September 18, 2012

Today's Learning Targets

By the end of today's lesson I can:

1. Create a cohesive paragraph using multiple vocabulary terms

2. Recognize 5 key elements of plot in a short story

Morning Activities

Rev It Up

Finish Conflict/Plot PowerPoint

Add notes

Afternoon Activities

"The Elevator"

The above short story can be found in our online literature text. 

Log in instructions are in your learning log.

September 17, 2012

LEARNING TARGETS

By the end of today's lesson, I can:

1. Define and provide exampes of metaphorical thinking

2. Review what I've learned about Rev It Up Week 2

3. Explain the importance of re-reading

MORNING CLASSES

Review Rev It Up Vocab

Continue "Love" Deeper Reading - metaphorical thinking exercises

AFTERNOON LEARNING TARGETS
1.  Explain the difference between internal and external conflict
2.  Identify and define the elements of plot structure

AFTERNOON CLASSES

10 Minutes of MIR

Watch the video for "Five Things" Short Story Rap 

                  (http://www.youtube.com/watch?v=c6I24S72Jps)

SMARTBOARD notes on Plot and Conflict - take notes in learning log

ASSIGNMENTS

Respond to the following prompt in the discussion forum on Ning:

The boys' love for Miss Brown is like __________________ because _________________________________________,

ATTACHMENTS

A copy of the text (Love by William Maxwell) is posted on September 12th's lesson page on our class ning.  You'll also find copies of the smartboard slides we went over in class.

September 14, 2012

LEARNING TARGETS

By the end of today's lesson, I can:

1. Form a classroom community (partners and families)

2. Review what I've learned about MEL-Con using ABC Graffiti

3. Explain the importance of pre-reading and re-reading

MORNING CLASSES

Review Rev It Up Vocab

Review MEL-Con (ABC Graffiti)

Begin the "Love" Activity

AFTERNOON CLASSES

10 Minutes of MIR

Text-marking of "Love" for foreshadowing of Miss Brown's death

Re-reading and analyzing the author's craft

ASSIGNMENTS

None

ATTACHMENTS (CAN BE FOUND ON THE CLASS NING)

Copy of the text and handouts we used in class

Format for ABC Graffiti Activity

September 13, 2012

LEARNING TARGETS

By the end of today's lesson, I can answer the following questions:

1. What is the difference between fiction and nonfiction genres?

2. How can I identify books according to literary genre?

MORNING CLASSES

Use Chromebooks to review Rev It Up on quizlet.com

Notes on Literary Genres in my learning log

AFTERNOON CLASSES

10 Minutes of MIR

Genre Sorting Activity in the LRC

ASSIGNMENTS

None

ATTACHMENTS

None

September 12, 2012

LEARNING TARGETS

By the end of today's lesson, I should:

1. Be comfortable with vocab words from Rev It Up lesson

2. Be familiar with different literacy genres

3. Progress in understanding of MEL-Con format

MORNING CLASSES

Rev It Up Vocab

Literary Genres Introduction using powerpoint (attached)

Notes and Discussion of Literary Genres

AFTERNOON CLASSES

Handouts into MELCON tab of binder:  Transitions Checklist, MEL-Con Rubric, MEL-Con notes

Handouts into AoW tab of binder:  Text Marking Sample (Do Cell Phones Cause Cancer?)

Continue building our class Mel-Con... using gradual release (M & First EL modeled by Mrs. Ander, Second EL created together as a class, Third EL on your own using the notes and examples)

ASSIGNMENTS

Finish the third EL and the CONcluding statement for Riding the Tiger MEL-Con using GoogleDocs ("Share" with Mrs. Ander when ready for review)

September 11, 2012

LEARNING TARGETS

By the end of today's lesson, I can:

1. Increase my understanding of Rev It Up words for Lesson 2
2. Identify the six purposes of writing, and apply them to break down a bigger topic
3. Apply the MEL-Con strategies taught in class to my graphic organizer on Riding the Tiger

MORNING CLASSES

• Rev It Up
• Check in Writing Territories
• Tape Writing Purposes handouts into pages 4 and 5 of your Writer's Notebook
• Choose a topic, and turn 1 topic into 18 writing topics

AFTERNOON CLASSES

10 Minutes of Independent Reading

Add our inference equation to the glossary in the back of your learning log:  

      What I already know + What I learned = An inference

Update Table of Contents in your learning log to include notes pages on MEL-Con format, supportive evidence, transitional devices, support/elaboration tools, accountability talk, conversational moves, etc.

Begin working on your own MEL-Con draft, using your graphic organizer, textual evidence, and your chrome book to answer the purpose question.

• The purpose question for your reading was:  What does the tiger symbolize in Riding the Tiger?

ASSIGNMENTS

Finish filling in the graphic organizer on page 5 of your writer's notebook on Writing Purposes

September 10, 2012

LEARNING TARGETS

By the end of today's lesson, I should:

1. Be familiar with the new Rev It Up words for Lesson 2
2. Be aware of my standardized test scores from the past and analyze my performance using the "Data Tracker" in my binder.
3. Review the key components of a MEL-Con

MORNING CLASSES

During independent work time:

• RCBM testing with Ms. Evensen
• Assessment Data Conference with Mrs. Ander
• Post on Ning in the MEL-Con Background Knowledge Discussion Forum
• Quizlet Review of Lesson 2 words
• Monitored Independent Reading

AFTERNOON CLASSES

10 Minutes of Independent Reading

Read aloud of Riding the Tiger book by Eve Bunting

• The purpose question for your reading is:  What does the tiger symbolize in Riding the Tiger?

Using your copy of the text, annotate evidence that will help you make inferences to answer the purpose question.  Use the evidence from the story and your own thinking/conclusions to fill in the MEL-Con graphic organizer.

ASSIGNMENTS

Using your copy of the text, annotate evidence that will help you make inferences to answer the purpose question.  Use the evidence from the story and your own thinking/conclusions to fill in the MEL-Con graphic organizer.

HANDOUTS - SEE ME IF YOU NEED A COPY, OR VISIT "CLASS RECORDS" ON NING.

Copy of Riding the Tiger

Copy of a blank MEL-Con Graphic Organizer

Copy of MEL-Con Format Notes

Unit 1 Learning Targets

I'm so glad you are here.

WE ARE CURRENTLY STUDYING:  UNIT 1 - FICTION LITERACY

POWER STANDARDS:

• RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
• RI.8.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

ESSENTIAL QUESTIONS:

• What makes a story worth telling?
• How does an author develop a main idea over the course of a text?
• How do I respond to what I read?

OBJECTIVES:  

STUDYING THIS UNIT WILL HELP YOU TO...

• make connections from themes expressed in the selections to your own lives and the world around you
• understand different elements of fiction, including:  plot, character, conflict, theme, setting, and point of view
• recognize variations of literary forms and author's use of language to develop forms
• write a MEL-EL-Con response to show your thinking about a fictional text
• support an inference with evidence from the text