Common Core Standards: CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
[Vocab: Censure – To criticize harshly. “Parents sometimes censure their children too much.”]
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Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Identify a central idea, analyze in detail its development over the course of the text and provide an objective summary CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
· Do Now – Read the word on the board, write down the definition and write a sentence using the word. Deleterious – Something that causes harm. Sample sentence: The rapper Eminem believes that words can be deleterious. [5mins] Independent Work "D***! How much damage can you do with a pen?" - Eminem
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
· Do Now – Read the word on the board, write down the definition and write a sentence using the word. Mundane – Ordinary or common. Sample sentence: Mr. Chism’s free writes are becoming mundane, but he thinks something good comes from them. [5mins]
“It doesn’t take any effort to be a loser” [Vocab: Mundane – Ordinary or Common]
Read the introduction and/or summary – Orient yourself to how each chapter fits the author's purposes, and focus on the author's statement of most important points. Notice each boldface heading and subheading – Organize your mind before you begin to read and build a structure for the thoughts and details to come. Notice any graphics – Charts, maps, diagrams, etc. are there to make a point. Don't overlook them. Notice reading aids – Italics, bold face print, chapter objective, and end-of -chapter questions are all included to help you sort, comprehend, and remember.
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
[Vocab: Tenacious – Persistent, Resolute.]
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Identify a central idea, analyze in detail its development over the course of the text and provide an objective summary CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
· Do Now – Read the word on the board, write down the definition and write a sentence using the word. Antagonist – An opponent. Especially of a main character in a story. Sample sentence: The major antagonist in Maus are the Nazis. [5mins] Independent Work
Thursday - Friday, September 10th – 11th
Common Core Standards: CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RW.9-10.3 -Write narratives that: set out a problem/situation/observation; introduce a narrator, characters and multiple points of view; organize a sequence of events into a smooth progression; use dialogue, pacing, description, reflection, and multiple plot lines; use a variety of techniques so that events build on each other to create a coherent whole; use precise and telling details to convey experiences/events/action; provide a conclusion that includes reflection. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
[Vocab: Demean – To cause something or someone to lose dignity or respect]
Self Assessment Rubric: Category 4 3 2 1 Focus on Theme The entire poem is related to a theme. Most of the poem is related to the one theme. Some of the poem is related to the theme. No attempt has been made to focus on a theme. Use of Detail The poem uses effective details from the original prose passage that go beyond the obvious or predictable. The poem uses effective details from the original prose or passage. The poem uses obvious or predictable details from the original passage. The poem does not use details from the original prose passage. Logical Progression or Sequence The poem is presented in a logical sequence. The poem is presented in a logical sequence, but includes 1-2 items out of order. The poem is presented in a logical sequence, but includes 3-4 items out of order T The poem is presented out of sequence or with an unclear order. Clear, Consistent Tone The poem maintains a consistent tone that clearly and effectively communicates the writer’s attitude toward the subject. The poem maintains a consistent tone that usually communicates the writer’s attitude toward the subject. The poem maintains a consistent tone, but does not effectively communicate the writer’s attitude toward the subject. The poem does not maintain a consistent tone.
Wednesday, September 9th
Common Core Standards: CCSS.ELA-Literacy.RW.9-10.4 - Provide clear and coherent writing; development, organization and style are appropriate for task, purpose, and audience as defined in W.1-W.3. Learning Objectives: I will be able to
· Do Now – Open your notebooks and immediately begin writing the vocbulary word that is on the board into your notebooks. [5mins]
Tuesday, September 8th
Common Core Standards: CCSS.ELA-Literacy.RI.9-10.2 Identify a central idea, analyze in detail its development over the course of the text and provide an objective summary CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
· Do Now – Open your notebooks and immediately begin writing the vocbulary word that is on the board into your notebooks. Next, read the quote and write for 10 minutes on what the quote means to you. [15mins] Direct Instruction o For the next few minutes Mr. Chism will explain how to write an acceptable response in actively learn. After that he will administer a quiz to make sure the entire class understands exactly what is required when writing a response. (20 minutes) Independent Work
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
[Vocab: Latent – Existing but not yet developed]
Wednesday, September 2nd Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Learning Objectives: I will be able to
[Vocab: Demagogue – A leader who speaks with the intention of arousing strong emotions. Typically for political reasons.]
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