MONDAY 10-19-20 A-Day: Introducing the 20% Time Project Part I ANNOUNCEMENTS
1. NWEAs are coming the week of October 26th!
2. Don't forget to check your Gmail in the morning and after school!
DO NOW 1. Complete the Chromebook Restart assignment in Google Classroom.
2. Go to Google.com and type in 20% Time or Genius Hour.
Find any article, video or website about 20% Time, read/view it and put one interesting fact you find about 20% Time in the chat room.
Be ready to share what you find for participation points.
LEARNING TARGETS
I can explain what 20% Time is to someone who has never heard about it.
MINI-LESSON
Student Models
Watch these awesome 20% Time Projects from past students who did a great job with their 20% Time Projects!
Here's one for Parents and Teachers
WORK TIME 1. What did you find out about 20% Time?
2. Go to this Padlet and post a comment in response to the question you find there.
ASSESSMENT / HOMEWORK
Work on Assignment 17.0 in Google Classroom. It is due tonight for homework.
TUESDAY 10-20-20 B-Day: Introducing the 20% Time Project Part II
ANNOUNCEMENTS
1. NWEAs are coming the week of October 26th!
2. Don't forget to check your Gmail in the morning and after school!
3. Win a cash prize for writing! Ask Mr. DeGrandis how!
4. The worksheet didn't work for some people. We have to figure out why.
DO NOW
1. Check out this list of 37 Cool 20% Time Ideas.
2. Then, go to this Word Cloud and add to it.
LEARNING TARGET
1. I can collect ideas to help me pick a topic for my 20% Time Project.
2. I can perform my role in a group designed to help us talk about our topics.
MINI-LESSON
How to Have a Productive Breakout Session
Facilitator - Starts the team work by reading the problem or instructions aloud, keeps everyone focused on the work, alerts the teacher if the group has any questions or stuck points.
Recorder/Reporter - Takes notes for the team during the work, reports the results to the teacher or class.
Task Manager - Helps the team synthesize their ideas, keeps track of the time.
WORK TIME - In your group, the group leader should assign the roles, first by asking who would like to do each one, then, assigning the roles if necessary. Not everyone has to have a role.
- Each person in the group then shares their possible idea for a 20% Time Project.
- Team members should ask the following questions about the topic. Write your answers on a Google Doc in your notebook for future reference.
- What are some reasons you are considering this topic?
- Can you complete this project remotely? Can you do it over the winter? Would your parents support your project financially and academically?
- If you already have some experience with your topic, what aspect of the topic will you focus on?
ASSESSMENT / HOMEWORK
None for today. There will be an assignment for tomorrow's asynchronous learning activity.
WEDNESDAY 10-21-20 A-synch-Day: Turn in Brainstorming and Inspiration Activity
Answer the question posted in Google Classroom titled, My 20% Time Project Topic
FRIDAY 10-23-20 D-Day: The NWEA and Your Future
ANNOUNCEMENTS
1. NWEAs are starting Monday!
2. Don't forget to check your Gmail in the morning and after school!
DO NOW
Find Your NWEA Score from last year!
Directions: Click here to use this chart to find your highest NWEA score.
You will see two sets of numbers next to your student ID. Pick the better of the two scores.
Write down your score. You will need it for today's lesson.
LEARNING TARGET
1. I can explain what a Lexile number means.
2. I can find my NWEA score from last year using a chart.
3. I can understand how the NWEA can help me plan my future.
MINI-LESSON
Building Reading Skills Presentation
WORK TIME Start assignment 20.0 in Google Classroom.
ASSESSMENT / HOMEWORK
Complete Assignment 20.0 in Google Classroom for a participation grade.
THURSDAY 11-6-20 C-Day: Inferencing Part I
ANNOUNCEMENTS
1. NWEAs are coming the week of October 26th!
2. Don't forget to check your Gmail in the morning and after school!
DO NOW New Do Now Here
________________________________
LEARNING TARGETS
1. I can define inferencing.
2. I can define textual evidence.
3. I can actively read to make inferences.
4. I can analyze an author's words to determine multiple pieces of textual evidence that support my inferences.
MINI-LESSON
Lesson: 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.
In the Chat...
Post one inference you can draw from the picture of the woman on TV in the video.
WORK TIME Pick a vocabulary word and write a brief scenario like the ones for the Vocabulary Inferencing Do Now from the other day. Be ready to share yours for a participation grade.
Your classmates should be able to infer the correct vocabulary word from your scenario.
Here they are again for your reference...
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. It was heaven.
__Meditation _______________Jerrell had been sitting at his 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.
____Tedious ______________It all happened so quickly that Giselle 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. She slowly realized the room was silent and everyone had stopped singing. ______Impulse____
ASSESSMENT / HOMEWORK
1. Go to THIS PADLET for a brief test of your inferencing powers!
2. Complete the inferencing in literature Assignment 18.0 in Google Classroom. Due tomorrow!
FRIDAY 11-9-20 C-Day: Inferencing Part II
ANNOUNCEMENTS
1. NWEAs are Monday!
2. Don't forget to check your Gmail in the morning and after school!
DO NOW
New Entry: Drawing Conclusions
DIRECTIONS
Copy the following informational text and question into your ELA notebook.
Read the scenario and select the answer that best answers the question.
In 1998, figure skating champion Katarina Witt, a gold medalist in the 1984 and 1988 Olympic Games, caused a stir when she posed nude for Playboy magazine. Right before the 2000 Olympic Games, swimmer Jenny Thompson, too, generated controversy when she appeared in Sports Illustrated magazine with only her hands covering her breasts. Just a few years later, in 2004, however, hardly anyone even raised an eyebrow when several unapologetic Olympic athletes appeared nude for Playboy and other men's magazines while they were actually competing. Even the United States Olympic Committee did not object to the athletes' actions. But they should object. In fact, we should all be appalled that these women decided to become centerfolds. They claim that modern women have earned the right to decide how they want to be portrayed in the media. But the fact is that these nude photographs degrade the women who pose for them. Even worse, these women diminish the accomplishments of female athletes and encourage the public to view them as sex objects. When even a few athletes choose to pose nude, they severely undermine women's quest to be respected for their achievements rather than for the way they look. (Source of information: Joe Drape, "Olympians Strike Pinup Pose, and Avoid Setting Off a Fuss," The New York Times, August 12, 2004, www.nytimes.com)
From this passage, a reader might logically draw (infer) which conclusion?
a. The author would probably say that it's acceptable for Hollywood actresses to appear nude in films.
b. The author would probably not object to male athletes posing nude for magazines.
c. The author would agree that Katarina Witt and Jenny Thompson are good role models for young girls who aspire to become Olympic athletes one day.
d. The author would probably disapprove of a calendar featuring photographs of Olympic athletes in skimpy lingerie.
LEARNING TARGETS
- 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: Virtual Gallery Walk
- What is a Gallery Walk and how does it work? A gallery walk is a chance for you to view a picture as text.
- How it works: You have the chance to view a collection of photos and write down details you notice about each one.
WORK TIME Complete Assignment 19.0 in Google Classroom.
View each photo for 60 seconds. Your teacher will set a timer.
Then...
Record what you notice and wonder about on your chart in Assignment 19.0.
ASSESSMENT / HOMEWORK
1. Completion of Assignment 19.0.
2. Take the inferencing quiz in Assignment 20.0 in Google Classroom. Due Sunday 11:59PM.
