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
