*Review Nonfiction & ACT-style Editing HW
5/15/17
Monday, May 15th
*Complete ACT-style Editing & Nonfiction Reviews
---Both due tomorrow.
*OBJECTIVE: Analyze an author's choices in nonfiction. Demonstrate command of the conventions of standard English grammar & punctuation.
*OBJECTIVE: Analyze an author's choices in nonfiction. Demonstrate command of the conventions of standard English grammar & punctuation.
5/12/17
Friday, May 12th
*Check Drama HW
---Review
*Complete Course Evaluation
*OBJECTIVE: Analyze an author's choices in drama.
---Review
*Complete Course Evaluation
*OBJECTIVE: Analyze an author's choices in drama.
5/10/17
Thursday, May 11th
*Review Fiction HW
*Complete Drama Review
---Due tomorrow
*OBJECTIVE: Analyze an author's choices in fiction.
*Complete Drama Review
---Due tomorrow
*OBJECTIVE: Analyze an author's choices in fiction.
Wednesday, May 10th
*Exam Blueprint
*Complete Fiction Review
---Return "Two Friends"
---Due tomorrow
*OBJECTIVE: Analyze an author's choices in fiction.
*Complete Fiction Review
---Return "Two Friends"
---Due tomorrow
*OBJECTIVE: Analyze an author's choices in fiction.
5/9/17
Tuesday, May 9th
*Info.: Written Exam (Day 2 of 2)
---Yes: Music (quietly)
---Answer on your own paper.
*End of period:
---no staple
---Name on everything
---Stack: questions, reading, answers (so far)
---WHEN BELL RINGS, drop stack off in appropriate pile (finished/not finished).
*OBJECTIVE: Write arguments to support claims in an analysis of a substantive text, using valid reasoning and relevant/sufficient evidence.
---Yes: Music (quietly)
---Answer on your own paper.
*End of period:
---no staple
---Name on everything
---Stack: questions, reading, answers (so far)
---WHEN BELL RINGS, drop stack off in appropriate pile (finished/not finished).
*OBJECTIVE: Write arguments to support claims in an analysis of a substantive text, using valid reasoning and relevant/sufficient evidence.
5/8/17
Monday, May 8th
*Info.: Written Exam (Day 1 of 2)
---Yes: Music (quietly)
---Answer on your own paper.
*End of period:
---no staple
---Name on everything
---Stack: questions, reading, answers (so far)
---WHEN BELL RINGS, drop stack off in appropriate pile (finished/not finished).
*OBJECTIVE: Write arguments to support claims in an analysis of a substantive text, using valid reasoning and relevant/sufficient evidence.
---Yes: Music (quietly)
---Answer on your own paper.
*End of period:
---no staple
---Name on everything
---Stack: questions, reading, answers (so far)
---WHEN BELL RINGS, drop stack off in appropriate pile (finished/not finished).
*OBJECTIVE: Write arguments to support claims in an analysis of a substantive text, using valid reasoning and relevant/sufficient evidence.
5/4/17
Friday, May 5th
*+5pts: Read poem aloud and explain why you chose it.
---Explanation = ~60 seconds
------Choose a few lines to quote and interpret.
------Stand & Deliver!
*Preview Written Exam
---M & T: Write!
*OBJECTIVE: Present loud and clear . . . and honestly.
---Explanation = ~60 seconds
------Choose a few lines to quote and interpret.
------Stand & Deliver!
*Preview Written Exam
---M & T: Write!
*OBJECTIVE: Present loud and clear . . . and honestly.
Thursday, May the 4th (be with you)
*20m: Finish Scavenger Hunt
---Review
------One "pass."
------New speaker each time your table comes up.
---Turn in.
*OBJECTIVE: Observe the elements of poetry in their natural habitat.
---Review
------One "pass."
------New speaker each time your table comes up.
---Turn in.
*OBJECTIVE: Observe the elements of poetry in their natural habitat.
5/2/17
Wednesday, May 3rd
*Check Annotations
*Poetry Scavenger Hunt
---Do NOT divide and conquer
------Instead, EVERYONE work on one item at a time,
------Share what you find, as you find it.
------Don't move on until everyone in the group is satisfied.
---Due Tomorrow
*OBJECTIVE: Review and apply literary terms which relate to poetry.
*Poetry Scavenger Hunt
---Do NOT divide and conquer
------Instead, EVERYONE work on one item at a time,
------Share what you find, as you find it.
------Don't move on until everyone in the group is satisfied.
---Due Tomorrow
*OBJECTIVE: Review and apply literary terms which relate to poetry.
5/1/17
Tuesday, May 2nd
*Find a Poem
---Random Poem?
---9 Poems for people who say they hate poetry
---POETRY mobile app (by Poetry Foundation)?
---Add Poem to "Print Poem" G-Classroom Assignment
------Preserve formatting.
------Include title, poet's name, & your name
------By end of class TODAY.
------No duplicates. "Lock" by printing.
*Found it? Annotate thoroughly!
---See Model.
