HOMEWORK FOR B-DAY STUDENTS
ASSIGNED: 9/29
DUE: 10/1
1-B--Complete Getting the Gist Exercise "What's happening here?" on the graphic organizer you were given today. The text is "The Scarlet Ibis." The reading chunk assigned is pages 594-598. (Stop at break in second column on page 598, right before the big red letter)
Definitions for literary terms. Follow directions on the sheet you were given today. We will use these througout the year. Most are in the Glossary of Literary Terms in the back of the book. (Character definitions are included in the definition for character. They will not be listed static, dynamic, etc.) Please write down and highlight even the words you cannot find. We will provide definitions for these in class.
2-b and 3-b
Complete Getting the Gist Exercise "What's happening here?" on the graphic organizer you were given today. The text is "The Scarlet Ibis." The assigned reading chunk is pages 594-598. (Stop at break in second column on page 598, right before the big red letter.)
Review the Book Report Guidelines you were given in class today. Begin thinking about how you will format the information. Be creative. Think outside of the box.
Due date for B-day students is October 11.
Wednesday, September 29, 2010
Tuesday, September 28, 2010
HOMEWORK FOR A-DAY STUDENTS/DUE THURSDAY, SEPT 30
REMINDER
LAST CALL FOR SIGNIFICANT MOMENT EXPLANATIONS. THE LAST DAY THESE WILL BE ACCEPTED IS THURSDAY. THEY WILL BE GRADED AS A TEST THIS WEEKEND.
TONIGHT'S HOMEWORK:
Complete all literary term definitions. If you did not finish these in class, you must finish them at home. File these in the Vocabulary section of your notebook.
Begin previewing and reading the first chunk of the short story, "The Scarlet Ibis."
Pre-reading: Read "Building Background" on page 592 for setting details that will help you better understand the context of this story.
Define the "Words to Know" listed on page 598. The definitions are in the shaded boxes at the end of each page in the story.
narrative.
Read "Connect to your Life" on page 592 in order to gain some insight into central conflicts and themes developed in this story.
READING/WRITING ASSIGNMENTS-SCARLET IBIS
(Chunk one begins on page 594 and continues through page 598. Stop reading at the break in the second column on page 598. The last words are, "The swamp was sweet.")
Complete Gist Exercises for this Reading Chunk:
Level 1-What is happening? (Use sequence chart to summarize the most important pieces of actions.)
Level II-What do I know about the characters? How do I know?
Use two column note chart to record your character inferences. Be sure to support each of your inferences with details from the text.
LAST CALL FOR SIGNIFICANT MOMENT EXPLANATIONS. THE LAST DAY THESE WILL BE ACCEPTED IS THURSDAY. THEY WILL BE GRADED AS A TEST THIS WEEKEND.
TONIGHT'S HOMEWORK:
Complete all literary term definitions. If you did not finish these in class, you must finish them at home. File these in the Vocabulary section of your notebook.
Begin previewing and reading the first chunk of the short story, "The Scarlet Ibis."
Pre-reading: Read "Building Background" on page 592 for setting details that will help you better understand the context of this story.
Define the "Words to Know" listed on page 598. The definitions are in the shaded boxes at the end of each page in the story.
narrative.
Read "Connect to your Life" on page 592 in order to gain some insight into central conflicts and themes developed in this story.
READING/WRITING ASSIGNMENTS-SCARLET IBIS
(Chunk one begins on page 594 and continues through page 598. Stop reading at the break in the second column on page 598. The last words are, "The swamp was sweet.")
Complete Gist Exercises for this Reading Chunk:
Level 1-What is happening? (Use sequence chart to summarize the most important pieces of actions.)
Level II-What do I know about the characters? How do I know?
Use two column note chart to record your character inferences. Be sure to support each of your inferences with details from the text.
Monday, September 27, 2010
MONDAY, SEPTEMBER 27-B day students
HOMEWORK: LAST CALL! SIGNIFICANT MOMENT explanatory paragraphs MUST be turned in no later than Wednesday 9/29. These will be graded as a test. Please read all directions and review the model for organizational tips. Significant Moment step-by-step directions should be filed in the reference section of your notebook.
3-b AND 4-B students are reminded to complete literary term definitions for homework. These should be finished and filed in the Vocab section of your notebook when you return to class on Wednesday.
Continue to read the book you selected for independent reading in the library last week. If you were unable to find a book, visit the public library and choose a work of FICTION that appeals to you. Book report guidelines will be handed out on Wednesday.
HOMEWORK: LAST CALL! SIGNIFICANT MOMENT explanatory paragraphs MUST be turned in no later than Wednesday 9/29. These will be graded as a test. Please read all directions and review the model for organizational tips. Significant Moment step-by-step directions should be filed in the reference section of your notebook.
