Periods 1, 3, 4, 5, 7
1. Word wall
2. SSR
3. Read-aloud
Monday, December 15, 2008
Thursday, Dec. 18
Periods 1, 3, 4, 5, 7
1. Word wall
2. Words in context
3. Learn new vocab
1. compassionate: caring (adj): Mother Theresa was a very compassionate person. Mother Theresa was a very caring person.
Can you think of anyone else who is compassionate?
http://www.cartoonstock.com/newscartoons/cartoonists/cga/lowres/cgan1245l.jpg
2. laud: praise (V): The student was lauded for his play in last week’s basketball game. The student was praised for his play in last week’s basketball game.
Has anyone in class ever been lauded? If so, for what?
3. Loquacious: talkative (adj): The student received a detention for being so loquacious. The student received a detention for being so talkative.
Raise your hand if you can think of someone who is loquacious.
http://images.google.com/imgres?imgurl=http://halftimeadjustments.files.wordpress.com/2007/09/cowherd.jpg&imgrefurl=http://sandiegosportsguy.com/2008/10/09/talk-radio--gabrielle-vs-star.aspx&usg=__xCJh4PSAsFA2ZAtWUXifFT0_mvM=&h=365&w=500&sz=43&hl=en&start=1&um=1&tbnid=F0bR0Ip49mK7jM:&tbnh=95&tbnw=130&prev=/images%3Fq%3Dloquacious%2Btalk%26um%3D1%26hl%3Den%26safe%3Dactive%26sa%3DG
4. ostracize: to leave out of a group (v): Ryan White was ostracized for having AIDS. Ryan White was left out of the group for having AIDS.
Has anyone in class ever been ostracized? If so, why? Do you know of anyone who’s been ostracized?
http://site.hope-health.org/client_pics/white,ryan-ap.jpg
5. hyperbole: exaggeration (N): Writers use hyperbole to make a point. Writers use exaggeration to make a point.
http://www.signonsandiego.com/uniontrib/20080221/news_1s21bbnotes.html
6. lavish: more than what is necessary (adj): The party put on by Sean Combs was lavish. The party put on by Sean Combs was more than what was necessary.
What made the party lavish?
http://lh3.ggpht.com/_z6k8lfwd304/R7O1xXuSEgI/AAAAAAAAAuE/ZgmUeYv3jnc/DSCN0546.JPG
7. feral: wild (adj): He needed to get a rabies shot because the dog that bit him was feral. He needed to get a rabies shot because the dog that bit him was wild.
http://www.fs.fed.us/r8/caribbean/wildlife-facts/2006/wildlife-facts_images_2006/1-feral_dog.jpg
8. lull: period of calm (noun): My father ran outside during the lull in the storm. My father ran outside during the period of calm in the storm
9. lewd: obscene (adj): He was arrested for having lewd pictures on his computer. He was arrested for having obscene pictures on his computer.
http://www.foxnews.com/images/328635/1_61_lafave_debra_2005.jpg
10. luminous: giving off light (adj): My cell phone helps me open my front door because it is luminous. My cell phone helps me open my front door because it gives off light.
What else can you think of that’s luminous?
4. Complete VIS
5. Read-aloud
1. Word wall
2. Words in context
3. Learn new vocab
1. compassionate: caring (adj): Mother Theresa was a very compassionate person. Mother Theresa was a very caring person.
Can you think of anyone else who is compassionate?
http://www.cartoonstock.com/newscartoons/cartoonists/cga/lowres/cgan1245l.jpg
2. laud: praise (V): The student was lauded for his play in last week’s basketball game. The student was praised for his play in last week’s basketball game.
Has anyone in class ever been lauded? If so, for what?
3. Loquacious: talkative (adj): The student received a detention for being so loquacious. The student received a detention for being so talkative.
Raise your hand if you can think of someone who is loquacious.
http://images.google.com/imgres?imgurl=http://halftimeadjustments.files.wordpress.com/2007/09/cowherd.jpg&imgrefurl=http://sandiegosportsguy.com/2008/10/09/talk-radio--gabrielle-vs-star.aspx&usg=__xCJh4PSAsFA2ZAtWUXifFT0_mvM=&h=365&w=500&sz=43&hl=en&start=1&um=1&tbnid=F0bR0Ip49mK7jM:&tbnh=95&tbnw=130&prev=/images%3Fq%3Dloquacious%2Btalk%26um%3D1%26hl%3Den%26safe%3Dactive%26sa%3DG
4. ostracize: to leave out of a group (v): Ryan White was ostracized for having AIDS. Ryan White was left out of the group for having AIDS.
Has anyone in class ever been ostracized? If so, why? Do you know of anyone who’s been ostracized?
http://site.hope-health.org/client_pics/white,ryan-ap.jpg
5. hyperbole: exaggeration (N): Writers use hyperbole to make a point. Writers use exaggeration to make a point.
http://www.signonsandiego.com/uniontrib/20080221/news_1s21bbnotes.html
6. lavish: more than what is necessary (adj): The party put on by Sean Combs was lavish. The party put on by Sean Combs was more than what was necessary.
What made the party lavish?
http://lh3.ggpht.com/_z6k8lfwd304/R7O1xXuSEgI/AAAAAAAAAuE/ZgmUeYv3jnc/DSCN0546.JPG
7. feral: wild (adj): He needed to get a rabies shot because the dog that bit him was feral. He needed to get a rabies shot because the dog that bit him was wild.
http://www.fs.fed.us/r8/caribbean/wildlife-facts/2006/wildlife-facts_images_2006/1-feral_dog.jpg
8. lull: period of calm (noun): My father ran outside during the lull in the storm. My father ran outside during the period of calm in the storm
9. lewd: obscene (adj): He was arrested for having lewd pictures on his computer. He was arrested for having obscene pictures on his computer.
http://www.foxnews.com/images/328635/1_61_lafave_debra_2005.jpg
10. luminous: giving off light (adj): My cell phone helps me open my front door because it is luminous. My cell phone helps me open my front door because it gives off light.
What else can you think of that’s luminous?
4. Complete VIS
5. Read-aloud
Wednesday, Dec. 17
Periods 1, 3, 4, 5, 7
1. Pre-reading activity (watch video on marketing to teens, then complete worksheet)
1. Pre-reading activity (watch video on marketing to teens, then complete worksheet)
Friday, December 12, 2008
Thursday, December 11, 2008
Monday, December 8, 2008
Tuesday, Dec. 9
Periods 1, 3, 4, 5, 7
1. Word wall
2. Words in context
3. New vocab
4. Complete VIS sheets
5. Read aloud
1. cliché: overused expression (N): “What’s up, dog” is a cliché. “What’s up, dog” is an overused expression.
What would you say to me if I greeted you with the expression “What’s up, dog” every time I saw you?
http://www.screenwriterguy.com/2006/11/25/screenwriterguys-top-10-worst-cliche-lines-of-dialogue/
2. diffuse: spread out or scatter (V): Security was called to diffuse the fight. Security was called to spread out or scatter the fight.
What are some other things that are diffused?
3. diligent: working hard over a long period of time (Adj): The student earned his degree because he was diligent. The student earned his degree because he was working hard over a long period of time.
http://img5.travelblog.org/Photos/53800/225533/t/1751479-A-diligent-student-0.jpg
Do you know of anyone who is diligent? If a person gives up on something after only a few days, is that person diligent?
4. disgruntled: upset (adj): The man who killed a dozen people at the post office was disgruntled. The man who killed a dozen people at the post office was upset.
http://www.baseacid.com/pictures/disgruntledEmp.png
What might make an employee disgruntled?
Can you think of anyone who might be disgruntled? Why are they disgruntled?
5. commentary: opinion (noun): Andy Rooney always gives his commentary at the end of “60 Minutes.” Andy Rooney always gives his opinion at the end of ’60 Minutes.”
http://www.foliomag.com/files/images/andy_rooney.jpg
do you have a commentary on the state of the NFL?
6. conspiracy: a secret agreement to do something illegal (N): The baseball players charged owners with conspiracy. The baseball players charged owners with a secret agreement to do something illegal.
http://flinchbot.files.wordpress.com/2008/04/conspiracy-theory.gif
How many people think 9/11 was a conspiracy?
7. climax: highest point in the story (N): The climax was when the boy shot himself. The highest point in the story was when the boy shot himself.
http://homepage.mac.com/roberthuber/school/1storybellcurve.gif
who can think of the climax of one of their favorite movies?
8. collusion: a secret agreement to do something illegal (N): The baseball players charged owners with collusion. The baseball players charged owners with a secret agreement to do something illegal.
http://flinchbot.files.wordpress.com/2008/04/conspiracy-theory.gif
explain what happened in major league baseball
9. conjecture: guess (N): When I made copies, I had to make a conjecture as to how many students were going to be in class. When I made copies, I had to make a guess as to how many students were going to be in class.
When is the last time you made a conjecture?
10. cajole: persuade (V): The student was cajoled into skipping school. The student was persuaded into skipping school.
http://images.google.com/imgres?imgurl=http://assets.nydailynews.com/img/2007/10/10/amd_karamba-portrait.jpg&imgrefurl=http://www.nydailynews.com/sports/hschool/2007/10/09/2007-10-09_sophomore_striker_puts_goal_within_reach.html&usg=__FbW-dAhNjlbvvK4LffKy7wXnejg=&h=346&w=240&sz=27&hl=en&start=9&tbnid=nmRKbruP2Pe2cM:&tbnh=120&tbnw=83&prev=/images%3Fq%3Dcajole%26gbv%3D2%26hl%3Den%26safe%3Dactive%26sa%3DG
when is the last time you had to be cajoled into doing something?
1. Word wall
2. Words in context
3. New vocab
4. Complete VIS sheets
5. Read aloud
1. cliché: overused expression (N): “What’s up, dog” is a cliché. “What’s up, dog” is an overused expression.
What would you say to me if I greeted you with the expression “What’s up, dog” every time I saw you?
http://www.screenwriterguy.com/2006/11/25/screenwriterguys-top-10-worst-cliche-lines-of-dialogue/
2. diffuse: spread out or scatter (V): Security was called to diffuse the fight. Security was called to spread out or scatter the fight.
What are some other things that are diffused?
3. diligent: working hard over a long period of time (Adj): The student earned his degree because he was diligent. The student earned his degree because he was working hard over a long period of time.
http://img5.travelblog.org/Photos/53800/225533/t/1751479-A-diligent-student-0.jpg
Do you know of anyone who is diligent? If a person gives up on something after only a few days, is that person diligent?
4. disgruntled: upset (adj): The man who killed a dozen people at the post office was disgruntled. The man who killed a dozen people at the post office was upset.
http://www.baseacid.com/pictures/disgruntledEmp.png
What might make an employee disgruntled?
Can you think of anyone who might be disgruntled? Why are they disgruntled?
5. commentary: opinion (noun): Andy Rooney always gives his commentary at the end of “60 Minutes.” Andy Rooney always gives his opinion at the end of ’60 Minutes.”
http://www.foliomag.com/files/images/andy_rooney.jpg
do you have a commentary on the state of the NFL?
6. conspiracy: a secret agreement to do something illegal (N): The baseball players charged owners with conspiracy. The baseball players charged owners with a secret agreement to do something illegal.
http://flinchbot.files.wordpress.com/2008/04/conspiracy-theory.gif
How many people think 9/11 was a conspiracy?
7. climax: highest point in the story (N): The climax was when the boy shot himself. The highest point in the story was when the boy shot himself.
http://homepage.mac.com/roberthuber/school/1storybellcurve.gif
who can think of the climax of one of their favorite movies?
8. collusion: a secret agreement to do something illegal (N): The baseball players charged owners with collusion. The baseball players charged owners with a secret agreement to do something illegal.
http://flinchbot.files.wordpress.com/2008/04/conspiracy-theory.gif
explain what happened in major league baseball
9. conjecture: guess (N): When I made copies, I had to make a conjecture as to how many students were going to be in class. When I made copies, I had to make a guess as to how many students were going to be in class.
When is the last time you made a conjecture?
10. cajole: persuade (V): The student was cajoled into skipping school. The student was persuaded into skipping school.
http://images.google.com/imgres?imgurl=http://assets.nydailynews.com/img/2007/10/10/amd_karamba-portrait.jpg&imgrefurl=http://www.nydailynews.com/sports/hschool/2007/10/09/2007-10-09_sophomore_striker_puts_goal_within_reach.html&usg=__FbW-dAhNjlbvvK4LffKy7wXnejg=&h=346&w=240&sz=27&hl=en&start=9&tbnid=nmRKbruP2Pe2cM:&tbnh=120&tbnw=83&prev=/images%3Fq%3Dcajole%26gbv%3D2%26hl%3Den%26safe%3Dactive%26sa%3DG
when is the last time you had to be cajoled into doing something?
Friday, December 5, 2008
Wednesday, Dec. 3
Periods 1, 3, 4, 5, 7
1. Word wall
2. Words in context
3. News of the day
4. Finish Impact 3 summary from last week
5. Start semantic map (illustrate main idea of each paragraph)
6. Read-aloud
1. Word wall
2. Words in context
3. News of the day
4. Finish Impact 3 summary from last week
5. Start semantic map (illustrate main idea of each paragraph)
6. Read-aloud
Monday, December 1, 2008
Wednesday, November 26, 2008
Monday, November 24, 2008
Tuesday, Nov. 25
Periods 1, 3, 4, 5, 7
1. word wall
2. words in context
3. news of the day
4. review data card
5. vocab quiz
6. write summary
1: XXX
2: The Houston toad, an important part of the wetland ecosystem in Texas, has been in danger of becoming extinct since 1970.
3: Animals are labeled endangered when they begin to lose their ability to survive and reproduce.
4: The natural extinction rate is unusually high.
5: Endangerment is caused by a change in environment, introduced species and commercial misuse.
7. read-aloud
1. word wall
2. words in context
3. news of the day
4. review data card
5. vocab quiz
6. write summary
1: XXX
2: The Houston toad, an important part of the wetland ecosystem in Texas, has been in danger of becoming extinct since 1970.
3: Animals are labeled endangered when they begin to lose their ability to survive and reproduce.
