Warm Up:
-Students will be given time to prepare the hard copy products of this PBL unit for presentation
-Students will receive copies of the project rubric
Work Session:
-A majority of class today will be spent as students present the cultural/social heritage aspects of their overall project
-After each presentation students will be encouraged to fill out their own rubric based on all products of their entire project
-Students will also include answers to the reflection questions on the back of their individual rubrics
-Students will turn in this rubric with their projects and it will comprise 1/5 of their final grade
Summarizer:
-Student rubrics and reflections will serve as today's Exit Ticket
Monday, May 12, 2014
Friday, May 9, 2014
PBL- 5/9
Warm Up:
-Students will takes notes in their interactive notebooks as the instructor guides them through tutorial presentations on Microsoft Publisher and Photostory
Work Session:
-Students working on the map portion of the creative/subjective requirement of the project will take note on the required locations and events to include in their map
-Students working on the poetry collection will be asked to brainstorm images to include in their collection
-All other students will continue work on the subjective/creative portion of their projects
-We will also continue our discussion of the elements of nonfiction from the lessons prior to the implementation of the PBL unit
-Students will be given advanced graphic organizers to fill out as we view "Blackfish"
-It is important to note that given the success students had on the EOCTs and in recognition of the hard work they have shown in the current unit of study, they deserve the reward of viewing a socially important documentary
Summarizer:
-Students are reminded that final cultural presentations and all required aspects of the PBL unit will be due Monday
-Students will turn in the advanced graphic organizers they filled out during today's viewing of "Blackfish"
-Students will takes notes in their interactive notebooks as the instructor guides them through tutorial presentations on Microsoft Publisher and Photostory
Work Session:
-Students working on the map portion of the creative/subjective requirement of the project will take note on the required locations and events to include in their map
-Students working on the poetry collection will be asked to brainstorm images to include in their collection
-All other students will continue work on the subjective/creative portion of their projects
-We will also continue our discussion of the elements of nonfiction from the lessons prior to the implementation of the PBL unit
-Students will be given advanced graphic organizers to fill out as we view "Blackfish"
-It is important to note that given the success students had on the EOCTs and in recognition of the hard work they have shown in the current unit of study, they deserve the reward of viewing a socially important documentary
Summarizer:
-Students are reminded that final cultural presentations and all required aspects of the PBL unit will be due Monday
-Students will turn in the advanced graphic organizers they filled out during today's viewing of "Blackfish"
Thursday, May 8, 2014
Continuing PBL and Nonfiction- 5/8
Warm Up:
-Students will freewrite responses to the overarching Essential Question
-As a class we will discuss the basics of the nature vs. nurture debate
-Students will take brief notes on these concepts in their interactive notbook
Work Session:
-Students will receive copies of either "Michael" or "The Last Comeback of Axl Rose"
-These are essays that focus on the cultural/social environments of two contemporary musicians (excerpts from Pulphead by John Jeremiah Sullvian)
-Students will answer HOTS questions on what factors led to the success and tragedy of these public figures
-As a class we will discuss these responses, as well as the cogent factors from these essays that would redfinie or highlight aspects of their own projects
-Students are given the rest of the block to individually work on the creative/subjective aspects of their projects
-The instructor will individually conference with students, using the notes from yesterday's lesson and the final draft in their interactive notebooks as a basis for discussion
Summarizer:
-Students will complete reflection and gauge their progress on the overall PBL unit during conferences
-This will constitute today's Exit Ticket
-Students will freewrite responses to the overarching Essential Question
-As a class we will discuss the basics of the nature vs. nurture debate
-Students will take brief notes on these concepts in their interactive notbook
Work Session:
-Students will receive copies of either "Michael" or "The Last Comeback of Axl Rose"
-These are essays that focus on the cultural/social environments of two contemporary musicians (excerpts from Pulphead by John Jeremiah Sullvian)
-Students will answer HOTS questions on what factors led to the success and tragedy of these public figures
-As a class we will discuss these responses, as well as the cogent factors from these essays that would redfinie or highlight aspects of their own projects
-Students are given the rest of the block to individually work on the creative/subjective aspects of their projects
-The instructor will individually conference with students, using the notes from yesterday's lesson and the final draft in their interactive notebooks as a basis for discussion
Summarizer:
-Students will complete reflection and gauge their progress on the overall PBL unit during conferences
-This will constitute today's Exit Ticket
Wednesday, May 7, 2014
Cultural Heritage Powerpoint- 5/7
Warm Up:
-Students will take a brief quiz on the elements of a persuasive essay
-Students will preview today's session by viewing an exemplar (instructor-made) for the cultural heritage portion of the objective requirement of the project
Work Session:
-Students will be given storyboard/concept web advanced graphic organizers
-Students are encouraged to brainstorm lists of images/symbols associated with their own sense of their cultural/social environment
-Students will use the concept map side of their handouts to organize and group ideas
-Students will storyboard the six powerpoint slides they will be preparing for the second objective requirement of the project
Summarizer:
-Students that finish early will be given the opportunity to continue work on the subjective/creative portions of the project
-All students will individually submit today's notes to be reviewed and assessed by the instructor
