"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

Lyric Poetry and "The Piano Has Been Drinking"- 8/21

Warm Up:
-Students will do the lesson on Literature in Historical Settings from the COACH workbooks
-As a class we will correct and discuss the correct answers

Work Session:
-As a class we will view and discuss the Prezi on figurative language (provided by the collaborative team)
-Students will discuss what makes songs poetic and an entertaining medium
-Students will discuss imagery in one of the songs we discussed in the Prezi
-Students will be provided with the lyrics to "The Piano Has Been Drinking" by Tom Waits
-As a class we will listen to the song and discuss the imagery Waits instills in it
-Students will view the model of a literal translation, as well as an interpretive statement, based on the song
-Students will be provided with clean typing paper to choose any other line to illustrate and interpret
-Students will share their work

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

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

Common Assessment- 8/20

Opening:

-Students will complete the performance task for the common assessment

Work Session:

-Students will complete the multiple choice section of the common assessment

-This activity should take the remainder of class, but if time permits students will use the department laptops to go to either the EOCT Power Review linked to the class blog, or will use Brain Pop

Summarizer:

-Students will complete the 3-2-1 Countdown

Daily Homework:

-Students should read chapters 1-3 from Into the Wild

Major Eras of Poetry and Narrative Poetry Storyboarding- 8/19

Warm Up:
-Students will review the "Where I Am From" corrected poems produced last week
-Students who have been instructed to so, will copy skills and resources for remediation into the interactive notebook
-Other students will fill out the Exemplary Work reflection card for display of student work in the room.

Work Session:
-Students will take brief notes and discuss the four major periods of poetry they will need to know for the EOCT
-Students will be given poem examples and will post them under the appropriate headings in order to practice the skills learned in the lesson so far
-Students will use thirty minutes to complete the narrative poem storyboarding activity from the last class
-If time permits, students will begin the performance task for summer reading and the common assessment.

Summarizer:
-Students will answer individual Essential Questions from the card presented to them
-Each question will be based on skills needed as a result of the writing they did last week

Narrative Poetry- 8/16/13

Warm Up:
-Students will complete the lesson on prefixes, suffices, and roots in the COACH workbooks
-As a class we will read and discuss the answers

Work Session:
-Students will copy the advanced graphic organizer from the front board into their interactive notebooks
-Students will complete notes from the narrative poetry powerpoint in their advanced graphic organizers
-As a class we will read and discuss the narrative poem, "Casey at Bat"
-Students will complete a few critical reading questions from the textbook, and as a class we will discuss this
-Students will construct foldables to create a mini-comic
-Students will begin storyboarding either "Fifteen," "The Horses," "The Writer," or "The Raven" in their mini-comics

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

"Where I Am From" and "Fireworks" - 8/15/13

Warm Up:
-Students will take he quiz on the poetry devices we have discussed so far

Work Session:
-As a class we will revisit the "Where I am From" poem
-The instructor will build a poem for the class
-Students will transpose the final drafts of their poems on good paper for display
-Students will read their poems for the class
-Students will view "Firework" by Katy Perry and a copy of the lyrics
-Students will identify the sound devices in the song, as well as preliminary media literacy
-Students will receive "Why I Hate Firework" by Brian Poeshn and answer reading comprehension skills
-As a class we will review narrative poetry as discussed earlier this week
-As a class we will read and discuss "Casey at the Bat"
-Students will complete discussion questions based on the poem
-Students will begin foldable booklets in which they storyboard either "Fifteen," "Twister Hits Houston," "The Horses," "The Writer," or "The Raven."

Summarizer:
-Students will continue to work on storyboards.  Whatever is not completed will be assigned as homework tonight

Identity and Georgaphy- 8/14/13

Warm Up:
-Students will complete the Sound Devices exercises from the COACH workbooks
-Together we will correct and discuss the answers

Work Session:
-Students will discuss residency and geography as an element of identity
-Students will be shown pictures of different settings and predict how this will affect a person's identity on sticky notes
-Students will read a variety of poems from the textbook and match them to the settings we discussed so far
-Students will take brief notes on socio-cultural and geo-cultural identity (interdisciplinary strategy)
-Students will begin to create "Where I Am From" poems

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

Figurative Language Introduction- 8/13/13

Warm Up:
-Students will take notes based on yesterday's discussion of the elements of poetry.

