12.20.13

Wooooohoooooooooo!!!!!

You did it, my lion cubs!! Now, your benchmark anxieties should be assuaged (look it up), and you should feel like the little kitten in this video.

One final step -- Please fill out this Evaluation Form.  Remember, it can be done anonymously!

Ms. G?! Do you know my grade? Did you grade my essay yet? I just gave it to you ten minutes ago? Hey Ms. G, do you remember what I got on that worksheet last week?

NO I DO NOT...I love you all very much, but I don't have your grades memorized. I am still going through all the make-up submissions.

12.13.13

1.  Launch
   1a.  If you finish early, look up the definition of foreshadowing
2.  Review Chapter 22
3.  Spotlights for today:
     3a.  fatal flaw
     3b.  dynamics of colonizer vs colonized -- cultural clashes
     3c.  Framing our reading: the connections between religion, education, and government

4.  Read Chapter 23, 24, and 25
    4a. PLP
5.  Short Answer Model and Practice

REMINDERS:  

COME TO SECOND CHANCE SATURDAY! All make-up work will be due Monday.  I will not accept it after that day. 
Ms. G is here every morning at 7:15am, you should come to homework center to bring up your grades!!  

Additionally, don't forget to resubmit your first Embedded Assessment from the year; think about how much you've grown since September! :)

12.12.13

“It’s bad enough . . . when a country gets colonized, but when the people do as well! That’s the end, really, that’s the end.” 

― Tsitsi Dangarembga, Nervous Conditions

 Ethnocentrism? Or cultural relativism? 

...an inverse relationship

1.  Launch
   1a.  If you finish early, look up the definition of colonialism
2.  Review Chapter 19
3.  Spotlights for today:
     3a.  fatal flaw
     3b.  dynamics of colonizer vs colonized -- cultural clashes
     3c.  Framing our reading: the connections between religion, education, and government
4.  Vocabulary:

• flock: followers, congregation, as in the Shepherd's (Christ) sheep
• zeal: fervor, passion
• expedient: able to be done quickly
• ostracize: to exclude someone from a society or group (similar to exile)

5.  Read Chapter 20, 21, and 22
    5a. PLP
5.  Textual Evidence: A Step-by-Step Guide
6.  Exit ticket: Extension

REMINDERS:  

COME TO SECOND CHANCE SATURDAY! All make-up work will be due Monday.  I will not accept it after that day. 
Ms. G is here every morning at 7:15am, you should come to homework center to bring up your grades!!  

Additionally, don't forget to resubmit your first Embedded Assessment from the year; think about how much you've grown since September! :)

12.11.13

1.  Launch
    1a.  If you finish early, look up the definition of colonialism
2.  Building Background Knowledge:
    2a.  caste systems
    2b.  colonialism through religion
    2c.  focus on fatal flaw
3.  Vocabulary:

• unduly perturbed: overly upset
• derision: contempt
• atonement: to make up for doing something wrong, reparation
• ostracize: to exclude someone from a society or group (similar to exile)

4.  Read Chapter 17 and 18
    4a. PLP
5.  Textual Evidence: A Step-by-Step Guide
6.  Exit ticket: Extension

REMINDERS:  

Ms. G is here every morning at 7:15am, you should come to homework center to bring up your grades!!  

Additionally, don't forget to resubmit your first Embedded Assessment from the year; think about how much you've grown since September! :)

12.10.13

1.  Launch -- handwrite your responses to the Cultural Controversies Questionnaire
     1a.  If you finish early, look up the definition of colonialism
2.  Building Background Knowledge:
    2a.  ethnocentrism versus cultural relativism
3.  Vocabulary:

• fugitives: someone running from something (Edward Snowden is a fugitive taking political asylum in Russia; "I'm a fugitive from my problems")
• harbinger: a person or thing who signals the approach of others
• albino: someone born without pigment (melanin) in their skin
• evangelism: the spreading of Christianity by public preaching or personal witness (a missionary)

4.  Read Chapter 15 and 16
    4a. PLP
5.  Textual Evidence: A Step-by-Step Guide
6.  Exit ticket: Extension

REMINDERS:  

Ms. G is here every morning at 7:15am, you should come to homework center to bring up your grades!!  

Additionally, don't forget to resubmit your first Embedded Assessment from the year; think about how much you've grown since September! :)

12.9.13

Be brave, be proud, my lion cubs!  Your roar is heard amongst the scholars!