3-b AND 4-B students are reminded to complete literary term definitions for homework. These should be finished and filed in the Vocab section of your notebook when you return to class on Wednesday.
Continue to read the book you selected for independent reading in the library last week. If you were unable to find a book, visit the public library and choose a work of FICTION that appeals to you. Book report guidelines will be handed out on Wednesday.
Tuesday, August 31, 2010
CW/HW August 31 (A-day) and September 1 (B-day)
IN-CLASS NOTES
IDENTIFYING/EXPLAINING SIGNIFICANT MOMENT(S) in the text--Level III DL Video
Format: two-column note chart
What is the most significant moment?/Why is it significant?
Writing seeds that can be used to begin/develop your SIGNIFICANT MOMENT explanation f
It helps to drive the plot by…
It deepens our understanding of a character…
It emphasizes a major idea or theme in this selection…
It signals a turning point or coming-of age moment….
It underscores a central conflict in the selection…
It deepens the reader’s understanding of the setting,
PRACTICE DL STRUCTURES “Smart Cookie” page 705/Trios and Quads (Open notebook/Ask teacher for help GROUP quiz)
Class work
Complete DL Exercises (Level 1, 2, and 3 of DL Video Game):
What is Happening Here? (PLOT/ACTION)
What do I know about the characters? How do I know? (CHARACTERIZATION)
(Use two-column note chart to record details.) Write three expressed observations and three implied/inferred observations on your chart
SIGNIFICANT MOMENT two-column chart
Identify the most significant moment, event, or piece of dialogue presented in this selection.
Explain why it is significant
Use a two column note chart to record your significant moment and your explanation. Use a significant moment writing seed to begin your explanation.
(See today's significant moment notes for writing seeds)
HW Collected TODAY: Gist Exercises for "Papa...
HW Assigned tonight--Significant Moment Paragraph (B-dayPds. 1 and 2--"Smart Cookie"
Significant Moment Paragraph (B-day Pd. 3)--"Mango Says Goodbye Sometimes"
ANNOUNCED TODAY: Notebook check on Thursday
IDENTIFYING/EXPLAINING SIGNIFICANT MOMENT(S) in the text--Level III DL Video
Format: two-column note chart
What is the most significant moment?/Why is it significant?
Writing seeds that can be used to begin/develop your SIGNIFICANT MOMENT explanation f
It helps to drive the plot by…
It deepens our understanding of a character…
It emphasizes a major idea or theme in this selection…
It signals a turning point or coming-of age moment….
It underscores a central conflict in the selection…
It deepens the reader’s understanding of the setting,
PRACTICE DL STRUCTURES “Smart Cookie” page 705/Trios and Quads (Open notebook/Ask teacher for help GROUP quiz)
Class work
Complete DL Exercises (Level 1, 2, and 3 of DL Video Game):
What is Happening Here? (PLOT/ACTION)
What do I know about the characters? How do I know? (CHARACTERIZATION)
(Use two-column note chart to record details.) Write three expressed observations and three implied/inferred observations on your chart
SIGNIFICANT MOMENT two-column chart
Identify the most significant moment, event, or piece of dialogue presented in this selection.
Explain why it is significant
Use a two column note chart to record your significant moment and your explanation. Use a significant moment writing seed to begin your explanation.
(See today's significant moment notes for writing seeds)
HW Collected TODAY: Gist Exercises for "Papa...
HW Assigned tonight--Significant Moment Paragraph (B-dayPds. 1 and 2--"Smart Cookie"
Significant Moment Paragraph (B-day Pd. 3)--"Mango Says Goodbye Sometimes"
ANNOUNCED TODAY: Notebook check on Thursday
Friday, August 27, 2010
CW/HW on 8/27 and 8/29
OBJECTIVE
• Students will record notes and begin to practice Disciplinary Learning Structures in order to prepare for habits of thinking and learning that will comprise the nucleus of the English 9 curriculum.
CLASS WORK
Copy these notes in the Reference Section of your notebook.
• Disciplinary literacy (DL) is an approach to teaching and learning that integrates academically rigorous content with discipline-appropriate habits of thinking.
• In DL, students become literate in a specific discipline by learning the big ideas and habits of thinking of that discipline simultaneously.
Level 1 OF DL Video Game (Continue with these notes)
Getting the Gist/Part 1—WHAT IS HAPPENING HERE?
• Read the assigned chunk of text and think about what is happening in the section. Think action! Think PLOT!
• List your plot summary in bullet/number form in your RWNB
• Share observations w/trio or partner
• Whole class charts plot observations
Practice DL Structure: Do not copy. We completed these activities in class
Practice “Getting the Gist” Part I
Turn to the“House on Mango Street/page 703
Read the first column of this excerpt aloud with your teacher.
