November-December+Agendas

Here are the November-December agendas:

11/03/2014-11/04/2014 Continue work on coordinating adjectives commas and lists. Students will also delve deeper into topic sentences/claim. Students will have the ability to analyze topic sentences, claims, and support based on the model paragraph. *Students will receive their claim summative on Monday. *Students will receive their practice TDEDEC paragraph on Tuesday.
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11/05/2014 Finish our work with evaluating TDEDEC paragraphs, and students will have a chance to write their own!

• Pick your own article from []. Write your own topic sentence, find your own facts, explain how they support the topic sentence, and then restate the topic sentence in your concluding sentence. Include the article’s link on your document.

• FCA 1- Gives a topic sentence that follows the given criteria (4pts)

• FCA 2- Facts/details supports your topic sentence.

• AND Explanation clearly shows how the fact/detail supports the topic sentence. 2 pts for each fact and explanation x2= 4pts

• FCA 3- Uses complete sentences (no fragments/runons). 2pts

• Total FORMATIVE: 10 pts

11/06/2014 Review Collins words

-Wrap up previous days activities

Students will complete different stations in class working on comma usage.

Station 1: Nearpod

media type="custom" key="26795678"

Station 2: Whiteboards

Station 3: Game

Station 4: Quiz

Station 5: Make your own Kahoot! question(s).

11/07/2014 Comma Quiz Students will continue their work on topic sentence and finish working on their own claim, which they will support with facts/evidence and explanations.

11/10/2014 Today students began to look at plot. We first compared it to the beginning, middle, and end of the mile run. Then, students watched a video that broke up Aladdin into the parts of plot. Then, students took notes on each part of plot and put them into action by identifying the parts of plot in The Lion King. 

Aladdin Plot Example Lion King Clip for Plot Analysis

11/11/2014 (Mrs. Thompson is out sick.)

Today students will begin reading "The Hero's Test" in class. They will also

analyze this text for each part of plot. This is in class reading and work.



11/12/2014 Students will complete their work from the previous day. Then, students will have an in class discussion using the below questions: • What is the major conflict? What type of conflict is it? • Who is the protagonist? Use two pieces of evidence to support your answer. • Who is the antagonist? Use two pieces of evidence to support your answer. • Which character, the protagonist or antagonist, influences the conflict the most? Explain your perspective. • What is the stated setting? What are two details that help to suggest the setting? How does the setting impact the conflict? • How would this story look if it were set in Hershey, Pa in 2014? Consider the characters, the setting, and the conflict. • What are the major events in the plot? List them in chronological order.

11/13/2014 Students will continue their discussion on the plot and analysis of "The Hero's Test" with their group. • What is the major conflict? What type of conflict is it? • Who is the protagonist? Use two pieces of evidence to support your answer. • Who is the antagonist? Use two pieces of evidence to support your answer. • Which character, the protagonist or antagonist, influences the conflict the most? Explain your perspective. • What is the stated setting? What are two details that help to suggest the setting? How does the setting impact the conflict? • How would this story look if it were set in Hershey, Pa in 2014? Consider the characters, the setting, and the conflict. • What are the major events in the plot? List them in chronological order. Students will also have access to another version of Theseus and the Minotaur to compare the tellings of the story. Students will review their Comma Quiz.
 * Students will receive their formative quiz back today.

11/14/2014 Team Election Day! Shorter Classes-Comma Practice Students will use Kahoot! to practice.

11/17/2014 Students will review topic sentence and commas. Then, students will complete a type 2 explaining all the necessary parts of a topic sentence. *This type 2 is graded. After this, students will finish their discussion on "The Hero's Test".

11/18/2014 Students will finish their topic sentence quiz from yesterday and their discussion about Hero's Journey. In addition, students will take their 'Comma in a Series Summative Quiz' today. If time allows, we will have reading time since we did not have it on Friday.

11/19/2014 Today we will revisit character traits and connect them to the story we have been reading about Theseus and the Minotaur. In addition, we will begin to look at how we will evaluate these characters based on what they do and say.
 * Students will also look at a formative practice to show their knowledge of topic sentence analysis from our 2 weeks of practice!

