--Turn in your "Diagnostic Test" by placing it in the black basket on the front table.
--If you have a free reading book picked out already, write your first and last name and the title of the book on a Post-It Note. Stick the Post-It to the front table.
--Pick up a Level D vocabulary book and a marker from the front table. Write your name on the inside cover and on the bottom of the pages of your vocabulary book. Then, return the marker.
*I WILL CHECK HOMEWORK FOR COMPLETION AND RETURN DIAGNOSTIC TESTS AS YOU WORK ON THE JUMP OFF AND SETTING UP BINDER TABS*
S. the C. (5 mins.)
--point out the "Binder Tabs--Suggested Setup for English 9" list on the front board (also a blog post)
--agenda/HW
"Setting the Table"/Instruction -- Vocabulary Unit #1 (10-12 mins.)
--share the correct responses to the Diagnostic Test--students mark correct responses and count up total number correct
--analyze Diagnostic Test class data via "heads down/hands up"
--vocabulary work: rationale and our typical routine
--go over Unit #1 word list (page 14)--read word aloud and have students repeat the word--repeat this process for the entire list (when time permits, we will also sometimes look at the part of speech, definition, and sample sentence[s] for a word)
"Work smarter" suggestion:
- Put a star next to "foreign" words (those that will definitely need to be studied).
Transition (1 min.)
--Take out your Article of the Week.
Literacy Activity (cont.) -- Article of the Week #1 (10-15 mins.)
--Block 3 only: Take a look at the check system defined on PowerPoint as I return work from last class.
--another key reason why we do Article of the Week shared: purposeful and active reading practice!
--What was our purpose when we read the beginning of this article?--EXEMPLARY WORK SHARED VIA POWERPOINT
--What is our purpose when we re-read the beginning of this article along with reading the rest of it?
--discuss the second of the italicized questions above/model via the SmartBoard (time permitting)
--independent active re-reading
Teambuilding Activity -- Artifact Bags (until 17 minutes remain)
--I hand a paper bag to a 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, and shares an anecdote as a form of introduction to teacher/peers
--REPEAT THE PROCESS...
LIBRARY--BOOK SELECTION AND/OR DEAR
HW (Class Preparation)
--Take out your Article of the Week.
Literacy Activity (cont.) -- Article of the Week #1 (10-15 mins.)
--Block 3 only: Take a look at the check system defined on PowerPoint as I return work from last class.
--another key reason why we do Article of the Week shared: purposeful and active reading practice!
--What was our purpose when we read the beginning of this article?--EXEMPLARY WORK SHARED VIA POWERPOINT
--What is our purpose when we re-read the beginning of this article along with reading the rest of it?
--discuss the second of the italicized questions above/model via the SmartBoard (time permitting)
--independent active re-reading
Teambuilding Activity -- Artifact Bags (until 17 minutes remain)
--I hand a paper bag to a 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, and shares an anecdote as a form of introduction to teacher/peers
--REPEAT THE PROCESS...
LIBRARY--BOOK SELECTION AND/OR DEAR
HW (Class Preparation)
--Complete the Choosing the Right Word ("50/50") vocabulary exercise (pages 17 and 18). Expect me to check your work next class. The Unit #1 quiz will take place on Thursday, 9/24.
--Select a free reading book (if you have not done so already). Read your free reading book for at least 10 minutes between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
