Objective:  I can make inferences from my SSR book by writing information for each step in my Four-Column Inference Journal for each new entry as I read.  I can identify main points in “Simon Sinek on Millennials in the Workplace” by viewing the video, listening/sharing in discussion, and writing information in the worksheet.

Activities:

1.  SSR:  Students will add at least two new entries in their 4-Column Journals.
2. Share Out:  A volunteer will share out her/his entry for whole-class analysis.  i.e. Is the quote challenging?  Does it lend itself to making an inference?  Is the 3rd step useful for making an inference?  Is a thought progression between the first column and fourth apparent?
3. Whole-Class:  Students will share out to identify the claim, main points, and details of the Sinek video as they write information on the worksheet for a possible summary later this week. Simon Sinek Worksheet.

Objective:  I can make inferences from my SSR book by completing each of the steps in my 4-Column inference journal for each new entry.

BW:  Circle one selection from each of the three sections in your Word Wall Ballot.

Activities:

1.  SSR:  Students will read to add inference entries as instructed.
2. Promethean Board:  Students will guess the vocabulary word that is suggested by the jingle and share out.
3. Read Aloud:  Directions will be given for the Word Wall activities.
4. Independent or Pairs(optional):  Students will complete their projects.  Working in pairs is only allowed Project B.
5. HW:  Complete the Word Wall Project for Monday.  Remember, everyone submits a project on copy paper.  For those students who are writing a script, your scene must be written in your own writing on a copy paper. Pairs work on the scenes and all other projects(B or C) are worked on individually. Word Wall Project ,Word Wall Jingle ,Word Wall Ballot .  For (A), the visual, render a colored drawing from these three words:  piqued, harvest, and haggle.  For Projects B & C(Scene or Jingle), use any of the 15 words on the Word Wall Ballot.

Objective:  I can make inferences in today’s Common Formative Assessment by context clues and other roadblock strategies to answer the given items.  Also, I can apply the three-column journal(What I see/Connection/Inference) to the visuals presented by Mrs. Lintner and make inferences that are text-dependent.

Activities:

1.  Chromebooks:  Comeplete today’s CFA.
2. Data Drop:  Add data for today’s CFA and the one for 9/26.
3. Set Up: Make a 3-Column Journal with the above titles.
4. Slide Show:  Follow the directions to complete each entry for each slide show image.
5. Share Out:  Discussion with analysis will occur for each step of the several slides.

Objective:  I can write a summary statement for each main idea in Parts 6 and 7 by identifying them in my homework notes and the text of “Land” and by consulting my elbow partner.  I can write a summary of Parts 6 and 7 by revising my summary statements to make them “short–but thorough” and by providing necessary transitions.

Activities:

1.  SSR:  Students will add inferences for their SSR books onto the 4-Column Journal.
2. Share Out:  A volunteer will present his/her first summary statement from yesterday’s activity.
3. Think Pair/Share(Optional):  Students will write down the remaining summary statements by identifying main points in their homework notes and consulting with their elbow partners.
4. Promethean Board:  After writing the topic sentence, a volunteer or the teacher will model writing the first supporting sentence by editing(if necessary) the first summary statement.
5. Independent Study:  Students will complete the summary for submission.

Objective:  I can write a summary by identifying main points and writing action statements for each one while consulting with my elbow partner and my notes for the guidelines of writing a summary taken last week from the videos.

BW:  DLW(1:5)

Activities:

1.  Share Out:  Correct with standard usage.
2. Independent Reading:  List three main points or events from “…the Evil One sowed discord…” until the end of Part 2.
3. Share Out:  What were they? Why?
4. Indpendent:  Use the exemplar to write an action statement for the first main point of yesterday’s homework in Part 6 of the story.
5. Share Out:  What was it?  Can it be simplified?
6. Think Pair/Share:  Write two more action statements.
7. Independent:  Complete writing action statements for all of Parts 6 and 7.

Objective:  I can make inferences by writing information in each step of the 4-Column inference journal in the back of my notebook.  I can cite evidence for the main points in Parts 6 and 7 of “Land” by listening to the dramatic and/or choral reading and reading independently.