-Students will take a brief quiz on the elements of a persuasive essay
-Students will preview today's session by viewing an exemplar (instructor-made) for the cultural heritage portion of the objective requirement of the project
Work Session:
-Students will be given storyboard/concept web advanced graphic organizers
-Students are encouraged to brainstorm lists of images/symbols associated with their own sense of their cultural/social environment
-Students will use the concept map side of their handouts to organize and group ideas
-Students will storyboard the six powerpoint slides they will be preparing for the second objective requirement of the project
Summarizer:
-Students that finish early will be given the opportunity to continue work on the subjective/creative portions of the project
-All students will individually submit today's notes to be reviewed and assessed by the instructor
Tuesday, May 6, 2014
Persuasive Essay- 5/6
Warm Up:
-Students will take notes in their interactive notebook on the strength of concluding paragraphs
-Students are shown how to use either a call to action or conclusive remarks with exemplars shown on the class smartboard
Work Session:
-Students will receive an editing "bookmark" that lists MLA editing punctuation
-Students are encouraged to use these punctuation as they peer edit their cooperative learning partner's persuasive essay (rough draft)
-Students will pair to peer edit rough drafts
-Students will individually prepare final drafts of the persuasive essays in their interactive notebook
Summarizer:
-Students that finish early may begin working on the subjective/creative portion of their projects
-All students will be given sticky notes to write a reflection statement on the process by which they wrote their essay and post it on the doorway for today's Exit Ticket
-Students will take notes in their interactive notebook on the strength of concluding paragraphs
-Students are shown how to use either a call to action or conclusive remarks with exemplars shown on the class smartboard
Work Session:
-Students will receive an editing "bookmark" that lists MLA editing punctuation
-Students are encouraged to use these punctuation as they peer edit their cooperative learning partner's persuasive essay (rough draft)
-Students will pair to peer edit rough drafts
-Students will individually prepare final drafts of the persuasive essays in their interactive notebook
Summarizer:
-Students that finish early may begin working on the subjective/creative portion of their projects
-All students will be given sticky notes to write a reflection statement on the process by which they wrote their essay and post it on the doorway for today's Exit Ticket
Monday, May 5, 2014
Persuasive Elements- 5/5
Warm Up:
-Students will be taking the comprehensive final assessment on To Kill a Mockingbird
-To prepare students for the daily schedule during the PBL unit the instructor will present a short presentation on the elements of the persuasive essay
-Students will take notes on this presentation in their interactive notebooks
Work Session:
-Students will be presented with examples of good and bad "hooks" or introductory sentences
-As a class we will discuss what makes a good introductory statement
-Students will practice writing at least three hooks
-Students will Think-Pair-Share these hooks before deciding on one for their own introduction
-Students will take notes on what makes a good thesis statement
-As a class we will unpack the persuasive prompt from the required objective response detailed on the cultural heritage project directions (this is the primary document from the end of year PBL unit)
-Students will prepare their own thesis statements
-As a class we will review the organization of body paragraphs and the importance of transitional words
-The instructor will list the transitional words on the smartboard while students construct the three main body paragraphs of the persuasive essay
Summarizer:
-Students will Think-Pair-Share to edit and advise their cooperative learning partner of the validity and organization of the first four paragraphs of the persuasive essay
-Students will be taking the comprehensive final assessment on To Kill a Mockingbird
-To prepare students for the daily schedule during the PBL unit the instructor will present a short presentation on the elements of the persuasive essay
-Students will take notes on this presentation in their interactive notebooks
Work Session:
-Students will be presented with examples of good and bad "hooks" or introductory sentences
-As a class we will discuss what makes a good introductory statement
-Students will practice writing at least three hooks
-Students will Think-Pair-Share these hooks before deciding on one for their own introduction
-Students will take notes on what makes a good thesis statement
-As a class we will unpack the persuasive prompt from the required objective response detailed on the cultural heritage project directions (this is the primary document from the end of year PBL unit)
-Students will prepare their own thesis statements
-As a class we will review the organization of body paragraphs and the importance of transitional words
-The instructor will list the transitional words on the smartboard while students construct the three main body paragraphs of the persuasive essay
Summarizer:
-Students will Think-Pair-Share to edit and advise their cooperative learning partner of the validity and organization of the first four paragraphs of the persuasive essay
Thursday, May 1, 2014
Elements of Nonfiction- 5/1
Warm Up:
-Students will take notes on the elements of nonfiction
-Students will use the classroom iRespond system to answer exercises focusing on the elements of nonfiction
Work Session:
-Students will be provided with an advanced graphic organizer to organize notes from the documentary
-As a class we will begin viewing and discussing "Blackfish"
Summarizer:
-Students will complete preliminary notes on their advanced graphic organizers and turn them in for today's Exit Ticket
-Students will take notes on the elements of nonfiction
-Students will use the classroom iRespond system to answer exercises focusing on the elements of nonfiction
Work Session:
-Students will be provided with an advanced graphic organizer to organize notes from the documentary
-As a class we will begin viewing and discussing "Blackfish"
Summarizer:
-Students will complete preliminary notes on their advanced graphic organizers and turn them in for today's Exit Ticket
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