Language Arts 2 Daily Agenda

Language Arts 2 Daily Agenda
Mr. Schmitt

9/3/13 Agenda Bell Work: Find a seat and wait for further directions.
Daily Learning Targets (write on “Bell Work” worksheet): I can follow directions the first time they are given. I can recognize and comply with classroom policies. In class activities: Check out books (stays in the classroom). Overview of syllabus Fill out note cards w/ answers to the following: First and last name, grade Favorite color Favorite subject in school Two super powers…why did you choose them? Draw a symbol to represent you (i.e. a smiley face, peace sign, heart, etc.) Homework: Bring student id card to class tomorrow. **You will need it to check out a book from the Media Center.

9/4/13 Bell Work: What was the coolest activity you did during the summer? Why was it so much fun? **Answer the questions in 3-5 complete sentences. Learning Targets: I can choose a real or imagined experience to address. I can find, read and collect information from a variety of sources. In class activities: Media Center Tour (all hour). Homework: Bring your SSR book to class tomorrow. 

9/5/13 Agenda Bell Work: Silent Sustained Reading (10 minutes). **Write down how many pages you read. Daily Learning Targets: In class activities: Read and discuss syllabus Fill out student survey for Mr. S and Ms. J Ice Breaker-Two Truths and a Lie Homework: None

9/6/13 Agenda Bell Work: SSR for 10 minutes (write down how many pages you read). Daily Learning Targets: I can define “central idea.” I can figure out the author’s main points. I can read a text and summarize the text. In class activities: Close and Critical Reading (assignment and discussion) Homework: Close and Critical Reading article (on your own).

9/9 Agenda Exit Ticket: Turn in your CCR Assignment from Friday.
Bell Work: Task #1: Turn in your signed syllabus (if you did not on Friday) Task #2: Show Mr. Schmitt your binder w/ materials (if you did not on Friday) Task #3: Label using the following headings: 1) Bell Work, 2) Reading 3) Writing 4) Summative Assessments 5) Formative Assessments Main Task (write on Bell Work handout): Fill in the blanks and complete the practice sections after the presentation. Nouns and Pronouns Power Point (Guided Notes) Daily Learning Targets: I can read a text and summarize the story line. I can identify the 5 major components in a plot diagram. In Class Activities: Elements of a Plot Diagram Power Point Plot Diagram using “Fresh Prince of Bel-Air” and “Cat’s in the Cradle” Exit Ticket: Turn in your CCR Assignment from Friday.

9/10 Agenda Bell Work: Task: Identify and underline the nouns in the following sentences. 1) The students agreed to complete the homework assignment. 2) The Detroit Tigers are the best team in baseball. 3) Hailey wrote her essay 10 minutes before the start of class. Daily Learning Targets: I can read a text and summarize the story line. I can identify the 5 major components in a plot diagram. In Class Activities: Life Graph Pre Writing Assignment

9/11 Agenda Bell Work: Task: Write a 4-5 sentence response to the video on 9/11. What did you like about it? Which parts made you think? What did you learn? **These questions are to get you started. Daily Learning Targets: I can select the details to explain a topic. I can organize the ideas to show connections and distinctions. In Class Activities: Watch 9/11 Video (complete bell work after viewing) Finish Plot Diagram Activity for “Fresh Prince of Bell Air” and “Cat’s in the Cradle” Introduce Life Graph Assignment (Begin working, finish in class tomorrow and share).

9/12 Agenda Bell Work: Task: Circle all of the nouns and pronouns in the following sentences. 1) Mr. Schmitt brought his iPad to school we could check out some of the educational applications. 2) She missed the bus this morning, but her mother was able to drive her to Dearborn High School. 3) He was not happy with the grade his group received on their project. Daily Learning Targets: I can read a text and summarize the story line. I can identify the 5 major components in a plot diagram. In Class Activities: Details Chart Pre Writing Activity

9/13 Agenda Bell Work: Grammar Quiz on Nouns and Pronouns Task: Follow the directions on the quiz provided. Daily Learning Targets: I can read a text and summarize the story line. I can identify the 5 major components in a plot diagram. In Class Activities: Add Dialogue Pre Writing Activity 1) Reggie Bush ran for his second touchdown in the second half of the game. 2) Before Jalen and I left for the day, we went over the work he missed. 3) The girls practiced their dance routine after school.

9/16 Agenda Bell Work: Identify the type of noun that is underlined in the following sentences. Task: 1) The night was calm on Friday. ____________ 2) It was hard not to notice the sunset. ______________ 3) I bought a new pair of headphones. _______________ Daily Learning Targets: I can read a text and summarize the story line. I can identify the 5 major components in a plot diagram. In Class Activities: Collect Bell Work from last week. Notes on Possessive and Plural Nouns Review Short Story Narrative Assignment from Friday Pre-Writing Activity, Donut Thinking Map SSR (15 minutes) **Write down the author and title of the book you read. Also, include the number of pages you read. Homework: Bring your SSR Book tomorrow!!!

9/17 Agenda Bell Work: SRI Testing Task: SRI Testing
Daily Learning Targets: N/A In Class Activities: When finished with your test, you will complete the “Circle Map.” If you finish your “Circle Map,” please fill out a student survey. **If you are done with the tasks above, you are to read your SSR book. 