4: The natural extinction rate is unusually high.
5: Endangerment is caused by a change in environment, introduced species and commercial misuse.
7. read-aloud
Thursday, November 20, 2008
Friday, Nov. 21
Periods 1, 3, 4, 5, 7
1. Review multiple-choice questions from Impact 3 (Page 22)
2. SSR (30 mins)
3. Begin Cluster 3 questions
1. What is the major difference between ________ and _____________?
Answer: The major difference between ___________ and _________ was that _______________.
2. What is the main advantage of __________________?
Answer: The main advantage of _____________ is that ________________.
3. Which event enabled ______________ to ______________?
Answer: ______________ enabled _______________ to _______________.
4. According to the author, what is the most likely reason that _____________?
Answer: ____________________ is the most likely reason that _________________.
5. What allowed ____________ to become _______________?
Answer: _________________ allowed _______________ to _________________.
1. Review multiple-choice questions from Impact 3 (Page 22)
2. SSR (30 mins)
3. Begin Cluster 3 questions
1. What is the major difference between ________ and _____________?
Answer: The major difference between ___________ and _________ was that _______________.
2. What is the main advantage of __________________?
Answer: The main advantage of _____________ is that ________________.
3. Which event enabled ______________ to ______________?
Answer: ______________ enabled _______________ to _______________.
4. According to the author, what is the most likely reason that _____________?
Answer: ____________________ is the most likely reason that _________________.
5. What allowed ____________ to become _______________?
Answer: _________________ allowed _______________ to _________________.
Wednesday, November 19, 2008
Wednesday, Nov. 19
Periods 3, 5, 7
1. Word wall
2. News of the day
3. Neutral/biased
4. New vocabulary
1. Contention: belief (noun): Is it your contention that teachers are unfair? Is it your belief that teachers are unfair?
So is your contention correct?
2. Bewitch: to attract as if by the power of witchcraft (V): Her look was very bewitching. Her look was very attracting
http://www.coffeecoffeeandmorecoffee.com/archives/filmstills/bewitching%20attraction.jpg
Who can think of someone who is bewitching?
3. bizarre: weird (adj): Of all the cities in the country, San Francisco is probably the most bizarre. Of all the cities in the country, San Francisco is probably the most weird.
http://img.photobucket.com/albums/v34/everlessaday/cinqmidi/pregnant-man-trans-beatie.jpg
Who can name someone or something that is bizarre?
4. burgeoning: blossoming: (adj): The wine industry is burgeoning. The wine industry is blossoming.
http://mm.news-record.com/drupal/files/imagecache/zoom_view/files/Images/Duplin_and_Westbend_pioneered_N_C__s_burgeoning_wine_industry.jpeg
Who can think of a rapper who is burgeoning?
5. bereaved: suffering the death of a loved one (adj): The bereaved sons tried to move on with their lives. The suffering the death of a loved one sons tried to move on with their lives.
http://www.cafod.org.uk/var/storage/images/about-cafod/where-we-work/rwanda/images/two-bereaved-rwandan-women/9742-2-eng-GB/two-bereaved-rwandan-women_3column00_nospace_landscape.jpg
when is the last time you were bereaved?
6. boast: brag (v): Just because you are athletic doesn’t mean you have to boast. Just because you are athletic doesn’t mean you have to brag.
Do you know anyone who likes to boast?
7. fathom: understand (V): I can’t really fathom why he skipped my class. I can’t really understand why he skipped my class.
8. blissful: happy (adj): My brother was blissful after seeing his baby for the first time. My brother was happy after seeing his baby for the first time.
http://www.stardock.com/products/deskscapes/images/screenshots/blissful_sunset.jpg
9. callous: feeling no emotion (adj): The Holocaust survivor was callous after having seen so many people die. The Holocaust survivor felt no emotion after having seen so many people die.
10. contrite: showing sorrow (adj): Barack Obama was contrite for having snorted cocaine. Barack Obama was showing sorrow for having snorted cocaine.
http://www.nytimes.com/2008/02/09/us/politics/09obama.html
5. Complete VIS
1. Word wall
2. News of the day
3. Neutral/biased
4. New vocabulary
1. Contention: belief (noun): Is it your contention that teachers are unfair? Is it your belief that teachers are unfair?
So is your contention correct?
2. Bewitch: to attract as if by the power of witchcraft (V): Her look was very bewitching. Her look was very attracting
http://www.coffeecoffeeandmorecoffee.com/archives/filmstills/bewitching%20attraction.jpg
Who can think of someone who is bewitching?
3. bizarre: weird (adj): Of all the cities in the country, San Francisco is probably the most bizarre. Of all the cities in the country, San Francisco is probably the most weird.
http://img.photobucket.com/albums/v34/everlessaday/cinqmidi/pregnant-man-trans-beatie.jpg
Who can name someone or something that is bizarre?
4. burgeoning: blossoming: (adj): The wine industry is burgeoning. The wine industry is blossoming.
http://mm.news-record.com/drupal/files/imagecache/zoom_view/files/Images/Duplin_and_Westbend_pioneered_N_C__s_burgeoning_wine_industry.jpeg
Who can think of a rapper who is burgeoning?
5. bereaved: suffering the death of a loved one (adj): The bereaved sons tried to move on with their lives. The suffering the death of a loved one sons tried to move on with their lives.
http://www.cafod.org.uk/var/storage/images/about-cafod/where-we-work/rwanda/images/two-bereaved-rwandan-women/9742-2-eng-GB/two-bereaved-rwandan-women_3column00_nospace_landscape.jpg
when is the last time you were bereaved?
6. boast: brag (v): Just because you are athletic doesn’t mean you have to boast. Just because you are athletic doesn’t mean you have to brag.
Do you know anyone who likes to boast?
7. fathom: understand (V): I can’t really fathom why he skipped my class. I can’t really understand why he skipped my class.
8. blissful: happy (adj): My brother was blissful after seeing his baby for the first time. My brother was happy after seeing his baby for the first time.
http://www.stardock.com/products/deskscapes/images/screenshots/blissful_sunset.jpg
9. callous: feeling no emotion (adj): The Holocaust survivor was callous after having seen so many people die. The Holocaust survivor felt no emotion after having seen so many people die.
10. contrite: showing sorrow (adj): Barack Obama was contrite for having snorted cocaine. Barack Obama was showing sorrow for having snorted cocaine.
http://www.nytimes.com/2008/02/09/us/politics/09obama.html
5. Complete VIS
Monday, November 17, 2008
Thursday, November 13, 2008
Friday, Nov. 14
Periods 1, 3, 4, 5, 7
1. Word wall
2. Words in context
3. Neutral/biased
4. Finish MC questions from yesterday
5. SSR (30 mins)----no cluster this week...but you will have one next week
6. Read aloud
1. Word wall
2. Words in context
3. Neutral/biased
4. Finish MC questions from yesterday
5. SSR (30 mins)----no cluster this week...but you will have one next week
6. Read aloud
Wednesday, November 12, 2008
Thursday, Nov. 13
Periods 1, 3, 4, 5, 7
1. Word wall
2. Words in context
3. Neutral/biased
4. News of the day
5. Finish selective underlining
PARAGRAPH 1
FIRST SENTENCE: IT MATTERS
SECOND SENTENCE: HUNDREDS ARE
THIRD SENTENCE: HARM IS
TARGET NOTE: WHEN ANIMALS DISAPPEAR
PARAGRAPH 2
FIRST SENTENCE: ANSWER IS
SECOND SENTENCE: TOAD IS
THIRD: IT HELPS, IS
FOURTH: ECOSYSTEM WOULD BE AFFECTED
FIFTH: TOAD HAS BEEN
TARGET NOTE: HOUSTON TOAD
PARAGRAPH 3
FIRST SENTENCE: ANIMALS ARE LABELED
SECOND: WE WILL FOCUS
TARGET NOTE: ANIMAL ENDANGERMENT, EXTINCTION
PARAGRAPH 4
FIRST SENTENCE: RATE IS
SECOND SENTENCE: SPECIES HAVE BEEN LOST
THIRD SENTENCE: WE WILL LOOK
TARGET NOTE: GOING EXTINCT
PARAGRAPH 5
SENTENCE 1: endangerment is
Sent 2: species do become
Sent 3: this is
Sent 4: reasons (causes)…..can be grouped
Target note: causes of endangerment
Paragraph 6
Sent 1: earth is
Sent 2: some occur
Sent 3: this can have……changes give
Sent 4: species can have
Sent 5: habitats, environments can change……..cause is
Target note: change in environment
Paragraph 7
Sent 1: inhabitation has altered
Sent 2: presence has affected
Sent 3: we have drained….have dammed…have blocked
Sent 4: humans have cut
Sent 5: spills, pollution have endangered
Sent 6: animal is affected
Target note: human inhabitation
Paragraph 8
Sent 1: animals are threatened
Sent 2: these are
Sent 3: introduction occurs
Sent 4: they can bring
Sent 5: environment run
Sent 6: species do have
Sent 7: animals reproduce
Sent 8: species can create
Sent 9: disruption can be
Target note: introduced species
Paragraph 9
Sente 1: animals are endangered
Sent 2: misuse has
Sent 3: sale----collection ….removes
Sent 4: practice makes
Sent 5: hunting have affected
Target note: commercial misuse
Paragraph 10
Sente 1: lawmakers have realized
Sent 2: laws have been passed
Sent 3: law was
Sent 4: it created
Sent 5: It helped
Sent 6: laws have been
Target note: endangered species act
6. Complete multiple choice questions
1. Word wall
2. Words in context
3. Neutral/biased
4. News of the day
5. Finish selective underlining
PARAGRAPH 1
FIRST SENTENCE: IT MATTERS
SECOND SENTENCE: HUNDREDS ARE
THIRD SENTENCE: HARM IS
TARGET NOTE: WHEN ANIMALS DISAPPEAR
PARAGRAPH 2
FIRST SENTENCE: ANSWER IS
SECOND SENTENCE: TOAD IS
THIRD: IT HELPS, IS
FOURTH: ECOSYSTEM WOULD BE AFFECTED
FIFTH: TOAD HAS BEEN
TARGET NOTE: HOUSTON TOAD
PARAGRAPH 3
FIRST SENTENCE: ANIMALS ARE LABELED
SECOND: WE WILL FOCUS
TARGET NOTE: ANIMAL ENDANGERMENT, EXTINCTION
PARAGRAPH 4
FIRST SENTENCE: RATE IS
SECOND SENTENCE: SPECIES HAVE BEEN LOST
THIRD SENTENCE: WE WILL LOOK
TARGET NOTE: GOING EXTINCT
PARAGRAPH 5
SENTENCE 1: endangerment is
Sent 2: species do become
Sent 3: this is
Sent 4: reasons (causes)…..can be grouped
Target note: causes of endangerment
Paragraph 6
Sent 1: earth is
Sent 2: some occur
Sent 3: this can have……changes give
Sent 4: species can have
Sent 5: habitats, environments can change……..cause is
Target note: change in environment
Paragraph 7
Sent 1: inhabitation has altered
Sent 2: presence has affected
Sent 3: we have drained….have dammed…have blocked
Sent 4: humans have cut
Sent 5: spills, pollution have endangered
Sent 6: animal is affected
Target note: human inhabitation
Paragraph 8
Sent 1: animals are threatened
Sent 2: these are
Sent 3: introduction occurs
Sent 4: they can bring
Sent 5: environment run
Sent 6: species do have
Sent 7: animals reproduce
Sent 8: species can create
Sent 9: disruption can be
Target note: introduced species
Paragraph 9
Sente 1: animals are endangered
Sent 2: misuse has
Sent 3: sale----collection ….removes
Sent 4: practice makes
Sent 5: hunting have affected
Target note: commercial misuse
Paragraph 10
Sente 1: lawmakers have realized
Sent 2: laws have been passed
Sent 3: law was
Sent 4: it created
Sent 5: It helped
Sent 6: laws have been
Target note: endangered species act
6. Complete multiple choice questions
Monday, November 10, 2008
Wednesday, Nov. 12
Periods 1, 3, 4, 5, 7
1. Word wall
2. Words in context
3. Selective underlining on animal endangerment story
4. Read aloud
1. Word wall
2. Words in context
3. Selective underlining on animal endangerment story
4. Read aloud
Thursday, November 6, 2008
Monday, Nov. 10
Periods 1, 3, 4, 5, 7
1. Words in context
2. An example of neutral/biased from the web
3. Read-on
1. Words in context
2. An example of neutral/biased from the web
3. Read-on
Monday, November 3, 2008
Wednesday, Nov. 5
Periods 1, 3, 4, 5, 7
1. Word wall
2. Finish inspiration charts from last week
3. Finish vocab sentences for game
4. New vocab
1. chaos: confusion (N): There was chaos in the student parking lot. There was confusion in the student parking lot. http://newsimg.bbc.co.uk/media/images/45157000/jpg/_45157645_bike_ap466.jpg
2. culminate: reach its highest point (V): Their relationship culminated with him proposing. Their relationship reached its highest point with him proposing.
3. chastise: inflict punishment on (V): The teacher chastised the student for talking. The teacher inflicted punishment on the student for talking.
4. concoct: make up (V): He concocted a story about why he was late. He made up a story about why he was late. (can anyone think of the noun form of this word?)
5. content: satisfied (Adj): I was content after passing the test. I was satisfied about passing the test (What are some things that make you content)
6. commodious: spacious and roomy (adj): Homes in Parkland are usually commodious. Homes in Parkland are usually spacious and roomy. (Can you think of anything else that might be commodious?)
7. commemorate: honor the memory of (verb): Every year our country commemorates those who died on 9/11. Every year our country honors the memory of those who died on 9/11. (What are some other things that we as a country commemorate?)
8. cower: draw back in fear (verb): The student cowered when I raised my fist. The student drew back in fear when I raised my fist.
9. bewildered: confused (adj): The math problem bewildered the students. The math problem confused the students. (What are some things in life that bewilder you?)
10. bamboozle: to trick (Verb): The students tried to bamboozle the teacher. The students tried to trick the teacher.
