Objective:  I can complete the reading portion of the PSAT.

Activities:

1.  Complete the test by filling in the blanks.
2.  Turn your work over and wait for it to be collected.
3. Add notes for your SSR in your spirals or study for tomorrow’s quiz.
4. Reminder:  Quiz tomorrow on the definitions of the “JOH,” “archetypes,” 7 Archetypes, and first 3 Stages.  You can memorize them or become quite familiar with them because the quiz is timed. Also, look over your notes on the “Man With the Red Bandana” or review it at home on You Tube.  Bring your SSR book.

Objective:  I can apply the definition of my group’s archetype to the short skit or scene we are creating.

Bell:  Write the definitions of the first three stages of the JOH.

Activities:

1.  Share Out:  Review stages and identify examples.
2. Review the definition of your group’s archetype.  Write a sentence to show how that definition can suggested in your scene.
3. Rehearse scenes near your desks.
4. Show some scenes as a model to the class.
5. Reminder:  Quiz on Archetypes and Stages on Tues.(9/22).

Objective:  I can help my group develop a short scene or skit to illustrate how our archetype functions in the Journey of a Hero structure.

Bell:  DLW(1:2)

Activities:

1.  Student as teacher makes correction at the board.
2. Write the definitions for the three remaining archetypes:  trickster, threshold guardian, and herald.
3. Group Work:  Create a short scene that illustrates the function of your archetype.   You may choose one of the archetypes defined today.
4. Share Out:  One group can rehearse their scene to model the activity(ec).
5. Quiz on Tuesday(9/22):  Study the archetypes and stages of the JOH!

Objective:  I can define and think of examples for the archetypes in the Journey of the Hero.

Bell:  Write a paragraph to describe your favorite hero in a movie, novel, TV show, etc.(5+ sent.)

Activities:

1.  Share Out:  Random reading of bell work paragraphs.
2. Random Readings of “My Hero” stories.
3. Whole Class:  What is the difference between a hero in a story and a real-life one?
4. Power Point:  Write notes for the definition of JOH and the seven archetypes.
5. Group Work:  Decide on an archetype for your demonstration.  Justify your choice and post it.

Objective:  I can use examples of an heroic event to write a guided response about a real-life hero.

Bell:  Daily Language Workout(1:1) (in-class)

Activities:

1.  Ensure that all classroom policy sheets have been completed and submitted.
2. Student as teacher makes corrections of DLW(1:1).
3. As you watch “The Man With the Red Bandana,” list three details to show how Welles Crowther acted heroically. (in-class)
4. Group Work:  Share out  favorite “My Hero” stories.
5. Group Work:  Use the given sentence frames to write a guided response illustrating Welles Crowther’s heroism. (in-class)
6. Share Out:  Guided responses are read aloud and discussed.

Objective:  I can write a narrative about an heroic event in my life

Bell: Who is a hero to me?  Why? (3+ sentences)

Activities:

1.  Review Classroom Policies.
2. Teacher(s) model by sharing out a narrative about an heroic event in his/her life.
3. Think Pair/Share:  Similarly, each student shares a story about an heroic event.
4. Independent Activity:  Each student writes a “My Hero” narrative.
5. Group Work:  Each student reads his/her narrative and the group selects one for sharing out to the whole class.

Objective:  I can determine areas in writing mechanics(grammar) that can be improved.

Bellwork:  In your spiral notebook, write a paragraph that describes your favorite teacher or classroom(5+ sentences).

Activities:

1.  Share Out:  What were the characteristics?  How did students behave?
2. Complete the Grammar Pre-test. (in-class)
3. Review the behavioral guidelines. (in-class)
4. If time allows, use the double-entry journal for SSR notes.(in-class)

Objective:  Using my prior knowledge, I can write a persuasive essay to address the given prompt.

Activities:

1.  Whole Class:  A volunteer reads the prompt aloud.
2. Share Out:  Any questions?
3. Students will write a thoughtful, compelling response to address the prompt. (in-class)
4. Review and discuss late work and behavioral guidelines.

Objective:  I can build relationships with my classmates and the teacher(s).

Bellwork:  Complete the “Name Card” as directed by the visual and verbal directions. (in-class)

Activities:

1.  Share out:  Random introductions using the “Name Card” information.
2. Group Work:  One student will record information for the group from the questions on the survey.
3. Share Out:  Another student will act as a spokesperson to reveal information from the group work survey.
4. If time allows, the late work and behavioral guidelines policy will be established.

Objective:  I can identify important points about the attendance procedure.

Activities:

1.  Complete the information for the class registration card on the chalk board or Promethean screen. (in-class)
2. As the teacher reads aloud the District Attendance Policy, remember important comments about certain points.  i.e.  “Scoring a 78 or higher on the final is not assured and does not compensate for the lost learning of 10 or more days.”
3. If time allows, begin the completion of the “Name Card” activity.