1.  Launch
2.  Activating Prior Knowledge:

• Yesterday we read about ________
• I predict that __________
• It seems to me that _________     

3.  Building Background Knowledge:
    3a.  Igbo Burials: How Nigeria bid farewell to Achebe
    3b.  vocabulary: imagery, metaphor, simile, fable, inadvertent
4.  Read Chapter 13 and 14
    4a. PLP
5.  Textual Evidence: A Step-by-Step Guide

6.  Exit ticket: Extension

REMINDERS:  

Ms. G is here every morning at 7:15am, you should come to homework center to bring up your grades!!  

Additionally, don't forget to resubmit your first Embedded Assessment from the year; think about how much you've grown since September! :)

12.6.13

1.  Launch
2.  Activating Prior Knowledge:

• Yesterday we read about ________
• I predict that __________
• It seems to me that _________     

3.  Building Background Knowledge:
    3a.  Igbo Marriage Customs
    3b.  vocabulary: imagery, metaphor, simile, fable
4.  Read Chapter 12
    4a. Chapter 12 PLP
5.  Textual Evidence: A Step-by-Step Guide
6.  Exit ticket: Extension

12.4.13

1.  Launch
2.  Activating Prior Knowledge:

• Yesterday we read about ________
• I predict that __________
• It seems to me that __________

3.  Building Background Knowledge:
    3a.  egwugwu:  a masquerader or actor, who impersonates (pretends to be) one of the ancestral spirits of the village
    3b.  Powerpoint on Igbo Festivals (exemplar of research project: student sample)
4.  Vocabulary
   4a.  approbation: praise
   4b.  trifle:  something not important
5.  Read Chapter 10
    5a.  Chapter 10 PLP
6.  Exit ticket: Extension


Don't forget to resubmit your Two Objects Essay to replace an earlier grade!!

12.3.13

Objective:
I can determine two or more central ideas of a text, and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; I can provide an objective summary of the text.

1.  Launch
2.  Activating Prior Knowledge:

• Yesterday we read about ________
• I predict that __________
• It seems to me that __________

3.  Building Background Knowledge:
    3a.  child mortality rate: the rate at which children die (it is high in Africa, many children die from diseases/etc)
    3b.  vocabulary: audacity, mutilation
4.  Read Chapter 9
    4a.  Chapter 9 PLP
5.  Exit ticket: Extension


Homework:
Don't forget that your Reading Journal is due tomorrow, for chapters 8 and 9!
Resubmit your first Embedded Assessment!  The Graphic Organizer I've compiled for you will help you improve on your previous submission. 

12.2.13

1.  Launch
2.  Chapter 8
3.  Exit Ticket


Homework:
Reading Journal due Wednesday!
Resubmit your first Embedded Assessment!  The Graphic Organizer I've compiled for you will help you improve on your previous submission. 

11.22.13

1.  Launch
2.  Chapter 7 -- reading with annotation
3.  Chapter 7 PLP
4.  Exit Ticket

11.21.13

1.  Launch
2.  Chapter 6
     2a.  Focus on Imagery!
     2b.  Active Reading PLP
3.  Exit Ticket: Comprehension Quiz

If you finish early...Real Life Disney Story.

11.20.13

1.  Launch
2.  Chapter 5
     2a.  Planned Language Production sentence frames
3.  Comparative Analysis
     3a.  What Society Got Us Thinking
4.  Exit Ticket

11.19.13

1.  Launch

11.18.13

1.  Launch
2.  Submit Reading Journal
3.  Reviewing Chapter 2: Character Map
4.  Chapter 3
     4a.  Checks for understanding
     4b.  Finding evidence for claims
     4c.  Sentence frames for discussion -- planned language production
5. Evaluating Sources in Research Activity
6. Submit Activity

Looking ahead:  Template: Group Research Document

11.15.13

1.  Launch
2.  Reviewing Chapter 1: Character Map
3.  Chapter 2
     3a.  Checks for understanding
     3b.  Finding evidence for claims
4.  Looking ahead to our tasks:  Reading Journal
     4a.  Whole-class exemplar with sentence frames
     4b.  Students understand that their first journal entry is due Monday!
5. Evaluating Sources in Research Activity
6. Exit ticket: Comprehension quiz

11.14.13

1.  Launch:
     1a.  Reading Schedule (look at this link)
     1b.  Response Form (write your answers here)
2.  Read Chapter 1 of Things Fall Apart
     2a.  Independent Reading Log
     2b.  Quotes about Okonkwo's personality
     2c.  Quotes about the personality of his father, Unoka
3.  Reviewing our Research project
     3a.  Igbo Research Tactics
     3b.  Evaluating Sources in Research Activity
4.  Exit Ticket


Homework:

Read Chapter 2 of Things Fall Apart and write two entries in your Independent Reading Log.  Be prepared for a comprehension quiz tomorrow. 

