Thurs. 12/18/14

Learning Target:

• Produce an essay that illustrates the theme of a novel

Work Collected:

• None

Work Assigned/Handed Out:

• Finish final draft of your essay--due tomorrow

Summary of Class:

• Work on rough drafts
  
• Highlight important parts (make note of anything you need to add before tomorrow)--see picture below
• Listen to your draft read aloud to catch errors
• Double check the rubric
  
  

Wed. 12/17/14

Learning Target:

• Recognize elements of an effective introduction and conclusion

Work Collected:

• Reflection for Outsiders fishbowl discussion (worksheet)

Work Assigned/Handed Out:

• Finish rough draft of The Outsiders essay (final draft due Friday)

Summary of Class:

• Check grades in PowerSchool--turn in any missing work; e-mail Mrs. Boyden with questions
• Watch fishbowl discussion and reflect on your progress
• Look at sample introductions and conclusions (see on LA website > Units/Materials > The Outsiders >look near the bottom for examples)
• Make a copy of the Google Doc: LA website > Units/Materials > The Outsiders > link at the very bottom)
• File > Make a copy > Name this "Outsiders Final Essay Name Period"
• Example: Outsiders Final Essay Michelle Boyden P1
• See rubric and reminders on page two
• Use page one to format and begin your essay
• Try to create a rough draft for tomorrow's class

Tues. 12/16/14

Learning Target:

• Identify examples from a text to support the main idea (theme)

Work Collected:

• Roots quiz (checkpoint 3)

Work Assigned/Handed Out:

• Finish planning sheet for paper

Summary of Class:

• Roots quiz (checkpoint 3)
• Directions for paper (including planning sheet)
• Work on identifying theme and filling out planning sheet
• Tomorrow: format for paper, intro and conclusion, rubric

Mon. 12/15/14

Learning Target:

• Identify examples from a text to support a main idea

Work Collected:

• Weekly reading check-in (orange form) for week 9

Work Assigned/Handed Out:

• Roots checkpoint 3 tomorrow

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Fill out a weekly reading check-in (orange form) for week 9
• Review for tomorrow's roots assessment
• LA website > Units/Materials > Word Roots > roots_q2_checkpoint3
• Review important passages from The Outsiders (in preparation for this week's paper):

Fri. 12/12/14

Learning Target:

• Participate in a group discussion, using in-depth questions and building on others' ideas
• Use examples from the text to support ideas

Work Collected:

• Note card with possible theme from The Outsiders
• Jamestown probe #7

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Monday: Reading goal due
• Tuesday: Roots checkpoint 3

Summary of Class:

• Fishbowl discussion C
• End: on the back of your note card, write down a possible theme (main message) for this book
• Jamestown probe #7
• Read
• Check in to your reading progress spreadsheet
• Goal due Monday

Thurs. 12/11/14

Learning Target:

• Participate in a group discussion, asking in-depth questions and building on others' ideas
• Use examples from the text to support ideas

Work Collected:

• Note card ("Nothing gold can stay")
• Fishbowl notes

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Upcoming dates: Monday (reading goal due) and Tuesday (roots checkpoint 3)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Discuss "Nothing Gold Can Stay"
• On note card: What do you think the poem shows us (What does it mean that "nothing gold can stay?) and why do you think Hinton put the poem in the book?
• Fishbowl discussions A and B (C will go tomorrow)
• Take notes during others' discussions (to show you are listening and to prepare/brainstorm for next week's writing assignment) in two columns:

Tues. 12/9/14

Learning Target:

• Use a Venn diagram to identify similarities and differences among characters in a text
• Use specific examples from a text to support ideas

Work Collected:

• The Outsiders test (via Google form)
• If you calculated a new reading rate, e-mail it to Mrs. Boyden

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Prepare for Thursday's fishbowl discussion (fill your sticky note)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• If you needed a new reading rate, calculate your goals and e-mail them to Mrs. Boyden
• Take The Outsiders test (in your e-mail)
• This is not graded, but it will give you and Mrs. Boyden a good idea of how well you understood what you read
• Scores and answers will be shared at the end of the day
• In groups: greasers and Socials Venn diagram
• Identify differences and similarities among the two groups
• Use specific examples: quote from the book and note the page number
• Sign up for Thursday's fishbowl
• Group A: Focus on ch. 1-6
• Group B: Focus on ch. 7-12
• Group C: Focus on the book as a whole, especially the theme (What do you think Ponyboy learns by the end?)
• HW: Fill your sticky note with ideas to discuss (interesting questions, important moments, etc.).  Note: Mrs. Boyden will e-mail helpful information this afternoon.