9/18 Agenda Bell Work: Task: Rewrite the underlined nouns in the following sentences to make them possessive. 1) The baby toy fell on the ground. _____________________ 2) The women computers were broken. __________________ 3) The author books were very popular. _________________ 4) The girl team lost last night. __________________ Daily Learning Targets: I can determine the topic to be examined. I can select well-chosen, relevant, and sufficient facts, definitions, quotations, and other information to develop the topic In Class Activities: Collect Donut Map (stamp for completion) Collect Surveys Personal Narrative Pre-Write Part #1 (Pre-Write for 15 min. then complete hand out). SSR last 10 minutes of class (pass back graded assignments during SSR). Homework: Finish Pre-Write Part #1

9/19 Agenda Bell Work: Task: Identify the underlined possessive noun as “singular” or “plural.” 1) The boys’ game was postponed. _____________________ 2) I had dinner at the president’s home. _________________ 3) I lost my phone at the girls’ meet. ___________________ 4) Ahmad’s homework was found in the trash. ____________ Daily Learning Targets: I can determine the topic to be examined. I can select well-chosen, relevant, and sufficient facts, definitions, quotations, and other information to develop the topic In Class Activities: Check Pre-Write Part #1 for completion Take Write Source Pre-Test (formative grade) Write a one page reflection on the Anti-Bullying Assembly What did you learn? What did you already know? How do you plan to apply new information? What does it mean to be a student at DHS? How can you continue to promote a positive and safe school atmosphere? **Use these questions as a guide if you need to. Finish Mr. S’s Survey Homework: Finish Pre-Write Part #1

9/20 Agenda Bell Work: Daily Learning Targets:
B.W. Task: Study for Possessive Noun Quiz Daily Learning Targets: I can determine the topic to be examined. I can select well-chosen, relevant, and sufficient facts, definitions, quotations, and other information to develop the topic. In Class Activities: Take Possessive Noun Quiz Collect Mr. S’s Survey and Anti-Bullying Assembly Reflection Creating a Plot and Adding Dialogue handout (using free-write from Wed.) Homework: Enjoy your weekend! 

9/23 Agenda Bell Work: Daily Learning Targets:
Task: Identify the underlined words as nouns or pronouns. 1) Tommy forgot his lunch box at home. 2) My teacher arrives at school before his students show up. 3) My friend lost her cell phone as she stepped on to the bus. Daily Learning Targets: I can determine the topic to be examined. I can select well-chosen, relevant, and sufficient facts, definitions, quotations, and other information to develop the topic. In Class Activities: Creating a Plot and Adding Dialogue handout (using free-write from Wed.) **Due tomorrow at the start of class. Meet with Mr. S to discuss your paper. Begin working on Outline handout **If you finish the Outline handout, start writing your Rough Draft. Homework: Complete any missing work and turn in before the end of the hour.

9/24 Agenda Bell Work: Task: 1) Read over the Rubric. 2) List 5 tasks that you need to address in your Personal Narrative in order for you to receive an “A” grade (write in the “Student Response” section on your Bell Work handout). 1) Daily Learning Targets (Personal Narrative): I can determine the topic to be examined. I can select well-chosen, relevant, and sufficient facts, definitions, quotations, and other information to develop the topic. In Class Activities: Group Activity: Rating the essay. Finish your Outline for tomorrow. Homework: Finish Outline Begin working on Rough Draft (due Thursday at the beginning of the hour).

9/25 Agenda Bell Work: Task: Underline the antecedent and circle the pronoun(s) in the following sentences. Student Response: 1) Mrs. P used her unique teaching skills to achieve student success. 2) Ali lost his glasses on his walk home from school. 3) The Pioneers won their game against their rival, Fordson High School. 4) After our short nap, my girlfriend and I watched “Keeping Up With the Kardashians.” Daily Learning Targets (Personal Narrative): I can determine the topic to be examined. I can select well-chosen, relevant, and sufficient facts, definitions, quotations, and other information to develop the topic. In Class Activities: Write your Rough Draft (due at the beginning of the hour on Thursday). **2nd, 5th, 6th-If you are done, you will SSR for the rest of the hour. **3rd-If you are done, you will work on the “Dialogue” handout. If you finish the handout, you will SSR for the rest of the hour. You must meet with Mr. S or Mrs. P to discuss your paper if you have yet to do so. (2nd, 5th, 6th) You must meet with Mr. S to discuss your paper if you have yet to do so. (3rd) Homework: Finish your Rough Draft for Thursday

9/26 Agenda Bell Work: Task: Take notes and participate during “Attention Grabber” Power Point. Student Response: See “Attention Grabber” handout. Daily Learning Targets (Personal Narrative): I can determine the topic to be examined. I can select well-chosen, relevant, and sufficient facts, definitions, quotations, and other information to develop the topic. In Class Activities: “Show Don’t Tell” Lesson using descriptions and adding dialogue. “Attention Grabber” Power Point Incorporate “Show Don’t Tell” with your Rough Draft. Incorporate “Attention Grabber” with your Rough Draft. Dialogue handout Complete any missing assignments for Personal Narrative Unit Homework: Edit and add components to Rough Draft for Friday.

9/27 Agenda Bell Work: Task: Show me…
1) I was walking to school. 2) An ambulance drove by. 3) They pulled a female out of one of the cars. 4) We had a “late start” day due to the accident. Student Response (write your new paragraph): Daily Learning Targets (Personal Narrative): I can determine the topic to be examined. I can select well-chosen, relevant, and sufficient facts, definitions, quotations, and other information to develop the topic. In Class Activities: Check for Rough Drafts Peer Editing Workshop (you will have a minimum of two other people read your essay). Dialogue handout (work on it when finished with your partners) Read your SSR book Homework: Edit and add components to Rough Draft. Make sure you are ready to type your paper this weekend and turn it in on Monday!!!! 

9/30 Agenda Bell Work: Task: Write a two paragraph reflection on your Personal Narrative Essay. Use the following questions to guide your response: What did you like about your essay? What didn’t you like about your essay? How can you improve your essay? Are there any areas of the essay that needed more explanation during instruction time? How did this essay help improve your writing skills? What skills can you take from this essay and apply to future assessments? Student Response: On a separate sheet of paper, write your reflection. Daily Learning Targets: I can read a text and summarize the story line. I can figure out the structure of a text and the order of events. In Class Activities: Collect Personal Narratives **Attach the Peer Editing Worksheet that your partner filled out for your paper and rubric to the back. Notes on Tone + Practice Read “Casey at the Bat” and “The Make-Up Queen.” Fill out a plot diagram handout for both poems. Be prepared to discuss your responses.  Homework: Finish Plot Diagram handout

10/1 Agenda I can read a text and summarize the story line.
Bell Work: Task: Notes on Transitive and Intransitive Verbs Student Response: **Write “See Transitive and Intransitive Verbs handout” Daily Learning Targets: I can read a text and summarize the story line. I can figure out the structure of a text and the order of events. In Class Activities: Baseball 101 Notes Read “Casey at the Bat” and “The Make Up Queen.” Fill out a plot diagram handout for both poems. Be prepared to discuss your responses.  Homework: Finish Plot Diagram and three sentence summary for “Casey at the Bat” and “The Make Up Queen.”