---Annotations due tomorrow: 10pts
------START with unfamiliar vocab.
*OBJECTIVE: Browse a gallery of words. Find some you like.
---Random Poem?
---9 Poems for people who say they hate poetry
---POETRY mobile app (by Poetry Foundation)?
---Add Poem to "Print Poem" G-Classroom Assignment
------Preserve formatting.
------Include title, poet's name, & your name
------By end of class TODAY.
------No duplicates. "Lock" by printing.
*Found it? Annotate thoroughly!
---See Model.
---Annotations due tomorrow: 10pts
------START with unfamiliar vocab.
*OBJECTIVE: Browse a gallery of words. Find some you like.
Monday, May 1st
*Find a Poem
---Random Poem?
---POETRY mobile app (by Poetry Foundation)?
---Add Poem to "Print Poem" G-Classroom Assignment
------Preserve formatting.
------Include title, poet's name, & your name
------By end of class TOMORROW.
------No printing until 2nd half of class.
------No duplicates. "Lock" by printing.
*OBJECTIVE: Browse a gallery of words. Find some you like.
---Random Poem?
---POETRY mobile app (by Poetry Foundation)?
---Add Poem to "Print Poem" G-Classroom Assignment
------Preserve formatting.
------Include title, poet's name, & your name
------By end of class TOMORROW.
------No printing until 2nd half of class.
------No duplicates. "Lock" by printing.
*OBJECTIVE: Browse a gallery of words. Find some you like.
4/28/17
4/27/17
Thursday, April 27th--2,4,6,7
*Absentees?
*Read a zine!
*Write a letter
---See handout for details
*Tuck letter in inside pocket of zine's front cover.
*Back to the watering hole!
*Read zine and write a second letter
*OBJECTIVE: Produce clear, coherent writing appropriate to task, purpose, and audience.
*Read a zine!
*Write a letter
---See handout for details
*Tuck letter in inside pocket of zine's front cover.
*Back to the watering hole!
*Read zine and write a second letter
*OBJECTIVE: Produce clear, coherent writing appropriate to task, purpose, and audience.
4/25/17
Wednesday, April 26th--1,3,5,HR
*Absentees?
*Read a zine!
*Write a letter
---See handout for details
*Tuck letter in inside pocket of zine's front cover.
*Back to the watering hole!
*Read zine and write a second letter
*OBJECTIVE: Produce clear, coherent writing appropriate to task, purpose, and audience.
*Read a zine!
*Write a letter
---See handout for details
*Tuck letter in inside pocket of zine's front cover.
*Back to the watering hole!
*Read zine and write a second letter
*OBJECTIVE: Produce clear, coherent writing appropriate to task, purpose, and audience.
Tuesday, April 25th--1,3,7,HR
*(60min) Finalize Zines
1) Finalize order of pieces and author's statements
1) Finalize order of pieces and author's statements
2) Add author's statement doc to G-Classroom for printing
3) Add color cover page.
3) Add color cover page.
4) TURN IN!
*Late (with ANYTHING)? -1 letter grade per day.
*Late (with ANYTHING)? -1 letter grade per day.
*Return books
*OBJECTIVE: Develop & strengthen your writing.
4/23/17
Monday, April 24th--2nd, 4th, 6th, 5ab
*(60min) Finalize Zines
1) Finalize order of pieces and author's statements
1) Finalize order of pieces and author's statements
2) Add author's statement doc to G-Classroom for printing
3) Add color cover page.
3) Add color cover page.
4) TURN IN!
*Late (with ANYTHING)? -1 letter grade per day.
*Late (with ANYTHING)? -1 letter grade per day.
*Return books
*OBJECTIVE: Develop & strengthen your writing.
4/21/17
Friday, November 21st
*Finalize Zines
1) Finish writing/revision of multi-genre pieces.
1) Finish writing/revision of multi-genre pieces.
2) Print multi-genre pieces.
---Each piece should START on a fresh page.
---Publishing anonymously? Use student number.
3) Finish writing author's statements.
*OBJECTIVE: Develop & strengthen your writing.
3) Finish writing author's statements.
4) Order multi-genre pieces in zine.
5) Order author's statements
---Final section of zine, like an appendix.
6) Print author's statements
7) Design, create, & add color cover page.
*BUT, you MUST have hard copies of everything by . . .
------2nd & 5ab: Monday
------1st & 3rd: Tuesday
---------Late (with ANYTHING)? -1 letter grade per day.
6) Print author's statements
7) Design, create, & add color cover page.
*BUT, you MUST have hard copies of everything by . . .
------2nd & 5ab: Monday
------1st & 3rd: Tuesday
---------Late (with ANYTHING)? -1 letter grade per day.
*OBJECTIVE: Develop & strengthen your writing.
4/19/17
Thursday, April 20th
*Work on Zines
---Finish drafts!
---2+ readers for each piece
---Write author's statements.
---Design & create cover page.
*Tomorrow: Print-party in 151!
---Be ready to print final drafts & author's statements
---BUT, you MUST have them by . . .
