Jump Off
--At the front table, pick up your AoW #2 work from me.
--Back at your desk, ...
--agenda/HW
When reading nonfiction, I can...
--Back at your desk, ...
- take out your index card from last class block ("Moving Forward with AoW")
- quietly and independently reflect upon your AoW performance, capturing any final index card "to-do" list items and questions that you have about moving forward
--agenda/HW
--Reminder: Today's vocabulary work pertains to the following targets:
When reading nonfiction, I can...
- determine the "gist"
- use context clues to figure out what unfamiliar words and phrases most likely mean
- look up unfamiliar words to confirm their likely meaning or when context clues "fail" me.
Old Business (cont.) -- Article of the Week #2
--Q & A
Transition
--If you do not already have a copy of the document, pick up Article of the Week #3 from the front table.
Looking Ahead -- Article of the Week #3
--Reminder: Our notes about "popularity" form the end of last week
Popularity
- definition varies greatly from person to person (e.g., perceived popularity vs. actual? popularity)
- being known by a lot of people
- being noticeable/"catchy"
- "crazy" behavior
- popularity increases popularity
- following the crowd
- popularity does not necessarily equal good
- brief discussion about initial observations, impressions, etc.
--purposeful reading of the directions in the box on the front page
- Q & A
- active/purposeful reading directions modeled for the first few paragraphs
--quietly and independently, work on the Article of the Week for at least 5 more minutes
Transition
Transition
--At the front table, ...
- pick up your Unit #1 vocabulary quiz
- pick up a half-index card
- pick up a copy of the reading from the front table (a piece of historical nonfiction titled "Cowgirl Up!").
--oral "gist" reading: What is the "gist" of this text? ("setting the table" for purposeful reread of the text)
--rationale (nonfiction skills work/introduction to this week's words)
--look at notes on the board/do a few together on the SMART Board
- "JEERED"
- "UNFLINCHING"
--directions for purposeful reread of the text (small-group work):
- circle or box all of the bolded words
- pick a few of the words--"guess" the meaning of each of the words via context clues
- underline the context clues used for each word
- write a seemingly-appropriate synonym or definition right on your copy of the text near the word itself/in the available white space
- I WILL MODEL TO GET YOU STARTED WITH "JEERED"
--small-group purposeful reread
--I will take a volunteer group (or draw a card if necessary)--students will come to the SMART Board and pick a word, providing a potential synonym or definition and explaining his/her reasoning while annotating the text--I will model first with "jeered"
--I will take a volunteer group (or draw a card if necessary)--students will come to the SMART Board and pick a word, providing a potential synonym or definition and explaining his/her reasoning while annotating the text--I will model first with "jeered"
- process repeated for a few words--student at SMART Board selects next contributor (or a card drawn if necessary)
- AS THIS OCCURS, COMMON CONTEXT CLUES/WHAT TO LOOK FOR WHEN FIGURING OUT WHAT UNFAMILIAR WORDS MEAN WILL BE PREVIEWED.
--go over Unit #2 word list (pages 24-26)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence--repeat this process for the entire list
In order to actively engage, a student should...
- put a star next to each of the words that he or she is confident about knowing already
- put a question mark next to each of the words that are "foreign" to him or her (and, therefore, will definitely need to be studied).
- compare actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
- write the words on the lines for each of the sentences
--set a rough goal for the Unit #2 quiz on your half-index card based upon your performance on the Unit #1 quiz
Transition
--When you finish the task described above, submit your half-index card to me at the front of the classroom.
HW (Take-Home Assessment)
Transition
--When you finish the task described above, submit your half-index card to me at the front of the classroom.
HW (Take-Home Assessment)
--Complete Article of the Week #3, which is due at the beginning of class on Tuesday, 11/7 (ACE) or Wednesday, 11/8 (BDF). This task will include purposefully reading the directions in the box on the front page and completing your best work with regard to the directions. (You might want to wait on making connections to "St. Lucy's..." until later this week class as we have not yet analyzed the story.) Make sure to bear in mind your index card "to-do" list as you work. When you finish, check your work to make sure that it best represents your English skills. Keep in mind that I am available during "Office Hours" and more than happy to help students who take initiative! :)
HW (Class Preparation)
--Begin preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of class on Friday, 11/3 (ACE) or Monday, 11/6 (BDF), bearing in mind your rough goal set during today's class. You might want to consider completing each of the exercises in the vocabulary book. Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you'll be in good shape! REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
HW (Class Preparation)
--Begin preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of class on Friday, 11/3 (ACE) or Monday, 11/6 (BDF), bearing in mind your rough goal set during today's class. You might want to consider completing each of the exercises in the vocabulary book. Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you'll be in good shape! REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--If you struggled on the Unit #1 vocabulary quiz and would like some tips on how to prepare for the Unit #2 quiz, take the initiative to meet with me during my "Office Hours" so that we can put together a plan of action!
--Bring your vocabulary book to class again next time. PLEASE DO NOT FORGET!
