The Hunger Games, Divergent, and Mini-Research Projects- 12/9/13

Warm Up:
-The instructor will review the film viewing guide that was collected Friday
-The second half of the learning contract will be collected and assessed

Work Session:
-A majority of class will be spent viewing and discussing "The Hunger Games"
-Special focus will be on the dystopian similarities between the film and the novel Divergent
-Students will receive the mini-research project directions
-Students will use the remainder of class to browse in class print and online resources for their project

Summarizer:
-Students will record the subject of their mini-research papers on a sticky note and affix it to the teacher desk before leaving today

EOCT- 12/3/13

All students will be taking EOCTs today.  This will take the entirety of the class.

EOCT Preparation- 12/2

-Students will be in the computer lab today for the entirety of class
-Students will be working on Study Island or the USA Test Prep extra credit project in preparation for the EOCT tomorrow

Finishing "O' Brother Where Art Thou?" and EOCT Vocabulary- 11/18

Warm Up:
-Students will turn in the writing and grammar mastery take home exam
-Students will take the "O' Brother Where Art Thou?" and Divergent chapters 15-19 reading quiz

Work Session:
-Students will finish viewing and discussing "O'Brother Where Art Thou?"
-Students will receive the EOCT List of Important Terms and graphic organizer handouts
-Students are asked to identify problematic terms and list them on the graphic organizer
-Completed graphic organizers should be turned in at the conclusion of class for today's Exit Ticket

Summarizer:
-Completed graphic organizers will serve as today's Exit Ticket

"O' Brother Where Art Thou?" - 11/15

Warm Up:
-Students will turn in the first half of their Learning Contracts today.
-Students will receive the written portion of the practice EOCT

Work Session:
-Students will work individually on the written portion of the exam for twenty minutes
-Students will receive the graphic organizer for the movie
-As a class we will view and discuss "O' Brother Where Art Thou?"
Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Supergods and The Odyssey- 11/14

Warm Up:
-Students will take a reading quiz on chapters 12-14 of Divergent and the "Sailing From Troy" and "The Lotus Eaters" sections of The Odyssey

Work Session:
-As a class we will read and discuss chapter 1 from Supergods by Grant Morrison
-Students will complete the Four Corners handout, which asks for an analysis of two hero images
-Students that finish early should complete the reading of "The Cyclops" pages 1050-1063 of The Odyyssey

Summarizer:
-Students will complete the Four Corners handout for today's formative assessment
-Students are reminded to read chapters 15-17 of Divergent
-Students are also reminded to complete the first half of the Learning Contracts which are due tomorrow

Health Surveys and Learning Contracts- 11/13/13

-Today a majority of class will be taking the Health Surveys
-Students will take the Divergent reading quiz for chapters 1-11
-Students that finish early will be working on the first half of the Learning contracts for EOCT readiness

Divergent and Dystopias- 11/11

Warm Up:
-Students will turn in their Choosing Ceremony handout.  This will be corrected as students take the reading quiz
-Students will take the chapters 1-5 reading quiz for Divergent

Work Session:
-Students will take notes on the nature of dystopias from the prepared powerpoint presentation
-These notes will be taken in the interactive notebook
-Students will receive the Four Corners handout to summarize today's information
-Students will view three movie trailers that illustrate dystopian society
-Students will also receive the Trojan War article
-Students will spend the remainder of class filling out the Four Corners handout
-If time remains students may begin reading chapters 6-8 of Divergent  for tonight's homework

Summarizer:
-Students will turn in the Four Corners handout to serve as today's Exit Ticket

Last Day for Study Island- 11/8

Warm Up:
-Students will receive the Writing & Grammar mastery take-home test (part one)
-Students need to return completed packets to the instructor on Monday

Work Session:
-Students will spend the last day of their EOCT review in the department computer lab
-Students will continue to work through the Study Island learning modules
-Completed checklists for Study Island and the blog review games will be due next Wednesday