5. Complete VIS sheets
6. Read-aloud
1. Word wall
2. Finish inspiration charts from last week
3. Finish vocab sentences for game
4. New vocab
1. chaos: confusion (N): There was chaos in the student parking lot. There was confusion in the student parking lot. http://newsimg.bbc.co.uk/media/images/45157000/jpg/_45157645_bike_ap466.jpg
2. culminate: reach its highest point (V): Their relationship culminated with him proposing. Their relationship reached its highest point with him proposing.
3. chastise: inflict punishment on (V): The teacher chastised the student for talking. The teacher inflicted punishment on the student for talking.
4. concoct: make up (V): He concocted a story about why he was late. He made up a story about why he was late. (can anyone think of the noun form of this word?)
5. content: satisfied (Adj): I was content after passing the test. I was satisfied about passing the test (What are some things that make you content)
6. commodious: spacious and roomy (adj): Homes in Parkland are usually commodious. Homes in Parkland are usually spacious and roomy. (Can you think of anything else that might be commodious?)
7. commemorate: honor the memory of (verb): Every year our country commemorates those who died on 9/11. Every year our country honors the memory of those who died on 9/11. (What are some other things that we as a country commemorate?)
8. cower: draw back in fear (verb): The student cowered when I raised my fist. The student drew back in fear when I raised my fist.
9. bewildered: confused (adj): The math problem bewildered the students. The math problem confused the students. (What are some things in life that bewilder you?)
10. bamboozle: to trick (Verb): The students tried to bamboozle the teacher. The students tried to trick the teacher.
5. Complete VIS sheets
6. Read-aloud
Monday, Nov. 3
Periods 1, 3, 4, 5, 7
1. Finish presidential election contrast chart using the laptops
1. Finish presidential election contrast chart using the laptops
Tuesday, Nov. 4
FOR ETHAN
CLUSTER 3: Comparison/Contrast
Benchmark: LA.A.2.2.7
The student recognizes the use of contrast in a text
(51 points)
1. Abortion
The major difference between Barack Obama and John McCain is that –barack wants to legalize abortion when mccain don’t. ______________.
Source? 1 www.barackobama.com
My source is neutral/biased because biased_his democratic party wants him to win.________
2. Contracting
The major difference between Barack Obama and John McCain is that __one is a democrat and the other one is rebuplican._____________.
Source? 2 www.taxfoundation.org
My source is neutral/biased because biased _they deal with businesses.________
3. Corporations
The major difference between Barack Obama and John McCain is that the taxes will be different it depends on the person._______________.
Source? 3 philanthrophy.com
My source is neutral/biased because biased _they want them to have great opportunities.________
4. Expanding opportunity
The major difference between Barack Obama and John McCain is that barrack wants to change the world and mccain wants to keep it the same._______________.
Source? 4 the healthcare blog.com
My source is neutral/biased because neutral they look at all the healthcare_________
5. Healthcare access and costs
The major difference between Barack Obama and John McCain is that ___barack wants it for almost every one that needs it when mccain does for people that deserves it._________.
Source? 5 business week.com
My source is neutral/biased because biased _looking out for the housing market.________
6. Housing crisis
The major difference between Barack Obama and John McCain is that __they tryin to fix it in there own way._____________.
Source? 6 medicare.gov
My source is neutral/biased because biased to help with medicare._________
7. Medicare
The major difference between Barack Obama and John McCain is that barrack trys to help help it and mccain dont_______________.
Source? 7 www.ontheissue.com
My source is neutral/biased because neutral they deal with the minimum wage issues. _________
8. Minimum wage
The major difference between Barack Obama and John McCain is that ___barack wants it for the middle and lower class when mccain don’t.____________.
Source? 8 firstmsnbc.com
My source is neutral/biased because neutral they talk about the children_________
9. No Child Left Behind
The major difference between Barack Obama and John McCain is that _barack wants better education for the kids______________.
Source? 9 thehill.com
My source is neutral/biased because biased because he don’t want prescription for the seniors._________
10. Prescription drugs
The major difference between Barack Obama and John McCain is that _barack would help when mccain don’t.______________.
Source? 10 www.huffingtonpost.com
My source is neutral/biased because _biased because they want unions.________
11. Right to form a union
The major difference between Barack Obama and John McCain is that _barack thinks the people nned to form a union when mccain don’t.______________.
Source? 4 www.thecitizen.com
My source is neutral/biased because biased they want people needed to be safe and get what need cops and fire fighters._________
12. Safe Staffing
The major difference between Barack Obama and John McCain is that __barack obamas wants to have safe staffing.___________.
Source? 3 www.msnbc.msn.com
My source is neutral/biased because _biased because they tell what is the truth.________
13. Social Security
The major difference between Barack Obama and John McCain is that __will raise the taxes and every thing when mccain don’t to help the people._wanted to help the people in there own ways.____________.
Source? 7 www.gohealthinsurance.com
My source is neutral/biased because biased because barrack wants to change it. _________
14. State Children's Health Insurance Program
The major difference between Barack Obama and John McCain is that __barack letting private companies sell plans _____________.
Source? 6 www.seattletimes.nvsource.com
My source is neutral/biased because __biased they want help for every kid._______
15. Student aid
The major difference between Barack Obama and John McCain is that __to help the kids in any shape or form_____________.
Source? 3 cnn.com
My source is neutral/biased because _neutral will raise the taxes for a lot of people.________
16. Taxes
The major difference between Barack Obama and John McCain is that barrack will raise the taxes mccain will not._______________.
Source? 2
My source is neutral/biased because _________
17. Vouchers
The major difference between Barack Obama and John McCain is that _______________.
Source? 1
My source is neutral/biased because _________
(20 points)
1: ________________________
2: ________________________
3: ________________________
4: ________________________
5: ________________________
6: ________________________
7: ________________________
8: ________________________
9: ________________________
10: _______________________
(28 points)
To whom will you vote for on Nov. 4? (This is a long-response question so please include at least four reasons. Your reasons must relate to the information you completed above. Please number your reasons)
There are many reasons that I will vote for mccain on Nov. 4. One reason is that _hes better then barack_by hes will help this country and he deserves it_______________. Another reason is that _he don’t want to raise the taxes______________.
(1 point)
Who is the current governor of Florida? Charlie christ____________________________
CLUSTER 3: Comparison/Contrast
Benchmark: LA.A.2.2.7
The student recognizes the use of contrast in a text
(51 points)
1. Abortion
The major difference between Barack Obama and John McCain is that –barack wants to legalize abortion when mccain don’t. ______________.
Source? 1 www.barackobama.com
My source is neutral/biased because biased_his democratic party wants him to win.________
2. Contracting
The major difference between Barack Obama and John McCain is that __one is a democrat and the other one is rebuplican._____________.
Source? 2 www.taxfoundation.org
My source is neutral/biased because biased _they deal with businesses.________
3. Corporations
The major difference between Barack Obama and John McCain is that the taxes will be different it depends on the person._______________.
Source? 3 philanthrophy.com
My source is neutral/biased because biased _they want them to have great opportunities.________
4. Expanding opportunity
The major difference between Barack Obama and John McCain is that barrack wants to change the world and mccain wants to keep it the same._______________.
Source? 4 the healthcare blog.com
My source is neutral/biased because neutral they look at all the healthcare_________
5. Healthcare access and costs
The major difference between Barack Obama and John McCain is that ___barack wants it for almost every one that needs it when mccain does for people that deserves it._________.
Source? 5 business week.com
My source is neutral/biased because biased _looking out for the housing market.________
6. Housing crisis
The major difference between Barack Obama and John McCain is that __they tryin to fix it in there own way._____________.
Source? 6 medicare.gov
My source is neutral/biased because biased to help with medicare._________
7. Medicare
The major difference between Barack Obama and John McCain is that barrack trys to help help it and mccain dont_______________.
Source? 7 www.ontheissue.com
My source is neutral/biased because neutral they deal with the minimum wage issues. _________
8. Minimum wage
The major difference between Barack Obama and John McCain is that ___barack wants it for the middle and lower class when mccain don’t.____________.
Source? 8 firstmsnbc.com
My source is neutral/biased because neutral they talk about the children_________
9. No Child Left Behind
The major difference between Barack Obama and John McCain is that _barack wants better education for the kids______________.
Source? 9 thehill.com
My source is neutral/biased because biased because he don’t want prescription for the seniors._________
10. Prescription drugs
The major difference between Barack Obama and John McCain is that _barack would help when mccain don’t.______________.
Source? 10 www.huffingtonpost.com
My source is neutral/biased because _biased because they want unions.________
11. Right to form a union
The major difference between Barack Obama and John McCain is that _barack thinks the people nned to form a union when mccain don’t.______________.
Source? 4 www.thecitizen.com
My source is neutral/biased because biased they want people needed to be safe and get what need cops and fire fighters._________
12. Safe Staffing
The major difference between Barack Obama and John McCain is that __barack obamas wants to have safe staffing.___________.
Source? 3 www.msnbc.msn.com
My source is neutral/biased because _biased because they tell what is the truth.________
13. Social Security
The major difference between Barack Obama and John McCain is that __will raise the taxes and every thing when mccain don’t to help the people._wanted to help the people in there own ways.____________.
Source? 7 www.gohealthinsurance.com
My source is neutral/biased because biased because barrack wants to change it. _________
14. State Children's Health Insurance Program
The major difference between Barack Obama and John McCain is that __barack letting private companies sell plans _____________.
Source? 6 www.seattletimes.nvsource.com
My source is neutral/biased because __biased they want help for every kid._______
15. Student aid
The major difference between Barack Obama and John McCain is that __to help the kids in any shape or form_____________.
Source? 3 cnn.com
My source is neutral/biased because _neutral will raise the taxes for a lot of people.________
16. Taxes
The major difference between Barack Obama and John McCain is that barrack will raise the taxes mccain will not._______________.
Source? 2
My source is neutral/biased because _________
17. Vouchers
The major difference between Barack Obama and John McCain is that _______________.
Source? 1
My source is neutral/biased because _________
(20 points)
1: ________________________
2: ________________________
3: ________________________
4: ________________________
5: ________________________
6: ________________________
7: ________________________
8: ________________________
9: ________________________
10: _______________________
(28 points)
To whom will you vote for on Nov. 4? (This is a long-response question so please include at least four reasons. Your reasons must relate to the information you completed above. Please number your reasons)
There are many reasons that I will vote for mccain on Nov. 4. One reason is that _hes better then barack_by hes will help this country and he deserves it_______________. Another reason is that _he don’t want to raise the taxes______________.
(1 point)
Who is the current governor of Florida? Charlie christ____________________________
Thursday, October 30, 2008
Friday, Oct. 31
Periods 1, 3, 4, 5, 7
1. Finish presidential election contrast chart using the laptops
1. Finish presidential election contrast chart using the laptops
Wednesday, October 29, 2008
Thursday, Oct. 30
Periods 1, 3, 4, 5, 7
1. World wall
2. Fluency for endurance ………. THEY READ IT COLD…..I READ IT ….THEN THEY READ IT HOT
3. Answer any questions students may have
4. Whole group read aloud
5. Complete graphic organizer while reading story with partner.... (complete inspiration chart -- this is your first grade of the quarter!!!!!)
1. World wall
2. Fluency for endurance ………. THEY READ IT COLD…..I READ IT ….THEN THEY READ IT HOT
3. Answer any questions students may have
4. Whole group read aloud
5. Complete graphic organizer while reading story with partner.... (complete inspiration chart -- this is your first grade of the quarter!!!!!)
Wednesday, Oct. 29
Periods 1, 3, 4, 5, 7
1. Begin presidential election contrast chart (instructions were given 10/27)
1. Begin presidential election contrast chart (instructions were given 10/27)
Tuesday, October 28, 2008
Tuesday, Oct. 28
Periods 1, 2, 4, 5, 7
1. Words in context
2. Word wall
3. Readers theatre
4. Read-aloud
1. Words in context
2. Word wall
3. Readers theatre
4. Read-aloud
Sunday, October 26, 2008
Monday, Oct. 27
Periods 1, 3, 4, 5, 7
1. Complete election chart -- you are required to use at least 10 different sources. Put a number after each different source you use.
CLUSTER 3: Comparison/Contrast
Benchmark: LA.A.2.2.7
The student recognizes the use of contrast in a text
(51 points)
1. Abortion
The major difference between Barack Obama and John McCain is that _______________.
Source? 1
My source is neutral/biased because _________
2. Contracting
The major difference between Barack Obama and John McCain is that _______________.
Source? 2
My source is neutral/biased because _________
3. Corporations
The major difference between Barack Obama and John McCain is that _______________.
Source? 3
My source is neutral/biased because _________
4. Expanding opportunity
The major difference between Barack Obama and John McCain is that _______________.
Source? 4
My source is neutral/biased because _________
5. Healthcare access and costs
The major difference between Barack Obama and John McCain is that _______________.
Source? 5
My source is neutral/biased because _________
6. Housing crisis
The major difference between Barack Obama and John McCain is that _______________.
Source? 6
My source is neutral/biased because _________
7. Medicare
The major difference between Barack Obama and John McCain is that _______________.
Source? 7
My source is neutral/biased because _________
8. Minimum wage
The major difference between Barack Obama and John McCain is that _______________.
Source? 8
My source is neutral/biased because _________
9. No Child Left Behind
The major difference between Barack Obama and John McCain is that _______________.
Source? 9
My source is neutral/biased because _________
10. Prescription drugs
The major difference between Barack Obama and John McCain is that _______________.
Source? 10
My source is neutral/biased because _________
11. Right to form a union
The major difference between Barack Obama and John McCain is that _______________.
Source? 4
My source is neutral/biased because _________
12. Safe Staffing
The major difference between Barack Obama and John McCain is that _______________.
Source? 3
My source is neutral/biased because _________
13. Social Security
The major difference between Barack Obama and John McCain is that _______________.
Source? 7
My source is neutral/biased because _________
14. State Children's Health Insurance Program
The major difference between Barack Obama and John McCain is that _______________.
Source? 6
My source is neutral/biased because _________
15. Student aid
The major difference between Barack Obama and John McCain is that _______________.
