**Continuing with Interim 3 ELA testing today**
Independent: -Assignment 1/HLLoop #2: Students will read parts of Chapter 10 again (pages 74-85), while completing the chart (for HLL #2). They are specifically looking to identify what the Lavender Room symbolizes.
-Assignment 2: Go to Google Classroom and open up "How to Do APA Format for Beginners."
-Assignment 3: Start on your homework!
Collaborative: - Written Response: Students will write a short response about today's reading, with a Criteria for Success and my feedback. Exit Ticket (5 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 7 (Ch 10)" Type up your Exit Ticket. Turn it in when you are finished. Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will take a quiz on their assigned reading (which was their homework). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Activity 1: Students will reread Chapter 10 (pages 74-85), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station.
-Activity 2 (if you didn't finish last class): Practice saying the vocabulary words.
-Assignment 3 (if you finish early): Practice your vocabulary and grammar skills on the website Free Rice.
Collaborative: -Opening: I will review key points of chapter 10 with students. -HLLoop #1: Students will read parts of Chapter 10 again (pages 74-85), while completing the chart (for HLL #1). They are specifically looking to identify what Phoebe symbolizes.
- Brief Discussion: I will lead a brief discussion on what Phoebe symbolizes. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). **Interim 3 ELA testing today**
Independent: -Assignment 1: Start/continue on vocabulary list #7:
-Assignment 2: Students will reread Chapter 10 (pages 74-85), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station.
Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will take a quiz on their assigned reading (which was their homework). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Activity 1: Students will reread Chapter 10 (pages 74-85), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station.
-Activity 2 (if you didn't finish last class): Walk over to the sink area and grab a new Vocabulary List of words and the corresponding SAT Review worksheet.
-Assignment 3 (if you finish early): Practice your vocabulary and grammar skills on the website Free Rice.
Collaborative: -Opening: I will review key points of chapter 10 with students. -HLLoop #1: Students will read parts of Chapter 10 again (pages 74-85), while completing the chart (for HLL #1). They are specifically looking to identify what Phoebe symbolizes.
- Brief Discussion: I will lead a brief discussion on what Phoebe symbolizes. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Activity 1: Go to Google Classroom and open the document "The 2 Reasons Why So Many People Are Becoming Lonelier" Read and annotate the article, according to the directions in the doc. -Activity 2: Walk over to the sink area and grab a new Vocabulary List of words and the corresponding SAT Review worksheet.
-Assignment 3 (if you finish early): Practice your vocabulary and grammar skills on the website Free Rice.
Collaborative: -Opening: I will review key points of chapter 9 with students. -HLLoop #2: Students will read parts of Chapter 9 again (pages 68-70), while completing the chart (for HLL #2). They are specifically looking to identify what Faith Cavendish symbolizes.
- Written Response: Students will write a short response about today's reading, with a Criteria for Success and my feedback. Exit Ticket (5 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 6 (Ch 9)" Type up your Exit Ticket. Turn it in when you are finished. Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will take a quiz on their assigned reading (which was their homework). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Activity 1: Students will reread Chapter 9 (pages 66-74), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station.
-Assignment 2 (if you finish early): Practice your vocabulary and grammar skills on the website Free Rice.
Collaborative: -Opening: I will review key points of chapter 9 with students. -HLLoop #1: Students will read parts of Chapter 8 again (pages 68-70), while completing the chart (for HLL #1). They are specifically looking to identify what the Edmont Hotel symbolizes.
- Brief Discussion: I will lead a brief discussion on the ways in which Edmont Hotel loneliness. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Announcements:
Whole class: I'll review the structure of today's class and then we will start the test. Independent: -Activity 1: Students will start on their Vocabulary Test (list #4-#6). When they finish, they will transition into the additional independent activities below. -Activity 2: Turn to page 31 in the Ch 7 - 8 packet.
-Assignment 3 Read the sentence written in the "What's happening?" column of the graphic organizer.
Collaborative: -Discussion I will review key points of chapter 8 with students, as it relates to the graphic organizer. -HLLoop #2: I will lead a brief discussion on the connection of inauthenticity and loneliness. We will be examining the text throughout the discussion. - Written Response: Students will write a short response about today's reading, with a Criteria for Success and my feedback. Exit Ticket (5 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 5 (Ch 7-8)" Type up your Exit Ticket. Turn it in when you are finished. Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will take a quiz on their assigned reading (which was their homework). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Activity 1: Students will reread Chapter 7 and 8 (pages 25-32), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station.
-Activity 2: Study for the Vocabulary Test (List #4-#6).
-Assignment 3 (if you didn't finish last class): Continue practicing for the SAT by trying your personal best on this website.
Collaborative: -Opening: I will review key points of chapter 7 and 8 with students. -HLLoop #1: Students will read parts of Chapter 8 again (pages 30-32), while completing the chart (for HLL #1). They are specifically looking to identify why Holden lied.
- Brief Discussion: I will lead a brief discussion on the ways in which Holden feels alone and how Holden contributes to his isolation. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1: Continue practicing for the SAT by trying your personal best on this website.
-Activity 2: Students will reread Chapter 7 and 8 (pages 25- 32), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station.
-Activity 3 (if you finish early): Begin to study for the Vocabulary Test (List #4-#6).
Collaborative: -HLLoop #2: Students will reread parts HLL#1 and read parts of Chapter 6 again (page 22), while completing the chart (for HLL #2). They are specifically looking for what Holden's essay symbolizes.
- Written Response: Students will write a short response about today's reading, with a Criteria for Success and my feedback. Exit Ticket (6 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 4B (Ch 5-6)" Type up your Exit Ticket. Turn it in when you are finished. Standard: RL 11-12.3
Objective: Students will be able to come to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will take a quiz on their assigned reading (which was their homework). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Activity 1: Students will reread Chapter 5 and 6 (pages 19- middle of 25), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station.
-Activity 2 (if you didn't completely finish last class): Students will login to Achieve 3000 (make sure to select "English 11 - Bondor") and open up the assigned article "Lessons from the Cold War" These are your assigned tasks:
-Activity 3 (if you finish super early): Begin to study for the Vocabulary Test (List #4-#6).
Collaborative: -Opening: I will review key points of chapter 5 and 6 with students. -HLLoop #1: Students will read parts of Chapter 5 again (page 21), while completing the chart (for HLL #1). They are specifically looking to identify Holden's motivation for choosing to write Stradlater's essay about a glove.
- Written Response: Students will write a short response about today's reading, with a Criteria for Success and my feedback. Exit Ticket (6 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 4A (Ch 5-6)" Type up your Exit Ticket. Turn it in when you are finished. |