Pictures: TODAY!
Overall Learning Target: I know people in the classroom better; I feel more comfortable talking to more students in the class.
Practice: Entering the room the correct way.
Circle: Not including us, who was/is the best teacher/class you have ever had in terms of learning. What made them so good?
Target Practice
Intro to the Day
Egg drop announcement
Phones away
Intro to the Day
Egg drop announcement
Phones away
Nuts & Bolts: Building Capacity
Learning Target: I can access the tools necessary to help me learn and function in school.
1) Open your email
2) Open Google classroom, join our class. 5&6: 3354q3h; 7&8: in4ml63
3) How to enter the classroom.
Learning Target: I can explain why it's important to build community in the classroom.
Seating Chart Activity: Brainstorm a list of good and bad things about seating charts. Tallest person in the group takes notes, using a T-chart. After time is up, prepare a four-part presentation (with introduction) highlighting your best points. Cold call 3 groups.
Seating Chart Activity: Brainstorm a list of good and bad things about seating charts. Tallest person in the group takes notes, using a T-chart. After time is up, prepare a four-part presentation (with introduction) highlighting your best points. Cold call 3 groups.
Seating Chart Writing Activity (Need paper): In ten minutes, write a paragraph using claim, evidence, warrant format explaining why you would or would not have a seating chart if you were a teacher. Use information from the T-chart to support your position.
Library: We will be going to the library and picking out a book.
Tower Building: Build a tower that is the tallest and most beautiful. After the tower is built, design a presentation that explain the method the group used to create the tower. The score you receive will be based EQUALLY on height, beauty and your process presentation.
FUTURE: Parent contact sheet.
Library: We will be going to the library and picking out a book.
Tower Building: Build a tower that is the tallest and most beautiful. After the tower is built, design a presentation that explain the method the group used to create the tower. The score you receive will be based EQUALLY on height, beauty and your process presentation.
FUTURE: Parent contact sheet.
Class Expectations Activity: At your table you will be answering the following questions- We will be recording them on the board along with our expectations. What are other expectations do you think will help the class? Why is it important to have class expectations? Create list. You will be reporting this out as a table.
Seating Chart Activity:
Activity: You will interview the person across from you, asking them questions about one thing that they do particularly well (Sport, talent, skill, etc). You will then present that person's skill to the class.
Formative Assessment
You will be given a paragraph and you will mark it and answer some questions about it. Then, at your table, you will self assess your work, then score it using the following rubric:
4 - I am an expert at this task and have almost nothing more to learn.
3 - I am very good at this task but have a few things to learn.
2 - I am ok at this task and have much to learn.
1 - I struggled with this task and have a lot to learn.
Writing about Literature
Learning Target: I can read a story and write a claim evidence warrant paragraph about the author's purpose.
Use your notes and your knowledge of the text to write a claim, evidence, warrant paragraph about the authors purpose. Use the stem "The author believes that..." or a starter of your own choice.
Independent Reading
Activity: You will interview the person across from you, asking them questions about one thing that they do particularly well (Sport, talent, skill, etc). You will then present that person's skill to the class.
Formative Assessment
You will be given a paragraph and you will mark it and answer some questions about it. Then, at your table, you will self assess your work, then score it using the following rubric:
4 - I am an expert at this task and have almost nothing more to learn.
3 - I am very good at this task but have a few things to learn.
2 - I am ok at this task and have much to learn.
1 - I struggled with this task and have a lot to learn.
Reading for Meaning
Learning Target: I can read a story and figure out the author's hidden meaning and symbolism.
Learning Target: I can read a story and figure out the author's hidden meaning and symbolism.
In order to write about literature, you must learn the think about literature. We'll be reading a short story in order to learn the habit of answering three questions: What does it say? What does it mean? What does it matter? All of these questions can be summed up by trying to figure out why the author does what they do.
The Steps:
1) I read
2) You sticky
3) You talk
4) We cold call
5) Rinse and repeat
The Steps:
1) I read
2) You sticky
3) You talk
4) We cold call
5) Rinse and repeat
OR
Reading Literature
Learning Target: I can determine the meaning of a story by examining the author's use of characterization.
We will be reading the shorty story "Indian Camp"written by Ernest Hemingway and examining his use of characterization, setting and symbols to determine the meaning or theme of the story.
1) We will watch a short documentary about Hemingway and examine his philosophies and beliefs and how they might show up in his writing.
2) We will google some fun facts about Hemingway to learn more about him.
3) We will read "Indian Camp" page-by-page, discerning and sharing insights as we go.
4) Ultimately, we are trying to determine a theme of the story through his use of characterization.
Writing about Literature
Learning Target: I can read a story and write a claim evidence warrant paragraph about the author's purpose.
Use your notes and your knowledge of the text to write a claim, evidence, warrant paragraph about the authors purpose. Use the stem "The author believes that..." or a starter of your own choice.
Independent Reading
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