------2nd & 5ab: Monday
------1st & 3rd: Tuesday
---------Late (with EITHER final draft)? -1 letter grade per day.
*OBJECTIVE: Develop & strengthen your writing.
---Finish drafts!
---2+ readers for each piece
---Write author's statements.
---Design & create cover page.
*Tomorrow: Print-party in 151!
---Be ready to print final drafts & author's statements
---BUT, you MUST have them by . . .
------2nd & 5ab: Monday
------1st & 3rd: Tuesday
---------Late (with EITHER final draft)? -1 letter grade per day.
*OBJECTIVE: Develop & strengthen your writing.
Wednesday, April 19th
*Author's Statement Model
*Revisions: 2+ readers for each piece
---NO MECHANICAL FIXES YET! FOCUS ON CONTENT!
---1) 3+ of Color 1: Strong sections/moments in the writing. Words, phrases, sentences, paragraphs that truly sing.
---2) 3+ of Color 2: Moments that raise a question. Write that question in the margins.
---3) When finished, answer this question at the end of the piece (in a comment or in the margins): By reading this piece, what did you learn about [zine topic]? (psst--that's theme).
*Reflect & Revise!
---For the questions: Is that a question you want the reader asking? If so, NICE! If not, how can you change the writing to make that question go away?
*Friday: Print Party in 151
---All final drafts and authors' statements due!
*OBJECTIVE: Develop & strengthen your writing.
*Revisions: 2+ readers for each piece
---NO MECHANICAL FIXES YET! FOCUS ON CONTENT!
---1) 3+ of Color 1: Strong sections/moments in the writing. Words, phrases, sentences, paragraphs that truly sing.
---2) 3+ of Color 2: Moments that raise a question. Write that question in the margins.
---3) When finished, answer this question at the end of the piece (in a comment or in the margins): By reading this piece, what did you learn about [zine topic]? (psst--that's theme).
*Reflect & Revise!
---For the questions: Is that a question you want the reader asking? If so, NICE! If not, how can you change the writing to make that question go away?
*Friday: Print Party in 151
---All final drafts and authors' statements due!
*OBJECTIVE: Develop & strengthen your writing.
4/13/17
Tuesday, April 18th
*Check 2 drafts: 20pts
*Revisions
---Becker's Myth/Tall Tale
---NO MECHANICAL FIXES YET! FOCUS ON CONTENT!
---1) 3+ of Color 1: Strong sections/moments in the writing. Words, phrases, sentences, paragraphs that truly sing.
---2) 3+ of Color 2: Moments that raise a question. Write that question in the margins.
---3) When finished, answer this question at the end of the piece (in a comment or in the margins): By reading this piece, what did you learn about [zine topic]? (psst--that's theme).
*Reflect & Revise!
---For the questions: Is that a question you want the reader asking? If so, NICE! If not, how can you change the writing to make that question go away?
*Friday: Print Party in 151
---All final drafts and authors' statements due!
*OBJECTIVE: Develop & strengthen your writing.
*Revisions
---Becker's Myth/Tall Tale
---NO MECHANICAL FIXES YET! FOCUS ON CONTENT!
---1) 3+ of Color 1: Strong sections/moments in the writing. Words, phrases, sentences, paragraphs that truly sing.
---2) 3+ of Color 2: Moments that raise a question. Write that question in the margins.
---3) When finished, answer this question at the end of the piece (in a comment or in the margins): By reading this piece, what did you learn about [zine topic]? (psst--that's theme).
*Reflect & Revise!
---For the questions: Is that a question you want the reader asking? If so, NICE! If not, how can you change the writing to make that question go away?
*Friday: Print Party in 151
---All final drafts and authors' statements due!
*OBJECTIVE: Develop & strengthen your writing.
4/12/17
Thursday, April 13th--2,4,6,7
*Create Mutli-Genre Placemat
---Finished? Let me know.
*Continue work on multi-genre writing
---20pts: First completed drafts of BOTH pieces due Tuesday, 4/18
*Zine Groups
---Share genre & theme of each piece.
---Discuss cover concepts.
*Turn in Journals
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
---Finished? Let me know.
*Continue work on multi-genre writing
---20pts: First completed drafts of BOTH pieces due Tuesday, 4/18
*Zine Groups
---Share genre & theme of each piece.
---Discuss cover concepts.
*Turn in Journals
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
4/11/17
Wednesday, April 12th--1,3,5,HR
*Create Mutli-Genre Placemat
---Finished? Let me know.
*Continue work on multi-genre writing
---20pts: First completed drafts of BOTH pieces due Tuesday, 4/18
*Zine Groups
---Share genre & theme of each piece.
---Discuss cover concepts.
*Turn in Journals
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
---Finished? Let me know.
*Continue work on multi-genre writing
---20pts: First completed drafts of BOTH pieces due Tuesday, 4/18
*Zine Groups
---Share genre & theme of each piece.
---Discuss cover concepts.
*Turn in Journals
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
Tuesday, April 11th--1, 3, 7, HR
*Continue work on multi-genre writing
*Genre-alike reflection groups. Discuss each question.