Summarizer:
-Students will individually meet with the instructor to discuss their progress with the EOCT review packet

Study Island- 11/7

Warm Up:
-Students will finish the last components of the Wake presentations we began yesterday
-Students will be told to turn in the CNN Heroes handout tomorrow

Work Session:
-The remainder of class will be spent in the computer lab working on the Study Island modules outlined in the Learning Contracts
-As students work the instructor will conduct the remainder of the grade conferences and begin speaking to students individually to gauge where they are in the checklist

Summarizer:
-Students will answer today's Essential Question for today's Exit Ticket

Arkham Origins and Author's Purpose- 11/6

Warm Up:
-Students will view the "Arkham Origins" TV Spot trailer
-Students will fill out the trailer handout (this guides student understanding of author's purpose towards mastery)
-As a class we will discuss answers and have an overall conversation about how to find an author's purpose in a work

Work Session:
-Students will have some time to stage their presentations
-A majority of class will be spent as groups present their final products for the Capulet/Montague Wake
-As students present their peers will be filling out the peer grading handout
-If time permits students will begin the take-home writing and grammar mastery test

Summarizer:
-Students will turn in the peer grading worksheets for today's Exit Ticket

The Wake and Grade Conferences- 11/4

Warm Up:
-Students will take brief notes and complete an exercise on author's purpose

Work Session:
-Students will fill out grade/project checklists for individual efforts on the Wake project
-While groups prepare final products for the Wake the instructor will have individual conferences with students
-Students will complete Gallery Walks for the memory board portion of their projects
-The remainder of class will be spent as students present the material they prepared for the Montague-Capulet Wake

Summarizer:
-Students will complete peer and self-grading reflections.
-These will serve as today's Exit Ticket

Learning Contracts- 10/31

Warm Up:
-Students will turn in the signed copies of their Learning Contracts
-As a class we will focus on the Study Island portion of the project

Work Session:
-Students will utilize department laptops
-Using the Promethean board, the instructor will model how to log in to the site
-Students will work independently through the preliminary modules offered in Study Island
-The instructor will meet with students to conduct grade and project conferences
-Progress reports will be given at this time

Summarizer:
-Students will fill out the conference checklist and reflection sheet

Unit 3 and 4 Begins- 10/30

Warm Up:
-Students will view the brief cartoon entitled "Epic Poem"
-They will be viewing this link: https://www.youtube.com/watch?v=r5R-v_eOPVE
-Students will quickwrite K-W-L responses to this cartoon, and as a class we will discuss these answers

Work Session:
-Students will be doing quickwrite responses to portions of the presentation on bravery
-As a class we will discuss responses as part of an ongoing attempt to define bravery
-Students will use department laptops to respond to the CNN Heroes handout

Summarizer:
-Completed CNN Heroes handouts will serve as today's Exit Ticket

Common Assessment (Constructed Response)- 10/29

-Students will be working on the constructed response portion of the common assessment today
-Students will also receive the Learning Contract for EOCT readiness 
-Students that finish early may work on either the extra credit project or final products for the Wake project

Common Assessment- 10/28

-Students will be working on the common assessment for a majority of class today.
-Students that finish early may work on either the extra credit project or Wake project products for the re

The Wake Project Day- 10/25

NOTE: Class will not meet today due to the afternoon pep rally

Final Romeo and Juliet Test- 10/24

NOTE: Due to 9th grade collaborations in the Media Center today, I will not be present for the 2nd block class

Warm Up:
-Students will evaluate their performance on the EOCT practice test we administered last week
-Students should choose ten questions they missed, review the correct answers, and write an explanation for why the right answer is correct

Work Session:
-Students will take the unit 2 final test
-This test should take a majority of the class
-If time remains, however, students will work on the final products for their Romeo and Juliet Wake projects