Source? 3
My source is neutral/biased because _________
16. Taxes
The major difference between Barack Obama and John McCain is that _______________.
Source? 2
My source is neutral/biased because _________
17. Vouchers
The major difference between Barack Obama and John McCain is that _______________.
Source? 1
My source is neutral/biased because _________
(20 points)
1: ________________________
2: ________________________
3: ________________________
4: ________________________
5: ________________________
6: ________________________
7: ________________________
8: ________________________
9: ________________________
10: _______________________
(28 points)
To whom will you vote for on Nov. 4? (This is a long-response question so please include at least four reasons. Your reasons must relate to the information you completed above. Please number your reasons)
There are many reasons that I will vote for ___________ on Nov. 4. One reason is that __________________. Another reason is that _______________.
(1 point)
Who is the current governor of Florida? ____________________________
1. Complete election chart -- you are required to use at least 10 different sources. Put a number after each different source you use.
CLUSTER 3: Comparison/Contrast
Benchmark: LA.A.2.2.7
The student recognizes the use of contrast in a text
(51 points)
1. Abortion
The major difference between Barack Obama and John McCain is that _______________.
Source? 1
My source is neutral/biased because _________
2. Contracting
The major difference between Barack Obama and John McCain is that _______________.
Source? 2
My source is neutral/biased because _________
3. Corporations
The major difference between Barack Obama and John McCain is that _______________.
Source? 3
My source is neutral/biased because _________
4. Expanding opportunity
The major difference between Barack Obama and John McCain is that _______________.
Source? 4
My source is neutral/biased because _________
5. Healthcare access and costs
The major difference between Barack Obama and John McCain is that _______________.
Source? 5
My source is neutral/biased because _________
6. Housing crisis
The major difference between Barack Obama and John McCain is that _______________.
Source? 6
My source is neutral/biased because _________
7. Medicare
The major difference between Barack Obama and John McCain is that _______________.
Source? 7
My source is neutral/biased because _________
8. Minimum wage
The major difference between Barack Obama and John McCain is that _______________.
Source? 8
My source is neutral/biased because _________
9. No Child Left Behind
The major difference between Barack Obama and John McCain is that _______________.
Source? 9
My source is neutral/biased because _________
10. Prescription drugs
The major difference between Barack Obama and John McCain is that _______________.
Source? 10
My source is neutral/biased because _________
11. Right to form a union
The major difference between Barack Obama and John McCain is that _______________.
Source? 4
My source is neutral/biased because _________
12. Safe Staffing
The major difference between Barack Obama and John McCain is that _______________.
Source? 3
My source is neutral/biased because _________
13. Social Security
The major difference between Barack Obama and John McCain is that _______________.
Source? 7
My source is neutral/biased because _________
14. State Children's Health Insurance Program
The major difference between Barack Obama and John McCain is that _______________.
Source? 6
My source is neutral/biased because _________
15. Student aid
The major difference between Barack Obama and John McCain is that _______________.
Source? 3
My source is neutral/biased because _________
16. Taxes
The major difference between Barack Obama and John McCain is that _______________.
Source? 2
My source is neutral/biased because _________
17. Vouchers
The major difference between Barack Obama and John McCain is that _______________.
Source? 1
My source is neutral/biased because _________
(20 points)
1: ________________________
2: ________________________
3: ________________________
4: ________________________
5: ________________________
6: ________________________
7: ________________________
8: ________________________
9: ________________________
10: _______________________
(28 points)
To whom will you vote for on Nov. 4? (This is a long-response question so please include at least four reasons. Your reasons must relate to the information you completed above. Please number your reasons)
There are many reasons that I will vote for ___________ on Nov. 4. One reason is that __________________. Another reason is that _______________.
(1 point)
Who is the current governor of Florida? ____________________________
Wednesday, October 22, 2008
Wednesday, Oct. 22
Periods 1, 3, 4, 5, 7
1. Split class into two groups. Have each student write 5-6 sentences using words from the word wall. Then have each group nominate a 'typist." Have that person compile those sentences into one large file. Be sure that each student puts his/her name in parentheses at the end of the sentence.
Sentence should look like this:
1. The speaker was so __________ (compelling) that I couldn't help but listen. (Dustyn).
1. Split class into two groups. Have each student write 5-6 sentences using words from the word wall. Then have each group nominate a 'typist." Have that person compile those sentences into one large file. Be sure that each student puts his/her name in parentheses at the end of the sentence.
Sentence should look like this:
1. The speaker was so __________ (compelling) that I couldn't help but listen. (Dustyn).
Friday, October 17, 2008
Wednesday, October 15, 2008
Tuesday, October 14, 2008
Wednesday, Oct. 15
Periods 1, 3, 4, 5, 7
1. Word Wall
2. Present Public Service Announcements
3. Activate prior knowledge on endangered species (by using inspiration and by creating anticipation questions)
4. Learn new vocabulary on endangered species
1. ecosystem (n): a system made up of plants and animals dependent on each other. New construction damaged the ecosystem. New construction damaged the system made up of plants and animals dependent on each other.
2. endangerment (n): the state of being threatened with extinction. Because of pollution, some fish face endangerment. Because of pollution, some fish face the state of being threatened with extinction.
Who can think of one animal that is currently endangered?
1. ecosystem (n): a system made up of plants and animals dependent on each other. New construction damaged the ecosystem. New construction damaged the system made up of plants and animals dependent on each other.
2. endangerment (n): the state of being threatened with extinction. Because of pollution, some fish face endangerment. Because of pollution, some fish face the state of being threatened with extinction.
Who can think of one animal that is currently endangered?
2. Extinction (n): the process of no longer existing. The change in climate led to extinction. The change in climate led to the process of no longer existing.
Who can think of one animal that is extinct?
3. Habitat (n): the place where an animal or plant is found. The habitat of gorillas continues to change. The place where a gorilla is found continues to change.
What is the major habitat for models?
What is the major habitat for actors?
What is the major habitat for writers?
4. Inhabitation (n): the act of living in or on a place. I believe in the inhabitation of the moon. I believe in the act of living on the moon.
How many people believe in the inhabitation of the moon?
5. coax (verb): persuade: I had to coax him into doing his work. I had to persuade him into doing his work.
What are some things you have to be coaxed into doing?
6. compelling (adj): demanding of attention: The story my grandfather told was compelling. The story my grandfather told was demanding of attention.
What are some other things that are compelling?
7. curt (adj): short with words: The teacher insisted on being curt. The teacher insisted on being short with words.
If people are curt, do you think they would be in a good mood or a bad mood?
8. contusion (noun): bruise: Randy Moss couldn’t because of a contusion. Randy Moss couldn’t play because of a contusion.
9. cautious: careful (adj): My sister is always cautious when walking home alone. My sister is always careful when walking home alone.
What are some things you are cautious about?
10. chaos: confusion (noun): The class was in chaos because of the sub. The class was in confusion because of the sub.
Who can think of the last time there was chaos at school?
Read-aloud
1. Word Wall
2. Present Public Service Announcements
3. Activate prior knowledge on endangered species (by using inspiration and by creating anticipation questions)
4. Learn new vocabulary on endangered species
1. ecosystem (n): a system made up of plants and animals dependent on each other. New construction damaged the ecosystem. New construction damaged the system made up of plants and animals dependent on each other.
2. endangerment (n): the state of being threatened with extinction. Because of pollution, some fish face endangerment. Because of pollution, some fish face the state of being threatened with extinction.
Who can think of one animal that is currently endangered?
1. ecosystem (n): a system made up of plants and animals dependent on each other. New construction damaged the ecosystem. New construction damaged the system made up of plants and animals dependent on each other.
2. endangerment (n): the state of being threatened with extinction. Because of pollution, some fish face endangerment. Because of pollution, some fish face the state of being threatened with extinction.
Who can think of one animal that is currently endangered?
2. Extinction (n): the process of no longer existing. The change in climate led to extinction. The change in climate led to the process of no longer existing.
Who can think of one animal that is extinct?
3. Habitat (n): the place where an animal or plant is found. The habitat of gorillas continues to change. The place where a gorilla is found continues to change.
What is the major habitat for models?
What is the major habitat for actors?
What is the major habitat for writers?
4. Inhabitation (n): the act of living in or on a place. I believe in the inhabitation of the moon. I believe in the act of living on the moon.
How many people believe in the inhabitation of the moon?
5. coax (verb): persuade: I had to coax him into doing his work. I had to persuade him into doing his work.
What are some things you have to be coaxed into doing?
6. compelling (adj): demanding of attention: The story my grandfather told was compelling. The story my grandfather told was demanding of attention.
What are some other things that are compelling?
7. curt (adj): short with words: The teacher insisted on being curt. The teacher insisted on being short with words.
If people are curt, do you think they would be in a good mood or a bad mood?
8. contusion (noun): bruise: Randy Moss couldn’t because of a contusion. Randy Moss couldn’t play because of a contusion.
9. cautious: careful (adj): My sister is always cautious when walking home alone. My sister is always careful when walking home alone.
What are some things you are cautious about?
10. chaos: confusion (noun): The class was in chaos because of the sub. The class was in confusion because of the sub.
Who can think of the last time there was chaos at school?
Read-aloud
Monday, October 13, 2008
Tuesday, October 14
Periods 1, 3, 4, 5, 7
1. Word wall
2. Words in context from yesterday's paper
3. Finish writing Public Service Announcement
4. Type Public Service Announcement
1. Word wall
2. Words in context from yesterday's paper
3. Finish writing Public Service Announcement
4. Type Public Service Announcement
Thursday, October 9, 2008
Monday, October 6, 2008
Friday, October 10
Periods 1, 3, 4, 5, 7
1. Word wall
2. SSR
3. Cluster 3 questions
CLUSTER 3: Comparison/Contrast
Benchmark: LA.A.2.2.7
The student recognizes the use of comparison and contrast in a text
1. What is the major difference between ________ and _____________?
Answer: The major difference between ___________ and _________ was that _______________.
2. What is the main advantage of __________________?
Answer: The main advantage of _____________ is that ________________.
Cause/Effect
Benchmark: LA.E.2.2.1: The student recognizes cause/effect relationships within or across information and/or literary texts.
3. Which event enabled ______________ to ______________?
Answer: ______________ enabled _______________ to _______________.
4. According to the author, what is the most likely reason that _____________?
Answer: ____________________ is the most likely reason that _________________.
5. What allowed ____________ to become _______________?
Answer: _________________ allowed _______________ to _________________.
Comic strips and newspaper headlines often show cause/effect sequences. For example:
*Because my alarm didn’t ring (cause), I was late for work (effect).
*We lost the championship (effect) on account of our quarterback being injured (cause).
ASSIGNMENT: Find a comic strip or headline that shows a cause/effect sequence and attach it to the bottom of this page, then write the sequence underneath your example.
4. Read-aloud
1. Word wall
2. SSR
3. Cluster 3 questions
CLUSTER 3: Comparison/Contrast
Benchmark: LA.A.2.2.7
The student recognizes the use of comparison and contrast in a text
1. What is the major difference between ________ and _____________?
Answer: The major difference between ___________ and _________ was that _______________.
2. What is the main advantage of __________________?
Answer: The main advantage of _____________ is that ________________.
Cause/Effect
Benchmark: LA.E.2.2.1: The student recognizes cause/effect relationships within or across information and/or literary texts.
3. Which event enabled ______________ to ______________?
Answer: ______________ enabled _______________ to _______________.
4. According to the author, what is the most likely reason that _____________?
Answer: ____________________ is the most likely reason that _________________.
5. What allowed ____________ to become _______________?
Answer: _________________ allowed _______________ to _________________.
Comic strips and newspaper headlines often show cause/effect sequences. For example:
*Because my alarm didn’t ring (cause), I was late for work (effect).
*We lost the championship (effect) on account of our quarterback being injured (cause).
ASSIGNMENT: Find a comic strip or headline that shows a cause/effect sequence and attach it to the bottom of this page, then write the sequence underneath your example.
4. Read-aloud
Tuesday, October 7
Periods 1, 3, 4, 5, 7
1. Word wall
2. New vocabulary
3. Complete VIS
1. apocalypse: end of the world (n): Seeing that student work was a sign of the apocalypse. Seeing that student work was a sign of the end of the world
2. appalled: disgusted (adj): I was appalled when only three students turned three students turned in their homework
what are some things that appall you?
3. apparition: ghost (noun): Some people claim they can see ghosts. Some people claim they can see apparitions.
4. appreciate: value (verb): I appreciate the nice little things that my grandma does for me. I value the nice little things that my grandma does for me.
5. Arrogant: full of yourself (adj): I think Kobe Bryant is arrogant. I think Kobe Bryant is full of himself.
What makes a person arrogant?
6. aspects: parts, features, elements (noun): There are certain aspects of teaching that I like. There are certain parts, features or elements of teaching that I like. (what aspects of this class do you like? which do you dislike?)
7. associate: to connect (verb): We associate Martin Luther King with civil disobedience. We connect Martin Luther King with civil disobedience.
What are some things you associate our country with?
8. aspire: to have a great desire (verb): The girl in my first-hour class aspired to be a chef. The girl in my first-hour class had a great desire to be a chef.
What do you aspire to?
9. attribute: characteristic or quality (noun): Driving a nice car is an attribute of people who live in Parkland. Driving a nice car is a characteristic or quality of people who live in Parkland.
What are some other attributes of people who live in Parkland?
10. grateful: thankful (adj): I was grateful to my parents for all the nice things they did for me growing up. I was thankful to my parents for all the nice things they did for me growing up.
What are some things that you are grateful for?
4. News of the day
1. Word wall
2. New vocabulary
3. Complete VIS
1. apocalypse: end of the world (n): Seeing that student work was a sign of the apocalypse. Seeing that student work was a sign of the end of the world
2. appalled: disgusted (adj): I was appalled when only three students turned three students turned in their homework
what are some things that appall you?
3. apparition: ghost (noun): Some people claim they can see ghosts. Some people claim they can see apparitions.
4. appreciate: value (verb): I appreciate the nice little things that my grandma does for me. I value the nice little things that my grandma does for me.