• Ask yourself the question, “What is happening here?”
• Think, re-read, and then list what HAPPENS in this reading chunk.
• Share/discuss observations w/partner.
• Share observations aloud w/whole group.
• Teacher or student charts responses.
(Continue copying these notes on the page you started in the REFERENCE section of your notebook
DL VIDEO—LEVEL II
GETTING THE GIST Part 2
What do we know about the characters?
1. What does the text TELL us? (expressed)
2. What can we INFER about the character? (Implied)
To develop an inference, think about….
What the character says
What the character does
What the character does not say
What the character does not do
What other people say about the character
RETURN TO PAGE 703 AND READ THE SECOND COLUMN
Make a two column chart beneath the notes you just recorded
Head the columns as follows:
What do I know about the people and setting presented here?
How do I know it? (Use information from the text to support your inferences in this column. If the book states the information, simply write “expressed.”
Procedure:
Students complete chart
Share with partner
Teacher charts whole group responses.
HOMEWORK
ASSIGNED ON 8/27 TO B-day students and 8/30 to A-day students
A-day/Due on 8/31
B-day/Due on 9/1
• Read the excerpt, “Papa Who Wakes Up Tired in the Dark” on page 706
• Complete the Getting the Gist Exercises we practiced today:
• Part 1: What is happening here? (Plot)
• Part 2: Who are the characters and what do we know about them? How do we know it?
• Students will record notes and begin to practice Disciplinary Learning Structures in order to prepare for habits of thinking and learning that will comprise the nucleus of the English 9 curriculum.
CLASS WORK
Copy these notes in the Reference Section of your notebook.
• Disciplinary literacy (DL) is an approach to teaching and learning that integrates academically rigorous content with discipline-appropriate habits of thinking.
• In DL, students become literate in a specific discipline by learning the big ideas and habits of thinking of that discipline simultaneously.
Level 1 OF DL Video Game (Continue with these notes)
Getting the Gist/Part 1—WHAT IS HAPPENING HERE?
• Read the assigned chunk of text and think about what is happening in the section. Think action! Think PLOT!
• List your plot summary in bullet/number form in your RWNB
• Share observations w/trio or partner
• Whole class charts plot observations
Practice DL Structure: Do not copy. We completed these activities in class
Practice “Getting the Gist” Part I
Turn to the“House on Mango Street/page 703
Read the first column of this excerpt aloud with your teacher.
• Ask yourself the question, “What is happening here?”
• Think, re-read, and then list what HAPPENS in this reading chunk.
• Share/discuss observations w/partner.
• Share observations aloud w/whole group.
• Teacher or student charts responses.
(Continue copying these notes on the page you started in the REFERENCE section of your notebook
DL VIDEO—LEVEL II
GETTING THE GIST Part 2
What do we know about the characters?
1. What does the text TELL us? (expressed)
2. What can we INFER about the character? (Implied)
To develop an inference, think about….
What the character says
What the character does
What the character does not say
What the character does not do
What other people say about the character
RETURN TO PAGE 703 AND READ THE SECOND COLUMN
Make a two column chart beneath the notes you just recorded
Head the columns as follows:
What do I know about the people and setting presented here?
How do I know it? (Use information from the text to support your inferences in this column. If the book states the information, simply write “expressed.”
Procedure:
Students complete chart
Share with partner
Teacher charts whole group responses.
HOMEWORK
ASSIGNED ON 8/27 TO B-day students and 8/30 to A-day students
A-day/Due on 8/31
B-day/Due on 9/1
• Read the excerpt, “Papa Who Wakes Up Tired in the Dark” on page 706
• Complete the Getting the Gist Exercises we practiced today:
• Part 1: What is happening here? (Plot)
• Part 2: Who are the characters and what do we know about them? How do we know it?
Thursday, August 26, 2010
CW and HW on 8/25, 8/26
<>HOMEWORK for A-Day and B-Day Students >
August 25 and August 26
Review Words to Know list on page 88 in your text.
Record definitions for each word. These are shaded in blue at the bottom of each page in the story
Complete Vocabulary Assessment Practice on page 101.
(Period 3-B will complete this HW on Monday, 8/30)
CW for A-Day and B-Day students August 25 and
August 26
All students who have attended class have been assigned an at-home textbook. A class set will be available for daily use.
OBJECTIVES:
Students will set up their English notebooks in order to develop an organizational system for in-class assignments, study materials, and reference notes.
Students will complete a multiple intelligence survey in order to identify specific skill sets and learning styles.
Students will record notes and begin to practice Disciplinary Learning Structures in order to prepare for habits of thinking and learning that will comprise the nucleus of the English 9 curriculum.
