MP1 2019-2020 - Week 5

   MONDAY    9-30-19     C-Day:  Creating Your 20% Time Blog     

     Announcements                                   

• Go tot he class blog, then check your Gmail!
• Did you turn in your field trip forms to the 4th Floor House Office for LaserTron?
• Didn't finish your NWEA?  This week is make-up week!
• Start the Do Now Below BEFORE the bell rings.

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     DO Now - Think and Respond in Composition Notebook     

Entry Title:  Vocabulary Inferencing

DIRECTIONS:  Copy the scenarios below into a Google Doc in your composition book and infer which vocabulary word it reflects most closely. Write that word on the line provided.
HINT:  Use Vocabulary List I to help you!

1. Terry needed to clear her head.  It had been a long day.  She turned down the lights.  Lit a scented candle and sat in the middle of her living room floor and reflected on her day.
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2. 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.
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3. 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 shaming 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.
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     Learning Target(s)                                    

• I can communicate with a global audience by creating a blog!

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     Mini-Lesson:  How to Create Your 20% Time Blog Part I     

 
• What is a blog?
  A blog is a frequently updated, online, personal journal or diary. For our purposes we’ll say that a blog is your own website that you are going to update on an ongoing basis.
• Blog Basics...
• Demonstration of how to create your class blog and creating a new post on it!
  
  Title:       Playing the Ukulele with John  (Your blog title should communicate the purpose of your Blog in a fun and interesting way)
  
  Address:  johndSOTA2019.blogspot.com
  MUST BE IN THIS FORMAT: firstname last initial SOTA2020
  
  DO NOT USE YOUR LAST NAME

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     Work Time - Make It Happen!                                            

 

• Create your 20% Time Blog!  Then try the Following...
• Change the theme.
• Change the layout.
• 
  
• Wanna make it look even better?  Check out this video from The Blog Beautician
• Complete Assignment 18.0 in Google Classroom.
• Show Mr. DeGrandis your new creation!

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     Assessment / Homework                      

• • Work on Assignment 18.0 in Google Classroom!
  • Due Thursday by the end of the period!

  
  

   TUESDAY    10-1-18      D-Day:   Work on Your  20% Time Blog   

     Announcements                    

• Go to the class blog, then check your Gmail!
• Did you turn in your field trip forms to the 4th Floor House Office for LaserTron?
• Didn't finish your NWEA?  This week is make-up week!
• Start the Do Now Below BEFORE the bell rings.

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     DO Now - Proofreading Practice                  

Complete the grammar exercise in Google Classroom!

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     Learning Target(s)                           

• I can communicate with a global audience by creating a blog for my 20% Time Project!

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     Mini-Lesson:  Finish Your Blog       

 
• What is a blog?
  A blog is a frequently updated online personal journal or diary. For our purposes we’ll say that a blog is your own website that you are going to update on an ongoing basis.
• Blog Basics...
• Demonstration of how to create your class blog and creating a new post on it!
  
  Title:       Playing the Ukulele with John  (Should communicate thee purpose of your Blog in a fun and interesting way)
  
  Address:  johndSOTA2018.blogspot.com
  MUST BE IN THIS FORMAT: firstname last initial SOTA2017

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     Work Time                         

 

Finish your blog first!  Then, show it to Mr. DeGrandis.

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     Assessment / Homework               

• • Complete and TURN IN Assignment 18.0 by Sunday 11:59PM.

   WEDNESDAY     10-2-18    A-Day:  Finish Blog and About Page       

Finish NWEAs!

     Announcements                

• Complete Assignment 18.0 in Google Classroom by 11:59PM tonight!
• Check your Gmail!
• Did you turn in your field trip forms to the 4th Floor House Office for LaserTron?
• No Do Now today!

   THURSDAY     10-3-18    B-Day:  Mix and Mingle Activity       

     Announcements                

• Complete Assignment 18.0 in Google Classroom by 11:59PM tonight!
• Check your Gmail!
• Did you turn in your field trip forms to the 4th Floor House Office for LaserTron?
• Start your Do Now below...

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     DO Now - Remember and Write!                                     