--Next week will be another "Grammar Hammer" week. Make sure you know the eight parts of speech (especially verb, preposition, and conjunction.
Miscellaneous
--Bring your vocabulary book to class again next time. PLEASE DO NOT FORGET!
--Next week will be another "Grammar Hammer" week. Make sure you know the eight parts of speech (especially verb, preposition, and conjunction.
Miscellaneous
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. You have up until early-December to finish your book.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
BLOCK 2 ACE & BLOCK 2 BDF
Jump Off (8-10 mins.)
--At the front table, ...
- pick up your Unit #1 vocabulary quiz
- pick up a half-index card
- pick up a copy of the reading from the front table (a piece of historical nonfiction titled "Cowgirl Up!").
--Back at your desk, conduct a first-draft reading of the text: What is the gist?
- Write your summary of the gist at the top of the page in no more than two sentences.
S. the C. (5-8 mins.)
--Reminder: Today's vocabulary work pertains to the following targets:
When reading nonfiction, I can...
- determine the "gist"
- use context clues to figure out what unfamiliar words and phrases most likely mean
- look up unfamiliar words to confirm their likely meaning or when context clues "fail" me.
--agenda/HW
Instruction -- Vocabulary Unit #2 (30-35 mins.)
--What is the gist? (nonfiction skills work/"setting the table" for purposeful reread of the text)- pair/share
--rationale (nonfiction skills work/introduction to this week's words)
--directions for purposeful reread of the text:
- circle or box all of the bolded words
- pick five of the words--"guess" the meaning of each of the words via context clues
- underline the context clues used for each word
- write a seemingly-appropriate synonym or definition right on your copy of the text near the word itself/in the available white space
- I WILL MODEL TO GET YOU STARTED WITH "JEERED"
--quiet and independent purposeful reread
- pair/share
--I will take a volunteer (or draw a card if necessary)--student will come to the SMART Board and pick a word, providing a potential synonym or definition and explaining his/her reasoning while annotating the text--I will model first with "jeered"
- process repeated for 3-5 words--student at SMART Board selects next contributor (or a card drawn if necessary)
- AS THIS OCCURS, COMMON CONTEXT CLUES/WHAT TO LOOK FOR WHEN FIGURING OUT WHAT UNFAMILIAR WORDS MEAN WILL BE PREVIEWED.
--go over Unit #2 word list (pages 24-26)--read word aloud, have students repeat the word, and then read the part of speech/definition/sample sentence--repeat this process for the entire list
In order to actively engage, a student should...
- put a star next to each of the words that he or she is confident about knowing already
- put a question mark next to each of the words that are "foreign" to him or her (and, therefore, will definitely need to be studied).
- compare actual definitions to "guesses" made using prior knowledge/context clues--how did you do?!
- write the words on the lines for each of the sentences
--set a rough goal for the Unit #2 quiz on your half-index card based upon your performance on the Unit #1 quiz
Transition (2 mins.)
--When you finish the task described above, submit your half-index card to me at the front of the classroom.
Block 2 ACE/Block 2 BDF
--review Unit #2 vocabulary words (e.g., complete some of the exercises) OR work on Article of the Week #2 OR engage in free reading
HW (Take-Home Assessment)
--Complete Article of the Week #3, which is due at the beginning of class on Tuesday, 11/7 (ACE) or Wednesday, 11/8 (BDF). This task will include purposefully reading the directions in the box on the front page and completing your best work with regard to the directions. (You might want to wait on making connections to "St. Lucy's..." until later this week class as we have not yet analyzed the story.) Make sure to bear in mind your index card "to-do" list as you work. When you finish, check your work to make sure that it best represents your English skills. Keep in mind that I am available during "Office Hours" and more than happy to help students who take initiative! :)
HW (Class Preparation)
--Begin preparing for the Unit #2 vocabulary quiz, which will take place at the beginning of class on Friday, 11/3 (ACE) or Monday, 11/6 (BDF), bearing in mind your rough goal set during today's class. You might want to consider completing each of the exercises in the vocabulary book. Next time that we meet, we will continue working with this week's words, and if you already have some of the words mastered, you'll be in good shape! REMEMBER THAT WORDS FROM PREVIOUS UNITS ARE "FAIR GAME" ON ANY VOCABULARY QUIZ THEREAFTER!
--If you struggled on the Unit #1 vocabulary quiz and would like some tips on how to prepare for the Unit #2 quiz, take the initiative to meet with me during my "Office Hours" so that we can put together a plan of action!
--Bring your vocabulary book to class again next time. PLEASE DO NOT FORGET!
--Next week will be another "Grammar Hammer" week. Make sure you know the eight parts of speech (especially verb, preposition, and conjunction.
Miscellaneous
--Bring your vocabulary book to class again next time. PLEASE DO NOT FORGET!
--Next week will be another "Grammar Hammer" week. Make sure you know the eight parts of speech (especially verb, preposition, and conjunction.
Miscellaneous
--Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS. You have up until early-December to finish your book.