11.13.13

Objectives:

• to generate questions and research answers in order to deepen understanding of the novel
• to identify, select, and cite research sources appropriately
• to use listening skills to comprehend new information

1.  Activating Prior Knowledge: Launch
2.  Activity 3.4 -- Practice asking the right questions!
     2a.  Whole class exemplar
     2b.  Practice protocol of sharing Google Docs
     2c.  Generate questions in groups
3.  Research protocol
    3a.  Academic vocabulary: reliability, validity, plagiarism
    3b.  Review guidelines
4.  Conduct research!
     4a.  Dialectical Journal Research log
5.  Exit Ticket

11.12.13

Watch this cute little boy play with a baby tiger!

1.  Launch:  Photo-essays of Nigeria

2.  Presentation:

     2a.  Intro Presentation -- new unit!

     2b.  Unit 3 Calendar

3.  Building Background Knowledge

    3a.  Dialectical Journal Research log

    3b.  Historical Background

11.8.13

1.  Launch
2. Writing intros and conclusions:
     2a.  Has anyone ever told you to start with a question?

3.  Differentiated work time
    3a.  typing our essays, using this template
    3b.  small group reteach -- last chance for redirection!
4.  List of resources:
     4a.  transition words
     4b.  glossing your ideas
5.  Submission Form

Remember, vocabulary quiz on Tuesday, first thing!

11.7.13

1.  Launch
2. Review of steps for each body paragraph:

1. Sub-claim
2. Introduce evidence (context: "In the final scene..."  "The author writes...")
3. Quote with citation
4. Unpack the quote
1. say it in your own words
2. why is it relevant? how does it prove your claim?
5. transition to second piece of evidence
6. quote with citation
7. unpack the quote
8. conclusion

3.  Differentiated work time
    3a.  typing our essays, using this template
    3b.  small group reteach
4.  List of resources:
     4a.  transition words
     4b.  glossing your ideas
5.  Exit Ticket:  Submit it here

11.6.13

Objectives:

• Write a literary analysis essay that identifies both the external and internal conflicts of the main character
• Interpret characterization of the conflict
• Analyze how conflict relates to universal theme

1.  Launch
    1a.  Get out your First Body Paragraph sheets
    1b.  When you are finished, start finding evidence to support the theme of universal hope
2.  Continuing our writing process (using step-by-step scaffold)
    2a.  Reviewing our first body paragraph
           i.  Period 1
           ii.  Period 2

           iii. Period 5
    2b.  Second Body Paragraph
3.  Finding evidence -- How does the conflict relate to a universal theme?
     3a.  Exemplar with external conflict (see above, by period)
     3b.  Finding evidence on our own (for our body paragraphs)
4.  Resource:
    4a.  List of character traits
5.  Exit Ticket

11.4.13

An example of a King Snake, just like in our short story!

1.  Launch

2.  Beginning the writing process (using step-by-step scaffold)
    2a.  Drafting our thesis and subclaims
           i.  Period 1
           ii.  Period 2
           iii. Period 5
3.  Finding evidence -- What does the conflict show about his character?
     3a.  Exemplar with external conflict (see above, by period)
     3b.  Finding evidence on our own (for our body paragraphs)
     3c.  Practice -- First Body Paragraph
4.  Resource:  List of character traits
5.  Exit Ticket

11.1.13

Little Ms. G!

1.  Launch:

2.  Demonstrating our mastery
    2a.  Vocab and Lit Analysis Quiz
    2b.  When you are finished, complete the pre-writing activity

3.  Beginning the writing process (using step-by-step scaffold)
    3a.  Drafting our thesis and subclaims
           i.  Period 2
           ii. Period 5
    3b.  Finding evidence - whole class
    3c.  Finding evidence on our own (for our body paragraphs)

4.  Exit Ticket

10.31.13

Happy Halloween!!