------What did you learn from the mentor texts about writing a _______?
------How are you FORMATTING your piece? How will it look on the page?
------What kind of TONE are you striving for?
------What are you still uncertain about?
*Continue work on multi-genre writing
---First completed drafts of BOTH pieces due NEXT Tuesday, 4/18
------GOAL before next class: Complete 1 draft.
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
*Genre-alike reflection groups. Discuss each question.
------What did you learn from the mentor texts about writing a _______?
------How are you FORMATTING your piece? How will it look on the page?
------What kind of TONE are you striving for?
------What are you still uncertain about?
*Continue work on multi-genre writing
---First completed drafts of BOTH pieces due NEXT Tuesday, 4/18
------GOAL before next class: Complete 1 draft.
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
4/9/17
Monday, April 10th--2nd, 4th, 6th, 5th
*Continue work on multi-genre writing
*Genre-alike reflection groups. Discuss each question.
------What did you learn from the mentor texts about writing a _______?
------How are you FORMATTING your piece? How will it look on the page?
------What kind of TONE are you striving for?
------What are you still uncertain about?
*Continue work on multi-genre writing
---First completed drafts of BOTH pieces due NEXT Tuesday, 4/18
------GOAL before next class: Complete 1 draft.
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
*Genre-alike reflection groups. Discuss each question.
------What did you learn from the mentor texts about writing a _______?
------How are you FORMATTING your piece? How will it look on the page?
------What kind of TONE are you striving for?
------What are you still uncertain about?
*Continue work on multi-genre writing
---First completed drafts of BOTH pieces due NEXT Tuesday, 4/18
------GOAL before next class: Complete 1 draft.
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
4/6/17
Friday, April 7th
*Read: 10m
*Write: Journal #15: The End
---Finished?: Reflect on the ending of your book. Did you like it? Was it what your were expecting, or was it a surprise? Re-read the last sentence or two of your book. Why do you think your author chose to end the book with those words?
---Almost finished? Make a prediction and/or express a wish (or worry) regarding the end of your book. Justify your predictions and/or explain your wish (or worry).
*Study/Craft/Share: Multi-genre Topic Mash-up
1) Think about the two pieces of writing you have cooking. What SHARED topic do they address? Write your name and your topic on a single post-it.
2) Give us a short explanation of how/why your book relates to that topic.
3) Head up there and survey the other topics. If yours is the same or similar to another, put yours near theirs. Let the distance between yours and the other post-its symbolize how related you think the topics are.
*Time? Read on!
*1st Hour: Collect Journals (#9 through #15).
*OBJECTIVE: Identify the main topic of a book, and explore the ways in which our books are connected through those topics.
*Write: Journal #15: The End
---Finished?: Reflect on the ending of your book. Did you like it? Was it what your were expecting, or was it a surprise? Re-read the last sentence or two of your book. Why do you think your author chose to end the book with those words?
---Almost finished? Make a prediction and/or express a wish (or worry) regarding the end of your book. Justify your predictions and/or explain your wish (or worry).
*Study/Craft/Share: Multi-genre Topic Mash-up
1) Think about the two pieces of writing you have cooking. What SHARED topic do they address? Write your name and your topic on a single post-it.
2) Give us a short explanation of how/why your book relates to that topic.
3) Head up there and survey the other topics. If yours is the same or similar to another, put yours near theirs. Let the distance between yours and the other post-its symbolize how related you think the topics are.
*Time? Read on!
*1st Hour: Collect Journals (#9 through #15).
*OBJECTIVE: Identify the main topic of a book, and explore the ways in which our books are connected through those topics.
4/5/17
Thursday, April 6th
*Finished? Read on!
*Details: Team Theme Zines
*Continue work on 2nd multi-genre piece.
---First completed drafts of BOTH pieces due NEXT Tuesday, 4/18
*Finish reading your book by MONDAY!!!
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
4/4/17
Wednesday, April 5th
*Read: 10m
*Write: Journal #13: Free Response
---Finished with your first book? You may choose which book to write about today.
Study: Don't Turn Around by Michelle Gagnon
Craft: Journal #14: Thinking of your book, make a list of 5-7 words/phrases you'd like to use in to your multi-genre writing.
*OBJECTIVE: Acquire and use domain-specific words and phrases; demonstrate independence when gathering vocabulary.
*Write: Journal #13: Free Response
---Finished with your first book? You may choose which book to write about today.
Study: Don't Turn Around by Michelle Gagnon
Craft: Journal #14: Thinking of your book, make a list of 5-7 words/phrases you'd like to use in to your multi-genre writing.
*OBJECTIVE: Acquire and use domain-specific words and phrases; demonstrate independence when gathering vocabulary.
Tuesday, April 4th
*Write: If you haven't already, start work on a second genre.
---If you have, keep going!
---Integrate details & develop themes from your book.
---Use Writer's Craft tools (see side-board).
*Craft/Study: Refer to mentor texts for models of format, style, tone, etc.
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
*Craft/Study: Refer to mentor texts for models of format, style, tone, etc.