5. Arrogant: full of yourself (adj): I think Kobe Bryant is arrogant. I think Kobe Bryant is full of himself.
What makes a person arrogant?
6. aspects: parts, features, elements (noun): There are certain aspects of teaching that I like. There are certain parts, features or elements of teaching that I like. (what aspects of this class do you like? which do you dislike?)
7. associate: to connect (verb): We associate Martin Luther King with civil disobedience. We connect Martin Luther King with civil disobedience.
What are some things you associate our country with?
8. aspire: to have a great desire (verb): The girl in my first-hour class aspired to be a chef. The girl in my first-hour class had a great desire to be a chef.
What do you aspire to?
9. attribute: characteristic or quality (noun): Driving a nice car is an attribute of people who live in Parkland. Driving a nice car is a characteristic or quality of people who live in Parkland.
What are some other attributes of people who live in Parkland?
10. grateful: thankful (adj): I was grateful to my parents for all the nice things they did for me growing up. I was thankful to my parents for all the nice things they did for me growing up.
What are some things that you are grateful for?
4. News of the day
Friday, October 3, 2008
Friday, October 3
Periods 1, 3, 4, 5, 7
1. Word wall
2. SSR (30 minutes)
3. Begin Cluster 3 questions
4. Read-aloud
1. Word wall
2. SSR (30 minutes)
3. Begin Cluster 3 questions
4. Read-aloud
Thursday, October 2, 2008
Thursday, Oct. 2
Periods 1, 3, 4, 5, 7
1. Word wall
2. Finish Public Service Announcement on Lesson 1 in Impact 3
3. News of the day
1. Word wall
2. Finish Public Service Announcement on Lesson 1 in Impact 3
3. News of the day
Wednesday, Oct. 1
Periods 1, 3, 4, 5, 7
1. Word wall
2. Begin Public Service Announcement on Lesson 1 in Impact 3
3. News of the day
1. Word wall
2. Begin Public Service Announcement on Lesson 1 in Impact 3
3. News of the day
Thursday, September 25, 2008
Tuesday, September 23, 2008
Friday, Sept. 26
Periods 1, 3, 4, 5, 7
1. SSR (30 minutes
2. Write questions on Cluster 2
Cluster 2
Main idea, Author’s purpose, Plot
Cluster 2
Main idea, Author’s purpose, Plot
1. What is the main idea of this (INSERT WORD HERE)?
*This (INSERT WORD HERE) is mostly about __________________.
2. What is another good title for this passage?
*(INSERT TITLE HERE) would be another good title for this (INSERT WORD HERE).
3. Explain why the author titles this (INSERT WORD HERE) (INSERT WORD HERE).
*The author titles this (INSERT WORD HERE) (INSERT WORD HERE) because _________________________.
4. Which statement best reflects the conclusion the author draws from the (INSERT WORD HERE)?
*(Statement goes here)
5. What happens before ________________?
* (Answer goes here)
6. Why does the author arrange the (INSERT WORD HERE) in this order?
*The author arranges the (INSERT WORD HERE) in this order because _____________________.
7. How does the author organize or present the details in this (INSERT WORD HERE)?
*The author used (PICK ONE FROM BELOW) in organizing this (INSERT WORD HERE).
Cause and effect: As a result, because, for this reason, hence, since, so that, therefore, then, thus
Comparison and contrast:
Comparison: Author uses words like: Like, likewise, as, as if, in addition, as
though, in the same way
Contrast: Author uses words like: Although, however, but, instead, nevertheless,
in contrast, on the other hand
Descriptive:
Author uses adjectives like: filthy, shadowy, magnificent
Author uses concrete nouns/verbs like: thunderbolt, firefly, hawk, soar, peel,
exclaim
Author uses directional words like: above, behind, next to
Problem/solution: Author uses words like: is resolved, the cause, the problem, the effect, one solution, the result, question
Time order: Author uses words like: afterward, all the while, as soon as, before, during, eventually, finally, first, meanwhile, second, then, thereafter, while
8. In what order does the author arrange this (INSERT WORD HERE)? What effect does this have on the reader?
*The author arranges this story by _________________. This has _______________ on the reader.
9. What is the author's position, and how does he/she address opposing points of view?
*The author thinks that ________________. He/she addresses opposing points of view by ______________________.
10. What is the author's purpose in writing this (INSERT WORD HERE)?
*The author is trying to _____________________ his/her readers (INSERT ONE WORD FROM BELOW).
Persuade: The author tries to get you to do something
Inform: The author gives you facts or true information about a subject
Entertain: Stories that entertain are often fiction (not true). They usually elicit some kind of emotion (make you laugh, cry, etc.).
HINTS
1. Make sure you write both the questions AND the answers
2. Make sure to put a space between the questions and the answers
3. Make sure to put quote marks around titles
4. When the question asks “Which statement best reflects the conclusion the author draws from _______?” you have to write the statement. Don’t write anything else.
5. No. 7 is the only question that can be answered with time order, descriptive, cause/effect, compare/contrast, problem/solution. No. 8 needs to be specific to what it is that you are reading
6. “What happens before?” Is not the way to write the question…..Please finish the question by writing “What happens before Mr. Cooper writes the detention?” or whatever you are trying to say
7. Which statement best reflects the conclusion the author draws from the (passage, story, chapter, whatever it is that you are reading)………PICK ONE. Don’t just copy what I wrote….And write the statement and nothing else
Is it
Which statement best reflects the conclusion the author draws from the passage
Or is it
Which statement best reflects the conclusion the author draws from the chapter
8. Don’t start a sentence with the word “Because”
1. SSR (30 minutes
2. Write questions on Cluster 2
Cluster 2
Main idea, Author’s purpose, Plot
Cluster 2
Main idea, Author’s purpose, Plot
1. What is the main idea of this (INSERT WORD HERE)?
*This (INSERT WORD HERE) is mostly about __________________.
2. What is another good title for this passage?
*(INSERT TITLE HERE) would be another good title for this (INSERT WORD HERE).
3. Explain why the author titles this (INSERT WORD HERE) (INSERT WORD HERE).
*The author titles this (INSERT WORD HERE) (INSERT WORD HERE) because _________________________.
4. Which statement best reflects the conclusion the author draws from the (INSERT WORD HERE)?
*(Statement goes here)
5. What happens before ________________?
* (Answer goes here)
6. Why does the author arrange the (INSERT WORD HERE) in this order?
*The author arranges the (INSERT WORD HERE) in this order because _____________________.
7. How does the author organize or present the details in this (INSERT WORD HERE)?
*The author used (PICK ONE FROM BELOW) in organizing this (INSERT WORD HERE).
Cause and effect: As a result, because, for this reason, hence, since, so that, therefore, then, thus
Comparison and contrast:
Comparison: Author uses words like: Like, likewise, as, as if, in addition, as
though, in the same way
Contrast: Author uses words like: Although, however, but, instead, nevertheless,
in contrast, on the other hand
Descriptive:
Author uses adjectives like: filthy, shadowy, magnificent
Author uses concrete nouns/verbs like: thunderbolt, firefly, hawk, soar, peel,
exclaim
Author uses directional words like: above, behind, next to
Problem/solution: Author uses words like: is resolved, the cause, the problem, the effect, one solution, the result, question
Time order: Author uses words like: afterward, all the while, as soon as, before, during, eventually, finally, first, meanwhile, second, then, thereafter, while
8. In what order does the author arrange this (INSERT WORD HERE)? What effect does this have on the reader?
*The author arranges this story by _________________. This has _______________ on the reader.
9. What is the author's position, and how does he/she address opposing points of view?
*The author thinks that ________________. He/she addresses opposing points of view by ______________________.
10. What is the author's purpose in writing this (INSERT WORD HERE)?
*The author is trying to _____________________ his/her readers (INSERT ONE WORD FROM BELOW).
Persuade: The author tries to get you to do something
Inform: The author gives you facts or true information about a subject
Entertain: Stories that entertain are often fiction (not true). They usually elicit some kind of emotion (make you laugh, cry, etc.).
HINTS
1. Make sure you write both the questions AND the answers
2. Make sure to put a space between the questions and the answers
3. Make sure to put quote marks around titles
4. When the question asks “Which statement best reflects the conclusion the author draws from _______?” you have to write the statement. Don’t write anything else.
5. No. 7 is the only question that can be answered with time order, descriptive, cause/effect, compare/contrast, problem/solution. No. 8 needs to be specific to what it is that you are reading
6. “What happens before?” Is not the way to write the question…..Please finish the question by writing “What happens before Mr. Cooper writes the detention?” or whatever you are trying to say
7. Which statement best reflects the conclusion the author draws from the (passage, story, chapter, whatever it is that you are reading)………PICK ONE. Don’t just copy what I wrote….And write the statement and nothing else
Is it
Which statement best reflects the conclusion the author draws from the passage
Or is it
Which statement best reflects the conclusion the author draws from the chapter
8. Don’t start a sentence with the word “Because”
Tuesday, Sept. 23
Periods 1, 3, 4, 5, 7
1. Word wall
2. Words in context
3. Learn new vocab
4. Complete VIS sheet
5. Read aloud from "I Have Lived a Thousand Years"
1. aghast: frightened (adj): I was aghast with what I saw going on in the parking lot. I was frightened with what I saw going on in the parking lot.
what might make you aghast?
2. alleviate: lessen (v): The aspirin alleviated the pain. The aspirin lessened the pain.
3. alliteration: repeating the same consonant sound in two or more words (N): Headline writers like to use alliteration. Headline writers like to repeat the same consonant sound in two or more words.
WILD AND WOOLY
Who can give me an example of alliteration?
Why do you think people try to use alliteration when they write?
4. amalgamate: to combine (v): I had to amalgamate rum and coke to make the drink. I had to combine rum and coke to make the drink
5. ambivalent: uncertain (adj): I'm ambivalent about what to do this weekend. I'm uncertain about what to do this weekend.
6. amble: to walk (verb): I ambled over to the principal's office for my meeting. I walked over to the principal's office for my meeting.
Do you think someone would amble if they were in a hurry?
Does this word look familiar to anyone?
7. amiable: pleasing and friendly (adj): I asked the students to be amiable toward one another. I asked the students to be pleasing and friendly toward one another.
Would people yell at each other if they were amiable toward one another?
8. amend: improve or correct (v): I asked him to amend the document. I asked him to improve or correct the document.
what are some things that you amend?
9. amorous: wanting or inclined to love (adj): He felt amorous after he had too much to drink. He felt wanting or inclined to love after he had too much to drink.
what is the difference between being prude and being amorous?
does this word look familiar?
10. inevitable: unavoidable (adj): If I'm outside during the summer, getting a tan will be inevitable. If I'm outside during the summer, getting a tan will be unavoidable.
1. Word wall
2. Words in context
3. Learn new vocab
4. Complete VIS sheet
5. Read aloud from "I Have Lived a Thousand Years"
1. aghast: frightened (adj): I was aghast with what I saw going on in the parking lot. I was frightened with what I saw going on in the parking lot.
what might make you aghast?
2. alleviate: lessen (v): The aspirin alleviated the pain. The aspirin lessened the pain.
3. alliteration: repeating the same consonant sound in two or more words (N): Headline writers like to use alliteration. Headline writers like to repeat the same consonant sound in two or more words.
WILD AND WOOLY
Who can give me an example of alliteration?
Why do you think people try to use alliteration when they write?
4. amalgamate: to combine (v): I had to amalgamate rum and coke to make the drink. I had to combine rum and coke to make the drink
5. ambivalent: uncertain (adj): I'm ambivalent about what to do this weekend. I'm uncertain about what to do this weekend.
6. amble: to walk (verb): I ambled over to the principal's office for my meeting. I walked over to the principal's office for my meeting.
Do you think someone would amble if they were in a hurry?
Does this word look familiar to anyone?
7. amiable: pleasing and friendly (adj): I asked the students to be amiable toward one another. I asked the students to be pleasing and friendly toward one another.
Would people yell at each other if they were amiable toward one another?
8. amend: improve or correct (v): I asked him to amend the document. I asked him to improve or correct the document.
what are some things that you amend?
9. amorous: wanting or inclined to love (adj): He felt amorous after he had too much to drink. He felt wanting or inclined to love after he had too much to drink.
what is the difference between being prude and being amorous?
does this word look familiar?
10. inevitable: unavoidable (adj): If I'm outside during the summer, getting a tan will be inevitable. If I'm outside during the summer, getting a tan will be unavoidable.
Friday, September 19, 2008
Monday, Sept. 22
Periods 1, 3, 4, 5, 7
1. Word wall
2. Review multiple-choice questions
3. Write summary
(1) Steve Irwin, also known as “The Crocodile Hunter,” died at the age of 44 doing what he loved. (2) He became world famous for being both a wildlife activist and conservationist. (3) The Crocodile Hunter -- a documentary-style television show about Irwin and his wife, Terri -- became a hit largely because of Steve’s energetic personality and courage. (4) Irwin was well known for protecting and educating people about wildlife. (5) Irwin, mostly because of his parents, began protecting wildlife as a child. (6) Irwin became known as an expert on endangered wildlife. (7) He wowed the audience with his dangerous stunts, some of which were criticized. (8) While snorkeling, Irwin died after being stung by a stingray’s poisonous barb. (9) Irwin will always be remembered for what he loved to do.
4. Work with your assigned partner to write your own Public Service Announcement (if time permits)
5. Read-aloud from "I Have Lived a Thousand Lives" (if time permits)
1. Word wall
2. Review multiple-choice questions
3. Write summary
(1) Steve Irwin, also known as “The Crocodile Hunter,” died at the age of 44 doing what he loved. (2) He became world famous for being both a wildlife activist and conservationist. (3) The Crocodile Hunter -- a documentary-style television show about Irwin and his wife, Terri -- became a hit largely because of Steve’s energetic personality and courage. (4) Irwin was well known for protecting and educating people about wildlife. (5) Irwin, mostly because of his parents, began protecting wildlife as a child. (6) Irwin became known as an expert on endangered wildlife. (7) He wowed the audience with his dangerous stunts, some of which were criticized. (8) While snorkeling, Irwin died after being stung by a stingray’s poisonous barb. (9) Irwin will always be remembered for what he loved to do.