New Entry Title: Inferences About the Gallery Walk

What are some inferences you recall about the gallery walk from last week?  Click here to see the photos again if you need to.

Write at least three inferences down.

Sample Inferences

1. In the photo with all the cars, I can infer that people may be trying to escape some natural disaster, like a tsunami.
2. In the photo of the helicopter, I can infer that people are trying to escape to safety. 

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     Learning Target(s)                                        

• I can use inferring to put the details of an article in the correct order (sequence).
• I can participate in discussions about the text with a partner, small group, and the whole class.

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     Mini-Lesson:  Mix and Mingle          

 
• This Mix and Mingle activity will help you create new inferences between the event you have seen in the Gallery Walk and information from the text we will be reading about the fall of Saigon.

What to do...

• You will receive two sentence strips from your teacher.
• Read them to yourself. Then...
• Turn and Talk: Read your sentence strips to a neighbor.
• Do you think you have the whole story based on the pictures from yesterday and these two sentence strips? Discuss with your partner.

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     Work Time                                          

 SPECIAL REQUEST:  Sentence Strip Envelopes and Sentence Strips:  Please do not write, tear, fold or otherwise damage these so other students in other classes can use them for this activity today as well!  Thank You!   




Mix and Mingle: Create an Inference with Your Group

• Free class period
• Mr. D. will give you an envelope containing two sentence strips.
• When asked to begin, wander the room with your sentence strips.
• Look for peers that have different strips than your own.  Stay together until you collect a total of 4-5 people.  No one should have the same sentence strips!
• You will have five minutes to mix and mingle.
• Select an area of the room in which you can meet with your group.
• Arrange the strips in a logical order.  You should be able to explain why you put your strips in the order you did.
• It's OK if you have more questions than answers at this point!

Class Discussion Questions

What do you think happened to the people in the gallery walk based on the sentence strips and the photos?  What specific evidence do you have to back up your inferences?

Guiding Questions for this novel study...
1.  What is home?
2.  How do critical incidents reveal character?
3.  Which of your quotes might fit our guiding questions?

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     Assessment / Homework                                      

Complete Assignment 18.0 in Google Classroom if you did not finish in class!

   FRIDAY    10-4-18     C-Day: 20% Time Project Work and IRT        

Periods 1, 2, and 4

Read the short horror story, The Lottery by Shirley Jackson.

What are some strange traditions of which you have been a part of or observed?

What are some traditions for which you have no idea why you do it?  "It's what we've always done."  "We've always done it that way."

What is symbolism?  What are some symbols in the story and what do you think they might mean?

What might the lottery symbolize? 

Period 6

Make up day!

MP1 2019-2020 - Week 4

   MONDAY   9-23-19     B-Day:  Introduction to the 20% Time Project     

     Announcements                    

• Grab your Chromebook.
• Be seated, quiet and working, BEFORE the bell rings.
• Did you check your Gmail? 
• Check Out the Just Law essay challenge in Google Classroom.  If interested, see me after class!

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     DO Now - Research             

• Go to Google.com and type in "20% Time" or "Genius Hour"
• In a small group or alone...
• Find any article, video or website about 20% Time, read it and find one interesting fact about 20% Time.
• Be ready to share what you find.

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     Learning Target(s)                        

• I can explain what 20% Time is to someone who has never heard about it.

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     Mini-Lesson:  What the Heck is 20% Time?                           

 
• Watch these awesome 20% Time Projects from Last Year's Students

Publishing a Novel	Writing a Novel
Photography	Learning to Speak Chinese

• What did you find out about 20% Time?
• Check out this Presentation on Genius Hour/20%Time
• Here's one for Parents and Teachers

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     Work Time                                             

 

• Complete assignment 13.5 in Google Classroom called Brainstorming and Inspiration
   
  
• List as many things as you can!  Turn it in by the end of class OR by 11:59 PM tonight!
  

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     Assessment / Homework                                  

• • Talk about 20% Time with your parents and ask them what they think you should do for your 20% Time Project.
  • Don't forget to Turn in assignment 13.0 if you did not finish it in class!