10/2 Agenda Bell Work: Task: What does a “good classroom” look like? How should students be behaving? What rules should they follow? What are the consequences for failing to follow these rules? Answer the following questions by writing a five sentence response. Be prepared to share answers in order for me to put them on the board and create a classroom “rules/expectations” list. Student Response: Write your response for this section, not what I type here… Daily Learning Targets: I can read a text and summarize the story line. I can figure out the structure of a text and the order of events. In Class Activities: Finish plot diagram for “Casey at the Bat.” Write a 3 sentence summary. Read and complete plot diagram for “The Make Up Queen.” Write a 3 sentence summary. Homework: Finish plot diagram handout and 3 sentence summary for “Casey at the Bat” and “The Make Up Queen.”

10/2 Agenda (2nd hour only) Bell Work:
Task: Watch the Assembly on the T.V. Student Response: Take home the forms provided and return to me with yours and your parents’ signature tomorrow. Daily Learning Targets: I can read a text and summarize the story line. I can figure out the structure of a text and the order of events. In Class Activities: Finish plot diagram for “Casey at the Bat.” Write a 3 sentence summary. Read and complete plot diagram for “The Make Up Queen.” Write a 3 sentence summary. Homework: Finish plot diagram handout and 3 sentence summary for “Casey at the Bat” and “The Make Up Queen.”

10/3 Agenda Bell Work: Task: With your “elbow partner,” review and discuss your summaries for “Casey at the Bat” and “The Make Up Queen.” Determine and write down the three most important events/details a reader should know about both poems. Student Response: Write the three most important events/details a reader should know about both poems (6 items total). If you cannot come up with them, write down any questions or confusion you might have had to discuss and clarify with the class. Daily Learning Targets: I can read a text and summarize the story line. I can show how the order of events and manipulation of time create mystery, tension, or surprise. In Class Activities: Introduce, Model, and Practice Double Entry Journals Begin reading “The Most Dangerous Game” by Richard Connell pg. 19 in your textbook. Homework: None

10/4 Agenda Bell Work: Task: Write two to three sentences to describe the tone that is portrayed on page 19 for The Most Dangerous Game. Student Response: Write your sentences on your Bell Work sheet or on a separate sheet of paper.  Daily Learning Targets: I can show how the order of events and manipulation of time create mystery, tension, or surprise. In Class Activities: Continue “The Most Dangerous Game” by Richard Connell (page 20 in your textbook). Read pages as a class. Homework: For Monday, write a two paragraph response…we will give you the prompt before you leave.

10/7 Agenda Bell Work: Task: Write a three sentence response describing Rainsford’s character in The Most Dangerous Game. **Use the following questions to guide your response. 1) Do you trust him as a narrator? Why or why not? 2) What are Rainford’s initial thoughts on hunting? Does he feel sorry for the animals that he hunts? Explain your answer. Student Response: Write your sentences on your Bell Work sheet or on a separate sheet of paper.  Daily Learning Targets: I can show how the order of events and manipulation of time create mystery, tension, or surprise. In Class Activities: Check homework assignment for completion during partner discussion of Bell Work. Class discussion of your Bell Work responses. Rules for discussion: 1) Talk to your elbow partner about your responses 2) summarize your partner’s response on a separate sheet of paper by listing their points 3) Raise your hand to share your responses with the class when directed Continue “The Most Dangerous Game” by Richard Connell (pages in your textbook). Follow along with the audio Write down examples of suspense and textual evidence for your Double Entry Journal Write down examples of “humans vs. animals” and textual evidence for your Double Entry Journal Homework: Fill in examples for your Double Entry Journal for pages 27-31 Finish reading through page 31 if you are not caught up (for tomorrow, Tuesday).

10/8 Agenda Bell Work: Task: On a separate, half sheet of paper, answer the following quiz questions: 1) Why is Zaroff bored with hunting sailors? **What reason does he give to Rainsford? Be specific and explain. 2) Initially, does Rainsford agree to play the game? Why or why not? **Dependent on your answer to the first part of this question. 3) What does Zaroff tell Rainsford that Rainsford must not do if he wins the game? Student Response: Write your answers on a separate, half sheet of paper. **Once all of you are finished, we will switch and have you grade your classmate’s quiz. Please use a pen, marker, or highlighter to grade his or her quiz. Daily Learning Targets: I can show how the order of events and manipulation of time create mystery, tension, or surprise. In Class Activities: Continue reading and finish reading The Most Dangerous Game (pg ). Good students will do the following: Follow along with the audio Write down examples of suspense and textual evidence for your Double Entry Journal Write down examples of “humans vs. animals” and textual evidence for your Double Entry Journal Homework: Fill in examples for your Double Entry Journal for pages 31-36 Finish reading the short story (pg 31-36) **If you are not caught up use the link below and read for homework.