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
4/2/17
Monday, April 3rd
*Study: Purple Heart by Patricia McCormick
*Write/Craft/Share: Theme Puzzles
*Time? Read on!
*OBJECTIVE: Analyze the development of theme in fiction.
3/30/17
Friday, March 31st
*Write: Update Dialogue Journal
*Study: Hold Still by Nina LaCour
*Craft: Jounral #12: Show-don't-tell (objective correlative)
*Share: For each item, choose a best-at-table.
*OBJECTIVE: Understand how authors make writing vivid and engaging by using concrete details.
3/29/17
Thursday, March 30th
*Reminder: Dialogue Journals
*Write: Continue drafting your first multi-genre piece
---Integrate details & develop themes from your book.
*Craft/Study: Refer to mentor texts for ideas about format, style, tone, etc.
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
*Write: Continue drafting your first multi-genre piece
---Integrate details & develop themes from your book.
*Craft/Study: Refer to mentor texts for ideas about format, style, tone, etc.
*Share: 15m--Journal #11
---Pick a passage or section from your work with which you are especially pleased. Explain which genre you're writing in and what you like about what you've done.
---THEN, read the passage (no apologies!). Allow a pause while your table takes notes.
---Tablemates: Journal #11
------Take notes over each reading:
---------Name
---------Genre
---------What did they like about their writing?
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
3/28/17
Wednesday, March 29th
*Read: 15m
*Write: Journal #10: At its heart, my book is about [one word, brainstorm first]. In it, my author shows how [explain your emerging ideas about one of the themes of your book--start offering some supporting evidence by considering multiple characters, situations, conflicts, etc.].
*Study/Share: Create Topic-word Compendium
*Craft: Choose another topic, and draft another theme-sentence: In my book, my author shows how . . .
*OBJECTIVE: Identify and define topic and theme.
*Write: Journal #10: At its heart, my book is about [one word, brainstorm first]. In it, my author shows how [explain your emerging ideas about one of the themes of your book--start offering some supporting evidence by considering multiple characters, situations, conflicts, etc.].
*Study/Share: Create Topic-word Compendium
*Craft: Choose another topic, and draft another theme-sentence: In my book, my author shows how . . .
*OBJECTIVE: Identify and define topic and theme.
3/27/17
Tuesday, March 28th
*Read: 10m
*Write: Continue drafting your first multi-genre piece?
---OR, Start anew.
---Integrate details & develop themes from your book.
*Craft/Study: Refer to mentor texts for ideas about format, style, tone, etc.
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
*Write: Continue drafting your first multi-genre piece?
---OR, Start anew.
---Integrate details & develop themes from your book.
*Craft/Study: Refer to mentor texts for ideas about format, style, tone, etc.
*OBJECTIVE: Write in multiple genres with an eye toward audience and purpose.
3/26/17
Monday, March 27th
*Read: 10m
*Write: Fill out Google form with passages to study for writer's craft.
*Study: Bronx Masquerade, by Nikki Grimes
*Craft: Journal #9: Adopt the voice (including tone, style of speaking, etc.) and perspective of a minor character from your book (use first-person). Give their perspective on recent events in the story.
*Absentee Journals?
*OBJECTIVE: Analyze the impact of an author's choices in narrative writing, especially voice.
*Write: Fill out Google form with passages to study for writer's craft.
*Study: Bronx Masquerade, by Nikki Grimes
*Craft: Journal #9: Adopt the voice (including tone, style of speaking, etc.) and perspective of a minor character from your book (use first-person). Give their perspective on recent events in the story.
*Absentee Journals?
*OBJECTIVE: Analyze the impact of an author's choices in narrative writing, especially voice.
3/16/17
Friday, March 17th
*Read: 10m
*Write: Dialogue Journal
*Study: Rise of Fire
*Craft: Journal #8: Think of an "extra-ordinary" place or event from your book. Put yourself in the place/moment and describe it (1st person) without referring to visual information (use smell, touch, taste, & hearing).
*Share:
---Table-shares
---One reader (author or not) per table. Can we guess the context of the experience?
*Collect Journals
*OBJECTIVE: Write with concrete sensory details: Imagery.
*Write: Dialogue Journal
*Study: Rise of Fire
*Craft: Journal #8: Think of an "extra-ordinary" place or event from your book. Put yourself in the place/moment and describe it (1st person) without referring to visual information (use smell, touch, taste, & hearing).
*Share:
---Table-shares
---One reader (author or not) per table. Can we guess the context of the experience?
*Collect Journals
*OBJECTIVE: Write with concrete sensory details: Imagery.
3/15/17
Thursday, March 16th
*Read: 10m
*Study/Craft:
---Becker's Draft
---Explore the mentor texts for 1 genre (your choice).
*Write: Begin Drafting your own version, inspired by your book and based on the mentor texts.
---Integrate details from your book.
---Develop themes from your book.
*OBJECTIVE: Engage in the writing process and begin acclimatizing to multi-genre writing.
