Thursday, September 29, 2016

English 9--10/4/2016 & 10/5/2016

Jump Off (2-3 mins.)
--Submit your Article of the Week #2 work by placing it in the black basket on the front table.
--While at the front table, pick up your Cumulative Writing Portfolio.  Take a peek at the contents when you arrive back at your assigned seat.

S. the C. (5-8 mins.)
--Reminder: Policies regarding homework and writing pieces (see PowerPoint)
--Today's formal assessment about Rilke's letter aims to assess your ability to hit the following targets:

    • When reading nonfiction, I can...
      • pick out the author's main point
      • pick out the important details that the author uses that connect back to his/her main point
      • explain how the author's details connect back to his/her main point
      • tell how the author feels about the topic he/she is writing about
      • pick out words that show how the author feels about the topic
      • explain how the author's word choices show how he/she feels about the topic.

    Instruction/Self-Reflection -- RI.2 Ticket-Out-the-Door (25-30 mins.)
    --If you have not already done so, please read the three sections of the scoring sheet attached to your work and take note of your scores for each of the sections.

    --introduction to "Growth Mindset" and "Continuous Improvement Cycle" via PowerPoint quietly and independently
    --introduction to "The Four Cs of Quality Academic Writing" via PowerPoint

    • You'll note on your scoring sheet that the three targets previously assessed align with aspects of the Cs (and, as such, the link that exists between reading well and writing well).

    --introduction to the "HEDI Scale for Feedback/Scoring" via PowerPoint
    • FYI: Rubrics with far much more detail are used for major writing assignments. 
    • sample work shared (5, 4, and 3)
      • Which is which?
      • What makes a "5" a "5"?  A "4" a "4"?  A "3" a "3"?
      • sample rubric language shared via PowerPoint
    --assignment data shared (class averages and number of students at mastery)
    • What, if anything, can we take away from our group data?
    --engage in self-reflection
    • reread your own work and determine one "pro" and one "grow"
    --whole-class Q & A

    Transition (2 mins.)
    --Pick up the "Mid-Mini-Unit Standards Assessment--RI.2RI.3, and RI.4" document from the front table.

    Assessment -- "Mid-Mini-Unit Standards Assessment--RI.2RI.3, and RI.4 (flex time) 
    --After carefully reading the assessment directions, complete the task at hand and submit your best work based on the time permitted prior to leaving class.
    --When you finish your assessment, place your work in the black basket on the front table.  Then, engage in free reading until all of your classmates are finished.

    DEAR -- Free Reading Books (flex time)

    Teambuilding Activity -- Artifact Bags (time permitting)
    --I hand a paper bag to random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing
    --guess who?!
    --owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher/peers

    HW (Class Preparation)
    --If you have work due for other classes that you could work on in a "study hall" environment, bring the work with you to class next time.  PLEASE DO NOT FORGET!
    --Read your free reading book for at least 10 minutes between now and next class.  PLEASE DO NOT FORGET TO BRING YOUR BOOK WITH YOU TO CLASS NEXT TIME!  You have up until the first full week of December to finish your book.