MP1 - Week 6

   MONDAY   10-10    Columbus Day        

   TUESDAY    10-10    C-Day:  20% Time Proposals and Creating Your 20% Time Blog       

     Announcements     

• Check your Gmail!
• Did you turn in your field trip forms to the 4th Floor House Office for LaserTron?

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     DO Now - Think and Respond in Composition Notebook     

Entry Title:  Vocabulary Inferencing

DIRECTIONS:  Copy the scenarios below into 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 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.
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     Learning Target(s)     

• I can understand how to 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  (Should communicate thee purpose of your Blog in a fun and interesting way)
  
  Address:  johndSOTA2017.blogspot.com
  MUST BE IN THIS FORMAT: firstname last initial SOTA2017

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     Work Time - Make It Happen!                                            

 

• Create your 20% Time Blog!
• 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 17.0 in Google Classroom

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     Assessment / Homework       

• • Create your 20% Time Blog for class.
  • Complete Assignment 17.0 in Google Classroom!

   WEDNESDAY       LASERTRON FIELDTRIP!!!       

   THURSDAY    10-12     A-Day:  Finishing Your 20% Time Blog and RSS Feeds       

     Announcements     

• Check your Gmail!  There are new grades there!

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     DO Now - Research It!                          

• Go to the google Search Page and type, "What is RSS?" 
• Read one article about it.
• View one video about RSS Feeds.
• Read one article about RSS Feeds.

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     Learning Target(s)     

• I can understand how to use the www.feedly.com RSS feed to help me research information about my 20% Time Project by adding 3 websites to it!

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     Mini-Lesson:  How Can RSS Help Me with My 20% Time Project?     

 
• Explain what RSS Feeds are to a friend.  Then, have them share what the learned with you!  Be prepared to share with the class.
• Watch this video on RSS Feeds...
• In-class Demonstration on how to add websites to your www.feedly.com RSS feed based on your 20% Time Project Topic.
• Where is my Blogger Dashboard?

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     Work Time                                

 

• Add three websites to your www.feedly.com RSS site.

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     Assessment / Homework       

• • Complete assignment 17.0 in Google Classroom.
  • This is due Monday!
  • Show Mr. DeGrandis your RSS Feeds in your new Feedly page!

   FRIDAY    10-13     B-Day:  DIRT Day     

DIRT 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.

ELA 8 - Week 5

   MONDAY  through WEDNESDAY    C, B, D, Days:  NWEAs     

   THURSDAY  DIRT Day or 20% Time     

DIRT 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.

   FRIDAY  Superintendent's Conference Day     

ELA 8 Week 4

   MONDAY  9-25    B-Day:  Inferencing Part I     

     Announcements     

• Get your Chromebook
• Check your Gmail
• Start your Do Now

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     DO Now - Copy into Composition Notebook    

Add these words to Vocabulary List I 

 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:  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.
• 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 on how well the audience can use inferencing to determine the purpose of your skits main character.

   TUESDAY    9-26    C-Day:  Inferencing Part II     

     Announcements     

• Check your Gmail!
• Are you ready to perform your skit?
• Be seated, quiet and working before the bell!

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     DO Now - Copy      

Add these two 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.

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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.

________________________________________

     Assessment / Homework       

1. How well was the audience able to draw inferences from your skit?

   WEDNESDAY   9-27    D-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.

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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 15.0!
• 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 collections of photos and write down details you notice about each one.
• Complete Assignment 14.0 in Google Classroom.

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     Work Time       

 

• Complete Assignments 14.0 and 15.0 in Google.
• 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 Assignments 14.0 and 15.0.

   THURSDAY     9-28    A-Day:  DIRT Day       

     DO Now - Copy                               

1. Go into ReadWorks.org and read the next article in the set and respond in your Book of Knowledge!
   
2. Then finish your assignments from yesterday.
   
3. Then, read your independent reading book!

DIRT 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.

   FRIDAY    9-29    B-Day:  20% Time Research