*Study/Craft:
---Becker's Draft
---Explore the mentor texts for 1 genre (your choice).
*Write: Begin Drafting your own version, inspired by your book and based on the mentor texts.
---Integrate details from your book.
---Develop themes from your book.
*OBJECTIVE: Engage in the writing process and begin acclimatizing to multi-genre writing.
3/14/17
Wednesday, March 15th
*Read: 10m
*Write: Journal #7: Free Response
*Study: What We Saw
---Multi-genre Writing
---At Table:
------Does your author incorporate multiple genres? Yes? Show / Explain! What difference does it make in how you read the story?
*Craft: Look back at our Mentor Text Compendium. Thinking about the book you're reading (or have recently read), make a list of 5+ genres that might be interesting to explore in response to your book.
*OBJECTIVE: Understand why authors might choose to work in mulitple genres simultaneously.
*Write: Journal #7: Free Response
*Study: What We Saw
---Multi-genre Writing
---At Table:
------Does your author incorporate multiple genres? Yes? Show / Explain! What difference does it make in how you read the story?
*Craft: Look back at our Mentor Text Compendium. Thinking about the book you're reading (or have recently read), make a list of 5+ genres that might be interesting to explore in response to your book.
*OBJECTIVE: Understand why authors might choose to work in mulitple genres simultaneously.
3/13/17
Tuesday, March 14th
*Read: 15m
*Write (Eventually): Multi-genre Zines
*Study/Craft/Share: Hunt for mentor texts.
---Add links to GoogleSheet
---Only ONE can be a "How To" source. The rest should be true models.
---Post first link next to genre to "claim" that genre.
---Is this a text we could use as a model to create our own version?
*OBJECTIVE: Understand how to find and use mentor texts to develop writing in multiple genres.
*Write (Eventually): Multi-genre Zines
*Study/Craft/Share: Hunt for mentor texts.
---Add links to GoogleSheet
---Only ONE can be a "How To" source. The rest should be true models.
---Post first link next to genre to "claim" that genre.
---Is this a text we could use as a model to create our own version?
*OBJECTIVE: Understand how to find and use mentor texts to develop writing in multiple genres.
3/12/17
Monday, March 13th
*Read: 10m
*Write: Submit passage for study/craft.
*Write: Submit passage for study/craft.
---Interesting or well-crafted sentences.
---Interesting writing "habits."
---Just plain powerful.
*Study/craft/share: Find "most useful" vocab from Friday
*Study/craft/share: Find "most useful" vocab from Friday
---Add 4-square to your own Journal (#6)
------WITH a NEW original usage
*OBJECTIVE: Analyze an author's choices in fiction.
*OBJECTIVE: Analyze an author's choices in fiction.
3/9/17
Friday, March 10th
*Read: 10m
*Write: Dialogue Journal (in G-Classrom)
*Study/Craft: Journal #5: Vocabulary
---Create a 4-square vocabulary page in your journal
*OBJECTIVE: Identify and determine the meaning of unknown words.
*Write: Dialogue Journal (in G-Classrom)
*Study/Craft: Journal #5: Vocabulary
---Create a 4-square vocabulary page in your journal
*OBJECTIVE: Identify and determine the meaning of unknown words.
3/8/17
Thursday, March 9th
*Review: Journal Scoring Guide
*Read: 10m
*Write: Journal #3: Free Response
---Use at least one em dash to "tag on" or interrupt.
*Study: Imagist Poems
*Craft: Journal #4: Imagist Poems
---Pull an image, 2, or 3 from your book and combine them in to a short poem) . . . OR
---Write your own (inspired by the book).
*Share: Elect a "best at table." Someone--not the author--prepare to share it with the class.
*OBJECTIVE: Analyze an author's choices in fiction--including imagery.
3/7/17
Wednesday, March 8th
*Enter current pace & goals (through G-Classroom)
*Turn in Dumbshow Summary Grid
*Read: 10min
*Study: Em dash
*Craft/Write: Journal #2: Em Dash
---In your journal, write three sentences in which you interrupt yourself—like this—or tag on additional details by using the em dash—like this.
*Share: "Trade" your favorite sentence with a neighbor (such that you now have 4 sentences total).
*OBJECTIVE: Discover and practice with the em dash.
*Turn in Dumbshow Summary Grid
*Read: 10min
*Study: Em dash
*Craft/Write: Journal #2: Em Dash
---In your journal, write three sentences in which you interrupt yourself—like this—or tag on additional details by using the em dash—like this.
*Share: "Trade" your favorite sentence with a neighbor (such that you now have 4 sentences total).
*OBJECTIVE: Discover and practice with the em dash.
3/6/17
Tuesday, March 7th
*Read: Introduction to Workshop
*Discover Current Pace
*Set Weekly / Daily Goals
*Journal #1: Opening Moves
---What SHOULD a story's opening moves DO? What DOES your author do with your book's opening moves? Evaluate: What do YOU think of the opening moves? HOW do they work on you as a reader? If you find them somehow lacking, how and why?