If you do not set up your notebook in class today, you will need to set it up this weekend. You will need four tab dividers. Mark them as follows:
1. RWNB
2. Vocabulary
3. Reference
4. HW
The following notes were recorded and discussed in class on 8/25 and 8/26. They should be copied and filed in the RWNB section of your English notebook:
NOTEBOOK REQUIREMENTS
ORGANIZATION IS ESSENTIAL TO SUCCESS
ALL ASSIGNMENTS SHOULD INCLUDE A NAME, DATE, AND PERIOD
ALL ASSIGNMENTS WILL BE FILED IN THE APPROPRIATE SECTION IN CHRONOLOGICAL (TIME/DATE) ORDER.
The MOST RECENT ENTRY WILL ALWAYS BE ON TOP IN EACH OF THE SECTIONS.
We will use and continue to build upon these assignments throughout the school year.
Unannounced notebook quizzes will be given on a periodic basis.
Your notebook must come to class with you each day you attend.
You will receive only one copy of each handout. Be careful not to lose it
The following notes were recorded and discussed in class on 8/25 and 8/26. They should be copied and filed in the REFERENCE section of your English notebook:
WHAT IS DISCIPLINARY LITERACY?
Disciplinary literacy (DL) is an approach to teaching and learning that integrates academically rigorous content with discipline-appropriate habits of thinking.
In DL, students become literate in a specific discipline by learning the big ideas and habits of thinking of that discipline simultaneously
The following documents should be filed in the Reference Section of your notebook with the most recent on top:
Classroom Expectations (8/24)
Grading Criteria (8/24)
Parkdale Pride Matrix (8/24)
Multiple Intelligence Survey (8/26) --PD 1-B will complete the survey on 8/30.
DL Notes: definition and Getting the Gist Part 1 (8/26 and 8/27—Pd 1B will take these notes on 8/30.)
HOMEWORK THAT WAS COLLECTED ON 8/26 AND 8/27: Letter of Introduction
August 25 and August 26
Review Words to Know list on page 88 in your text.
Record definitions for each word. These are shaded in blue at the bottom of each page in the story
Complete Vocabulary Assessment Practice on page 101.
(Period 3-B will complete this HW on Monday, 8/30)
CW for A-Day and B-Day students August 25 and
August 26
All students who have attended class have been assigned an at-home textbook. A class set will be available for daily use.
OBJECTIVES:
Students will set up their English notebooks in order to develop an organizational system for in-class assignments, study materials, and reference notes.
Students will complete a multiple intelligence survey in order to identify specific skill sets and learning styles.
Students will record notes and begin to practice Disciplinary Learning Structures in order to prepare for habits of thinking and learning that will comprise the nucleus of the English 9 curriculum.
If you do not set up your notebook in class today, you will need to set it up this weekend. You will need four tab dividers. Mark them as follows:
1. RWNB
2. Vocabulary
3. Reference
4. HW
The following notes were recorded and discussed in class on 8/25 and 8/26. They should be copied and filed in the RWNB section of your English notebook:
NOTEBOOK REQUIREMENTS
ORGANIZATION IS ESSENTIAL TO SUCCESS
ALL ASSIGNMENTS SHOULD INCLUDE A NAME, DATE, AND PERIOD
ALL ASSIGNMENTS WILL BE FILED IN THE APPROPRIATE SECTION IN CHRONOLOGICAL (TIME/DATE) ORDER.
The MOST RECENT ENTRY WILL ALWAYS BE ON TOP IN EACH OF THE SECTIONS.
We will use and continue to build upon these assignments throughout the school year.
Unannounced notebook quizzes will be given on a periodic basis.
Your notebook must come to class with you each day you attend.
You will receive only one copy of each handout. Be careful not to lose it
The following notes were recorded and discussed in class on 8/25 and 8/26. They should be copied and filed in the REFERENCE section of your English notebook:
WHAT IS DISCIPLINARY LITERACY?
Disciplinary literacy (DL) is an approach to teaching and learning that integrates academically rigorous content with discipline-appropriate habits of thinking.
In DL, students become literate in a specific discipline by learning the big ideas and habits of thinking of that discipline simultaneously
The following documents should be filed in the Reference Section of your notebook with the most recent on top:
Classroom Expectations (8/24)
Grading Criteria (8/24)
Parkdale Pride Matrix (8/24)
Multiple Intelligence Survey (8/26) --PD 1-B will complete the survey on 8/30.
DL Notes: definition and Getting the Gist Part 1 (8/26 and 8/27—Pd 1B will take these notes on 8/30.)
HOMEWORK THAT WAS COLLECTED ON 8/26 AND 8/27: Letter of Introduction
Monday, August 23, 2010
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