You may be tiny now, but with a growth mindset, you can have a big roar!


1.  Launch -- pair-share your homework
2.  Activating Prior Knowledge -- How did it end?
3.  Presentation: Coming up with a thesis, and subclaims
4.  Practice
5.  Exit Ticket: Reading Comprehension and Literary Analysis quiz

10.30.13

Objectives:
We will be able to...

• write a literary analyze essay that identifies both the external and internal conflicts of the main character
• interpret characterization of the conflict
• analyze how the conflict relates to a universal theme

1.  Launch -- Comprehension Quiz
2.  Activating Prior Knowledge -- whip around (reviewing quiz)
3.  Modeling Reading Log
4.  Finish story
5.  Exit ticket

10.29.13

1.  Launch

2.  Review instructions for Reading Journal

3.  Read and annotate "Rubiaux Rising" (hard copy)

4.  Exit ticket

Homework:

Three entries into Reading Journal 

10.28.13

1.  Launch
   1a.  Reflect on what you wrote for EA2.  What learning targets have we mastered?  What are our areas of growth?
   1b.  When you're finished, check out the Internal Conflict Exemplar.  You will be able to achieve this level of mastery too, with more practice!

2.  Vocabulary for the week

3.  Web quest -- Building Background Knowledge for our short story
   3a.  Hurricane Katrina (start here)
   3b.  PTSD and Veterans
   3c.  drug withdrawal, particularly from opiates
   3d.  PTSD symptoms in general
 
4.  Exit Ticket

10.23.13

1.  Launch

2.  Presentation:
   2a.  Introduction and Conclusion cheat sheet
   2b.  Exemplar -- remember, this would be graded as Proficient (not Advanced)

3.  Practice:
   3a.  U2 EA1 Scaffold (with sentence frames)

4.  Submit essays here.

10.22.13

1.  Launch

2.  Presentation:
    2a.  What is theme?
    2b.  Updated outline with sentence frames

3.  Practice:
   3a.  Practice with theme exemplars and non-exemplars
   3b.  Second body paragraph

4.  Exit ticket

10.21.13

Objective:

I can write a narrative using real experiences, using effective rhetorical devices, and well-structured event sequences.

1.  Launch:
    1a.  What's your character? Response Form
    1b.  List of 24 character traits


2.  Presentation:
   2a.  Unit 1 Conflict Assignment
   2b.  What is conflict?  Character? Theme?
   2c.   What does it mean to walk through the fire?  Buzz about conflicts we have faced, challenges we have overcome.
   2d.  Recall Ms. G's examples.  Consider what are the things that you desire out of life, and what gets in your way?

3.  Practice:
   3a.  Q2 EA1 Scaffold
   3b.  Directions:  Using your homework from the weekend, identify the conflict about which you will write.
   3c.  If you are struggling to think of something, answer the question:  "What is a defining moment that has made me the young wo/man I am today?  If this event hadn't happened, I wouldn't be me."

4.  Create a Google Doc
   4a.  Title it Q2 EA1 First Lastname
   4b.  Start composing your first body paragraph.  Describe the event in as much detail as possible.
   4c.  Answer who, what, when, where, why
   4d.  Then, move on to the response, why does it matter?

Exit Ticket: Accountability for work time

10.11.13

1.  Launch:
    1a.  Malala responds to the men who tried to kill her
    1b.  Response Form
2.  Ms. G goes first!
    2a.  Setting a tone of respect -- this is a safe space to share
    2b.  Ms. G models procedure of sharing and giving warm/cool feedback
    2c.  Exemplar
3.  Split into groups:
    3a.  Period 1
    3b.  Period 2
    3c.  Period 5
4.  Exit Ticket: Reflection Sheet

10.10.13

1.  Launch - Quickwrite

2.  Revise final draft of Embedded Assessment 2 (due FRIDAY)

   2a.  Make sure it is in one document, titled FIRST LASTName EA2

   2b.  Example:  Sarah Gzesh EA2
3.  Writing Workshop 2
   3a.  Use this scaffolded worksheet to help you SOAPSTone your own piece. 

   3b.  Check out this rubric to self-assess.

