MONDAY 9-23-19 B-Day: Introduction to the 20% Time Project
- 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
- 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
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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.
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.
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
- How well was the audience able to draw inferences from your skit?
- 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.
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
- 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.