10/9 Agenda Bell Work: Task: On a separate, half sheet of paper, answer the following quiz questions: 1) Who kills Ivan? How does he kill him? Explain in detail. 2) How does Rainsford escape being caught/killed by Zaroff’s dogs? Explain. 3) Who wins the final duel/battle at the end of the story? What happened to the loser? Explain. Student Response: Write your answers on a separate, half sheet of paper. **Once all of you are finished, we will switch and have you grade your classmate’s quiz. Please use a pen, marker, or highlighter to grade his or her quiz. Daily Learning Targets: I can show how the order of events and manipulation of time create mystery, tension, or surprise. In Class Activities: Assign Survival Guide Assessment Good students will do the following: Pay attention during the explanation/presentation of the project. Work diligently on the assessment for the remainder of the hour. Homework: Continue to work on Survival Guide Project

10/10 Agenda Bell Work: Task: Write a three sentence response while answering the following questions. What did you like about The Most Dangerous Game? What didn’t you like about The Most Dangerous Game? Be specific and explain. Student Response: Write your answers on your Bell Work handout or attach a separate sheet of paper. Daily Learning Targets: I can compare and contrast the representation of a subject in two different mediums. I can analyze the similarities/differences in emphasis (what is depicted) and absent (what is missing) in each medium. In Class Activities: Critical Analysis and Making Connections Lesson using The Hunger Games Continue to work on your Survival Guide Project Good students will do the following: Pay attention during the lesson. Work diligently on his/her Survival Guide Project for the remainder of the hour. Announcements Your Personal Narratives will be returned to you tomorrow. We apologize for the delay.  Homework: Continue to work on Survival Guide Project

10/11 Agenda Bell Work: Task: Write a three sentence response to the following questions: What are your plans for next week’s mini break? If you are doing “nothing,” explain why. Student Response: Write your answer on your Bell Work handout or attach a separate sheet of paper. Daily Learning Targets: I can compare and contrast the representation of a subject in two different mediums. I can analyze the similarities/differences in emphasis (what is depicted) and absent (what is missing) in each medium. In Class Activities: Work on your Survival Guide Project Turn in any missing assignments for partial credit SSR Good students will do the following: SSR if they have “nothing to do.” Work diligently on his/her Survival Guide Project for the remainder of the hour Announcements Your Personal Narratives will be returned to you on Thursday (the day you return from break). Your scores will be posted on Student Connect by Tuesday. If you would like to see mine or Mrs. P’s comments, please me at Homework: Continue to work on Survival Guide Project (due Thursday 10/17)

10/17 Agenda Bell Work: Task: Reflect on your Survival Guide Project. Answer the following questions to the best of your ability. 1) Which was your favorite section to work on? Why? 2) Which part of your project are you proud of? Why? 3) Which part of your project would you like to improve? Why? Student Response: Daily Learning Targets: I can create a plot that follows the plot diagram. I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. In Class Activities: Turn in Survival Guide Project Work on your own to fill out “Response to Comments and Suggestions” handouts (you will receive 5 points added to your Personal Narrative score for completing the assignment accurately). **If you have questions, ask your elbow partner or Mr. S (or Mrs. P for hours 2, 5, 6). SSR Good students will do the following: SSR if they have “nothing to do.” Announcements Your final grade for MP1 will be updated and posted by 3 p.m. Homework: You do not have any homework tonight. 

10/18 Agenda Bell Work: Task: Answer the following questions: 1) What does it mean to close and critically read? 2) Have you used the four square strategy in other classes? 3) What is the strategy to be used when you first start to read an article? Student Response: Daily Learning Targets: I can make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer indirectly. I can find appropriate quotations and references to elements of the plot. I can make meaning by asking “why” questions. In Class Activities: Close and Critical Reading Power Point (fill in notes) Talking to the Text (model) Fill out “Four Square” for David Sedaris Article SSR “I was homeless” article (last 15 minutes of class) Fill out Four Square for “I am homeless” article Good students will do the following: SSR if they have “nothing to do.” Announcements Homework: Read and fill out “Four Square” for “I was homeless” article from Scope Magazine.

10/21 Agenda Bell Work: Task: Follow directions for the prompts. 1) List two items you circled in the David Sedaris article, “Big Boy.” 2) List two notes you wrote in the margin for the David Sedaris article, “Big Boy.” Student Response: Daily Learning Targets: I can make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer indirectly. In Class Activities: Discuss Bell Work responses Discuss responses for Four Square Activity **15 minutes to finish assignment In pairs, “Talk to the Text” using the article “I was homeless” In pairs, Fill out Four Square for “I am homeless” article Good students will do the following: SSR if they have “nothing to do.” Homework: Read and fill out “Four Square” Activity for “I was homeless” article from Scope Magazine.

10/22 Agenda Bell Work: Task: Answer the following questions. 1) What should be included in a summary of a text? 2) In your own words, what does “text to text” and “text to self” mean? Student Response: Daily Learning Targets: I can make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer indirectly. In Class Activities: In pairs, “Talk to the Text” for the “I am homeless” article. In pairs, complete the “Four Square” activity for the “I am homeless” article. Good students will do the following:] SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Homework: No homework! 

10/23 Agenda Bell Work: Task: Take out your “Narrative Text: Four Square” handout. Look it over and use it during the assessment. Student Response: Daily Learning Targets: I can make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer indirectly. In Class Activities: Close and Critical Reading Assessment (Summative) SSR when you are done Good students will do the following:] SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Homework: No homework!  36

10/24 Agenda Bell Work: Task: Answer the following questions to the best of your ability (and write in complete sentences). 1) What does the word “relationship” mean to you? Is there such thing as a “perfect relationship?” Why or why not? Explain your answers and be specific. Student Response: Daily Learning Targets: In Class Activities: Group Activity Reading the article “Living in Sym” Gallery Walk and take notes on each group’s poster Focus Question on mutual relationships Good students will do the following: SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Homework: Finish response to Focus Question on mutual relationships 37

10/28 Agenda Bell Work: Task: Sit down and wait for further directions. Wait until your name is called to receive your new seat assignment. Turn in Bell Work sheet from 10/17-10/18 and 10/21-10/25. Take notes on run-on sentences (handout). Student Response: Daily Learning Targets: In Class Activities: Mini Lesson: Run-on sentences Analyzing relationships using Finding Nemo (clips) Describe a mutual relationship from another piece of text or your own life (text to text, text to self). Good students will do the following: Turn in missing assignments SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Exit Ticket: Write down your response on the back of the “Relationships in pop culture” handout. 38