Summarizer:
-EOCT practice evaluations will serve as today's Exit Ticket

Career Cruising- 10/23

-Students will be in the department computer lab during most of the class as the Guidance counselors do the Career Cruising lesson
-If time remains, students will work on the final products for their Romeo and Juliet Wake projects
-All final products are due November 4th

Tiered Review- 10/22

Warm Up:
-Students will complete the tiered review questions for Acts I-III of Romeo and Juliet

Work Session:
-The class will briefly view and discuss Act IV of "Romeo + Juliet"
-Students will work in small groups on scene adaptations
-Concurrently, the instructor will be having individual grade conferences and test talks with individual struggling students

Summarizer:
-Students will be introduced to the Peach Book extra credit project

Scene Adaptation Performances-10/21

Warm Up:
-Students will complete the self-reflection and peer grading sheets for the scene adaptations we worked on all last week
-These reflections will be commented on and used as a basis for the final Act II assessment

Work Session:
-Small groups will have ten minutes to put the final touches on their scene adaptations
-Small groups will perform their scene adaptations
-If time permits, speaking roles will be assigned
-As a class we will read and discuss Act V of Romeo and Juliet

Summarizer:
-Students will complete the teacher effectiveness surveys

Dramatic Types- 10/15

Warm Up:
-As a class we will take notes on, and discuss, dramatic types and conflict found in dramatic literature
-Students will do a quickwrite based on this warm up which will be discussed

Work Session:
-Students will be assigned speaking roles for this Act
-As a class we will read and discuss Act III
-Students will receive the directions for the scene adaptation activity
-Students will be broken into small groups to begin the products for this assessment

Summarizer:
-Students will complete a 3-2-1 Countdown based on this lesson

EOCT Pretest- 10/14

Warm Up:
-Students will transpose answers from the first part of the EOCT pretest they began Friday onto an optical scanning answer sheet

Work Session:
-Students will finish the EOCT pretest
-Answers from this test will be used to determine the direction of the EOCT preparation unit
-This activity should take a majority of class time today
-If students finish early they will complete the critical reading questions for Act II we began Friday
-Students that finish all activities early can work on the rough drafts of the products they are creating for the unit performance task

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson.

Finishing Act II- 10/9

Warm Up:
-Students will review internal and external conflicts by viewing the short film "Paperman"
-Students will create a T chart that illustrates the two types of conflict present in the short film
-As a class we will discuss what students saw and the conflicts they identified

Work Session:
-Talking roles will be established for all speaking roles today
-As a class we will read and discuss Act II scene 5
-Students will use the provided graphic organizer and attach this into their interactive notebook to identify conflict, theme, and extended metaphors present in this Act
-As a class we will discuss answers to this
-If time permits we will view the Act II scenes in Romeo + Juliet
-Additionally, if time permits students will break into project groups and continue work on the Wake project products

Summarizer:
-Students will answer the Essential Question for today on a sticky note
-This will serve as today's Exit Ticket

Today's Link:
https://www.youtube.com/watch?v=1QAI4B_2Mfc

Extended Metaphors in Act II- 10/8

Warm Up:
-Students will record the definition for extended metaphor into their interactive notebooks
-Students will view the clips of the "girl in the red coat" that appear frequently throughout Schindler's List
-Students will quickwrite responses to the clips and as a class we will discuss

Work Session: 
-Students will use the graphic organizer provided to them to review the main characters and events from Act I of Romeo and Juliet
-Students will be assigned speaking roles
-As a class we will read and discuss Act II, scenes 3 and 4
-Students will discuss the extended metaphors encountered in those scenes as they record them on their graphic organizer
-The graphic organizer will be attached to the interactive notebook
-If time permits students will break into their project groups and silently begin working on final drafts of all written work

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Today's Link:
https://www.youtube.com/watch?v=j1VL-y9JHuI

Character, Theme, and The Wake Work Session- 10/2

Warm Up:
-Students will take notes on character and theme, using the powerpoint presentation as a basis for these notes
-As a class we will complete the coached example from the COACH workbook
-Students will work on the lesson practice from the COACH workbooks
-We will correct and discuss the answers to these exercises

