Objectives:
Students will be able to... 1. Take the main ideas of each section of "Fears and Phobias" to create a summary of the article. 2. Progress through Summit Playlists. Standards: RI 6.1 - Cite Evidence RI 6.2 - Determine the main idea. Do Now: See PowerPoint Whole Group: 1. "Fears and Phobias" wrap-up. 2. How to write a summary. Collaborative: Use the "Fears and Phobias" article to answer our Essential Question for the unit: "How does fear affect the body?" - Find evidence and record it in a graphic organizer. Individual: Begin writing a summary of the "Fears and Phobias" article. Exit Ticket: See PowerPoint Homework: Finish the summary of "Fears and Phobias" that we started in class. Remember, your summary should include the following: 1. A topic sentence that introduces the main purpose of the article. 2. Write 3-4 sentences that explain what a fear is, what a phobia is, how they are difference and how they can be overcome, cite specific evidence. 3. Write 1-2 sentences at the end that re-state the purpose of the article and explain why it was useful. In all, your summary should be 1-2 substantial paragraphs.
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Objectives:
Students will be able to... Find the main idea of "Fears and Phobias" Cite specific evidence from "Fears and Phobias" to answer the essential unit question Standards RI 6.1 - Cite evidence RI 6.2 - Determine the main idea Do Now Silently and individually review your spelling list. We will take our spelling quiz in 5 minutes. Whole Group 1. Mr. Williams will administer the spelling quiz. 2. Mr. Williams will introduce the critical vocabulary words from the next section of "Fears and Phobias." Students will write the words and their definitions down in their notebooks. Collaborative 1. Using the Cornell notes they started taking for "Fears and Phobias" on Thursday, students will read the rest of "Fears and Phobias" out loud as a group, annotating important details and stopping at the end of each section to determine the main idea and record it in their notes. 2. Once groups have finished reading the remaining sections, they will write down specific evidence from the sections they read that helps answer the unit's final question "how does fear affect the body?" Individual 1. Students will get on the computer and log on to Summit. Students will use their "Types of Evidence" Playlist Checklist to choose resources to watch and read. Students must show evidence that they are on task by checking off video and reading notes off with Mr. Williams. Reminder! 1. Using the laptops is a privilege! If I see or hear of any misuse of the laptops, you will lose your change to use them. 2. I expect your Summit notes to be formatted correctly. If you watch a video on Summit, the notes you take in your notebook should be formatted like this. If you are taking notes on a reading article, the notes you take in your notebook should be organized like the Cornell Notes we have been practicing. Exit Ticket How does fear affect the body? Use one piece of evidence from "Fears and Phobias" to answer. Homework Using the the worksheet we used last week. Take one of our four new critical vocabulary words, use it in a sentence, and illustrate your sentence. Due Thursday! Objectives:
Students will be able to... Use Cornell Notes to record the main idea for two sections of "Fears and Phobias." Collect textual evidence to answer the unit essential question. Standards: RI 6.1 - Cite Evidence RI 6.2 - Determine a main idea or theme Do Now: See PowerPoint Whole group: Word Study - Spelling "Fears and Phobias" read aloud Cornell notes - Fears and Phobias Collaborative: Cornell notes - "Fears and Phobias" Independent: Collect and record important information from "Fears and Phobias" in preparation for Performance Assessment. Summit - "Types of Evidence" Exit Ticket: See PowerPoint Homework: Remember that we have a spelling quiz on Monday! Don't forget to study! Objectives:
Students will be able to... Internalize key vocabulary for the "Fears and Phobias" reading. Identify the main idea and cite important evidence from the "Fears and Phobias" reading. Standards: RI 6.1 - Cite evidence RI 6.2 - Determine a central idea of a text Do Now: See PowerPoint Whole Group: Preview Critical Vocab Word Study: Spelling Collaborative: Critical vocabulary activity "Fears and Phobias" main idea graphic organizer Individual: "Fears and Phobias" identifying and citing evidence in preparation for final performance assessment. Homework: Don't forget! The Prefix worksheet we started on Friday is do tomorrow at the beginning of class! Objectives:
Students will be able to... Identify the point of view of the speaker in "Life Doesn't Frighten Me" using specific evidence from the poem. Determine the main idea of a paragraph or passage. Standards: RL 6.1 - Cite evidence from "Life Doesn't Frighten Me" that helps us understand who the speaker of the poem is. RL 6.6 - Be able to identify the point of view of the poem. Do Now: See PowerPoint, Whole Group: "Life Doesn't Frighten Me" Review Word Study. "Fears and Phobias" read through and identifying the main idea of each paragraph. Collaborative: "Life Doesn't Frighten Me" review questions. Identifying the main idea in "Fears and Phobias." Individual: NA Exit Ticket: See PowerPoint. Objectives:
Students will be able to... Understand the essential question and assessment task for Unit 1. Become familiar with the texts we will be reading in Unit 1. Acquire important skills for annotating texts and gathering evidence from sources. Standards: RL.6.1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.6- Explain how the author develops the point of view of the narrator or speaker in a text Do Now: See PowerPoint. Whole Group: Overview of Unit 1 "Life Doesn't Frighten Me" reading. Collaborative: Discuss poem with partner/table groups Individual: Exploring Unit 1 "Life Doesn't Frighten Me" reflection questions Exit Ticket: See PowerPoint. Objectives:
Students will be able to... Assess their learning and their progress by taking an English diagnostic test. Articulate our first unit's central question and summative performance task. Do Now: See PowerPoint Whole Group: Review of rules and procedures Introduction to Unit 1 Collaborative: Answering questions about fear. Independent: Diagnostic Test Rewriting Harry Potter Exit Ticket: See PowerPoint Objectives:
Students will be able to… Understand our class’s Big goal for the year and make a plan for how to accomplish it. Create their own personal academic Big goal. Do Now: See PowerPoint Whole Group: Review of rules and procedures. Answer to questions that were asked. Introduction to normal weekly schedule. Team Builder Presentation of Big goal. Collaborative: NA Individual: Create Personal Academic Progress Plan Exit Ticket: See PowerPoint Standards: N/A
Objectives: Students will be able to... 1. Learn and implement classroom rules and procedures. 2. Become familiar with the class syllabus. 3. Get to know their classmates and make friends. Do Now: See First Day PowerPoint Whole Group: Review First Day PowerPoint Practice Rules and Procedures Review Syllabus Team Building/Get-to-Know You activities Exit Ticket: See First Day PowerPoint Homework: Review class Syllabus. Have your parent/guardian sign it. DUE at the beginning of class Friday, August 11. |
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June 2018
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