10/29 Agenda Bell Work: Task: Correct the following run on sentences:
That dog is the one that helped me he still scares me. Judy leads a charmed life she never seems to have a serious accident. It was wonderful weather on Monday the boy flew his kite outside. The book was very interesting the main character died in the last scene! Student Response: Daily Learning Targets: 1) I can conduct research projects that answer a question and show my understanding of the subject under investigation. In Class Activities: Quick check for homework completion. Quick discussion about responses to homework questions and mutual relationships. Focus Question on mutual relationships. The Odyssey: Introducing vocabulary and key terms.  Good students will do the following: Turn in missing assignments SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Homework: Create your own literary allusion and finish the handout.  39

10/30 Agenda Bell Work: Task: Correct the following run on sentences:
Mr. Schmitt and Mrs. Pniewski left the building they did not return after lunch. Jalen turned in his homework he checked to make sure he had no missing assignments. The Odyssey is an epic poem Odysseus is the protagonist. Dearborn High is a great school I could not imagine going anywhere else. Student Response: Daily Learning Targets: 1) I can conduct research projects that answer a question and show my understanding of the subject under investigation. In Class Activities: Turn in homework assignment from Monday (Finding Nemo and mutual relationships) Quick discussion about examples of “text to text” and “text to self” using mutual relationships. Finish research assignment from yesterday. Share examples of literary allusions. Focus Question on mutual relationships. Good students will do the following: Turn in missing assignments SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Homework: Write response to “Focus Question on mutual relationships.” 40

10/31 Agenda Bell Work: Task: Correct the following sentences. Put “C” if the sentence is not a run-on sentence. Make the appropriate corrections if it is a run-on sentence.  Halloween is my favorite holiday; I love dressing up in costumes. I ate too much candy I need to go to the dentist. I enjoy reading comic books, Captain Planet is my favorite super hero. I dressed up as a clown for school but I had an allergic reaction to the make up. Student Response: Daily Learning Targets: 1) I can make meaning by asking “why” questions. 2) I can define “theme.” In Class Activities: Review Notes Present some literary allusions that you created. **Check assignment for completion Notes on Epic Poetry Partner Work: Recreate the hero cycle (unique representation including a map, labels, descriptions, illustrations, examples. Good students will do the following: Turn in missing assignments SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Homework: No homework tonight! Happy Halloween!  41

11/1 Agenda Bell Work: Task: Look over your notes on run-on sentences to study for the quiz.  Student Response: Daily Learning Targets: 1) I can make meaning by asking “why” questions. 2) I can define “theme.” In Class Activities: Study for quiz on identifying and correcting run-on sentences Take the quiz Resume and finish notes on Epic Poetry Partner Work: Recreate the hero cycle (unique representation including a map, labels, descriptions, illustrations, examples. Must be drawn and in color.  Hero Anticipation Guide (if time). Good students will do the following: Turn in missing assignments (folders and bin added to the room) SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Homework: No homework tonight! Enjoy your weekend!  P.S. You can thank us later. 42

11/4 Agenda Bell Work: Task: Give two examples of a simile and two examples of a metaphor. **Remember, similes compare to unlike things using the words “like” or “as.” A metaphor directly compares to unlike things. Student Response: Daily Learning Targets: 1) I can make meaning by asking “why” questions. 2) I can define “theme.” In Class Activities: Finish Hero Pattern Assignment w/ partner (20 mins) More notes on the characteristics of an “epic hero” Hero Anticipation Guide (if time) Good students will do the following: Turn in missing assignments (folders and bin added to the room) SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Homework: 43

11/6 Agenda Bell Work: Task: Give two examples of a simile and two examples of a metaphor. **Remember, similes compare to unlike things using the words “like” or “as.” A metaphor directly compares to unlike things. Student Response: Daily Learning Targets: 1) I can make meaning by asking “why” questions. 2) I can define “theme.” In Class Activities: Turn in Hero Pattern Assignment (after Bell Work) Model Mapping Activity Partner Work: Mapping Odysseus’ Journey Activity Good students will do the following: Turn in missing assignments (folders and bin added to the room) SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Homework: Finish Mapping Activity (due at the beginning of class on Thursday). 44

11/6 Bell Work Examples of Similes: She slept like a baby.
He is as fast as a cheetah. He is as tough as nails. The teacher was wise like an owl. Examples of Metaphors: You are my sunshine. He is a snail in this race. John is a pig during dinner. Susie is a snake for cheating on her husband.

11/7 Agenda Bell Work: Task: Give one example of a simile, one example of a metaphor, and one literary allusion to the Trojans (explain how the allusion fits characteristics of the Trojans). **You could use the Trojan Horse, Helen of Troy, the name of the city, etc. Student Response: Daily Learning Targets: 1) I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2) I can propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas. In Class Activities: Turn in Mapping Activity (only if fully completed, turn in to the late work folder for your hour, tomorrow, if you need to finish it). Hero Anticipation Guide and Four Corners Activity Begin reading The Odyssey (pgs ) **Double Entry Journal while reading. Good students will do the following: Turn in missing assignments (folders and bin added to the room) SSR if they have “nothing to do.” Finish Bell Work for this week/last week Organize his/her binder Homework: 46

11/10 Agenda Bell Work: Task:
Identify the type of noun (in bold) that is used in each sentence (Questions 1 and 2). Circle the pronoun and underline the antecedent (Questions 3 and 4). Student Response: 1) Michael wrote a book about his childhood. ________________ 2) The two students developed a strong friendship. _________________ 3) Nik lost his glasses in one of his classes. 4) Tahani turned in all of her missing assignments. Daily Learning Targets: 1) I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. In Class Activities: Notes on “Invocation” and “Sailing to Troy” w/ activities. Begin reading The Odyssey (pgs ) **Double Entry Journal while reading. Good students will do the following: Turn in missing assignments (folders and bin added to the room) SSR if they have “nothing to do.” Organize his/her binder Homework: 47

