguments
- Look at Martin Luther King, Jr.'s "I Have a Dream" speech, including how he addresses counterarguments
- Look at student example argument
- Note card: identify counterargument (Q: What objection do they bring up?) and rebuttal (Q: How do they refute it?)
Learning Target:
- Participate in a group discussion using questions and specific passages to discuss a text
Work Collected:
- Group discussion sheet #2
- Lit circle discussion reflection (form in email)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Prepare for next week's discussion #3
Summary of Class:
- Directions
- Lit circle discussion #2 (turn in discussion #2 sheet to Mrs. Boyden)
- Read
- Check in to your reading progress spreadsheet
- Reminder: next week's discussion is one day earlier (Wednesday 5/11)
Learning Target:
- Organize notes for studying/review
- Identify the purposes for using specific devices in writing
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Prepare for tomorrow's lit circle discussion (row 2 + "The Envelope, Please")
Summary of Class:
- Library: return/renew/browse/check out books, then read
- Check in to your reading progress spreadsheet (week 7)
- Final exam review: citations
- Argument devices: notes on purpose
Learning Target:
- Organize notes for studying/review
- Recognize elements of an argument
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Prepare for Thursday's lit circle discussion #2 (row 2 + "The Envelope, Please" worksheet)
- Handout: argument notes
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Note: NO weekly reading due this week, so you do not need to fill out the orange box.
- Announcements about Adventureland, recognition ceremony, etc.
- Final exam: begin creating study guide for review
- Choose outline notes or two-column notes
- See pictures of both examples to the right
- We will review for 5 minutes each day from now until the exam (Wed. 5/25)
- Argument
- Brainstorming in notebook: convince your parents of something
- Notes on argument (yellow sheet)
Learning Target:
- Find specific passages in the text to support your ideas
Work Collected:
- Lit circle discussion worksheet (all 4 parts completed)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Prepare for lit. circle discussion #2 (this Thursday): row 2 + "The Envelope, Please"
- Handout: blue slip for pictures and 6 words for slideshow
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet (note: no weekly reading due tomorrow)
- Handout: blue slip for pictures and 6 words for slideshow
- Lit circle groups: work on part 3
- Be sure to cite specific passages with page numbers
- On your own: complete part 4 + totals for part 2 and turn in worksheet to Mrs. Boyden
- Finish watching "I Have a Dream" speech + summarize in your packet
Learning Target:
- Determine possible themes for poems
- Use Google to find information
Work Collected:
- Group worksheets: Langston Hughes poems
- Article of the week (submitted via Google Classroom)
Work Assigned/Handed Out:
- Optional: extra credit for 3rd quarter due Mon. 3/21 (Insert 5 devices in your "Where I'm From" poem); directions are in Google Classroom
Summary of Class:
- Read for ten minutes
- Email: Complete survey about publishing "Where I'm From" poems
- Group work: Finish working with Langston Hughes poems (group worksheet)
- Individual practice: Try either "The Negro Speaks of Rivers" (p. 10) or "I, Too, Sing America" (p. 11)
- Article of the week
- Make sure this is turned in via Google Classroom
- Class discussion: Why is the year in space important? What are our endeavors (goals) in space? What might the space program look like in 50 years?
- Look at Scott Kelly's Twitter page (pictures from the past year)
- Searching for information
Learning Target:
- Use figurative devices (simile, metaphor), attention to language, and historical background knowledge to determine possible themes of poems
Work Collected:
- Group sheet: Langston Hughes poems
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week due tomorrow (quiz + 3-part written response)
Summary of Class:
- Read for ten minutes
- Group work: Langston Hughes poems
- See directions on your group's sheet
- Work on AoW (due tomorrow)
Learning Target:
- Use figurative devices and language to determine possible themes of poems
Work Collected:
- Group sheet: Langston Hughes poems
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week due Friday
Summary of Class:
- Library: Return/renew/browse/check out books, then read
- Introduction to the Harlem Renaissance
- Group work: Langston Hughes poems (directions on group worksheet)
- Read the poem
- Identify devices
- Make lists of words
- Develop a theme for the poem
Learning Target:
- Define and identify poetic devices, such as similes, metaphor, and rhyme scheme
Work Collected:
- Weekly reading for week 9 (turned in via Google Classroom)
- Poetic devices quiz
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week due Friday
Summary of Class:
- Poetic devices quiz
- Read
- Check in to your reading progress spreadsheet and complete the orange box for week 9; turn this in via Google Classroom
- Work on the article of the week:
- 1. Read the article carefully, perhaps multiple times through (log in to tweentribune.com).
2. 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.
3. 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.
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. Consider starting phrases like:
I think…
I wonder…
Why…
This reminds me of...
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:
- Define and identify poetic devices, such as simile and metaphor
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins. (weekly goal due tomorrow)
- Reminder: poetic devices quiz tomorrow (definitions + identification)
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Poetic devices quiz review
- Study for 4 minutes
- Kahoot review session
- Practice rhyme scheme: packet, p. 5 (see picture to the right)
- Theme in poems
- packet, p. 5: Discuss possible themes for "Maybe Dats Youwr Pwoblem, Too"
- Poetic devices in poems
- packet, p. 8: "A Dream Deferred" (see picture below)
Learning Target:
- Use narratives to explain map data
- Match poetic devices to their definitions
Work Collected:
- AoW (quiz on tweentribune.com and reflection in Google Classroom)
- Google Form: AoW Interactive Maps Data
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Reminder: Poetic devices quiz on Tuesday
Summary of Class:
- Google Classroom: Turn in your AoW reflection
- Read for ten minutes, then check in to your reading progress spreadsheet
- AoW:
- Open one of the four maps: Find an interesting story behind some data, then share with your group members
- Complete the Google Form (listed under the AoW assignment in Google Classroom) about this data and story
- Poetic devices:
- Finish notes on the back of your green sheet (see completed notes here)
- Review activity at tables
- Review online: LA website > Units/Materials > Poetry > Quizlet (to study) or IXL (to practice)
- For the quiz: give definitions and identify examples
Learning Target:
- Identify poetic devices in song lyrics
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week (quiz + 3-part written response) due Friday
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- If you calculated a new rate, enter that in your spreadsheet. If not, enter your usual rate.