We used a clip from "Pursuit of Happyness" (Yes, with a y!) to analyze characters based on what they do and say. media type="youtube" key="8ioBmnoto1o" width="560" height="315"

Today's Agenda:

Hero's Test Reading:


 * Review for your quiz!

11/20/2014-11/21/2014 *Students will complete a formative practice to show their knowledge of topic sentence analysis from our 2 weeks of practice! __ ** *Coordinate adjective test has been moved to December 5th! ** __

__ ** 11/20/2014: ** __

11/24/2014 Students will complete a four square graphic organizer analyzing the text, "The Teacher Who Changed My Life" by looking for coordinate adjectives, character traits, and the author's purpose. They will do this while we read in class together and use our reading strategies to dissect the text. Then, they will use their four square to choose one character to write about for Tuesday's formative. Reading "The Teacher Who Changed My Life":

11/25/2014 Today students will complete a formative type 3 on a character of their choice from "The Teacher Who Changed My Life" by evaluating their character (Nick Gage or Miss Hurd). However, they will be graded on their ability to write a clear, structured practice. Their grade will be based on their topic sentence, details to support, conclusion, and complete sentences. They will also be expected to explain each detail. Reading "The Teacher Who Changed My Life":



Directions:

=
Using your ability to analyze indirect characterization, infer 3 traits about one character (Mrs. Hurd or Nick Gage). Then support each trait with specific evidence from the text to show how the character demonstrates that trait. Lastly, explain, in your own words, how the evidence shows the trait. Through this process, your goal is to create a well-developed paragraph! Use the TDEDEDEC structure! ======

TDEDEC FCAs:
•FCA #1: Use a clear topic sentence that follows the criteria. (HINT: This would be a good time to practice using serial commas.): RED 3.5 pts.

•

•FCA #2: Use three different details that support your topic sentence. Each detail should include your trait and the specific example from the text that illustrates the trait: BLUE 6 pts.

•

•FCA #3: Use three explanations that explain how your example you stated in your detail shows the trait and defines the trait. Be clear and thorough: GREEN 12 pts.

*Formative/Summative FCAs Total: _/21.5pts

*POST YOUR PARAGRAPH ON EDMODO IF YOU ARE ABSENT. *FEEL FREE TO WRITE A ROUGH DRAFT FIRST.

11/26/2014 Turkey Trot

11/27/2014-12/01/2014 Happy Thanksgiving!

Coordinate Adjective Review Coordinate Adjective Quiz (Ignore the first one...the answer does not match the sentence. I am not sure why the program mixed it up, but it is still a great overall practice. Coordinate Adjective Paragraph and Sentence Correction Practice
 * Feel free to use the below resources to study for you to study for your coordinate adjective quiz on December 5th! Remember, we will also continue to assess fragments, run-ons, and serial commas. Keep reviewing the notes and material you already have from earlier.

12/02/2014 Students will finish their formative type 3 and review their comma summative. See 11/25/2014 for FCAs and guidelines.

12/03/2014 Students in period 3 and 4 participated in a coordinate adjective competition using Towson University's coordinate adjective work. They also reviewed their comma and topic sentence quiz. BOTH were graded and are part of their second marking period grade. Students should continue to review for their coordinate adjective formative quiz on Friday.

Students in period 6 and 7 finished their type 3 from yesterday, reviewed their comma quiz, and reviewed their topic sentence quiz. They will review coordinate adjectives tomorrow.

12/04/2014 Period 3 and 4: Yesterday we had time to start a practice TDEDEC paragraph based on Theseus to prep students for their upcoming summative. Today we will finish it and review their topic sentence glows and grows formative.

Period 6 and 7: participated in a coordinate adjective competition using Towson University's coordinate adjective work. They also reviewed topic sentence glows and grows formative quiz. Students should continue to review for their coordinate adjective formative quiz on Friday.

