MP1 - Week 4 - 2021

     MONDAY    9-27-21      A/C-Day: How to Write a Good Email     

        ANNOUNCEMENTS          

1. Check your Gmail twice a day - before school and after school.

2.  Have you thought about a topic for your Genius Project?

3.  Check and be sure that you clicked SUBMIT on your www.Readworks.org assignment from last week.  If it isn't submitted, I can't grade it and you will receive a zero for it.

4.  You have until Tuesday to turn in any work from last week that needs to be done for partial credit.

5.  NWEAs: Did you finish?

        DO NOW          

Directions

Copy the following three new vocabulary words into Vocabulary List I in your notebook.

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

Example: 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.

Example: 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.

Example: 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.

        LEARNING TARGETS          

I can use good email etiquette to write my teacher an email.

        MINI-LESSON          

Video 1

But First... Check out how this Professor Critiques a Student's Email

Focus Question: What are some things the professor points out that you think should be included in an email to a teacher?

Video 2 - FIVE SUGGESTIONS

Five Suggestions when writing your teacher an email.

1. Use a salutation.
2. Include a specific subject line with your class period.
3. Keep it to-the-point.
4. Avoid text-speak.
5. Sign and proofread.

Focus Question: Why might these suggestions be a good idea to include in an email to a teacher?

        WORK TIME          

DIRECTIONS

Pick ONE of the situations below and write an email to Mr. DeGrandis, 1241390@rcsd121.org.

Be sure the subject line reads:  Period X, Email Assignment, Situation Z

SITUATION 1
You just received your essay back from your teacher.  You received a failing grade.  You spent hours working on it and you were sure you did a great job.  Convince your teacher to reconsider your grade.

SITUATION 2
You missed the deadline for your big project to be turned in. Explain why you missed the deadline and convince your teacher to give you extra time to make up your work.

SITUATION 3
It's one week before the end of the marking period.  Your teacher posted the final grades and you are missing four assignments. Convince your teacher to let you make up the work so you can pass the marking period with partial credit.

SITUATION 4
You have an 'F' in English. But your average is a 62%.  Write an email convincing your teacher that you deserve the opportunity to do an extra credit assignment so you can pass the course.

EMAIL RUBRIC

• A = Included all five suggestions above for a good email.
• B = Included 3-5 of the suggestions from the video. 
• C = Included only 1-2 of the suggestions from the video.
• D = Wrote an email but did not follow any of the suggestions.
• F = Did not write an email at all.

          ASSESSMENT          

Your completed email should be sent to your teacher.

     TUESDAY  & WEDNESDAY    9-28,29-21      B/D-Day: Create Your Own Identity Map  

        ANNOUNCEMENTS          

1. Did you turn in your email to Mr. DeGrandis?

2. Have you checked your Gmail today?

3. Grades grades and more grades!

        DO NOW          

First do this...

Directions

Copy the following two new vocabulary words into Vocabulary List I in your notebook.

7.  reverie n. (reveries) a daydream.

Example: 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.

    Example: Before Kalvin made the decision to break up with Sherise, he meditated on it deeply for several days.

Then, do this...

Fill out the Anticipation Activity for Identity Map worksheet and hand it in.

        LEARNING TARGETS          

I can create an identity map that presents my interests, hobbies and who I am to the class.

I can participate in a class discussion about my identity map and interact with my peers.

        MINI-LESSON          

Some Essential Questions for You

What is identity?  Who are you? Who am I? How does our knowledge of ourselves and one another influence interactions in our community? How does identity affect how readers connect with texts? 

Padlet Post

What do some students think is important for teachers to know?

CLICK HERE TO GO TO THE PADLET!

What do I notice about others’ responses on the Padlet and what is important to them?

        WORK TIME          

1. Introduce the Identity Map project and example.
   
   
2. Start the Personal Identity Map (Assignment 12.0) in Google Classroom.
   
   
3. Due tomorrow 11:59 PM.

          ASSESSMENT          

Complete your Identity Map and turn it in by tomorrow evening.

     THURSDAY  & FRIDAY    9-30-2021      B/D-Day: Present Identity Maps via Class Discussion Accountable Talk    

        ANNOUNCEMENTS          

1. Check your Gmail twice a day - before school and after school.

2.  Is your Identity Map done and ready to present?

        DO NOW          

Directions

Copy the following two new vocabulary words into Vocabulary List I in your notebook.

9.   tedious adj. – (tediously) boring, tiresome because of length, slowness or dullness.

    Example: 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.

    

Example: 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 TARGETS          

I can share who I am with my classmates by presenting an Identity Map.

        MINI-LESSON          

Accountable Talk:  What is it?

A set of sentence starters that can help guide you through a more positive conversation about almost anything with just about anyone.

Here are a few examples of sentence stems you might say during an accountable talk class discussion.

Expectations and how you will be graded during a class discussion using accountable talk...

        WORK TIME          

Guidelines for Holding Class Outside or In Another Venue (place)

1.  We must still focus on our learning targets even though we are outside or in a different venue.

2.  You behavior and participation will determine if we can do this again in the future.

3.  Follow directions.  Participate.  Have fun. Respect each other.

Here's How it Will Work Today

1. You will have about one minute to present your Identify Map.

2. When you are done, your classmates will use accountable talk sentence starters to react to and discuss your Identity Map.

3.  Mr. DeGrandis will not be running the discussion.  You will be doing that.  He will be tracking the number of times you participate and use accountable talk sentence starters for your grade.

4.  The class all receives the same grade depending on the number of people that participate and use accountable talk.

          ASSESSMENT          

The entire class will receive the same participation grade out of 100 points!   Remember that class participation is 30% of your overall average for the marking period.

RUBRIC for Grading the Accountable Talk Class Discussion

100    Most of the class participated at least three times using accountable talk sentence starters.

88    More than half the class participated at least twice using accountable talk sentence starters.

78    Less than half the class participated at least once using accountable talk sentence starters.

68    Only a few students participated using accountable talk stems.