- Literary Devices:
- Finish reviewing literary devices in song lyrics
- More notes: literary devices for IXL practice
- Practice identifying literary devices: see http://boyden8la.weebly.com/poetry.html
- Work on AoW
- Reminder: Due Friday (quiz + 3-part written response)
- Click on the maps and respond to some of what you learn/think is interesting
Learning Target:
- Identify poetic devices in song lyrics
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week (quiz + 3-part written response) due Friday
- Handout: poetry packet
Summary of Class:
- Library: Return/renew/browse/check out books, then read
- Check in to your reading progress spreadsheet
- Poetry and literary devices
- Review devices (green sheet of notes from Monday)
- White poetry packets: work with group members to identify literary devices in these lyrics (be sure to label them when you find them)
- End of class: share findings for first 3 songs
Learning Target:
- Respond to a text with thoughts and opinions
- Use evidence from the text to support your ideas
Work Collected:
- Weekly reading for week 8 (turned in via Google Classroom)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week (quiz + 3-part written response) due Friday
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Complete your orange reflection box for week 8 reading, then turn in your reading spreadsheet via Google Classroom
- Article of the Week--due Fridy
- 1. Read the article carefully, perhaps multiple times through (log in to tweentribune.com, and this week be sure to browse the maps on http://dsl.richmond.edu/panorama/)
2. 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.
3. 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.
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. Consider starting phrases like:
I think…
I wonder…
Why…
This reminds me of...
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:
- 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
Learning Target:
- Punctuate dialogue correctly.
- Write an effective narrative lead.
Work Collected:
- Mrs. Boyden checked for 6 squares of storyboarding
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Finish storyboarding (cut apart and reorder)--be ready to work on your rough draft tomorrow
- Handout: punctuating conversation
- Handout: narrative leads
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- If you timed a new rate today, enter that for week 4
- Dialogue review
- Look over the 4 rules on the "Punctuating Conversation" handout
- On the back: try correcting the errors (see answers below)
- Narrative leads
- Look over the 4 techniques and examples
- Try your own leads for your memoir on the back. Remember: try to start in the story to get your reader hooked (Not "When I was eight years old, my family and I...")
Learning Target:
- Use storyboarding to visualize your memoir and to plan time shifts
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Storyboard at least 6 squares
- Handouts: blank paper to use for storyboarding
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Introduction to storyboarding
- Goal #1: Visualize the important scenes--Where will you slow down and zoom in?
- Goal #2: Plan shifts in time (fast forward or flash back)--more on this tomorrow
- See example below
- Work time
- Finish yesterday's planning worksheet
- Begin storyboarding your memoir
Learning Target:
- Use a graphic organizer to plan out your memoir
Work Collected:
- Weekly reading check-in for week 3 (turn in spreadsheet via Google Classroom)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Handout: memoir planning worksheet
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Fill out the orange reflection box for week 3, then turn in your weekly reading via Google Classroom
- Memoir planning
- 4-minute free write: capture as much of your story as you can in the writing section of your notebook
- Review characteristics of effective memoirs (see notes from Friday's class)
- Memoir planning worksheet
- Front: top 3 are for the "what," bottom 3 are for the "So what?"
- Back: map out your memoir, especially the scenes you want to zoom in on
- See examples below
Learning Target:
- Identify possible "So what?" reflections for memoir topics
Work Collected:
- Note card: "what" and "So what?" (your memoir topic + your reflection about it)
Work Assigned/Handed Out:
- Read for at least 30 mins. (weekly reading due tomorrow)
Summary of Class:
- Library: Return/renew/browse/check out books, then read
- Brainstorm more topics for your memoir
- Think about the "So what?" reflections of each memory: Why is this memory important to you? How did it affect or change you? What did you learn from it? (See two examples below)
- On note card: write down the memory you want to write about for your story + your reflection/"So what?"
Learning Target:
- Identify characteristics of effective and ineffective memoirs
Work Collected:
Work Assigned/Handed Out:
- Read for at least 60 mins. this weekend
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Look at examples of effective and ineffective memoirs; list characteristics of each
Learning Target:
- List possible topics for writing a memoir
Work Collected:
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
- Quick Google search: what is a memoir? (This will be our next writing assignment.)
- Brainstorming in the writing section of your notebook:
- Two hands (see pictures below--categories in fingers, ideas listed around each)
- Choose from prompts:
- Write about a person who you love.
- What was your favorite activity when you were a young child?
- Write about the time you made a new friend.
- Write about your favorite summer memory.
- Write about a scar or injury you suffered.
- Write about a school trip or camp you attended.
- Write about a contest or competition you participated in.
- What holiday traditions or family traditions do you have? Describe them.
- Write about the scariest thing that has happened to you.
- Write about the funniest thing that has happened to you?
- Write about one of your favorite childhood memories.
- Write about one of you favorite places. Why do you love it so much?
- Share out some ideas in small groups and whole class
