Announcements
- Check your Gmail!
- Are you ready to perform your skit?
- Be seated, quiet and working before the bell!
DO Now - Copy
Add these two new words to Vocabulary List I
Like most of her daydreams about Carl, in this reverie, she found herself at the carnival taking selfies and holding hands.
8. meditation – (meditate, meditating, meditates, meditated) an act of deep thinking or reflection.
Before Kalvin made the decision to break up with Sherise, he meditated on it deeply for several days.
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Learning Target(s)
- I can explain what inferencing is.
- I can use inferencing to determine the purpose of a character in a dramatic scene.
Mini-Lesson: Review of Inferencing
- Inferencing - coming up with a logical conclusion based on 1) Textual evidence (something you see) and 2) You own personal experience.
Work Time
- Finis performing group skits.
- How will you be graded?
- A - The audience could easily infer the purpose of the main character of your skit.
- B - Some of the class could easily infer the purpose of the main character of your skit.
- C - Only a few people could infer the purpose of the main character.
- D - Audience could on guess as to the purpose of the main character.
- F - There was no purpose or the actors did not take their role seriously and laughed throughout the performance.
Assessment / Homework
- How well was the audience able to draw inferences from your skit?
- Quiz on Inferencing if Time. Click here to take the quiz!
TUESDAY 9-27 C-Day: Gallery Walk
Announcements
- Check your Gmail!
- Be seated, quiet and working before the bell!
DO Now - Copy
Add these two new words to Vocabulary List I
9. tedious adj.– (tediously) boring, tiresome because of length, slowness or dullness.
Every minute she waited for her mother to pick her up after school became more tedious because she had nothing to do.10. perverse adj.– (perverted, pervert) turned away from what is right or good.
Gizelle thought it was a perverted twist of fate that she wound up in an interview with Cara Smithers, the woman she bullied relentlessly in eighth grade. _______________________________________
Learning Target(s)
- I can draw inferences from graphic textual evidence.
- I can support my inferences with textual evidence from a photo.
- I can participate in discussions about a text with a partner, small group, and the whole class.
Mini-Lesson: Gallery "Walk"
- What is a Gallery walk and how does it work?
- A gallery walk is a chance for you to view a text.
- How it works: You have the chance to view a collections of photos and write down details you notice about each one.
- Click on and open these two links...
- Here is the Gallery Walk: NY Times Photo Gallery
Work Time
- Complete Assignment 6.0 in Google Classroom as you do the Gallery Walk.
- View each photo for 60 seconds. You teacher will set a timer. Then...
- Record what you notice and wonder about on your chart.
Assessment / Homework
- Complete Assignment 6.0
WEDNESDAY 9-28 D-Day: TREES Part I
Announcements
- Check your Gmail!
- Be seated, quiet and working before the bell!
DO Now - Think and Respond in Online Composition Notebook
Entry Title: Vocabulary Inferencing
Copy these scenarios into your composition book and infer which vocabulary word it reflects most closely. Write that word on the line provided.
- Terry needed to clear her head. It had been a long day. She turned down the lights. Light a scented candle and sat in the middle of her living room floor and reflected on her day.
_________________ - Jerell had been sitting in this desk for almost two hours. He had finished his exam over an hour ago and now he sat staring at the clock. He couldn't leave for another hour! No phone. No book. No way to occupy himself. Just sit there staring into space and hope time would speed up just a little.
__________________ - It all happened so quickly that Ginelle thought that maybe she had imagined what she had just done. When she saw her cousin Imani's birthday cake and thought of all the bullying she had suffered every day since school started, she couldn't help herself. It was too late. She looked at the white, purple and red frosting smeared all over her fist and then looked at the giant hole in the cake. Then she realized the room was silent and everyone had stopped singing.
__________________
PERIOD 4 Only
Learning Target(s)
- I can draw inferences from graphic textual evidence.
- I can support my inferences with textual evidence from a photo.
- I can participate in discussions about a text with a partner, small group, and the whole class.
Mini-Lesson: Gallery "Walk"
- What is a Gallery walk and how does it work?
- A gallery walk is a chance for you to view a text.
- How it works: You have the chance to view a collections of photos and write down details you notice about each one.
- Click on and open these two links...
- Here is the Gallery Walk: NY Times Photo Gallery
Work Time
- Complete Assignment 6.0 in Google Classroom as you do the Gallery Walk.
- View each photo for 60 seconds. You teacher will set a timer. Then...
- Record what you notice and wonder about on your chart.
Assessment / Homework
- Complete Assignment 6.0
THURSDAY 9-29 A-Day: TREES Part I
Announcements
DO Now - Think and Write
Entry Title: Two Words, One Sentence
Announcements
- Check your Gmail!
- Be seated, quiet and working before the bell!
DO Now - Think and Write
Entry Title: Two Words, One Sentence
- Directions: Write one sentence with two vocabulary words in it that proves you understand the meaning of both words when read aloud. underline the words.
- Example: The girl lapsed into a sort of reverie as she stared longingly into the bagboy's eyes.
- I know how to structure and fully develop a single paragraph using the TREES method.
Mini-Lesson: Review the TREES Essay
- How to write a well developed single paragraph essay using the TREES method and Whole Brain Leanring!
- What's Whole Brain Learning? Click here...
Work Time
- Complete Assignment 7.0 in Google Classroom!
Assessment / Homework
- Complete Assignment 7.0 and Turn In!
FRIDAY 9-30 B-Day: DIRT Day
Learning Target(s)
- I can write a well developed single paragraph TREES essay.
Mini-Lesson: None
- But if you need to review yesterday's lesson, please see Mr. DeGrandis.
Work Time
- Complete Assignment #8.0 in The Stream and turn it in by the end of the period.
Done? Do one of the following...
- Begin creating your cool, new online flashcards by registering with your School Google Account on http://www.flashcardmachine.com/
BE SURE TO WRITE YOUR LOGIN CODE AND PASSWORD IN YOUR ONLINE PASSBOOK! - Independently Read.
- Begin creating your cool, new online flashcards by registering with your School Google Account on http://www.flashcardmachine.com/
Assessment / Homework
- Turn in Assignment 7.0 before the end of the period!
________________________________________
If You Finish, Begin DIRT Day... No Thoughts Required!
DIRT Day Expectations
- Do the following BEFORE the bell rings…
- Open your DIRT Day Assignment in Google Classroom.
- Be in your seat reading.
- Focus on your reading the entire period.
- Do not sub-vocalize during DIRT.
- Complete 10 thoughts using the Active Reading Model by the end of the period. Do more for extra credit.
If You Finish a Book…
In an email to Mr. DeGrandis, write a review about your book in 3-paragraph essay format.
Guidelines for the Essay:
- ¶ 1 - title, author and genre of the novel and your opinion of the book (controlling idea).
- ¶ 2 - short summary of the book and include at least two text-based examples from the book
that support your controlling idea in ¶ - ¶ 3 - explain why you would or would not recommend this book to a friend and where they might be able to find it or purchase it.
If You Forgot Your Book…
- Choose a book from the class library or Mr. DeGrandis will give you one.
- Be sure to bring your book next week.
If You Want to Switch Books…
In an email to Mr. DeGrandis, write an Abandon Book Essay.
Guidelines:
- ¶ 1 – title, author and genre of the novel you are abandoning and
three reasons you don’t like the book (controlling idea). - ¶ 2 through 4 - Develop each reason using text-based details from the book.
- ¶ 5 - Offer your suggestions for other novels you have read that another student might enjoy.