Work Session:
-Students will break into the small roles they have already been assigned for the Unit 2 performance task
-Students will use the classroom resources, the material they brought, and small groups will be given passes to the media center to work on their projects
-This activity will take most of the class time

Summarizer:
-Students will answer the Essential Question on a sticky note.
-This will serve as today's Exit Ticket

Painting Analysis Continued-10/1

Warm Up:
-Students will continue the notes we began yesterday on the major elements of dramatic literature
-Students will take a brief review quiz on these elements

Work Session:
-Students will complete the painting analysis activity we began yesterday
-As a class we will discuss the "blocking" for the balcony scene
-Students will read and annotate the setting chapter from How to Read Literature Like a Professor 
-As a class we will discuss the importance of setting in Act II, scene 1 of Romeo and Juliet
-After assigning roles students will begin reading and discussing Act II scene 1.
-Students will do quickwrites in their interactive notebook in which they identify references to celestial bodies in this scene
-If time permits students will share their responses to the quickwrite prompt

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Painting Analysis-9/30

Warm Up:
-Students will take notes on and discuss elements of dramatic literature, using the class powerpoint
-As a class we will do the coached example and discuss the correct answers
-Students will do the lesson example and the class will discuss the correct answers

Work Session:
-Students will be given an additional ten minutes to complete the Act I test we began Friday
-Students will be given ten additional minutes to complete the Queen Mab annotations and Facebook template assessments
-The class will watch the Act I portion of "Romeo + Juliet"
-Students will quickwrite responses to an analysis of the painting Romeo and Juliet by Antohony West
-Students will list all elements of the painting they can find, along with statements of tone and what they think is happening in the scene
-If time permits we will begin reading and discussing "the balcony scene" in Act II scene 1

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Act I Assessments- 9/27

Warm Up:
-Students will take the EOCT Practice Review Quiz on grammar usage

Work Session:
-Students will be taking the Act I Identification and Essay Test.
-This activity will take up most of the class period
-Students that finish early may continue work on the Queen Mab monologue annotations and Facebook template assessment
-If time permits we will complete our viewing and discussion of Act I of "Romeo + Juliet"\

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Comedy and Tragedy-9/26

Warm Up:
-Students will take notes on, and discuss, the differences between comedy and drama in dramatic literature
-Together we will do the coached example from the COACH workbooks
-Students will complete the independent practice in the COACH workbooks
-As a class we will discuss the correct answers for these exercises

Work Session:
-The class will review the events of the play so far through a brief review quiz
-As a class we will read and discuss Act I scenes iv-v of Romeo and Juliet
-Students will work with their 8 o'clock buddies to answer the critical reading questions on page 830 of the text, as well as a modern translation of either Mercutio's monologue in scene iv, or Romeo and Juliet's dialogue in scene v
-Completed translations will be shared with the entire class
-If time permits we will continue viewing and discussing the movie version of Act I

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Project Day- 9/25

NOTE:
-Due to the writing test that was proctored in the morning classes, we will be having a project day for the Romeo and Juliet- "The Wake" Unit 2 Performance Task introduced yesterday.

-The class will break into smaller subgroups, according to the task they signed up for yesterday, and begin working on very rough drafts of finished products for the wake.

-Students will also meet with the instructor for individual grade and project conferences.

=Students will be required to fill out a project checklist and bring this to their individual conference.