*Share
---4-tops: Make 2 duos, trade books with partner
---3-tops: Pass books once
---Read partner's book's opening page, discuss
*OBJECTIVE: Understand the differences between workshop learning and more traditional models; Analyze the impact of an author's choices in the opening moves of his/her story.
*Discover Current Pace
*Set Weekly / Daily Goals
*Journal #1: Opening Moves
---What SHOULD a story's opening moves DO? What DOES your author do with your book's opening moves? Evaluate: What do YOU think of the opening moves? HOW do they work on you as a reader? If you find them somehow lacking, how and why?
*Share
---4-tops: Make 2 duos, trade books with partner
---3-tops: Pass books once
---Read partner's book's opening page, discuss
*OBJECTIVE: Understand the differences between workshop learning and more traditional models; Analyze the impact of an author's choices in the opening moves of his/her story.
3/5/17
Monday, March 6th
---E-book Options
*Take Survey through Google Classroom
*Time? Start your book!
*OBJECTIVE: Choose a book you think you'll love!
3/3/17
Friday, March 3rd
*Hamlet Essay Test
*You may have out . . .
---paper to write on
---play.
---prewriting (no drafts, just notes)
---essay prompt
*Reminders
---No intro/conclusion
---Attach, punctuate, document quotes
---Review scoring guide
*Monday: Meet in library to select your book.
*OBJECTIVE: Analyze character development in a drama.
*You may have out . . .
---paper to write on
---play.
---prewriting (no drafts, just notes)
---essay prompt
*Reminders
---No intro/conclusion
---Attach, punctuate, document quotes
---Review scoring guide
*Monday: Meet in library to select your book.
*OBJECTIVE: Analyze character development in a drama.
3/2/17
Thursday, March 2nd
*Watch Act V
*Multitask?
---Finish Preparing for Timed-write
---Write TOMORROW
*OBJECTIVE: Analyze different versions of a play. By prewriting, we will prepare to compose well-organized essays.
*Multitask?
---Finish Preparing for Timed-write
---Write TOMORROW
*OBJECTIVE: Analyze different versions of a play. By prewriting, we will prepare to compose well-organized essays.
3/1/17
Wednesday, March 1st
*Sorting: Which characters are more dynamic/developed in the play (and, thus, might be more interesting to write about)?
*Prewrite for Timed-Write Essay
---Friday
*OBJECTIVE: By prewriting, we will prepare to compose well-organized essays.
2/28/17
Tuesday, February 28th
*Dumbshows
---Prep-time
---Perform
---1-2 Sentence Summaries
*Time? Review GR's
---Collect Act V GR's
*OBJECTIVE: Paraphrase/summarize accurately; Analyze different versions of a play.
2/27/17
Monday, February 27th
*FINISH Act V Dumbshows
---Perform Tomorrow
*OBJECTIVE: Analyze an author's choices in drama; paraphrase accurately
*OBJECTIVE: Analyze an author's choices in drama; paraphrase accurately
2/23/17
Friday, February 23rd
*Check Act V Annotations
*Answer GR's 1-4
*Begin Act V Dumbshows
*OBJECTIVE: Analyze an author's choices in drama; paraphrase accurately
Thursday, February 23rd
*Read Act V (~25min)
---HW: Act V Annotations Due Tomorrow
*Preview: Hamlet Timed-write
*OBJECTIVE: Show evidence of active, thoughtful reading through well-developed annotations.
2/22/17
Wednesday, February 22nd
*Read V.i
*Keep up with annotations!
---Act V Annotations Due FRIDAY
*OBJECTIVE: Show evidence of active, thoughtful reading through well-developed
2/21/17
Tuesday, February 21st
*Watch Act IV
*OBJECTIVE: Analyze different versions of a play.
2/15/17
Thursday, February 16th
*Dumbshows
---Prep-time
---Perform
---1-2 Sentence Summaries
*Time? Review GR's
---Collect Act IV GR's
*OBJECTIVE: Paraphrase/summarize accurately; Analyze different versions of a play.
2/14/17
Wednesday, February 15th
*Book Talk: Frederick Douglass
*Scoring Guide
---Highlight 1-2 bullets to focus on.
---Group Scores
---If absent . . .
*Answer 5-7*Compose & Rehearse Dumbshow
---Scoring guide tomorrow
---Perform TOMORROW
*OBJECTIVE: Analyze an author's choices in drama; paraphrase accurately
2/13/17
Tuesday, February 14th
*Answer 1-4
*Compose Dumbshow
---Scoring guide tomorrow
---Perform Thursday
*OBJECTIVE: Analyze an author's choices in drama; paraphrase accurately
2/12/17
Monday, February 13th
*Create Dumbshow Scoring Guides
---Template
---Create
---Respond
*HW: Act III Annotations Due Tomorrow
*OBJECTIVE: Present such that the organization, development, substance, and style are appropriate to purpose, audience, and task.
2/10/17
Friday, February 10th
*Read Act IV
*Complete Annotations
---Due TUESDAY
*OBJECTIVE: Show evidence of active, thoughtful reading through well-developed annotations.