Work Session:

-Watch book trailer for Bronx Masquerade

-Quick Write:  Jot down your thoughts in response to this video. Starter: How does being in a high school affect your identity? 

 -Read and discuss Nikki Grimes’ biography: Nikki Grimes’ biography and context of her poetry and novels:  http://www.readingrockets.org/books/interviews/grimes/transcript/
-Students will answer reading comprehension questions based on the text

-Brainstorm about the title; view images of the Bronx to introduce the setting

-Poetry and Figurative Language Prezi
 -Students will read "Dream Deferred" and "Dreams" by Langston Hughes
-Students will answer the poetry questions posted on the board and share them if time permits

Summarizer:

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

The Elements of Poetry and Bio-Poems- 8/12/13

Warm Up:
-Students will complete the Unit 1 pretest. 
-These are preliminary questions that deal with the elements of poetry
-Answers will be recorded in the interactive notebook and discussed as a class

Work Session:
-Students will view the video clip, "What Doesn't Kill You, Also Makes You Stronger"
-Students will complete the first quickwrite activity in their interactive notebook
-Students will share responses and this will lead into the Bio-Poem activity
-Students will receive directions for their Bio-Poem (attach in the IN) and begin their poems
-Students will share their completed poems with the class

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

Homework/Reminders:
-Students are reminded that the cut-off date I will accept any summer reading assignments is this Friday

Syllabus, Interactive Notebooks Continued, and Bio Poems-8/9

Standards:

ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ELACC9-10RL2: Determine a theme or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Opening Warm-up AND/OR Activator (highlight one):

Watch “I Can’t Read” by Lamont Carey

Quick Write: What message is Lamont Carey trying to send? (Discuss:  What you can and cannot do does not define who you are.)  

Work Session:

Unit Overview: Discuss the idea of identity through poetry and the text Bronx Masquerade. Introduce and explain unit project (poetry anthology).

Journal: To begin considering your identity, draw a line down your paper.  On the left side, make a list of what you do well.  On the right side, make a list of what you do not do well.  After students write, ask them to think, which list is most important when you think about who you are?  Respond to the question, What defines you?

Class Discussion: How can stereotypes hold you back in life?  Teacher will challenge students to think of examples of times when someone’s expectation of them (pre-conceived opinion) may have held them back from doing something. 

Activity: Personal Bumpersticker – Students choose a stereotype or pre-conceived opinion that may hold them back in life, and create a bumpersticker with a slogan that indicates that they do not meet this expectation. 

Closing/Summarizer:

Students share bumperstickers.  

Daily Homework:

Interactive Notebooks, Who I Am, and Gardner's Multiple Intelligences- 8/8

Standards:

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Opening Warm-up AND/OR Activator (highlight one):

Who I Am – Graphic Organizer; teacher verifies schedules

Work Session:

Introduce Interactive Notebook – Teacher models example  -*CROSS CURRICULAR STRATEGY

Students set up Table of Contents for Interactive Notebook

Students input first few pages of IN

Unit 1 Title Page creation - *CROSS CURRICULAR STRATEGY

Weekly Mapping Insert #1 : Standards, Learning Goals, Assessments, Vocabulary *CROSS CURRICULAR STRATEGY

Students decorate covers of IN to reflect “Who I Am” 

Multiple Intelligences Test - *CROSS CURRICULAR STRATEGY

Closing/Summarizer:

Share results of Multiple Intelligences Test

Exit Slip: Students place a post-it with their main intelligence on a class poster

Daily Homework:

Welcome Back!- 8/7

Standards:

ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Opening Warm-up AND/OR Activator (highlight one):

 -Students will read the "How I Became a Teacher" letter and use the Word Cloud handout to create their own

-Students will complete this task as the schedule review process is completed

Watch Flocabulary video clip: “Test-Taking Vocabulary” – Students jot down words that seem important and related to taking a test

Work Session:

Students will create a foldable that utilizes the test-taking strategies detailed in the GADOE study guide book.  Students will create the foldable to review for the week while completing test preparation activities.

Students will apply these strategies to completing the COACH book pre-test.  This data will be used to determine grouping/strengths/weaknesses for the lessons that will be utilized this week.

Questions to be used for this assessment: 1-10, 21-25, 31-40

Closing/Summarizer:

Exit Slip: 

-Students will share their "I Became" writing examples

One skill you would really like to focus on this week in order to help with your performance on the EOCT

Daily Homework: Log into USA Test Prep and Study Island and establish an account (some students should have already completed this).