Shakespearean Insults-9/24

Warm Up:
-Students will take the brief assessment on grammar usage

-Students will take notes on, and discuss prefixes, suffixes, and word roots
-Together we will do the coached example from the COACH workbooks
-Students will use the smartboard to define unfamiliar words, using prefixes, suffixes, and word roots for context

Work Session:
-Students will choose either a red or blue chip from the basket to determine whether they will be a Montague or Capulet for the unit performance task
-Students will receive the performance task, with menu choices built-in to the assessment
-As a class we will discuss the project
-Students will receive a slip of paper with a name and a Shakespearean insult on it.
-Using this as a basis for grouping, students will meet with their "insult" group and work through the handout activities
-We will share a few of these insults with the entire class
-Students will return to their seat and work on the final component of the activity in which they construct their own fully formed Shakespearean insult
-If time permits we will continue reading and discussing Act I

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson, as written on the portable whiteboard

Continuing Act I - 9/23

Warm Up:
-Students will quickwrite on the following topic:  What is love?  Can a view of love change when considered from a different historical era?
-As a class we will discuss and share out responses

Work Session:
-Students will fill out the graphic organizer listing the major attributes of Romeo, Benvolio, Tybalt, Mercutio, and Juliet
-Students will be assigned major roles from Act I
-As a class we will begin reading and discussing Act I of Romeo and Juliet

Summarizer:
-Students will quickwrite on the following topic:  Who is the most interesting character to you so far and why?
-As a class we will share and discuss responses

Common Assessment Performance Task- 9/19

NOTE: The performance task for the common assessment will be administered today.  One hour will be allotted for students to produce an essay in which they analyze a contemporary sonnet.

-If time permits we will continue reading and discussing Act I of Romeo and Juliet

Common Assessment- 9/18

-Students will be taking the multiple choice section of the common assessment today.

-Students that finish early will begin answering critical reading questions from the textbook concerning Act I of Romeo and Juliet

-These questions will be due at the beginning of next class

Continuing Act I- 9/17

Warm Up:
-Students will take notes on basic rules of verb tenses, keeping the proper verb tense, and pronoun agreement
-Students will receive a handout to practice using the proper tense
-Using the smartboard, students will demonstrate an understanding of subject/verb agreement

Work Session:
-As a class we will finish reading, viewing, and discussing Act I of Romeo and Juliet
-Students will begin answering critical reading questions
-Students will receive the Romeo-Capulet Funeral directions
-In small groups students will begin brainstorming options, roles, and tasks

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's material 

Continuing Act I-9/16

Warm Up:
-Students will take notes on and discuss subject/verb agreement, compound subjects, and the correct use of intervening subjects

Work Session:
-Together we will work on the coached example from the COACH workbooks
-Students will complete the lesson practice and we will discuss the correct answers together
-Students will recite the prologue as the final assessment of the choral reading activity from last week
-The class will continue reading and discussing Act I of Romeo and Juliet
-Students will continue to fill out the character handout sheet
-If the Act is entirely read and discussed, and if time permits, we will continue watching Act I of Romeo + Juliet

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson 

Romeo and Juliet Act I Characters- 9/13

Warm Up:
-Students will complete notes and activities (smartboard) on capitalization and the spelling of confusing words

Work Session:
-As a class we will complete the coached example from the COACH workbooks
-Students will complete the lesson practice from the COACH workbooks
-Students will receive the character handout for Act I
-As a class we will fill out the handout as we view a brief presentation on the main characters
-As a class we will begin reading and discussing Act I of Romeo and Juliet
-Students will work on critical reading questions at the end of the Act

Summarizer:
-Completed critical reading questions will serve as today's Exit Ticket 

Final Choral Readings (again)- 9/12

Warm Up:
-Students will complete notes and activities (smartboard) on capitalization and the spelling of confusing words

Work Session:
-As a class we will complete the coached example from the COACH workbooks
-Students will complete the lesson practice from the COACH workbooks
-Students will do individual recitations of assigned lines from the Prologue (this is a continuation of our closing activities yesterday)
-Final and individual speaking, listening, and viewing grades will be assessed for this activity
-Students will return to their choral group and we will practice running though the entire prologue
 -Students will brainstorm final props and actions they wish to use to make their portion of the prologue special
-Final choral readings will be recorded and viewed by the class
-While students complete the viewing of the "In Search of Shakespeare" documentary they will complete post presentation questions provided by the instructor

