Objective:  I can complete my PSAT-style pretest by reading the given passage and selecting my choice from the chromebook.

BW:  Look to the Promethean Board for the chromebook set-up and log in.

Activities:

1.  Independent Study:  Complete the given pre-test.
2. SSR:  At the Promethean Board, copy the exemplar for writing “inferences” in the back of your notebook.  Draw an underline beneath the exemplar and begin adding inferences to your SSR book like the model.
3. Reminder:  Make-up work for Friday(9/15) and Tuesday(9/19) will be given today after school. If there are any conflicts, arrange for a make-up for tomorrow before or after school.

Objective: I can write an argumentative essay by utilizing the two articles discussing whether heroes are “born” or “made.”

BW:  Ensure that the exemplar for the triple-entry journal is written.  (See example on Promethean Board.)

Activities:

1.  Compose an argumentative essay after reading the prompt.
2. When you have completed your essay, add one entry for every two pages of your SSR book acquired in the school library.
3. Reminder:  Make-up work for Friday’s Summary Writing assignment and today’s Argumentative Essay will be given on Wednesday(9/20) after school.  These two assignments are more heavily-weighed formative grades.  So make sure to attend if you missed class on those days stated above.

Objective:  I can review my summer reading by writing in the four squares of  the “Go-Go-Mo Protocol” and talking to my neighbors to discuss and write about details from our respective protocol sheets.

BW:  Respond to the prompt about reading(7 sent.) and ensure that you are caught up with listing all of the suggested strategies for solving roadblocks. (See Sept. 12 notes.)

Activities:

1.  Share Out:  Why don’t you follow your own advice?  Why?
2. Complete the four-square activity for the Summary, Craft, Theme, and Connection to your summer reading.
3. Group Work:  Students will find a new friend in class, copy his/her name in the first row, write down the title/author of her/his book, and provide one detail in the last row. (1-2 minutes for each).
4. Reflection:  Below the group work section of the protocol, students will write a response by choosing a favorite from the list and explaining a reason for the choice.
5. Share Out:  Random selection of students will read aloud their responses.
6. HW:  Students other than honors class will annotate both “hero” articles for the argumentative essay assignment tomorrow. Reminder:  Make-up work for Friday’s Summary(What does the text say?) of “How Much Exercise Do I Need?” will be given after school on Tuesday and Wednesday(9/18 and 9/19) respectively.

Objective:  I can write inferences by using the process of my triple-entry journal for my SSR reading.

BW:  List 3 take-aways from Mr. Salamey’s presentation in your spiral notebook.

Activities:

1.  Share Out:  What point made by Mr. Salamey caught your attention?  Why?
2. Independent Study:  Write a summary paragraph for the article without explicit instructions.  Give it the old college try.
3. Promethean Board:  Teacher models use of the Triple-Entry-Journal.
4. SSR:  Students will read for inferences on their triple-entry-journals in the back of their notebooks.
5. Reminder:  On Monday, bring your summer reading to class for the “Go-Go-Mo” activity if you still possess the book.  HW: List 5 notes or write a short journal(7 sent.) about your reading in your notebook.  Homework is always due at the beginning of the hour.

Objective:  I can review books from three different genres and then select one book from the prescribed shelves to be confirmed by the teacher and checked-out with the librarian.

Activities:

1.  Promethean Board:  Visual of book pass form and book survey form will be explained along with the progression of activities to occur in the library.
2. Mr. Pantaleo’s presentation:  Once students are seated at their prospective tables, the librarian will review the genres at different stations.
3. Book Pass: Students will be given 2 minutes/book to complete each row in the book pass for a given book in the genre.  Four books from each genre will be reviewed in this manner.
4. Book Acquisition:  Students will be directed to use the “biography” and fiction sections.
5. Book Confirmation:  After selecting a book, students will require a teacher’s signature of approval on the book survey form.
6. Book Checkout:  Students will checkout their books before the bell.
7. Reminder:  HW:  Ensure that your book pass/book survey form is completed.  For the survey, students must acquire a book from the DHS library to receive credit. In addition, bring your SSR book tomorrow along with the book you have read this past summer.

Objective:  I can utilize the 3-Step plan to annotate “How Much Exercise Do I Really Need?”.

BW:  In your notebook, list these Strategies for Solving Roadblocks:  1. Use prior knowledge of the word or word part.  2. Break the word apart(roots and stems).  3. Look for lists and similar words. 4.  Analyze topic and look for connections.  5. Replace the word with one that you predict as an alternate word.  6. Change the order of phrases or clauses in the sentence.  7.  Examine parts of speech.  8.  Read on and search for definition. (3rd Hour Students will talk-and-turn to brainstorm an addition to list.)