11/12 Agenda Bell Work: Task: Identify the type of noun (in bold) that is used in each sentence (Questions 1 and 2). Circle the pronoun and underline the antecedent (Questions 3 and 4). Student Response: 1) The girls’ basketball team won last night. ________________ 2) Both teachers left the room to speak with the principal. _________________ 3) The jury read its verdict. 4) A number of volunteers are offering their help. Daily Learning Targets: 1) I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. In Class Activities: Discuss answers to questions from “Sailing from Troy.” Quiz on “Sailing from Troy.” Introduce O’s Episode Pattern Partner read “The Lotus Eaters” and answer questions Fill out O’s Episode Pattern and the Double Entry Journal and answer Pass back graded assignments and assessments (organize binders) Good students will do the following: Turn in missing assignments (folders and bin added to the room) Organize his/her binder Homework: Finish reading “The Lotus Eaters” and fill out O’s Episode Pattern.  48

Identify the type of noun (in bold) that is used in each sentence (Questions 1 & 2). Circle the pronoun and underline the antecedent (Questions 3 & 4). Student Response: 1) The crowd gathered around the stage. ___________________ 2) Circe was known for practicing witchcraft. ________________ 3) Abdul remembered to bring all of his materials to class. 4) Mr. S and Mrs. P care about their students’ success. Daily Learning Targets: I can draw inferences from the text and make predictions. I can identify components of the episodic pattern that is present in Homer’s The Odyssey. I can identify and cite textual evidence to support my analysis of what the text says explicitly. In Class Activities: Introduce and Model “O’s Episode Pattern” Review rules and norms for “Pairs to Squares” set up. Partner read “The Lotus Eaters” from Homer’s The Odyssey (pg ). **Fill out episode pattern handout out and make entries in Double Entry Journal. In pairs, answer the three questions associated with the reading. In squares, discuss and compare responses to the three questions. *Write responses on sticky notes. Before you leave, put your group’s responses on the poster. Turn in missing assignments (folders and bin added to the room) Homework: Complete and turn in absent, late, or missing assignments (put them in your class’s designated folder, located next to the door). 49

Re-read “The Lotus Eaters” on pgs. 984 and 985. For your Double Entry Journal, write down any hero qualities that “O” depicts in the text. Also, make sure to cite textual evidence to support your examples. **Write down your explanation on the left side and write the entire quote and line numbers on the right side. Student Response: Example 1) Textual Evidence- Example 2) Daily Learning Targets: I can draw inferences from the text and make predictions. I can identify components of the episodic pattern that is present in Homer’s The Odyssey. I can identify and cite textual evidence to support my analysis of what the text says explicitly. In Class Activities: Meet with your squares to go over the pattern from “The Lotus Eaters” On the board, as a class, we will review the events from the reading. After the review, in your squares, you will answer the three questions and post sticky notes on each poster. Begin reading “Cyclops” In pairs, answer the three questions associated with the reading. Homework: Complete and turn in absent, late, or missing assignments (put them in your class’s designated folder, located next to the door). 50

11/15 Agenda Bell Work: Task: Answer the following questions honestly and to the best of your ability: 1) What do you like about The Odyssey and why? 2) What don’t you like about The Odyssey and why? 3) Do you think that Odysseus has good intentions? Why or why not? Explain. Response must be in complete sentences!  Student Response: Daily Learning Targets: I can draw inferences from the text and make predictions. I can identify components of the episodic pattern that is present in Homer’s The Odyssey. I can identify and cite textual evidence to support my analysis of what the text says explicitly. In Class Activities: Review Progress Report Highlight any missing assignments Pass back graded work and organize binders Continue reading “Cyclops” from Homer’s The Odyssey w/ your partner.  Homework: Complete and turn in absent, late, or missing assignments (put them in your class’s designated folder, located next to the door). 51

11/18 Agenda Bell Work: Task: Answer the following questions honestly and to the best of your ability: Student Response: Daily Learning Targets: I can draw inferences from the text and make predictions. I can identify components of the episodic pattern that is present in Homer’s The Odyssey. I can identify and cite textual evidence to support my analysis of what the text says explicitly. In Class Activities: Collect signed Progress Reports Partner Read “The Cyclops” pg Homework: Complete and turn in absent, late, or missing assignments (put them in your class’s designated folder, located next to the door). 52

11/19 Agenda Bell Work: Task: Answer the following questions honestly and to the best of your ability: Student Response: Daily Learning Targets: I can draw inferences from the text and make predictions. I can identify components of the episodic pattern that is present in Homer’s The Odyssey. I can identify and cite textual evidence to support my analysis of what the text says explicitly. In Class Activities: Partner Read “The Cyclops” pg Homework: Complete and turn in absent, late, or missing assignments (put them in your class’s designated folder, located next to the door). 53

11/20 Agenda Bell Work: Task: Write a sentence using the type of possessive noun given. 1) woman (plural possessive) 2) player (singular possessive) 3) teacher (plural possessive) 4) person (singular possessive) Student Response: Daily Learning Targets: I can identify components of the episodic pattern that is present in Homer’s The Odyssey. I can identify and cite textual evidence to support my analysis of what the text says explicitly. In Class Activities: Chorus Read “The Monster in the Cave” as a class  Watch video from Cyclops perspective, “My side of the story” Complete “Epic Traits” handout for the play and the video. Present “Plan Poster” from yesterday. Rewrite Cyclops Scene using modern language and from his perspective (with your partner, Lines ) Homework: Complete and turn in absent, late, or missing assignments (put them in your class’s designated folder, located next to the door). 54

11/21 Agenda Bell Work: Task: Rewrite the following sentences with appropriate corrections. (Punctuation, possessive nouns, run-on sentences). 1) Toms iguana likes to sit in high places however it is still a surprise when he jumps on Toms head. 2) Jasmine brought she notebook to class but forgot other materials her needed. Student Response: 1) 2) Daily Learning Targets: I can determine the major plot points for “The Land of the Dead” episode in The Odyssey. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. I can identify and cite textual evidence to support my analysis of what the text says explicitly. In Class Activities: Finish and present group plan for escaping from Polyphemus. Partner Read “The Land of the Dead” from the Graphic Novel version of The Odyssey. Fill out “O’s pattern” for this episode. Exit Ticket: What does “O” learn about his possible fate from Tiresias? Be specific and write in complete sentences. **Minimum of four sentences. Homework: Complete and turn in absent, late, or missing assignments (put them in your class’s designated folder, located next to the door). 55