Summarizer:
-Students will complete post presentation questions.  These answers will serve as today's Exit Ticket

Final Choral Readings -9/11

Warm Up:
-Students will complete notes on semicolons, apostrophes, and using question marks in quotation marks

Work Session:
-Together we will work on the coached practice exercises from the COACH workbook
-Students will do the lesson practice exercises
-As a class we will correct and discuss these exercises
-Students will continue prepping the final version of the Prologue choral reading
-In small groups students will memorize their lines and add dynamic moves for each
-Students will perform the final version of the choral reading
-Students will receive the character handout for Act I
-As a class we will begin reading Act I of Romeo and Juliet
-If time permits, the class will begin viewing and discussing the modern translation of the play

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Choral Reading and the Prologue- 9/10

Warm Up:
-Students will take notes on punctuation
-For modeling purposes the instructor will review incorrect examples using the document camera and typed, anonymous examples from recent student writing
-The instructor will use the Promethean smart board to show how to proofread, and subsequently correct these errors

Work Session:
-Together we will complete the coached lesson from the COACH workbooks
-Students will work on the lesson practice from the COACH workbooks
-As a class we will discuss correct answers
-Students will complete the literary foils activity we began yesterday (20 minutes will be allotted using the class timer.  Students should manage their time as they complete this task)
-Students will receive their own personal highlighted version of the Prologue from Romeo and Juliet
-Students will be shown a brief clip that illustrates a "living monologue," in which each student has a line or word to emphasize as the class reads the prologue as a whole
-As a class we will practice performing the "living prologue" until the rhythm seems right
-The instructor will record the final product, email the file to his work email, and play it for students to critique
-Students will complete associated vocabulary and critical thinking questions associated with their own highlighted copy

Summarizer:
-Students turn in answers for this last activity to serve as today's formative assessment

KWL Review and Shakespearean Foils- 9/9

NOTE: Due to the length of last week's assessment much of this lesson was not completed last week.

Warm Up:
-Students will take he EOCT mid-chapter review quiz
-This quiz is based on the warm up notes we took last week

Work Session:
-Students will revisit the KWL charts for the Elizabethan Age as a form of review

-Students will receive character handout sheet prior to reading the act.

 -Instructions for completion will be as follows:

-  When a new character appears throughout the course of the act, record their name, personality, age, foils, scene in which they foil given character, various reasons why they are a foil, and a real world comparison

-Students will receive a fresh sheet for each act in order to chronicle character changes and comparisons throughout the play.

-As a class we will begin reading and discussing the events of Act I of The Tragedy of Romeo and Juliet
-Students will be given time to fill out their character handout near the end of class

Summarizer:
-Students will Think-Pair-Share their character handouts to gain additional answers 

Hierarchies and Shakespearean Foils- 9/6

Warm Up:
-Students will take notes on making information clear in research writing
-Together we will work on the coached example (from the COACH workbooks)
-Students will work on the lesson practice (COACH) and the class will correct and discuss the correct answers

Work Session:
-Students will take the quiz based on the Elizabethan notes we took in class Tuesday and Wednesday

-Students will receive character handout sheet prior to reading the act.

 -Instructions for completion will be as follows:

-  When a new character appears throughout the course of the act, record their name, personality, age, foils, scene in which they foil given character, various reasons why they are a foil, and a real world comparison

-Students will receive a fresh sheet for each act in order to chronicle character changes and comparisons throughout the play.

-As a class we will begin reading and discussing the events of Act I of The Tragedy of Romeo and Juliet
-Students will be given time to fill out their character handout near the end of class

Summarizer:
-Students will Think-Pair-Share their character handouts to gain additional answers 

The Great Chain of Being and Elizabethan Hierarchies- 9/4

Warm Up:
-Students will take notes on revising in research writing
-Together we will practice the coached lesson in the COACH workbooks
-Students will individually complete the lesson practice in the COACH workbooks
-As a class we will discuss the correct answers to this activity

 

Desks will be arranged in a u-shape around the back of the room. Room will be arranged this way for the rest of the unit. Ask if students remember what the Great Chain of Being was about from the Introduction to Shakespeare PowerPoint. Briefly test students’ knowledge of hierarchies (2 minutes).