   TUESDAY      9-24-19    C-Day:  Inferencing Part I      

     Announcements                             

• Get your Chromebook: Seated, Quiet and Working Before the Bell Rings!
• Check your Gmail and review your returned assignments.
• Start your Do Now
• Get your Course Criteria Sheet and have it signed tonight for homework.

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     DO Now - Copy into Notebook    

Inferencing - coming up with a logical conclusion based on 1) Textual evidence (something you see) and 2) personal experience.

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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.

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     Mini-Lesson:  What is Inferencing?         

 
• Watch this video on Inferencing...
• Inference:  a thought process a reader makes to understand the meaning of text, or even an image; a logical conclusion.


• When you infer, you pay attention to the details in front of you, and you use other information (from the text, or your background knowledge) to mentally fill in the gaps between the details that are actually said or shown, and what the author expects the reader to understand. 

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     Work Time                                                

 

• Watch your teacher model a skit that requires the audience to draw an inference to determine the purpose of a character in a scene.  Then...
• Divide into groups of 3-4 people.
• Create a skit that requires the audience to draw an inference about the purpose of a character in your scene.
• No words allowed!
• Perform it for the class.
• You will be graded on how well the audience can identify the purpose of the main character of your skit.

Need Some Ideas?  Ask Mr. DeGrandis!

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.

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     Assessment / Homework                  

• • Your grade will be determined by how well the audience can use inferencing to determine the purpose of your skit's main character.
  • Get your Course Criteria Sheet signed tonight for homework.

   WEDNESDAY     9-25-19     A-Day:  Inferencing Part II       

     Announcements     

• Check your Gmail!
• Are you ready to perform your skit?
• Be seated, quiet and working before the bell!
• Check out Google Classroom for an awesome new contest!
• Inferencing quiz tomorrow!

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     DO Now - Copy      

Add these three new words to Vocabulary List I

Cut and Paste these words to Vocabulary List I in your digital notebook.

 4.  impulse n. (impulsive, impulsively) a sudden wish or urge.

Even though he had the impulse to run and hide, Laron courageously stood strong and faced the bully.

5.  intuition n. (intuitively, intuit) a sense of knowing; an insight.
Meagan trusted her intuition about her date and left the restaurant without saying goodbye because she had a feeling something was odd.

6.  lapse n. (lapsed, lapsing) to sink or slip gradually.

While waiting to go on stage, Alvin experienced a momentary lapse into stage fright, but he pulled himself out of it and went on with the show.

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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.

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     Mini-Lesson:  Review of Inferencing      

 
• Inferencing - coming up with a logical conclusion based on 1) Textual evidence (something you see) and 2) Your own personal experience.

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     Work Time                                

 

• Finish 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.

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     Assessment / Homework                         

1. How well was the audience able to draw inferences from your skit?
2. Quiz on inferencing tomorrow!

   THURSDAY     9-26-19    A-Day:  Digital Gallery Walk      

     Announcements     

• Check your Gmail!
• Be seated, quiet and working before the bell!

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     DO Now - Copy         

Add these three new words to Vocabulary List I

7.  reverie n. (reveries) a daydream.
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.

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.

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     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.

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     Mini-Lesson:  Gallery "Walk"          

 
• Review: Take the Inferencing Quiz in Google Classroom, Assignment 14.0!
• 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 collection of photos and write down details you notice about each one.

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     Work Time                                  

 

• Complete Assignment 15.0 in Google Classroom.
• View each photo for 60 seconds.  Your teacher will set a timer.
• Then...
• Record what you notice and wonder about each photo.
• Link to photos

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     Assessment / Homework                             

• • Make sure you TURN IN Assignments 14.0 (the quiz) and 15.0 before you leave class today!

   FRIDAY    9-27    B-Day:  Independent Reading Time (IRT) Day    

IRT Day Expectations

1. Do the following BEFORE the bell rings…
1. Open your DIRT Day Assignment in Google Classroom.
2. Be in your seat reading.
2. Focus on your reading the entire period.
3. Do not sub-vocalize during DIRT.
4. 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.