11/22 Agenda Bell Work: Task: Rewrite the following sentences with appropriate corrections. (Punctuation, Spelling, Run-on sentences, Pronoun use, Abbreviations). 1) Diana closed she book and looked at the clock she had finished reading The Odyssey at exactly 1200 AM. 2) Brad Pitt stared in Troy which was released on May across the country. Student Response: 1) 2) Daily Learning Targets: I can determine the major plot points for “The Land of the Dead” episode in The Odyssey. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. I can identify and cite textual evidence to support my analysis of what the text says explicitly. In Class Activities: Finish pattern and answering questions for “The Land of the Dead” from the graphic novel version of The Odyssey. Introduce “Tic-Tac-Toe” Assessments and work on Assessment #1 Discuss extra credit and grades Homework: Turn in parent feedback sheet (signed) and your student reflection sheet (the assignment you filled out) no later than Monday. Turn in any missing or late assignments on Monday. 56

11/25 Agenda Bell Work: Task: Follow along with notes on capitalization. Write down your examples for all four sections. Student Response: 1) 2) 3) 4) Daily Learning Targets: I can complete an assessment to show my understanding of themes and concepts presented in Homer’sThe Odyssey. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. I can identify and cite textual evidence to support my analysis of what the text says explicitly. In Class Activities: Collect Extra Credit Work on “Tic-Tac-Toe” Assessment #1 (due tomorrow) If you have nothing else to do, work on the Extra Credit Assignment-Character Sketch Homework: Turn in parent feedback sheet (signed) and your student reflection sheet (the assignment you filled out) no later than Monday. Turn in any missing or late assignments by Tuesday (final deadline). 57

11/26 Agenda Bell Work: Task: Follow along with notes on capitalization. Write down your examples for all four sections. Student Response: 1) 2) 3) Daily Learning Targets: I can view a text displayed in two different mediums in order to compare and contrast themes and ideas. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. In Class Activities: Collect “Tic-Tac-Toe” Assessment #1 Watch The Odyssey (Part 1) and complete the handout. Homework: Turn in parent feedback sheet (signed) and your student reflection sheet (the assignment you filled out). Turn in any missing or late assignments today! 58

12/2 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols to correct each sentence. Student Response: 1) Poes short story The Cask of Amontillado deals with murder as revenge. 2) Montresor wants revenge for an insult Fortunato cast on him the nature of the insult is not clear in the story. Daily Learning Targets: I can view a text displayed in two different mediums in order to compare and contrast themes and ideas. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. In Class Activities: Partner Read “Sirens” pg and “Scylla and Charybdis” pg Complete O’s Pattern sheet for both episodes Work on “Analyzing the Monsters” assignment Homework: Turn in any missing or late assignments today! 59

12/3 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols to correct each sentence. Student Response: 1) at the beginning of the story Montresor and Fortunato meet at a carnival. 2) fortunato fancies himself a wine expert is easy prey for Montresor. Daily Learning Targets: I can view a text displayed in two different mediums in order to compare and contrast themes and ideas. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. In Class Activities: Partner Read “Cattle of the Sun God” pg Complete O’s Pattern sheet for the episode Exit Ticket: In pairs answer the question below. We will then discuss your responses as a large group. Homework: Turn in parent feedback sheet (signed) and your student reflection sheet (the assignment you filled out). Turn in any missing or late assignments today! 60

12/4 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) Montresor uses the Amontillado as bait to get Fortunato to his wine cellar 2) Montresor suggests having luchresi check the authenticity of the wine. Fortunato is even more eager to advise his friend. Daily Learning Targets: I can view a text displayed in two different mediums in order to compare and contrast themes and ideas. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. In Class Activities: Partner Read “Cattle of the Sun God” pg Complete O’s Pattern for this episode. Exit Ticket: Write a paragraph response (4 sentences) for the question below. Work on TTC Assessment #2 (due Monday 12/9/13). Homework: Turn in parent feedback sheet (signed) and your student reflection sheet (the assignment you filled out). Turn in any missing or late assignments today! 61

12/5 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) As they go further into the catacombs, Montresor gives Fortunato many chances to turn back but declines them all. 2) 50 years later Montresor is still haunted by his crime. Daily Learning Targets: I can view a text displayed in two different mediums in order to compare and contrast themes and ideas. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. In Class Activities: Partner Read “Twenty years” pg Complete O’s Pattern sheet for this episode. Homework: Bring materials to work on TTC Assessment #2 for tomorrow. Turn in any missing or late assignments today! 62

12/6 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) The setting of the catacombs contribute to the horror in the story. 2) The gloomy underground setting contrasts sharp with the joyous carnival setting. Daily Learning Targets: I can view a text displayed in two different mediums in order to compare and contrast themes and ideas. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. In Class Activities: Work Day: You will have 20 minutes to work on TTC Assessment # 2 (due Monday) Watch the rest of Part 1 from The Odyssey film (answer questions on handout). Homework: Finish TTC Assessment #2 and turn it in on Monday (12/9/13) Turn in any missing or late assignments today! 63

12/9 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. **After making your corrections, circle the simple subject (noun) and underline the simple predicate (verb). Student Response: 1) Mike forgot their glasses in their car, and he was unable to watch the premer of catching Fire. 2) Everyone on the girls team practiced their weakest skill. Daily Learning Targets: I can view cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can describe what makes the character complex using appropriate quotations and references from the entire work. In Class Activities: Turn in TTC Assessment #2 Turn in Bell Work from 11/25-11/26 and 12/2-12/6 SSR for 10 minutes (biographies) **On your Bell Work write down the page numbers that you read. “Square Up” and read “Cattle of the Sun God” from the graphic novel (pg ) Group Duties: 1) Readers-each member is responsible for taking turns reading 2) Note Taker-Assign one person to jot down events in O’s pattern. 3) Quote Master-Assign one person to identify quotes that support the events. 4) Progress Reporter-Assign one person to report your group’s progress to Mr. S Quick Assessment: Class conversation over the following question: Were you surprised with the ending of this episode? 64