4. Work with your assigned partner to write your own Public Service Announcement (if time permits)
5. Read-aloud from "I Have Lived a Thousand Lives" (if time permits)
Friday, Sept. 19
Periods 1, 3, 4, 5, 7
1. SSR (30 minutes)
2. Create FCAT questions based on the stems that were handed out in class.
Cluster 2
Main idea, Author’s purpose, Plot
1. What is the main idea of this (passage, story, poem, or whatever it is that you are reading)?
This (passage, story, poem, or whatever it is that you are reading) is mostly about __________________.
2. What is another good title for this passage?
(The title that you create goes here) would be another good title for this (passage, story, poem, or whatever it is that you are reading).
3. Explain why the author titles this (passage, story, poem, or whatever it is that you are reading) (title of passage, story, poem, or whatever it is that you are reading goes here).
The author titles this (passage, story, poem, or whatever it is that you are reading) (title of passage, story, poem, or whatever it is that you are reading goes here) because _________________________.
4. Which statement best reflects the conclusion the author draws from (passage, story, poem, or whatever it is that you are reading)?
(Statement goes here)
5. What happens before ________________?
(Answer goes here)
6. Why does the author arrange the story (poem, passage, selection) in this order?
The author arranges the story (poem, passage, selection) in this order because _____________________.
7. How does the author organize or present the details in this article?
The author used __________________.
Cause and effect: As a result, because, for this reason, hence, since, so that, therefore, then, thus
Comparison and contrast:
Comparison: Author uses words like: Like, likewise, as, as if, in addition, as
though, in the same way
Contrast: Author uses words like: Although, however, but, instead, nevertheless,
in contrast, on the other hand
Descriptive:
Author uses adjectives like: filthy, shadowy, magnificent
Author uses concrete nouns/verbs like: thunderbolt, firefly, hawk, soar, peel,
exclaim
Author uses directional words like: above, behind, next to
Problem/solution: Author uses words like: is resolved, the cause, the problem, the effect, one solution, the result, question
Time order: Author uses words like: afterward, all the while, as soon as, before, during, eventually, finally, first, meanwhile, second, then, thereafter, while
8. In what order does the author arrange this story (poem, passage, selection)? What effect does this have on the reader?
9. What is the author's position, and how does he/her address opposing points of view?
The author thinks that ________________. He/she addresses opposing points of view by ______________________.
10. What is the author's purpose in writing this (article/story/text)?
The author is trying to _____________________ his/her readers.
P
Persuade: The author tries to get you to do something
I
Inform: The author gives you facts or true information about a subject
E
Entertain:
Stories that entertain are often fiction (not true). They usually elicit some kind of emotion (make you laugh, cry, etc.).
1. SSR (30 minutes)
2. Create FCAT questions based on the stems that were handed out in class.
Cluster 2
Main idea, Author’s purpose, Plot
1. What is the main idea of this (passage, story, poem, or whatever it is that you are reading)?
This (passage, story, poem, or whatever it is that you are reading) is mostly about __________________.
2. What is another good title for this passage?
(The title that you create goes here) would be another good title for this (passage, story, poem, or whatever it is that you are reading).
3. Explain why the author titles this (passage, story, poem, or whatever it is that you are reading) (title of passage, story, poem, or whatever it is that you are reading goes here).
The author titles this (passage, story, poem, or whatever it is that you are reading) (title of passage, story, poem, or whatever it is that you are reading goes here) because _________________________.
4. Which statement best reflects the conclusion the author draws from (passage, story, poem, or whatever it is that you are reading)?
(Statement goes here)
5. What happens before ________________?
(Answer goes here)
6. Why does the author arrange the story (poem, passage, selection) in this order?
The author arranges the story (poem, passage, selection) in this order because _____________________.
7. How does the author organize or present the details in this article?
The author used __________________.
Cause and effect: As a result, because, for this reason, hence, since, so that, therefore, then, thus
Comparison and contrast:
Comparison: Author uses words like: Like, likewise, as, as if, in addition, as
though, in the same way
Contrast: Author uses words like: Although, however, but, instead, nevertheless,
in contrast, on the other hand
Descriptive:
Author uses adjectives like: filthy, shadowy, magnificent
Author uses concrete nouns/verbs like: thunderbolt, firefly, hawk, soar, peel,
exclaim
Author uses directional words like: above, behind, next to
Problem/solution: Author uses words like: is resolved, the cause, the problem, the effect, one solution, the result, question
Time order: Author uses words like: afterward, all the while, as soon as, before, during, eventually, finally, first, meanwhile, second, then, thereafter, while
8. In what order does the author arrange this story (poem, passage, selection)? What effect does this have on the reader?
9. What is the author's position, and how does he/her address opposing points of view?
The author thinks that ________________. He/she addresses opposing points of view by ______________________.
10. What is the author's purpose in writing this (article/story/text)?
The author is trying to _____________________ his/her readers.
P
Persuade: The author tries to get you to do something
I
Inform: The author gives you facts or true information about a subject
E
Entertain:
Stories that entertain are often fiction (not true). They usually elicit some kind of emotion (make you laugh, cry, etc.).
Tuesday, September 16, 2008
Thursday, Sept. 18
Periods 1, 3, 4, 5, 7
1. Word wall
2. Finish selective underlining of Lesson 1 from Impact 3
3. Answer 14 multiple-choice questions at end of lesson
4. Review multiple choice questions
5. News of the day
1. Word wall
2. Finish selective underlining of Lesson 1 from Impact 3
3. Answer 14 multiple-choice questions at end of lesson
4. Review multiple choice questions
5. News of the day
Monday, September 15, 2008
Wednesday, Sept. 17
Periods 1, 3, 4, 5, 7
1. Word wall
2. Guest speaker (25 minutes)
3. Read-aloud from "I Have Lived a Thousand Lives"
1. Word wall
2. Guest speaker (25 minutes)
3. Read-aloud from "I Have Lived a Thousand Lives"
Thursday, September 11, 2008
Friday, Sept. 12
Periods 1, 3, 4, 5, 6
1. Vocab quiz on yesterday's words
2. SSR (30 minutes)
3. Write FCAT questions based on the following Cluster 2 stems:
Cluster 2: Main Idea, Author's Purpose, and Plot
L.A.A.2.4.1: The student determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written materials
L.A.A.2.4.1: The student analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions
Stems
1. What is the main idea of this (passage, story, poem, etc.)? Support your response with details and information from the text
2. What is another good title for this passage? Support your response with details and information from the text
3. Explain why the author titles this selection ____________. Support your response with details and information from the text
4. Which statement best reflects the conclusion the author draws from _____________?
5. What happens before ________________?
6. Why does the author arrange the story (poem, passage, selection) in this order?
7. How does the author organize or present the details in this article?
8. In what order does the author arrange this story (poem, passage, selection)? What effect does this have on the reader?
9. Which of the following does the author use to achieve his/her purpose in this article: structure, point of view, word choice, or organizational patterns?
10. What is the author's position, and how does he/her address opposing points of view?
11. What is the author's purpose in writing this (article/story/text)?
1. Vocab quiz on yesterday's words
2. SSR (30 minutes)
3. Write FCAT questions based on the following Cluster 2 stems:
Cluster 2: Main Idea, Author's Purpose, and Plot
L.A.A.2.4.1: The student determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written materials
L.A.A.2.4.1: The student analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions
Stems
1. What is the main idea of this (passage, story, poem, etc.)? Support your response with details and information from the text
2. What is another good title for this passage? Support your response with details and information from the text
3. Explain why the author titles this selection ____________. Support your response with details and information from the text
4. Which statement best reflects the conclusion the author draws from _____________?
5. What happens before ________________?
6. Why does the author arrange the story (poem, passage, selection) in this order?
7. How does the author organize or present the details in this article?
8. In what order does the author arrange this story (poem, passage, selection)? What effect does this have on the reader?
9. Which of the following does the author use to achieve his/her purpose in this article: structure, point of view, word choice, or organizational patterns?
10. What is the author's position, and how does he/her address opposing points of view?
11. What is the author's purpose in writing this (article/story/text)?
Wednesday, September 10, 2008
Thursday, Sept. 11
Periods 1, 3, 4, 5, 6
1. Word wall
2. Learn new vocabulary
3. Complete VIS sheet on the following words:
1. analyze: examine in detail (V): The teacher asked us to analyze the story. The teacher asked us to examine the story in detail.
What are some things you analyze?
2. compare: note the similarities (V): Baseball scouts often compare players. Baseball scouts often note the similarities between players.
How does Coral Springs High School compare to Monarch?
3. contrast: note the differences (V): Baseball scouts often contrast players. Baseball scouts often note the differences between players.
How does Coral Springs High School contrast to Monarch?
4. describe: state the characteristics (V): The lawyer asked the witness to describe the defendant. The lawyer asked the witness to state the characteristics of the witness.
Describe CSHS.
5. infer: draw a conclusion (V): After only one day, I was able to infer that Mr. Cooper was a fair teacher. After only one day, I was able to draw the conclusion that Mr. Cooper was a fair teacher.
Why might you infer that it is going to rain?
6. estimate: make a rough calculation (V): I had to estimate the number of jelly beans in the jar. I had to make a rough calculation of the number of the jelly beans in the jar.
Estimate the number of students in class today.
7. evaluate: determine the value of (V): Evaluate the house that you recently purchased. Determine the value of the house that you recently purchased.
How are teachers evaluated?
8. explain: make clear with details (V): Please explain yourself. Please make yourself clear with details.
9. formulate: express precisely (V): Barack Obama had to formulate his opinion on abortion. Barack Obama had to express precisely his opinion on abortion.
Formulate your stance on the war
10. justify: show to be correct (V): Justify your reasons for skipping school. Show to be correct your reasons for skipping school.
How might you justify not turning in your homework?
4. News of the day
1. Word wall
2. Learn new vocabulary
3. Complete VIS sheet on the following words:
1. analyze: examine in detail (V): The teacher asked us to analyze the story. The teacher asked us to examine the story in detail.
What are some things you analyze?
2. compare: note the similarities (V): Baseball scouts often compare players. Baseball scouts often note the similarities between players.
How does Coral Springs High School compare to Monarch?
3. contrast: note the differences (V): Baseball scouts often contrast players. Baseball scouts often note the differences between players.
How does Coral Springs High School contrast to Monarch?
4. describe: state the characteristics (V): The lawyer asked the witness to describe the defendant. The lawyer asked the witness to state the characteristics of the witness.
Describe CSHS.
5. infer: draw a conclusion (V): After only one day, I was able to infer that Mr. Cooper was a fair teacher. After only one day, I was able to draw the conclusion that Mr. Cooper was a fair teacher.
Why might you infer that it is going to rain?
6. estimate: make a rough calculation (V): I had to estimate the number of jelly beans in the jar. I had to make a rough calculation of the number of the jelly beans in the jar.
Estimate the number of students in class today.
7. evaluate: determine the value of (V): Evaluate the house that you recently purchased. Determine the value of the house that you recently purchased.
How are teachers evaluated?
8. explain: make clear with details (V): Please explain yourself. Please make yourself clear with details.
9. formulate: express precisely (V): Barack Obama had to formulate his opinion on abortion. Barack Obama had to express precisely his opinion on abortion.
Formulate your stance on the war
10. justify: show to be correct (V): Justify your reasons for skipping school. Show to be correct your reasons for skipping school.
How might you justify not turning in your homework?
4. News of the day
Tuesday, September 9, 2008
Wednesday, Sept. 10
Periods 1, 3, 4, 5, 6
1. Word wall
2. Time to finish graphic organizer from yesterday
3. Selective underlining on Steve Irwin story in Impact 3 (model)
4. Answer FCAT questions
5. Write summary
6. Read-aloud from "I Have Lived a Thousand Years"
1. Word wall
2. Time to finish graphic organizer from yesterday
3. Selective underlining on Steve Irwin story in Impact 3 (model)
4. Answer FCAT questions
5. Write summary
6. Read-aloud from "I Have Lived a Thousand Years"
Monday, September 8, 2008
Tuesday, Sept. 9
Periods 1, 3, 4, 5, 6,
Word wall
1. Complete anticipation guide ……..
True or false
*Steve Irwin’s father was an Australian military leader
*Crocodile Hunter was Steve Irwin’s nickname
*Steve Irwin was criticized for endangering his children
*Jack Hanna paved the way for Steve Irwin’s success
*Steve Irwin was a wildlife activist and conservationist
2. Complete starter questions
*what qualities make a role model
*what is a conservationist
*What is an activist? Are there different types?
*Who was Steve Irwin?
*What made Steve Irwin successful?
3. Fluency for endurance ………. THEY READ IT COLD…..I READ IT ….THEN THEY READ IT HOT
4. Answer any questions students may have
5. Whole group read aloud
6. Complete graphic organizer while reading story with partner....with partner, write down main idea of each paragraph -- this will be handed in
7. Selective underlining
8. Answer fcat questions
9. Summary writing --- this will be handed in
10. News of the day
Word wall
1. Complete anticipation guide ……..
True or false
*Steve Irwin’s father was an Australian military leader
*Crocodile Hunter was Steve Irwin’s nickname
*Steve Irwin was criticized for endangering his children
*Jack Hanna paved the way for Steve Irwin’s success
*Steve Irwin was a wildlife activist and conservationist
2. Complete starter questions
*what qualities make a role model
*what is a conservationist
*What is an activist? Are there different types?
*Who was Steve Irwin?
*What made Steve Irwin successful?
3. Fluency for endurance ………. THEY READ IT COLD…..I READ IT ….THEN THEY READ IT HOT
4. Answer any questions students may have
5. Whole group read aloud
6. Complete graphic organizer while reading story with partner....with partner, write down main idea of each paragraph -- this will be handed in
7. Selective underlining
8. Answer fcat questions
9. Summary writing --- this will be handed in
10. News of the day
Thursday, September 4, 2008
Wednesday, September 3, 2008
Friday, Sept. 6
Periods 1, 3, 4, 5, 6
1. SSR (30 minutes)
2. Write eight FCAT questions based on stems given out in class (due Monday -- this is homework if not finished in class)
These are the question stems for the first assignment.
