Forward TestingDo Now | What is the difference between what we hear or see and what we think? During the Forward test, you will be asked to answer a lot of questions about what you specifically hear or read in a text. Remember this is very different than what you might think about the text. For example, we might think that Jacqueline is very close with her family but the book Brown Girl Dreaming doesn't actually tell us that directly. We decided she is family oriented, because the book said her grandma taught her about the Bible, her Daddy (grandpa) takes her to the candy shop every Friday afternoon, she only plays with her brother and sister and just observes the other kids on the block. For this test, it will be really important for you to consider what the texts are actually telling you when responding to the questions. Sometimes the test tries to trick you by including answer options that have information that is not actually stated in the text. Today we will go over the types of questions the test will ask you and practice some answers together.
Do Next | Practice Reading Test You have 10 minutes to complete Session 1. If you finish before 10 minutes is up, complete Session 2. Q&A | Let's discuss + problem solve
Essay WritingPrompt: Write one paragraph (5-10 sentences minimum!) explaining what it means to be creative and how being creative can be helpful in life. Be sure to introduce your topic, use descriptive words and details, and include a summary sentence. DON'T WORRY PEEPS, YOU GOT THIS. In fact, this type sounds a whole heck of a lot like some writing you have been practicing this semester.....maybe some Personal Response Journal entries!!!!
Sentence 1: Make a claim that answers the essay prompt. Be sure to add some portion of the essay prompt into the sentence so it makes sense to someone that may not know the prompt. Example: "Creative is an important outlet for young adults to balance life's pressures and insecurities." Sentence 2ish: Add some examples that support your claim. These examples can come from your life or the world around you. They can come from books that you have read or research you happen to remember. Example: "There are a lot of new pressures that young adults experience that they didn't during childhood. For example, grades become really important in preparation for graduation and possibly attending college. There is also the added pressure of creating a "resume" of experiences that might include clubs, sports, and other extracurricular activities. Finally, do to all these new pressures along with different maturing rates, social situations and friend groups often change. Suddenly the way a person dresses or talks or who they hang out with seems really important in a way it didn't during the elementary school years." Sentence 3ish: Conclude your essay by answering So What?! Describe why your evidence is proof of your claim. Example: "Having creative outlets helps young adults balance and process all these new pressures. Art, music, theater, writing and other creative avenues give young adults a safe place to process their fears, insecurities, dramas so that they can process and recenter back to the positive." Example Essay Creative is an important outlet for young adults to balance life's pressures and insecurities. There are a lot of new pressures that young adults experience that they didn't during childhood. For example, grades become really important in preparation for graduation and possibly attending college. There is also the added pressure of creating a "resume" of experiences that might include clubs, sports, and other extracurricular activities. Finally, do to all these new pressures along with different maturing rates, social situations and friend groups often change. Suddenly the way a person dresses or talks or who they hang out with seems really important in a way it didn't during the elementary school years. Having creative outlets helps young adults balance and process all these new pressures. Art, music, theater, writing and other creative avenues give young adults a safe place to process their fears, insecurities, dramas so that they can process and recenter back to the positive. Do Now | Prepare for quiet work time.
- Get your chromebooks and chargers. - Open up your Social Studies research paper documents. - Mrs. KP will come around to check in on your progress with your research article notes, outlines, and/or paper revisions. We'll be watching an animated movie while we catch up on Social Studies work the rest of this week. Do Now | Prepare for quiet work time.
- Get your chromebooks and chargers. - Open up your Social Studies research paper documents. - Mrs. KP will come around to check in on your progress with your research article notes, outlines, and/or paper revisions. We'll be watching an animated movie while we catch up on Social Studies work the rest of this week. Do Now | Gather Your Books and Bookmarks!
Today and Tomorrow: we will be catching up on Nine, Ten. Mrs. KP will read aloud as the class follows along in the book. Our goal is to read as much as we can so we can complete the book before Spring Break. Be prepared to answer your bookmark questions as we read together. Do Now | Gather Your Books and Bookmarks!
Today and Tomorrow: we will be catching up on Nine, Ten. Mrs. KP will read aloud as the class follows along in the book. Our goal is to read as much as we can so we can complete the book before Spring Break. Be prepared to answer your bookmark questions as we read together. Do Now | What was the color of 9/11? When you think about the things you have learned about 9/11 and the stories you have now read or heard about that day, consider the color of the day. When your name is drawn with the popsicle stick, explain what color you gave 9/11 and why you chose that color (an emotion it represents, a memory it represents). Teacher example: When I think of 9/11, I think of the color blue because it was such an ordinary, beautiful day until it wasn't. But now that beautiful blue represents all the people that were lost that day. Thinking Routine | See, Think, Connect As a group we will discuss some student examples of paintings you will be working on next week.
Creative Workshop | Transparency Rough Draft
Group recall: Relook at your Unveiling Stories thinking routine from yesterday. What are some of the details we noted about Adrienne's story? Now, using the paper and coloring supplies provided, create an image that represents Adrienne's story. This could be a more detailed version of the one you created on the thinking routine or it can be something new. Before you commit to the details of the image, consider the following questions (you will be answering these questions later in writing):
Exit Slip | Rough Draft **Announcement: We will be painting Monday! Bring an old shirt to wear over your clothes! We will also have a very limited supply of aprons that can be worn. Do Now | Unveiling Stories
Today we will be listening to the oral history of a 9/11 survivor. While listening to the story, please complete the Unveiling Stories thinking routine. We will share our notes as a group to practice the art of specific details together before you have to do so on your own for the final project. Adrienne Walsh – New York City Fire Department
Thinking Routine | See, Think, Wonder, Connect
Do Next | Watch Rendering the Unthinkable Shandler mentions some important terms and reflects on what she thinks those terms mean: "gesture, memory, empathetic response." Let's begin by looking up and reflecting upon what these terms mean:
Connections What connections can you make between those terms and Nine, Ten: A September 11 Story and Boatlift, An Untold Tale of 9/11 Resilience?
Do Now | 3 minutes
1 Noise Level Grab your reading log and identify if you are going to read your book for class or if you will be reading an independent reading book. You are only allowed to read the independent reading book if you are all caught up in the class book.
Silent Reading | 30 minutes 0 Noise Level
Exit Slip | 7 minutes 2 Noise Level Complete your Reading Log and turn it in at the door.
Do Now | Personal Response Journal
The Rules: You must write for 10 minutes straight! You cannot say "I'm done" before the 10 minute time sounds. What do you think would have been your reaction, emotions, worries if you would have been a middle school student on September 11, 2011?
Connections | A Game of Connections For this activity, a student will say something they liked or disliked about the book with an EXPLANATION of WHY they feel that way. They will stand at the front of the room when they share their ideas and remain standing there until the end. If your ideas about the book are similar or connect in some way to that person, you go and stand next to them. You then EXPLAIN how your ideas connect to their ideas. This process repeats until EVERYONE in the room has made a connection, stood next to the person and shared out (the idea is that the room will end up in a circle!). Silent Reading | 9.10 pages Finish the novel:
Exit Slip | How many pages do you have left to finish the book? Do Now | See, Think, Wonder
GROUP DISCUSSION: popsicle sticks will be used so that every student shares their ideas.
Silent Reading | 9.10 pages 117-167 Bookmark 4 Turning Point
Exit Slip | Rename the book Nine, Ten: A September 11 Story. What would you call it? Why? |
Assignment notebookArchives
May 2024
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