2/9/17
Thursday, February 9th
*10min: Prepare/Rehearse Dumbshow
*Perform!
---Record 1-2 sentence summaries after each.
*Time? Finish Watching Act III
*OBJECTIVE: Paraphrase/summarize accurately; Analyze different versions of a play.
2/8/17
Wednesday, February 8th
*Watch Act III through III.ii.357
*Perform Dumbshows Tomorrow
*OBJECTIVE: Analyze different versions of a play.
*Perform Dumbshows Tomorrow
*OBJECTIVE: Analyze different versions of a play.
2/6/17
Tuesday, February 7th
---Hold for now
*Finish / Rehearse Act III Dumbshows
*OBJECTIVE: Analyze an author's choices in drama; paraphrase accurately
Monday, February 6th
---Hold for now
*Check Act III Annotations
*Prepare / Rehearse Act III Dumbshows
*OBJECTIVE: Analyze an author's choices in drama; paraphrase accurately
2/3/17
Friday, February 3rd
*Complete Annotations
---Collaborate?
---Due Monday
*OBJECTIVE: Show evidence of active, thoughtful reading through well-developed annotations.
2/1/17
Thursday, February 2nd
---All Act III annotations due Monday.
*OBJECTIVE: Show evidence of active, thoughtful reading through well-developed annotations.
1/31/17
Wednesday, February 1st
*Review Act II Big Questions
---Turn in
*OBJECTIVE: Analyze different versions of a drama; Analyze an author's choices in drama
1/30/17
Tuesday, January 31st
*Perform!
---Record 1-2 sentence summaries after each.
*Time? Watch II.i.
*OBJECTIVE: Paraphrase/summarize accurately; Analyze different versions of a play.
1/27/17
Monday, January 30th
*Answer GR's 5 & 6
---Turn in
*Create Act II Dumbshows
---Perform Tomorrow
*OBJECTIVE: Paraphrase accurately; Analyze multiple versions of a play
1/26/17
Friday, January 27th
---Everyone writes
*Finish Reading Act II (II.ii.172-582).
*Annotate
---Due Monday
*OBJECTIVES: Show evidence of active, thoughtful reading through well-developed annotations.
Thursday, January 26th
*Read Act II through II.ii.171
---HW: Annotations Due Monday
*OBJECTIVE: Show evidence of active, thoughtful reading through well-developed annotations.
1/24/17
1/23/17
Tuesday, January 24th
*10min: Rehearse!
*Perform
---Use grid to record YOUR summaries of the dumbshows.
------Due @ end of play.
*Time? Watch end of Act I.
*OBJECTIVE: Analyze multiple versions of a play; Paraphrase accurately
1/22/17
Monday, January 23rd
---Discuss/Share
*Create your first dumbshow!
---See tips on back board
---Perform TOMORROW
*OBJECTIVE: Paraphrase accurately; Analyze multiple versions of a drama
1/19/17
Friday, January 20th
*Read I.iii-I.v
---Develop Annotations
------Due Monday
*Absent Thursday?
---Set up GoogleClassroom
*OBJECTIVE: Show evidence of active, thoughtful reading through well-developed annotations.
1/18/17
Thursday, January 19th
--26:46
*Edit? / Turn in Big Questions
*Set up Google Classrooms
*Illustrate Family Trees
*OBJECTIVE: Analyze multiple versions of a play.
1/17/17
Wednesday, January 18th
---Read Assignment
---(I.i.16 - 42) . . . together!
*Time? Illustrate your family tree.
*OBJECTIVE: Paraphrase accurately; Analyze multiple interpretations of a drama.
1/12/17
Tuesday, January 17th
---Discuss annotations
*Complete Big Questions
*OBJECTIVE: Paraphrase accurately; Analyze an author's choices in drama
1/11/17
Monday, January 16th
*Read I.ii
---HW: I.i-I.ii Annotations Due TOMORROW
---Average 3 per page
*OBJECTIVE: Show evidence of active, thoughtful reading through well-developed annotations.
1/10/17
Wednesday, January 11th
*How We'll Read
*Read I.i
---Develop annotations
---Annotations over I.i-I.ii due Friday
*OBJECTIVE: Show evidence of active, thoughtful reading through well-developed annotations.
1/9/17
Tuesday, January 10th
*Wordles, Wordles, Wordles
---Splash predictions
*Hamlet via Simpsons
---Check predictions
*OBJECTIVE: Make inferences based on word choice; Analyze multiple interpretations of a drama
---Splash predictions
*Hamlet via Simpsons
---Check predictions
*OBJECTIVE: Make inferences based on word choice; Analyze multiple interpretations of a drama
1/8/17
Monday, January 8th
---4:00 talk-time, 3:00 write-time
---Everyone Writes
------Agree/Disagree and to what extent (fully, mostly, partially, slightly, not at all, etc.)?
------Why? Explain using examples (personal, historical, current events, etc.).
*OBJECTIVE: Consider themes deeply, seeking personal, historical, and contemporary connections to the ideas conveyed in literary works.
1/6/17
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