Monday, October 21, 2019

Accelerated Language Arts 7-- Period 3 & 4Weird thing: The Unit 3, Lesson 4 packet students will be using today was handed out to period 3 students on Friday, but not to period 4 students. Ooops! Please hand out a packet to each 4th period student as they enter the room today.Agenda:Ask students to work silently and independently on the entry task (the first page of the 3.4 packet).

Discuss the Entry Task as a class.  Use the Cards of Fate to cold call on kids.

Have students take out their Unit 3, Lesson 3 packet (it was homework) and turn to the planner they completed over the weekend.  If a student was absent or didn’t do it, I have left extra copies. They should complete it before working with a partner for Peer Critique.

Review the Peer Critique Expectations and Directions on the second page of today’s packet.  Emphasize the importance of each expectation.

Review the directions with them slowly and carefully, showing the students the rubric on the third page and the form they will fill out on the fourth page as you go over each step.  Clarify as needed.

Allow time for students to work with their assigned partner on this form/task.  Circulate and check in with kids. If students finish early, they may begin revisions of their poem.

When most partnerships are done, model how you might think about specific kinds of feedback using the Sample Poem for Revision in today’s packet.  If someone told that student writer to take out the quote that says “Every year when the rains stopped and the pond near the village dried up,” (26), they should consider it, but ultimately, the poet must determine what feedback to incorporate and how.  In the example given, that quotation actually helps develop the main idea, so the poet may keep it.

Invite students to get their assigned ChromeBooks (numbers are written on the seating chart--please announce the number and kid as you invite them up).

Once they are logged in, they should go to Google Classroom and begin the final draft of the poem on the template provided.

When they finish, they should review it carefully for errors, particularly on the Works Cited page.

At the end of the period, students should put their computers away in the correct spot.

Homework:Finish writing and editing the final draft of your poem, including the Works Cited page.

Read a good book.

Bring all SS work tomorrow: Workbook Lesson 5, picture of your community building, Time Travel packet, and the FINAL draft of your acrostic poem.

Accelerated Social Studies 7--Periods 5 and 6Agenda: Ask students to get their assigned ChromeBook on the way into the class.

Ask students to play their Quizlet game for about 10 minutes. (They may also study using their textbook, their partner, or their old-school flash cards.)

Ask students to log off the ChromeBooks and put them away in the appropriate slot.

Ask students to get out a book to read when they are done or borrow one from the class library.

Have students get silent and review testing protocol (no talking, nothing on their desks, eyes on your own paper, etc.).

Pass out tests.

When a student finishes they should raise their hand, ask the TA’s to collect it from the student as you monitor the protocol agreements.

After their test has been collected, they should read silently.  They may not work on their poem or other homework until everyone finishes the test.

They may use their AR Logs to take an AR test in the library or check out/renew/return books there.

Once everyone has finished, they may work quietly on their poems or any other homework quietly.

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