Work Session:

-As a class we will finish the notes we began in class yesterday
-In order to informally examine hierarchies, students will play a game. The rules of the game are as follows.

-          Two students will play at a time. Each student will pick a card. They are not allowed to look at it. The student will place the card on their forehead so everyone in the room can see it but them. I will then read them a situational dialogue that they need to act out.

-          They must pretend they are governed by the same rules that govern Elizabethan society, so royalty can do no wrong and the lowest castes are essentially worthless.

-          The catch is, the students must treat the person they are acting with in accordance with the card on their forehead. 2 is low, Ace is high. Each student must try to guess what part of the hierarchy of cards they themselves fit into (15 minutes).

o    Situations to act out:

§  Two drivers are trying to park in the same parking spot.

§  A teacher approaches a student who has fallen asleep in class.

§  Member of a motorcycle gang  encounters a State Police officer

§  One student approaches another that they recognize, while the other has no recollection of the first.

§  A parent catches their child playing with matches.

§  Mike Tomlin and a referee discussing a call during the Steelers game.

§  Telemarketer calls an individual right as they sit down to eat dinner.

§  A bus driver tells a rowdy student to calm down on the bus.

§  Jay-z talks to one of his fans from the stage.

§  A student asks a classmate if they would like to go on a date to Red Lobster.

§  An owner wants to take his hyperactive dog for a walk (other student can make facial expressions and gestures only).

§  A person in line at the grocery store is frustrated because the person in front of them is taking a long time to checkout.

§  Justin Bieber reacts to a crazed fan.

§  A bald man seeks advice for buying a new wig.

§  A student makes a speech at another student’s funeral (other student can make facial expressions and gestures only).

§  A student interviews for a job at a prestigious investment firm.

§  A lumberjack remarks why he would like to chop down a certain tree (other student can make facial expressions and gestures only).

§  A door to door salesman attempts to sell someone a new blender.

-Students will reinforce their knowledge by participating in an interactive PowerPoint on The Prologue.

-Students will review their knowledge by constructing a plot diagram from the information that The Prologue presents.

Summarizer:

-Students will complete a 3-2-1 Countdown based on today's lesson

Beginning Shakespeare-9/3

Warm Up:
-Students will take notes on secondary evidence in research writing
-Together we will work on the coached example (from the COACH workbooks)
-Students will work on the lesson practice (COACH) and the class will correct and discuss the crrect answers

Work Session:
-Students begin a new unit today on Shakespeare. Our primary text for this unit will be "The Tragedy of Romeo and Juliet"
-As an anticipatory set students will receive cloze notes to begin introductory activities and notes
-As a class we will review and discuss the presentation on "Shakespeare and the English Language"
-If time permits at the end of the presentation, students will use in-class resources (as well as smart phones) to define the vocabulary terms at the end of the presentation

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

"The Most Dangerous Game" Storyboards- 8/30

Warm Up:
-Students will take notes on the research paper and using resources


Work Session:
-As a class we will work on the coached lesson portion of today's lesson together
-Students will complete the lesson practice in the COACH workbooks
-As a class we will correct and discuss the lesson practice
-Students will continue working with the textbook and their collaborative partner to read the rest of "The Most Dangerous Game"
-Students will construct the narrative foldable
-Students will begin storyboarding the events of the short story

Summarizer:
-Students will turn in completed storyboards

"The Most Dangerous Game"-8/29

Warm Up:
-Students will take notes on, and discuss formal and informal language in writing
-As a class we will work through the coached example in the COACH workbooks
-Students will work independently to complete the lesson practice
-As a class we will discuss the correct answers to this exercise