Cluster 1: Words and phrases in context
L.A.A.1.4.2: The student selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations
Cluster 1 Question Stems
1. What does the author mean when he/she says, "________"? Support your answer with relevant details from the text
2. What can you infer from _________? Support your answer with relevant details from the text.
3. What does the author imply by saying, "__________"? Support your answer with relevant details from the text.
4. What does the word ________ mean in _________?
5. What is the meaning of the word ______________ as used in this sentence?
6. What does this excerpt from the second paragraph mean?
7. Which word best describes __________?
8. Read the sentence from the passage. What does _____________ mean?
3. News of the day
1. SSR (30 minutes)
2. Write eight FCAT questions based on stems given out in class (due Monday -- this is homework if not finished in class)
These are the question stems for the first assignment.
Cluster 1: Words and phrases in context
L.A.A.1.4.2: The student selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations
Cluster 1 Question Stems
1. What does the author mean when he/she says, "________"? Support your answer with relevant details from the text
2. What can you infer from _________? Support your answer with relevant details from the text.
3. What does the author imply by saying, "__________"? Support your answer with relevant details from the text.
4. What does the word ________ mean in _________?
5. What is the meaning of the word ______________ as used in this sentence?
6. What does this excerpt from the second paragraph mean?
7. Which word best describes __________?
8. Read the sentence from the passage. What does _____________ mean?
3. News of the day
Tuesday, Sept. 3
Periods 1, 3, 4, 5, 6
1. Word wall
2. Readers theatre from "Wizard of Oz"
3. Read-aloud from "I Have Lived a Thousand Years"
1. Word wall
2. Readers theatre from "Wizard of Oz"
3. Read-aloud from "I Have Lived a Thousand Years"
Thursday, August 28, 2008
Thursday, Aug. 28
Periods 1, 3, 4, 5, 6
1. Word wall
2. Complete VIS
1. activist: one who takes action to achieve a result (N): Anita Roddick claims that she is an activist.
Anita Roddick claims that she is one who takes action to achieve a result.
http://www.iamanactivist.org/
Who can think of some famous activists?
2. boisterous: loud (adj): Some of the students in this class are boisterous. Some of the students in this class are loud.
3.
When is it not a good time to be boisterous?
3. conservationist: a person who supports the protecting of natural resources (N)
Marjory Stoneman Douglas was a conservationist. Marjory Stoneman Douglas was a person who supports the protecting of natural resources
What are some things a conservationist might do?
4. courageous: brave (adj): The firefighters who died in 9/11 were courageous. The firefighters who died in 9/11 were brave.
5.
Who can think of some other courageous people?
5. criticism: the act of making judgments (N): Criticism is one of Simon Cowell's strengths. The act of making judgments is one of Simon Cowell's strengths.
How many people take criticism easily?
6. destined: designated beforehand (v). She was destined to be a teacher. She was designated beforehand to be a teacher.
Why was she destined to be a teacher?
7. provoked: excited to action (v): The snakes shot venom because they were provoked. The snakes shot venom because they were excited to action.
How many people only fight when they are provoked? (pretend to provoke someone)
8, affectionate: loving (adj): Most married couples are affectionate toward one another.
Most married couples are loving toward one another.
What might happen if a married couple stops being affectionate?
9. alarmed: disturbed and shocked (v): I was alarmed when the fire alarm went off in the middle of the night. I was disturbed and shocked when the fire alarm went off in the middle of the night.
What are some other things that alarm you?
3. Read-aloud
1. Word wall
2. Complete VIS
1. activist: one who takes action to achieve a result (N): Anita Roddick claims that she is an activist.
Anita Roddick claims that she is one who takes action to achieve a result.
http://www.iamanactivist.org/
Who can think of some famous activists?
2. boisterous: loud (adj): Some of the students in this class are boisterous. Some of the students in this class are loud.
3.
When is it not a good time to be boisterous?
3. conservationist: a person who supports the protecting of natural resources (N)
Marjory Stoneman Douglas was a conservationist. Marjory Stoneman Douglas was a person who supports the protecting of natural resources
What are some things a conservationist might do?
4. courageous: brave (adj): The firefighters who died in 9/11 were courageous. The firefighters who died in 9/11 were brave.
5.
Who can think of some other courageous people?
5. criticism: the act of making judgments (N): Criticism is one of Simon Cowell's strengths. The act of making judgments is one of Simon Cowell's strengths.
How many people take criticism easily?
6. destined: designated beforehand (v). She was destined to be a teacher. She was designated beforehand to be a teacher.
Why was she destined to be a teacher?
7. provoked: excited to action (v): The snakes shot venom because they were provoked. The snakes shot venom because they were excited to action.
How many people only fight when they are provoked? (pretend to provoke someone)
8, affectionate: loving (adj): Most married couples are affectionate toward one another.
Most married couples are loving toward one another.
What might happen if a married couple stops being affectionate?
9. alarmed: disturbed and shocked (v): I was alarmed when the fire alarm went off in the middle of the night. I was disturbed and shocked when the fire alarm went off in the middle of the night.
What are some other things that alarm you?
3. Read-aloud
Tuesday, August 26, 2008
Wednesday, Aug. 27
Periods 1, 3, 4, 5, 6
(1) Vocab review (Write down the first 10 vocab words you learned last week, then write their definitions). Turn in after 3 minutes
(2) Take 20 minutes, then turn in RAFT on the following:
Poach:
1: to encroach upon especially for the purpose of taking something
2: to trespass for the purpose of stealing game; also : to take game or fish illegally
transitive verb
1: to trespass on
2 a: to take (game or fish) by illegal methods b: to appropriate (something) as one's own c: to attract (as an employee or customer) away from a competitor
Role of writer: Pretend you are a poacher.
Audience: Readers of National Geographic magazine Format: A letter-to-the-editor
Topic + strong verb: Persuade voters to legalize poaching
(3) Have groups of two or three complete Inspiration diagrams (If you missed class, then it is your responsibility to see me for a copy of the diagram)
(4) Watch video clips of Steve Irwin in action
(1) Vocab review (Write down the first 10 vocab words you learned last week, then write their definitions). Turn in after 3 minutes
(2) Take 20 minutes, then turn in RAFT on the following:
Poach:
1: to encroach upon especially for the purpose of taking something
2: to trespass for the purpose of stealing game; also : to take game or fish illegally
transitive verb
1: to trespass on
2 a: to take (game or fish) by illegal methods b: to appropriate (something) as one's own c: to attract (as an employee or customer) away from a competitor
Role of writer: Pretend you are a poacher.
Audience: Readers of National Geographic magazine Format: A letter-to-the-editor
Topic + strong verb: Persuade voters to legalize poaching
(3) Have groups of two or three complete Inspiration diagrams (If you missed class, then it is your responsibility to see me for a copy of the diagram)
(4) Watch video clips of Steve Irwin in action
Monday, August 25, 2008
Thursday, August 21, 2008
Friday, August 22
Periods 1, 3, 4, 5, 6
1. Take vocabulary quiz
2. Readers theatre
3. Read-aloud on Chapter 1 of "I Have Lived a Thousand Lives"
1. Take vocabulary quiz
2. Readers theatre
3. Read-aloud on Chapter 1 of "I Have Lived a Thousand Lives"
Wednesday, August 20, 2008
Thursday, Aug. 21
Periods 1, 3, 4, 5, 6
1. News of the day
2. Present A-Z charts
3. Complete VIS sheets
VOCAB 1
1. abbreviate: shorten (v): I have to abbreviate some of these definitions. I have to shorten some of these definitions.
HOW WOULD THE WORD ABBREVIATION BE SHORTENED?
2. abduct: kidnap (verb): The little girl was abducted. The little girl was kidnapped.****
WHAT IS AN AMBER ALERT?
3. abhor: dislike (verb): I really abhor chicken livers. I really dislike chicken livers.
WHAT ARE SOME FOODS THAT YOU ABHOR?
4. abide: to go along with (v): We had to abide by the rules even though we didn’t agree with them. We had to go along with the rules even though we didn’t agree with them.
WHAT ARE SOME THINGS YOU ABIDE BY EVEN THOUGH YOU MAY NOT AGREE WITH THEM?
5. abject: in a low state or condition (adj): The families I visited were in abject poverty. The families I visited were in a low state or condition of poverty.
IS ANYONE HERE PORTUGUESE?
6. accentuate: emphasize (verb): I had to accentuate the importance of taking AR tests. I had to emphasize the importance of taking AR tests.
WHAT MIGHT YOU DO IF PEOPLE SAY YOU HAVE NICE EYES?
7. accommodate: to make room for (V): We had to accommodate my brother after he was kicked out of his apartment. We had to make room for my brother after he was kicked out of his apartment.
WHAT DO YOUR FAMILY MEMBERS DO IF YOU NO LONGER HAVE A PLACE TO STAY?
8. accompany: to go with (verb): I had to accompany my nephew to the park because he is only 4 years old. I had to go with my nephew to the park because he is only 4 years old.
WHAT DOES YOUR TEACHER DO WHEN THE WHOLE CLASS HAS TO GO TO THE MEDIA CENTER?
9. acquisition: purchase (noun): I went to the mall and made an acquisition. I went to the mall and made a purchase.
HOW MANY PEOPLE CAN GO TO THE MALL AND NOT MAKE AN ACQUISITION?
10. affable: friendly (adj): An affable person isn’t afraid to talk to strangers. A friendly person isn’t afraid to talk to strangers.
HOW MANY PEOPLE FIND IT EASY TO MAKE FRIENDS?
1. News of the day
2. Present A-Z charts
3. Complete VIS sheets
VOCAB 1
1. abbreviate: shorten (v): I have to abbreviate some of these definitions. I have to shorten some of these definitions.
HOW WOULD THE WORD ABBREVIATION BE SHORTENED?
2. abduct: kidnap (verb): The little girl was abducted. The little girl was kidnapped.****
WHAT IS AN AMBER ALERT?
3. abhor: dislike (verb): I really abhor chicken livers. I really dislike chicken livers.
WHAT ARE SOME FOODS THAT YOU ABHOR?
4. abide: to go along with (v): We had to abide by the rules even though we didn’t agree with them. We had to go along with the rules even though we didn’t agree with them.
WHAT ARE SOME THINGS YOU ABIDE BY EVEN THOUGH YOU MAY NOT AGREE WITH THEM?
5. abject: in a low state or condition (adj): The families I visited were in abject poverty. The families I visited were in a low state or condition of poverty.
IS ANYONE HERE PORTUGUESE?
6. accentuate: emphasize (verb): I had to accentuate the importance of taking AR tests. I had to emphasize the importance of taking AR tests.
WHAT MIGHT YOU DO IF PEOPLE SAY YOU HAVE NICE EYES?
7. accommodate: to make room for (V): We had to accommodate my brother after he was kicked out of his apartment. We had to make room for my brother after he was kicked out of his apartment.
WHAT DO YOUR FAMILY MEMBERS DO IF YOU NO LONGER HAVE A PLACE TO STAY?
8. accompany: to go with (verb): I had to accompany my nephew to the park because he is only 4 years old. I had to go with my nephew to the park because he is only 4 years old.
WHAT DOES YOUR TEACHER DO WHEN THE WHOLE CLASS HAS TO GO TO THE MEDIA CENTER?
9. acquisition: purchase (noun): I went to the mall and made an acquisition. I went to the mall and made a purchase.
HOW MANY PEOPLE CAN GO TO THE MALL AND NOT MAKE AN ACQUISITION?
10. affable: friendly (adj): An affable person isn’t afraid to talk to strangers. A friendly person isn’t afraid to talk to strangers.
HOW MANY PEOPLE FIND IT EASY TO MAKE FRIENDS?
Friday, August 15, 2008
Wednesday, August 20
FIRST DAY
PERIOD 1
1. DISTRIBUTE STUDENT SCHEDULES. IF I DO NOT HAVE A SCHEDULE FOR A STUDENT, THEN SEND STUDENT TO COLT CORNER. HAVE STUDENTS RAISE THEIR HANDS IF THEY DID NOT RECEIVE A SCHEDULE
2. TELL STUDENTS WHO MOVED OVER THE SUMMER TO GO TO GUIDANCE AND UPDATE THEIR INFORMATION
3. TELL STUDENTS WHO WANT SCHEDULE CHANGES TO GO TO COLT CORNER DURING LUNCH TO GET A SCHEDULE REQUEST FORM.
4. REVIEW EVACUATION PROCEDURES
5. DISCUSS DISCIPLINE PLAN
6. DISCUSS SYLLABUS
7. DISCUSS LAPTOP EXPECTATIONS. ALL FORMS (CONTACT FORM, PAGE 3 OF CODE BOOK, ACKNOWLEDGEMENT FORM, EMERGENCY CONTACT CARD) NEED TO BE RETURNED BY FRIDAY, AUGUST 22