Activities:

1.  SSR:  Write new inferences as directed from your SSR book.
2. Word Wall Activities:  Parts 6 and 7 of “Land?”.
3. Dramatic or Choral Reading:  Part 6.
4. Independent Reading:  Answer questions 1-10 in the worksheet.
5. HW:  Complete questions 1-10 and the 4-Step Vocabulary. “Land” Worksheet(6 & 7) “Land” p. 146 “Land” p. 147“Land” p. 148

Objective:  I can add entries to my 4-Column Inference Journal from my SSR book by identifying and writing down challenging quotes along with corresponding information for the remaining 3 columns.  I can solve roadblocks from a college-level text by determining unknowns as I listen and read a  journal article and by applying each of the four steps in the roadblock solution chart.

Objective:  I can write sentences that describe main points in Parts 1 and 2 of “Land” by reading my homework notes, consulting with my neighbor, and reviewing the whole-class consensus supporting sentences already written yesterday.

BW:  DLW(1:4)

Activities:

1.  Share Out:  Correct with standard usage.
2. Promethean Board:  Review the topic sentence and two supporting written from yesterday’s class.  How did we arrive at the topic sentence?  How did we determine the main points to write supporting sentences?
3. Think Pair/Share:  Write the next supporting sentence by applying the answer to the third question in the homework from 9/27.
4. Share Out:  A volunteer will share her/his sentence for whole-class analysis.
5. Think Pair/Share:  Students will write another sentence by applying steps 3 & 4.
6. Independent Study:  Students will add two more inference entries in 4-Column Journal for Part 5 of “Land.”
7. HW:  Each student will complete the summary paragraph by ensuring that her/his summary paragraph has an appropriate topic sentence and five supporting sentences.

Objective:  I can solve roadblocks for the definition of summary by applying the four strategies, consulting with my elbow partner, and participating in class discussion.  Also, I can begin writing the summary of Parts 1 and 2 in “Land” by reading and applying the given structure of a summary paragraph to my notes from that section of the story and by consulting my elbow partner.

BW:  Solve roadblocks in your notebook for the definition of summary given on Oct. 1.

Activities:

1.  Share Out:  What is the meaning of “thorough,” etc.
2. Whole Class:  Review the structure of a summary paragraph.
3. Independent Study:  Reread Part I to determine the main idea or theme of the story.
4. Whole Class:  Write the topic sentence at the Promethean Board.
5. Think Pair/Share:  Reread the notes for questions 1-5 beginning on p. 138(9/27 homework.)
6. Whole Class:  Teacher will model writing an action statement for the first main point.
7. Think Pair/Share:  Students will write the second action statement(main point).
8. Share Out:  Does the action statement suggest a thought progression or change?

Objective:  I can make inferences by reading aloud to identify quotes and writing to complete each step in the 4-Column Inference Journal while consulting with my elbow partner.  Also, I can cite evidence that identifies character traits and events to determine main points of a summary by reading to answer questions and writing paraphrases and quoted material for completion.

BW:  Use the 4-Step Process for these words:  recur(v), haggle(v), nomad(n), ply(v), and tether(v).

Activities:

1.  Show the Word!
2. Think Pair/Share:  Students will alternate in pairs by reading aloud until identifying a suitable quote to add to the 4-Column Inference Journal.
3. Share Out:  Volunteers will share inference entries at the Promethean Board for the whole class to analyze.
4. Independent  Study:  Each student will cite evidence from the story to answer worksheet question and identify main points for summarizing.
5. DLW(1:4)–If time allows, students will correct with standard usage.
6. HW: Ensure that your Bellwork vocabulary is completed.  Also,use the blog for Friday’s homework(9/28) for definitions of these words on pages 143-145:  freehold land(n), steppe(n), kumiss(n), kopecks(n), and homestead(n)-dictionary and complete the 4-Step Process.  Finally, answer questions 6-10 on the worksheet for pages 143-145 also found on Friday(9/28) blog.