12/05/2014 Coordinate Adjective Formative TDEDEC practice with a pixar short film: Identify two character traits for Jack Jack or the babysitter. Then, give details from the video to support your traits and explain how they support. media type="youtube" key="IaCjLOe55UY" width="560" height="315"

Reading Time

12/08/2014 Period 3 and 4: Students will begin looking at Hero's Test from before break, but this time solely at ONE character and assigning that character three traits. By the end of class today, they should have completed a graphic organizer on this ONE character.

Period 6 and 7: Students will begin to practice their TDEDEC paragraph based on Theseus. This is used to prep students for their upcoming summative.

12/09/2014 Period 3 and 4: Finish graphic organizer if necessary. Students will begin typing their summative paragraph

Period 6 and 7: Complete graphic organizer on the character of their choice from Hero's Test.

Hero's Test Reading:

12/10/2014 All students will work on their TDEDEC summative for Hero's Test. *This is a writing piece, so it is NOT open for retakes.


 * __ Summative __**


 * Using your ability to analyze indirect characterization, infer __three__ traits about __one__ character (Ariadne, The Minotaur, or King Minos). Then support each trait with specific evidence from the text to show how the character demonstrates that trait. Lastly, explain, in your own words, how the evidence shows the trait. **


 * *[Topic--include the three traits, Details--include the trait and the evidence, and Explanation--explain how the evidence shows the trait] **

__** Type Three Name: **__

__** Date: **__

__** Section: **__

__** FCA #1: **__ Use a clear topic sentence __ that follows the criteria. (HINT: This would be a good time to practice using serial commas.): __**__3.5 pts.__**

__** FCA #2: ** Use __three different details __that support your topic sentence. Each detail should include your trait and the specific example from the text that illustrates the trait:__ **__6 pts.__**

__** FCA #3: ** Use __three explanations __that explain how your example you stated in your detail shows the trait and defines the trait. Be clear and thorough:__ **__12 pts.__**

** *Summative: **
 * ___/21.5pts**


 * After you finish writing, please proofread your piece, read it aloud to yourself, and check all of your Collins words. This should take you three to five minutes. **

• 1. A Complete Sentence • 2. Includes Subject/Topic (What) and a Claim (What about the topic/subject-- the “so what”) • 3. Provides Organization (Guides the reader--The order the detail(s) are mentioned in the TS should be mirrored in the paragraph or a generalization should be made that includes all the details) • 4. Provides Focus (All included details help prove the claim.) • 5. Specific word choice that avoids preference words (avoid best, good, great, awesome) • 6. Avoids obvious opinion words (I believe, I think, I feel, In my opinion) • 7. Can be supported with facts
 * *If you are making up the topic sentence quiz, please study the criteria! **

12/11/2014 Students learned about how to write an argument/persuasive paragraph. They learned new words: opposition, refute, and discussed how to use each in their writing.

12/12/2014-12/15/2014 Students will read "The Unknown Hero". While they are reading they will write down facts the "hero" could be perceived as a hero or not a hero. They will use this to write a class paragraph, which will acknowledge the opposition and refute it.

12/16/2014-12/17/2014 Students will continue their work on argument through reading "Time for a Hero". While they are reading they will write down facts that support the doctors in the story being perceived as a hero or not a hero. After they are done reading, they will complete a graphic organizer that follows the argument paragraph structure we have been working on. This basically follows the TDEDEC structure, but acknowledging the opposition and refuting it is something new to their paragraph. The graphic organizer is due by the end of the day on Thursday.
 * If time allows, we will begin reviewing coordinate adjectives on Wednesday. We will also work on run-ons. This has been a trouble area for most students.

12/18/2014 -Finish graphic organizer -Coordinate Adjective and Run-on Review Kahoot!

12/19/2014 Run-on Review Discussion Skills Intro

12/22/2014 Coordinate Adjective Comma, Serial Comma, Run-on, and Fragment Summative Collins Formative #1-You may have your list with you!

12/23/2014 Team Holiday Celebration: HMS Holiday Concert Inauguration of the team president Cookie Exchange Holiday Movie-Thanks for bringing in so many toys for the Toys for Tots campaign.

12/24/2014-1/4/2015 Have a wonderful break!