8. DO WARM BODY COUNT AND RETURN TO FRONT OFFICE BY 9 AM.
9. TAKE ATTENDANCE USING PRINTOUT AND PINNACLE
10. ISSUE STUDENT PLANNER/AGENDA (KEEP COUNT)
11. DISTRIBUTE FREE AND REDUCED LUNCH FORMS. COMPLETED FORMS ARE TO BE RETURNED TO STUDENT AFFAIRS. MUST BE FILLED OUT IN BLACK INK
12. DISTRIBUTE SCHOOL INSURANCE FORMS
13. DISTRIBUTE CODE OF STUDENT CONDUCT BOOK (KEEP COUNT). PAGE 3 OF BOOK MUST BE SIGNED BY PARENT/GUARDIAN AND RETURNED BY FRIDAY, AUG. 22. STUDENTS WILL BE GIVEN REFERRALS IF THEY DO NOT RETURN PAGE 3 BY AUG. 22. STUDENTS WILL BE TESTED ON THE CODE BOOK ON AUG. 22
14. REVIEW SECTIONS 1 AND 11 OF CODE OF STUDENT CONDUCT BOOK
15. REVIEW LUNCH SCHEDULE
16. DISTRIBUTE ACKNOWLEDGEMENT FORMS
17. DISTRIBUTE EMERGENCY CONTACT CARDS
18. A-Z ON STUDENT ICEBREAKER, THEN HAVE STUDENTS PRESENT IN FRONT OF CLASS (IF TIME PERMITS)
19. READ-ALOUD (IF TIME PERMITS)
ALPHABETIZE PAGE 3 OF CODE BOOK, ACKNOWLEDGEMENT FORM/TEST, EMERGENCY CONTACT CARD AND TURN IN TO STUDLEY ON MONDAY, AUGUST 25
PERIOD 3
1. TAKE ATTENDANCE BY CALLING ROLL FROM THE PRINTOUT
2. ADD STUDENT NAMES TO PRINTOUT OF STUDENTS WITH HANDWRITTEN SCHEDULES
3. CHECK AND INITIAL SCHEDULES TO DETERMINE PROPER PLACEMENT IN CLASSES
4. BE SURE ATTENDANCE COUNT AGREES WITH NUMBER OF STUDENTS PRESENT IN CLASS
5. NO STUDENT SHOULD BE IN CLASS WITHOUT A PRE-PRINTED OR HANDWRITTEN SCHEDULE
6. STUDENTS WITHOUT SCHEDULES NEED TO BE SENT TO COLT CORNER
7. STUDENTS WHO MOVED OVER SUMMER NEED TO VISIT GUIDANCE TO UPDATE THEIR INFORMATION
8. DISCUSS EVACUATION PROCEDURES
9. DISCUSS SYLLABUS
10. DISCUSS DISCIPLINE PLAN
11. DISCUSS LAPTOP/CONTACT INFO CARDS
12. REVIEW LUNCH SCHEDULE
13. VIEW CODE OF CONDUCT VIDEO
14. REVIEW STUDENT CODE BOOK SECTION III
15. A-Z ON EACH STUDENT. HAVE THEM PRESENT TO CLASS
16. READ-ALOUD (IF TIME PERMITS)
PERIOD 4
1. TAKE ATTENDANCE BY CALLING ROLL FROM THE PRINTOUT
2. ADD STUDENT NAMES TO PRINTOUT OF STUDENTS WITH HANDWRITTEN SCHEDULES
3. CHECK AND INITIAL SCHEDULES TO DETERMINE PROPER PLACEMENT IN CLASSES
4. BE SURE ATTENDANCE COUNT AGREES WITH NUMBER OF STUDENTS PRESENT IN CLASS
5. NO STUDENT SHOULD BE IN CLASS WITHOUT A PRE-PRINTED OR HANDWRITTEN SCHEDULE
6. STUDENTS WITHOUT SCHEDULES NEED TO BE SENT TO COLT CORNER
7. STUDENTS WHO MOVED OVER SUMMER NEED TO VISIT GUIDANCE TO UPDATE THEIR INFORMATION
8. DISCUSS EVACUATION PROCEDURES
9. DISCUSS SYLLABUS
10. DISCUSS DISCIPLINE PLAN
11. DISCUSS LAPTOP/CONTACT INFO CARDS
12. REVIEW LUNCH SCHEDULE
13. REVIEW STUDENT CODE BOOK SECTIONS IV AND V
14. A-Z ON EACH STUDENT. HAVE THEM PRESENT TO CLASS
15. READ-ALOUD (IF TIME PERMITS)
PERIOD 5
1. TAKE ATTENDANCE BY CALLING ROLL FROM THE PRINTOUT
2. ADD STUDENT NAMES TO PRINTOUT OF STUDENTS WITH HANDWRITTEN SCHEDULES
3. CHECK AND INITIAL SCHEDULES TO DETERMINE PROPER PLACEMENT IN CLASSES
4. BE SURE ATTENDANCE COUNT AGREES WITH NUMBER OF STUDENTS PRESENT IN CLASS
5. NO STUDENT SHOULD BE IN CLASS WITHOUT A PRE-PRINTED OR HANDWRITTEN SCHEDULE
6. STUDENTS WITHOUT SCHEDULES NEED TO BE SENT TO COLT CORNER
7. STUDENTS WHO MOVED OVER SUMMER NEED TO VISIT GUIDANCE TO UPDATE THEIR INFORMATION
8. DISCUSS EVACUATION PROCEDURES
9. DISCUSS SYLLABUS
10. DISCUSS DISCIPLINE PLAN
11. DISCUSS LAPTOP/CONTACT INFO CARDS
12. REVIEW LUNCH SCHEDULE
13. REVIEW STUDENT CODE BOOK SECTIONS VI AND VII
14. A-Z ON EACH STUDENT. HAVE THEM PRESENT TO CLASS
15. READ-ALOUD (IF TIME PERMITS)
PERIOD 6
1. TAKE ATTENDANCE BY CALLING ROLL FROM THE PRINTOUT
2. ADD STUDENT NAMES TO PRINTOUT OF STUDENTS WITH HANDWRITTEN SCHEDULES
3. CHECK AND INITIAL SCHEDULES TO DETERMINE PROPER PLACEMENT IN CLASSES
4. BE SURE ATTENDANCE COUNT AGREES WITH NUMBER OF STUDENTS PRESENT IN CLASS
5. NO STUDENT SHOULD BE IN CLASS WITHOUT A PRE-PRINTED OR HANDWRITTEN SCHEDULE
6. STUDENTS WITHOUT SCHEDULES NEED TO BE SENT TO COLT CORNER
7. STUDENTS WHO MOVED OVER SUMMER NEED TO VISIT GUIDANCE TO UPDATE THEIR INFORMATION
8. DISCUSS EVACUATION PROCEDURES
9. DISCUSS SYLLABUS
10. DISCUSS DISCIPLINE PLAN
11. DISCUSS LAPTOP/CONTACT INFO CARDS
12. REVIEW LUNCH SCHEDULE
13. REVIEW STUDENT CODE BOOK SECTION VIII
14. A-Z ON EACH STUDENT. HAVE THEM PRESENT TO CLASS
15. READ-ALOUD (IF TIME PERMITS)
PERIOD 1
1. DISTRIBUTE STUDENT SCHEDULES. IF I DO NOT HAVE A SCHEDULE FOR A STUDENT, THEN SEND STUDENT TO COLT CORNER. HAVE STUDENTS RAISE THEIR HANDS IF THEY DID NOT RECEIVE A SCHEDULE
2. TELL STUDENTS WHO MOVED OVER THE SUMMER TO GO TO GUIDANCE AND UPDATE THEIR INFORMATION
3. TELL STUDENTS WHO WANT SCHEDULE CHANGES TO GO TO COLT CORNER DURING LUNCH TO GET A SCHEDULE REQUEST FORM.
4. REVIEW EVACUATION PROCEDURES
5. DISCUSS DISCIPLINE PLAN
6. DISCUSS SYLLABUS
7. DISCUSS LAPTOP EXPECTATIONS. ALL FORMS (CONTACT FORM, PAGE 3 OF CODE BOOK, ACKNOWLEDGEMENT FORM, EMERGENCY CONTACT CARD) NEED TO BE RETURNED BY FRIDAY, AUGUST 22
8. DO WARM BODY COUNT AND RETURN TO FRONT OFFICE BY 9 AM.
9. TAKE ATTENDANCE USING PRINTOUT AND PINNACLE
10. ISSUE STUDENT PLANNER/AGENDA (KEEP COUNT)
11. DISTRIBUTE FREE AND REDUCED LUNCH FORMS. COMPLETED FORMS ARE TO BE RETURNED TO STUDENT AFFAIRS. MUST BE FILLED OUT IN BLACK INK
12. DISTRIBUTE SCHOOL INSURANCE FORMS
13. DISTRIBUTE CODE OF STUDENT CONDUCT BOOK (KEEP COUNT). PAGE 3 OF BOOK MUST BE SIGNED BY PARENT/GUARDIAN AND RETURNED BY FRIDAY, AUG. 22. STUDENTS WILL BE GIVEN REFERRALS IF THEY DO NOT RETURN PAGE 3 BY AUG. 22. STUDENTS WILL BE TESTED ON THE CODE BOOK ON AUG. 22
14. REVIEW SECTIONS 1 AND 11 OF CODE OF STUDENT CONDUCT BOOK
15. REVIEW LUNCH SCHEDULE
16. DISTRIBUTE ACKNOWLEDGEMENT FORMS
17. DISTRIBUTE EMERGENCY CONTACT CARDS
18. A-Z ON STUDENT ICEBREAKER, THEN HAVE STUDENTS PRESENT IN FRONT OF CLASS (IF TIME PERMITS)
19. READ-ALOUD (IF TIME PERMITS)
ALPHABETIZE PAGE 3 OF CODE BOOK, ACKNOWLEDGEMENT FORM/TEST, EMERGENCY CONTACT CARD AND TURN IN TO STUDLEY ON MONDAY, AUGUST 25
PERIOD 3
1. TAKE ATTENDANCE BY CALLING ROLL FROM THE PRINTOUT
2. ADD STUDENT NAMES TO PRINTOUT OF STUDENTS WITH HANDWRITTEN SCHEDULES
3. CHECK AND INITIAL SCHEDULES TO DETERMINE PROPER PLACEMENT IN CLASSES
4. BE SURE ATTENDANCE COUNT AGREES WITH NUMBER OF STUDENTS PRESENT IN CLASS
5. NO STUDENT SHOULD BE IN CLASS WITHOUT A PRE-PRINTED OR HANDWRITTEN SCHEDULE
6. STUDENTS WITHOUT SCHEDULES NEED TO BE SENT TO COLT CORNER
7. STUDENTS WHO MOVED OVER SUMMER NEED TO VISIT GUIDANCE TO UPDATE THEIR INFORMATION
8. DISCUSS EVACUATION PROCEDURES
9. DISCUSS SYLLABUS
10. DISCUSS DISCIPLINE PLAN
11. DISCUSS LAPTOP/CONTACT INFO CARDS
12. REVIEW LUNCH SCHEDULE
13. VIEW CODE OF CONDUCT VIDEO
14. REVIEW STUDENT CODE BOOK SECTION III
15. A-Z ON EACH STUDENT. HAVE THEM PRESENT TO CLASS
16. READ-ALOUD (IF TIME PERMITS)
PERIOD 4
1. TAKE ATTENDANCE BY CALLING ROLL FROM THE PRINTOUT
2. ADD STUDENT NAMES TO PRINTOUT OF STUDENTS WITH HANDWRITTEN SCHEDULES
3. CHECK AND INITIAL SCHEDULES TO DETERMINE PROPER PLACEMENT IN CLASSES
4. BE SURE ATTENDANCE COUNT AGREES WITH NUMBER OF STUDENTS PRESENT IN CLASS
5. NO STUDENT SHOULD BE IN CLASS WITHOUT A PRE-PRINTED OR HANDWRITTEN SCHEDULE
6. STUDENTS WITHOUT SCHEDULES NEED TO BE SENT TO COLT CORNER
7. STUDENTS WHO MOVED OVER SUMMER NEED TO VISIT GUIDANCE TO UPDATE THEIR INFORMATION
8. DISCUSS EVACUATION PROCEDURES
9. DISCUSS SYLLABUS
10. DISCUSS DISCIPLINE PLAN
11. DISCUSS LAPTOP/CONTACT INFO CARDS
12. REVIEW LUNCH SCHEDULE
13. REVIEW STUDENT CODE BOOK SECTIONS IV AND V
14. A-Z ON EACH STUDENT. HAVE THEM PRESENT TO CLASS
15. READ-ALOUD (IF TIME PERMITS)
PERIOD 5
1. TAKE ATTENDANCE BY CALLING ROLL FROM THE PRINTOUT
2. ADD STUDENT NAMES TO PRINTOUT OF STUDENTS WITH HANDWRITTEN SCHEDULES
3. CHECK AND INITIAL SCHEDULES TO DETERMINE PROPER PLACEMENT IN CLASSES
4. BE SURE ATTENDANCE COUNT AGREES WITH NUMBER OF STUDENTS PRESENT IN CLASS
5. NO STUDENT SHOULD BE IN CLASS WITHOUT A PRE-PRINTED OR HANDWRITTEN SCHEDULE
6. STUDENTS WITHOUT SCHEDULES NEED TO BE SENT TO COLT CORNER
7. STUDENTS WHO MOVED OVER SUMMER NEED TO VISIT GUIDANCE TO UPDATE THEIR INFORMATION
8. DISCUSS EVACUATION PROCEDURES
9. DISCUSS SYLLABUS
10. DISCUSS DISCIPLINE PLAN
11. DISCUSS LAPTOP/CONTACT INFO CARDS
12. REVIEW LUNCH SCHEDULE
13. REVIEW STUDENT CODE BOOK SECTIONS VI AND VII
14. A-Z ON EACH STUDENT. HAVE THEM PRESENT TO CLASS
15. READ-ALOUD (IF TIME PERMITS)
PERIOD 6
1. TAKE ATTENDANCE BY CALLING ROLL FROM THE PRINTOUT
2. ADD STUDENT NAMES TO PRINTOUT OF STUDENTS WITH HANDWRITTEN SCHEDULES
3. CHECK AND INITIAL SCHEDULES TO DETERMINE PROPER PLACEMENT IN CLASSES
4. BE SURE ATTENDANCE COUNT AGREES WITH NUMBER OF STUDENTS PRESENT IN CLASS
5. NO STUDENT SHOULD BE IN CLASS WITHOUT A PRE-PRINTED OR HANDWRITTEN SCHEDULE
6. STUDENTS WITHOUT SCHEDULES NEED TO BE SENT TO COLT CORNER
7. STUDENTS WHO MOVED OVER SUMMER NEED TO VISIT GUIDANCE TO UPDATE THEIR INFORMATION
8. DISCUSS EVACUATION PROCEDURES
9. DISCUSS SYLLABUS
10. DISCUSS DISCIPLINE PLAN
11. DISCUSS LAPTOP/CONTACT INFO CARDS
12. REVIEW LUNCH SCHEDULE
13. REVIEW STUDENT CODE BOOK SECTION VIII
14. A-Z ON EACH STUDENT. HAVE THEM PRESENT TO CLASS
15. READ-ALOUD (IF TIME PERMITS)
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