Mon. 12/8/14

Learning Target:

• Identify strengths and focus areas for next fishbowl discussion (this Thursday)

Work Collected:

• Weekly reading check-in (orange form) for week 8
• Fishbowl discussion reflection (worksheet)
• Roots #8 (if finished)

Work Assigned/Handed Out:

• Read for at least 30 mins.
• The Outsiders: FINISH the BOOK and PACKET for TOMORROW
• Finish roots #8 packet (if not finished in class)

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Fill out a weekly reading check-in (orange form) for week 8
• Roots work
• Finish #8 packet
• Show Mrs. Boyden when finished (HW if not done in class)
• Study checkpoint 3 and Quizlet for Q2 roots (links on LA website > Units/Materials > Word Roots)
• Fishbowl discussion reflections
• Watch your group's video (shared via e-mail)
• Probably need to turn volume up high
• Complete bottom of worksheet--4 questions to reflect on--and turn in to Mrs. Boyden when finished
• Make-up assignment (if you weren't here for the fishbowl discussion): Write a 1-paragraph response for each of your 3 good discussion questions (so 3 paragraphs total) and turn in to Mrs. Boyden
• The Outsiders: Work on book/packet (due TOMORROW)

Fri. 12/5/14

Learning Target:

• Use good questions to discuss a text

Work Collected:

• Article of the week

Work Assigned/Handed Out:

• Read for at least 90 mins.
• Checkpoint for The Outsiders: Finish ch. 9 and 10

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Article of the week
• Make sure this is in your language arts folder
• Highlight transitions and strong ideas

• Fishbowl discussions
• Bring your feedback sheets to class on Monday--you will need this when you watch the video of your group's discussion

Thurs. 12/4/14

Learning Target:

• Write "good" discussion questions to prepare for a small group discussion

Work Collected:

• Notecard: examples of "good" discussion questions

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Checkpoint for The Outsiders: Finish ch. 8
• Handout: Fishbowl discussion sheet

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• Review criteria for "good" questions and practice writing follow-up questions
• Instructions for tomorrow's fishbowl discussion
• Work on Article of the week:
1. Read/annotate the article
2. Take the reading quiz
3. Write your reflection (Google Doc)
4. Write at least THREE "good" questions to discuss tomorrow (fishbowl discussion worksheet)
   

Wed. 12/3/14

Learning Target:

• Identify characteristics of good discussion questions

Work Collected:

• Mrs. Boyden checked in with you and your progress in The Outsiders signposts packet

Work Assigned/Handed Out:

• Read for at least 30 mins.
• The Outsiders checkpoint: finish ch. 7

Summary of Class:

• Library: browse/check out/renew books, then read
• Check in to your reading progress spreadsheet
  
• Good discussion questions
• Reviewed characteristics of good discussion questions
• Practiced writing good discussion questions after listening to Mrs. Boyden read a passage
• Friday: you will be part of a small group discussion for which you need to prepare good discussion questions
  

Tues. 12/2/14

Learning Target:

• Use transitions to develop ideas in writing

Work Collected:

• E-mail Mrs. Boyden your new reading rate (if you needed one) that you calculated in class

Work Assigned/Handed Out:

• Read for at least 30 mins.
• Downloaded and saved "Transitions" handout

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet
  
• If you needed a new reading rate, calculate that and e-mail it to Mrs. Boyden
• Work on roots packet #8 from yesterday
• Remember to chunk the definitions: five meaningful words or fewer, in your own words (not sounding like a dictionary)
• Not homework--we will keep working on this in class
• Article of the week--due Friday
• Goal: Use transitions in your written reflection (but not the "deadly trio": first, second, third...)--aim for a variety
• Transitions handout: LA website > Units/Materials > Article of the Week > Transitions (bottom of page)
• Read/annotate the article, take the quiz, and work on your reflection
• Focus questions: 
  •Who should be responsible for checking youth health and safety in sports?
  •What factors should be considered before a player is allowed to play?

Mon. 12/1/14

Learning Target:

• Use chunking ("rule of five") to learn new roots and words/definitions

Work Collected:

• None

Work Assigned/Handed Out:

• Read for at least 30 mins.
• In The Outsiders: Finish ch. 5 before tomorrow's class
• Download: Roots packet #8

Summary of Class:

• Read for ten minutes, then check in to your reading progress spreadsheet (no reading goal due today)
  
• PowerPoint about how we learn: chunking strategy (chunk bits of information together to try to remember more)
• Common example: phone numbers (chunked into 3-3-4 pattern, since most of us can't remember 10 numbers in a row)
• Average: 5-9 bits of information
• Use this strategy in your notes: chunk your definitions
• Work on roots packet #8, practicing the "rule of five": no more than five meaningful words per definition
• We did page one together, then had work time for the next few pages
• This is not homework--we will resume work tomorrow

Tues. 11/25/14

Learning Target:

• Make inferences about a text

Work Collected:

• Jamestown reading probe

Work Assigned/Handed Out:

• Read LOTS over Thanksgiving break
• The Outsiders: Be at the beginning of ch. 5 (finish 1-4) by Monday

Summary of Class:

• Jamestown probe
• Read The Outsiders and work on filling out your signposts packet