3.  Practice your presentation voices...you're in the limelight tomorrow!

10.9.13

1.  Launch:  Quickwrite
2.  Review for Exam
    2a.  Study Guide for Unit 1 Exam
    2b.  Vocabulary terms review -- reference Springboard
3.  Behind Grandma's House
    3a.  Multiple Choice
    3b.  Short Answer
4.  Exit Ticket: How'd I do?

10.8.13

1.  Launch -- What Every Teacher Should See
2.  Announcements
    2a. Your EA2 is due TOMORROW!
    2b. dance club moved from Fridays to Wednesdays (tomorrow)
3.  Peer Review (paper copies provided):  For feedback to be useful, it must be specific.  Use the provided sentences frames to give both warm and cool feedback to your elbow partner.
    3a.  Round 1
    3b.  Round 2
*Reminder! You are being held accountable both for the feedback you provide, and incorporating what you receive.
4.  Work Time and Conferences with Ms. G

Homework:

Start working on your Study Guide for Unit Test 1.  Your test is on Friday, so you have several days to see me for questions.  Budget your time accordingly.

10.2.13

1. Launch: "Mike Check" by Suheir Hammad

2. Review expectations for EA2:

2a. Pick two genres (short story, rap, song, letter, journal entry, poem)

2b. Pick either one or two topics from the EA2 Prompt List

2c. Pick a poet whose message you liked, and apply that to your own life

2d. And/or borrow sentence structure but plug in your own ideas

2e. And/or borrow occasion and apply that to your own life.

3. Work time

3a. Type your drafts
3b. Share them with Ms. G (blue button, upper lefthand corner)
3c. Am I on the right track? Get feedback!

4. Student Exemplar

5. Optional Writing Clinic -- Whole Class

5a. Student volunteers piece to revise together

6. Exit Ticket -- Process Check

"Remember, EA2 is a quote, not a summary!"

10.1.13

1.  Launch: Speaking Voice Exemplars
     1a. Thick Chicks
     1b.  Brown Dreams

2.  Review of Voice -- On Turning Ten

3.  EA2 Writing Prompts -- Not comprehensive, but a scaffold for struggling students

4.  Start Drafting second submission
    4a.  Conferences with peers/Ms. G for questions/comments/queries

5.  Exit Ticket

9.30.13

Agenda:

1. Launch
2.  Previewing Embedded Assessment 2 (paper copy provided)
     2a.  What do I need to know?
     2b.  What do I already know?
3.  Write-Alike Workshop
    3a.  Click on Ms. G's template (hyperlinked above)
    3b.  Click on 'make a copy' under File in the upper lefthand corner.
    3c.  Delete "copy of SG" and put your "LastnameFirstname"
    3d.  Share with Ms. G (blue button, upper righthand corner) at sgzesh@leadps.org
    *Note:  You are being assessed on how well you perform this procedure, as it is something we will be using all year.
4.  Exit Ticket

9.27.13

1.  Launch

2.  SOAPSTone with voice
    2a.  Text I.  Sure, you can ask me a personal question
    2b.  Text II.  Speaking with Hands
    2c.  SOAPSTone Compare/Contrast Form

3.  Previewing EA2 Assignment
    3a.  What do I already know?  What do I need to learn?

Exit Ticket

9.26.13

Objectives:

• explore the connection between voice and persona when crafting a text
• examine a text for contrasting voices
• extend prior knowledge of punctuation

Agenda:
1.  Launch:  persona word map
    1a.  Brainstorm with mesa group about what the word "persona" might mean
    1b.  Submit them here. Remember to solicit (ask for) all voices! Shared accountability!
    1c.  Check out wordle (will hyperlink after completion)
    1d.  Definition (ONLY check after we discuss! This is an exercise in academic integrity!)

2.  Contrasting Voices 1.14:

• man and woman
• child and senior
• idealist and realist
• worker and boss

    2a.  Choose a pair (see above) and imagine how their personas differ.  Perhaps imagine that they are in a specific situation, such as a car trip or an office meeting.
    2b.  Write dialogue that expresses the two personas (each should have distinct voice and perspective)
    2c.  Answer question:  What changes do you notice between the two voices?  What explains these differences?  Be prepared to share out

3.  Punctuating Personality 1.15
    3a.  I identify myself as a _______________ (punctuation mark), because _____________.
    3b.  Ms. G's exemplar:  I identify as an interrobang, because I like to question things with enthusiasm!
    3c.  Class notes on punctuation

4.  Exit Ticket