Work Session:
-Students will set up Clock Buddies
-Students will take brief notes, and discuss, the different types of literary conflicts
-Students will view a series of short films
-Students will write statements of conflict to identify the literary technique used in each short film
-The class will begin reading and discussing Richard Connell's "The Most Dangerous Game"
-Students will plot the major events of the story in their interactive notebooks

Summarizer:
-Students will summarize the events of the story on a sticky note
-This will comprise today's Exit Ticket

Reading Carousel and Bronx Masquerade- 8/28

Warm Up:
-Students will complete the Mid-Chapter EOCT Practice assessment in the COACH workbook
-As this review quiz is a culmination of our warm up lessons this week, this will be a summative assessment

Work Session:
-Students will work in small collaborative pairs to get to the halfway point of Bronx Masquerade in the alotted time
-Students will fill out the Bronx Masquerade reading journal as they read.  These will be collected for a grade
-Students will engage in the reading carousel activity
-Students that finish early should continue reading the novel

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Persuasive Paragraphs and Theme- 8/27

Warm Up:
-Students will take notes on the major elements of persuasive paragraphs
-As a class we will work through the first two exercises in the COACH workbook
-Students will work independently on the rest of the exercises in lesson 24

Work Session:
-Students will take notes on theme and discuss how to convert thematic elements into thematic statements
-To practice this skill we will view "In the City" from Liquid TV
-As a class we will brainstorm a list of possible thematic elements from the cartoon
-The instructor will model how to take one of the elements and turn it into a thematic statement
-Students will continue reading as far as they can in Bronx Masquerade, as they continue working on the graphic organizer provided to them yesterday

Summarizer:
-Students will construct at least two thematic statements from the thematic elements we brainstormed in class 

The Harlem Renaissance and Bronx Masquerade- 8/26/13

Warm Up:
-Students will take notes on the elements of narrative paragraphs
-Together we will practice the first two questions and exercise from the COACH workbooks
-Students will independently work on the practice lesson
-Together we will discuss the correct answers to these exercises

Work Session:
-Students will take notes on the Harlem Renaissance
-As a class we will read pages 3-6 of Bronx Masquerade, focusing on the"Long Live Langston" chapter
-As a class we will read and discuss the Langston Hughes poems in the textbook
-Students will complete the critical reading questions in the textbook
-If time permits students will read to page 21 of the book (up to the "Zorro" chapter) while completing the advanced graphic organizer they will copy into their interactive notebooks

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Sonnets and Haiku- 8/23

Warm Up:
-Students will complete Lesson 13 from the COACH workbooks
-As a class we will correct and discuss the answers for these exercises

Work Session:
-Students will take notes on the structure of poetry, with a focus on haikus and sonnets
-Students will read and discuss Sonnet 30 by William Shakespeare in the textbook
-Students will view examples of haiku, page 751 in the textbook
-Students will attach the multi-Venn graphic organizer into their interactive notebooks
-In collaborative pairs students will fill out the organizer as they view the poems on pages 750-754 in the textbook
-Students will share their results with the rest of the class

Summarizer:
-Students will answer the Essential Question for today on a sticky note for their Ticket Out the Door

Daily Homework:
-Students should have their own copy of Bronx Masquerade by Nikki Grimes by Monday

Annotating Lyric Poetry- 8/22

Warm Up:

-Students will complete Lesson 12 from the COACH workbook

-As a class we will correct and discuss the correct answers

Work Session:

-Students will finish the activity for "The Piano Has Been Drinking."  We began this exercise yesterday

-Using the document camera the instructor will model how to annotate song lyrics, looking for examples of figurative language and sound devices

-Students will use the lyrics they brought in, or be provided with a set if they failed to do so, to annotate

-As a class we will share annotations and listen to examples from selected works

Summarizer:

-Students will complete a Four Corners activity as today's Ticket Out the Door

Daily Homework:

-Students are reminded to have their own copy of Bronx Masquerade by Nikki Grimes by Monday