Literary Conflict, Health Surveys, and Common Assessment Performance Tasks- 1/15

Warm Up:
-Students will take notes on the different types of literary conflict
-Using the visual cue students will respond to Journal Prompt #2 and be prepared to share and discuss

Work Session:
-Students will use the department laptops and their BYOD devices to answer the GA Health Survey
-Students will use the remainder of class to answer the performance task attached to the first administration of the common assessment
-Students that finish early will begin constructing the foldable review booklet that will be used for the summative assessment for "The Most Dangerous Game"

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

Sentence Fragments/Run-Ons and "The Most Dangerous Game" Reading/Vocab Test- 1/14

Warm Up:
-We will start today by discussing the impact the summer reading has on grades overall
-Students will take notes on sentence fragments and run-on sentences
-Students will complete the first half of the sentence fragments/run-ons worksheet
-As a class we will correct these and discuss
-For homework students will complete the second half of the worksheet

Work Session:
-Students will be taking the reading and vocabulary test for "The Most Dangerous Game"
-As this test is comprehensive, it should take a majority of the class period
-If time permits we will create the foldable review comic book for the short story
-Students will receive directions on what information should be displayed on each page
-This will serve as the performance task for this short story

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

Finishing "The Most Dangerous Game"- 1/13

Warm Up:
-Students will pair with their WONDER WOMAN learning partner
-Students will continue using BYOD devices to find definitions for the vocabulary words for the short story

Work Session:
-Students will use a majority of the class time to complete reading "The Most Dangerous Game"
-Students will identify the major plot structures for the story
-If time permits, students will be shown how to play Vocabulary Battleship
-Students will play a few rounds of Battleship until the end of class

Summarizer:
-Students will complete a Four Corners formative assessment

"The Most Dangerous Game"- 1/10

Warm Up:
-As a class we will discuss the plot structures in "The Big City"
-Students will practice identifying plot structures once more using the Disney-Pixar short film "For the Birds"

Work Session:
-Students will use the writing prompt to create responses to the anticipatory questions for the short story
-As a class we will discuss the responses to the prompt
-As a class we will begin reading "The Most Dangerous Game," pausing only for vocabulary alerts
-Students will work with their Captain America learning partner
-Each group will receive a green and red chip to display, depending upon need, as they finish reading the story and identifying the unfamiliar vocabulary, plot structures, and central conflict in the story

Summarizer:
-Students will complete a Four Corner response to the Essential Questions

Grammar Skills Pre-assessment, Flexible Grouping, and Starting Unit 1-1/9

Warm Up:

-Students will receive their graded responses to the letter of introduction and discuss further grading procedures

-Students will construct the Table of Contents in the inner two pages of their interactive notebook

-Students will be instructed to mark the front of their notebook with the MLA heading we will be using for all written work throughout the semester

-Students will complete the short grammar pre-assessment test

Work Session:

-Students will take notes in their interactive notebooks on the plot structures found in short form fiction

-These include exposition, rising action, types of conflict, climax, and denoument

-Students will view the short cartoon, “The Big City” and use the associated worksheet to identify the plot structures for further discussion

-Students will affix the plot structure template to their interactive notebooks for “The Most Dangerous Game”

-As a class we will begin reading and discussing “The Most Dangerous Game” from the textbook

-Students must identify plot structure and take notes in the template all throughout, time will be reserved to do this near the end of the work session

Summarizer:

-Students will complete a 3-2-1 Countdown today that relates to the comprehension of what we have read of the short story so far

Letter of Introduction- 1/8

Warm Up:

-Students will receive the letter of introduction to read and respond to as the instructor takes attendance and reviews student transcripts

Work Session:

-Students will receive the class syllabus and review classroom rules and procedures

-Students will additionally receive cloze notes to fill in as we proceed through classroom rules and procedures

-Student will receive information about the interactive notebook and view a model of one

-Students will turn in the summer reading assignment while the instructor discusses grading policy

-Students will be given time to complete their responses to the letter of introduction

Summarizer:                                                                             

-Students will turn in completed responses to the letter of introduction

NEW SEMESTER!!

Please refer to this blog from this point forward to receive daily updates for assignments and the agenda.  Posts are made daily by 7:30 am.