Objective: I can write two supporting paragraphs for an ACT prompt.
Bell: List these three sentences from the #5 response:
a. thesis sentence
b. first reason
c. an example for the first reason
Activities:
1. Share out: What is a good detail for the first reason?
2. Read ACT prompt aloud.
3. As a whole class, complete the first two boxes of the organizer.
3. Write the first three paragraphs of the essay.
Objective: I can identify strengths and weakness of ACT Essays for levels of 1-4.
Bell: What makes a good essay?( 5 sent.)
Activities:
1. Share out: Discuss two examples of student responses.
2. Gallery Walk: Each group comes to a consensus of a strength/weakness for each level of ACT samples.
3. Share out: Discuss strengths and weaknesses of each level as a class.
4. Teacher simultaneously models the rubric for the levels.
5. If time allows, students will assess a neighbor’s essay with the rubric and information learned during the gallery walk.
Objective: I can write a topic paragraph with two reasons and supporting details.
Bell: Think Pair/Share: Look at the topic sentence at the Promethean Board.
Discuss with your neighbor at least two or three other reasons why cost would increase.
List them.
Activities:
1. Write a topic paragraph with two reasons and supporting details that justify the given topic(10 sentences or more).
2. Student as teacher continues writing the paragraph at the Promethean Board.
3. Answer the questions in Hail Caesar as they appear in the video.
Objective: I can make connections with the elements of the JOH and three texts: “Arthur Becomes King of Britain,” The Wizard of Oz, and The Sword in the Stone.
Bell: Complete all of the student information for your scantron.
Activities:
1. Complete the test for the JOH unit.
2. SSR Log: (see Promethean Board).
Objective: I can compose a test question from the JOH unit.
Bell: Independent Reading for pages 1041-42. Answer these questions.
1. Which sentence suggests the Road Back?
2. Which sentence illustrates the Resurrection?
3. What is Wart’s reaction to becoming king?
Activities:
1. Share Out: Answer the bellwork questions.
2. Teacher models how Question #2 can be transformed into a T/F question and a multiple choice question.
3. In groups of 3 or 4, each student writes a test question on a post it.
4. Share Out: Students individually share one question/answer aloud.
Objective: I can identify the specific moments in “Arthur” that match four of the last stages of the JOH.
Bell: Correct the run-on sentences at the Promethean Board with the four methods written yesterday in your examples.
Activities:
1. Student as teacher will explain the corrections at the Promethean Board.
2. Think Pair/Share: Students will assist each other to find questions 1-9 on the worksheet for “Arthur”(1037-1042). “Arthur”(1037-1042)
3. Listen-and-Learn: Answer questions 10-15 for “Arthur”(1039-1042).
4. Share Out: Students will identify and explain when the Supreme Ordeal, Reward, Road Back, and Resurrection stages occur in today’s reading.
Objective: I can identify and correct run-on sentences with four different methods.
Bell: Review DLW(1:1) from 9/5. Explain in your own words why the comma is used before “but” in the sentence.
Activities:
1. Share Out: Define “run-on sentence” and “sentence.”
2. List the four ways to correct a run-on sentence suggested by the worksheet’s examples. “What is a Run-on Sentence?”
3. In your notebook, identify the sentences(Part A) for “What Is a Run-on Sentence?”
4. Think Pair/Share: Students will exchange answers with their neighbors and correct them. They should discuss reasons for any differences.
5. Share Out: Review three answers.
6. Quiz: TBA
Objective: I can identify elements of the JOH in “Arthur Becomes King of Britain.”
Bell: Use the 4-Step Procedure for these vocabulary words: sumptuous(adj), palfrey(n), hostelry(n), impregnable(adj), gargoyles(n), consort(n), embryo(n). Homework
Activities:
1. Show the word!
2. Review student models/exemplars for the quiz: Match the Element with the Moment.
3. Listen-and-Learn: p. 1037 of “Arthur.” Answer questions on the worksheet. (special permission) “Arthur Becomes King of Britain”(1037-1042)
4. Discussion: Focus–Ordinary World, Hero, Mentor.
Objective: I can match JOH elements with quotes in the text of “Arthur.”
Bell: Independent Reading: Answer questions 10-15 from “Arthur” in your notebook.
Activities:
1. Share Out: Focus(Question #15) Mentor leaves? (special permission)
2. In groups of 3 or 4, find quotes in “Arthur” to match these elements: Herald, Call to Adventure, Refusal, Ordinary World, and Mentor. (in house) (special permission)
3. Post-It Discussion: Students will read answers from Post-Its at the board.
4. SSR: Use these cues: “I wonder…”, “I visualize…”, and/or “I remember…”.(in house)
Objective: I can identify the tone in “Arthur Becomes King.”
Bell: Write a five sentence response about contrasting pictures on pages 1030 and 1020. (special permission)
Acitivies:
1. Share out: Focus Discussion–Which is more serious or playful?
2. Listen-and-Learn: Answer questions 1-5 on worksheet 1030 as you listen to the tape. (special permission)
3. Independent Reading: Answer 6-10 by yourself. (special permission)
4. Diccuss Question #9: Archetype/Stage?