Activities:

1. Mark roadblocks:  Skim-read to find unknowns and box or circle them(1-2 min.)
2. Identify Claim Statement:  After turning the title into a question, quick-read the text and underline the author’s statement that best answers it.
3. Identify maid ideas and golden lines:  Turn each subtitle into a question and look for a sentence that answers it for the main idea.  Underline it and any other significant details for the golden lines.
4. Promethean Board:  Teacher models the previous step(#3) with a think-aloud for Paragraph #1 to find the main idea and golden line.
5. Promethean Board:  A volunteer student finds the main idea and golden line for Paragraph #2 and underlines them.
6. Think Pair/Share:  Students will find the main ideas for Paragraphs #3 and #4.
7. Share Out:  What were the choices of several pairs?
8. If time allows, students will rewrite each main idea and golden line written by the author in consecutive order to begin the summary paragraph writing process.
9. Reminder:  Students will bring IDs for our trip to the library tomorrow. Also, be prepared to pay any fees withstanding.

Objective:  I can use a variety of strategies to fix roadblocks as I read.

BW:  Read the 4th box in the “solving roadblocks” component(2nd layer) of the reading comprehension rubric and identify 2 or 3 important words and write them down in your spiral notebook with today’s date.

Activities:

1.  Share Out: What does “context clues” mean?  What does “marks” mean? etc.
2. Notebook Work:  Write “Strategies for Solving Roadblocks” and make a list independently for two minutes.
3. Share Out:  At board, teacher will write down two strategies.
4. Walk Around:  Students will meet a new friend and find one new strategy.
5. Share Out:  Teacher writes at the board more strategies to compile a list.
6. Application: On a four-fold leaf in the spiral, students will list these titles:  Roadblock, Strategy, Clue, Guess.
7. Independent:  Students will use the 4-fold table to solve the roadblock for “moderate intensity” from the AOW of the week about exercise.
8. Share Out:  A random student will explain how he/she solved the roadblock.  Students will discuss why the literal definition does not apply to the text like the working definition presented by the author himself.
9. Share Out:  Thumbs-up responses for whether or not the objective(s) of the class were accomplished.

Objective:  I can apply my knowledge of learning styles to three techniques for vocabulary growth.

BW:  Write a paragraph about your two strongest learning styles (see board).

1.  Share Out:  What are your two strongest? Why?  Use the handout about learning styles to begin:  My two strongest learning styles are _____________ and_____________.
2. Review “Behavioral Guidelines” and “Make-up Policy” sheets.
3. Promethean Board:  What does “efficacy” mean?  How can you make a good estimation of the meaning? Is there a root?
4. Share Out:  How does the process we just used relate to one of the learning styles?
5. Promethean Board:  The Frayer chart demonstration will be used to apply to visual/spatial learners.
6. Rehearsal:  Two students will be guided through a bodily/kinesthetic technique called : “Show the Word!”
7. Debrief:  Write a short paragraph about how learning styles can be helpful to you.
8. Reminder:  Bring your ID for Thursday’s class.  We will make a trip to the DHS library, and you will be required to obtain a book from it.

Objective:  I can annotate(talk-to-the-text) an AOW for a baseline assessment.

BW:  Can exercise do more harm than good?  Take a specific position and provide evidence(5 sent. +).

Activities:

1.  Share Out:  Random sharing of responses.  Identify any evidence.
2. Annotate “How Much Exercise Do I Really Need?” by Dr. Jordan Metzi.
3. Complete “Multiple Intelligences Totals” table.
4. Review behavioral and make-up policies and submit them.
5. If time allows, complete registration and name cards.

Objective: I can determine my two strongest learning styles while becoming acquainted with myself and others in the classroom.

BW:  Have I experienced a class in which I could not concentrate?  Describe in a short paragraph without naming specific teachers or schools.(7 sent. +).

Activities:

1.  Share Out:  Students will be selected randomly to share their entries.  Follow-up questions can include:  What was the cause?  How can this situation be prevented?
2. On a separate paper, number from 1-77 on one side.
3. Write “yes” if the item “fits” you, and “no” if it doesn’t.  Go with your gut feeling.
4. Total the number “A” or “fits” responses for each of the seven intelligences.
5. On the front page, list your two strongest intelligences.
6. Turn-and-Talk:  Do you agree with the results? What do you think of your partner’s strongest learning styles?  Do you see a difference?
7. Review and submit the policies for behavior and make-up work expectations.
8. Reminder:  The spiral notebooks are due tomorrow at the beginning of class.