12/10 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) Rishon brought she jacket to class because she left it at the girls basketball game. 2) Neither Ali or Ryan are planning to read the rest of the odyssey by homer. Daily Learning Targets: I can collaborate with my classmates to analyze themes and plot elements presented in The Odyssey. I can argue whether or not Odysseus is a hero and support my reasoning by providing strong textual evidence. In Class Activities: Group Read “20 year gone, and I am back again…” (pg ) Fill out the pattern sheet. *Formative Assessment-When you are finished with the reading, you will create a cartoon strip to depict the events that happened in the episode.  Must include at least 6 boxes and dialogue. Groups 1-3 = Lines , Groups 4-6 = SSR Biographies for the last 10 minutes of class (write down title, author, and pages you read on your Bell Work sheet). Homework: 65

12/11 Agenda Bell Work: Task: Correct the following sentences. Use proof reading marks (editing symbols) to correct each sentence. Student Response: 1) Ms. Erhardt and Mr. Schmitt is helping his students analyze odysseus’ character in The odyssey. 2) After studying for three straight hours erica took a break from his studies to watch his favorite television show boy meets world. Daily Learning Targets: I can collaborate with my classmates to analyze the text and make connections to my own life, another text, and the world around me. I can identify the theme of a text and support it using specific textual evidence. In Class Activities: Finish Group Reading Activity and Formative Assessment for “Twenty years gone…” pg Present Comic Strips to the class (3 minutes for each group). Introduce Group Reading Summative Assessment for Part Two of The Odyssey. (5-10 minutes) Read your group’s given section and start working on the assessment. (25 minutes) Homework: Work on Group Reading Summative Assessment and bring materials to work on it tomorrow. Presentations will be conducted on Monday 12/16/13. You will be responsible for taking notes while each group presents each section. 66

12/12 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) The setting of the catacombs contribute to the horror in the story. 2) The gloomy underground setting contrasts sharp with the joyous carnival setting. Daily Learning Targets: I can view a text displayed in two different mediums in order to compare and contrast themes and ideas. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. In Class Activities: District Assessment-Informational Text When finished, SSR for the remainder of the hour (biographies) Homework: 67

12/13 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) The setting of the catacombs contribute to the horror in the story. 2) The gloomy underground setting contrasts sharp with the joyous carnival setting. Daily Learning Targets: I can view a text displayed in two different mediums in order to compare and contrast themes and ideas. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. In Class Activities: Work Day: You will have 20 minutes to work on TTC Assessment # 2 (due Monday) Watch the rest of Part 1 from The Odyssey film (answer questions on handout). Homework: Finish TTC Assessment #2 and turn it in on Monday (12/9/13) Turn in any missing or late assignments today! 68

12/16 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) The setting of the catacombs contribute to the horror in the story. 2) The gloomy underground setting contrasts sharp with the joyous carnival setting. Daily Learning Targets: I can analyze the theme of a text and use specific textual evidence to support my analysis. I can collaborate with my classmates in order to make meaning from the author’s craft. In Class Activities: Book Check: Formative grade for having your biography in class. Work Day: Work with your group on presentations (tomorrow you will present in class). SSR your biography (last 10 minutes of class). Homework: Finish working on presentations and make sure you are ready to present tomorrow.  Turn in any missing or late assignments today! 69

12/17 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) The girls on the basketball team is attending a camp at the university of michigan and the coach hope that it will prepare the team for the rest of the season. 2) Each group are presenting a episode from homers the odyssey on Tuesday. Daily Learning Targets: I can analyze the theme of a text and use specific textual evidence to support my analysis. I can identify the themes presented in a text and make personal connections to my life, another text, and the world around me. In Class Activities: Group Presentations (you will take notes on each group’s presentation). SSR Biography (last 15 minutes of class). Homework: No homework Turn in any missing or late assignments today! 70

12/18 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) My iPhone in addition to my other electronic devices includes a internal video cameras and headphone. 2) Everybody are responsible for reading a biography for mister schmitts class before the end of the semesster. Daily Learning Targets: I can identify and analyze various themes presented in a text and support my analysis using specific textual evidence. I can argue my opinion and provide specific examples and textual evidence to support in order to compose a persuasive writing piece. In Class Activities: Notes on writing a Persuasive Essay Model filling out the Persuasive Essay Outline on the Promethean Board (as a class) Begin writing your outline for your Persuasive Essay (due Friday) Homework: You will only have tomorrow’s class period to finish your essay. **Due Friday at the beginning of class.  Turn in any missing or late assignments today! 71

12/19 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) They is happy because the class are watching the odyssey on friday 2) Miss earhardt are filling in for miss pniewski from december through febuary. Daily Learning Targets: I can view a text displayed in two different mediums in order to compare and contrast themes and ideas. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. In Class Activities: Finish and turn in your Persuasive Essay (due tomorrow at the beginning of class). SSR: Biography (when finished with your essay). Homework: No homework!  72

12/20 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: 1) the students plans to argue that odysseus is not a heroe in homers the odyssey. 2) the mens bobsled team are competing in the winter olympics next year. Daily Learning Targets: I can view a text displayed in two different mediums in order to compare and contrast themes and ideas. I can collaborate with my classmates to identify and analyze themes presented in The Odyssey. In Class Activities: Finish watching The Odyssey film Turn in movie notes for Part 1 and Part 2.  Homework: Enjoy your break!  Turn in any missing or late assignments today! 73

1/9/14 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Student Response: like he is a man on a mision, he crept through the woods as a foxes. Mister schmitt grade and critique essays on sunday. Daily Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. In Class Activities: Collect Reading Logs Introduce and work on Biography Unit presentations Rewrite Persuasive Essay on The Odyssey (due Tuesday 1/14) Homework: Work on Biography Unit presentations Rewrite Persuasive Essay (due Friday) 74

1/10/14 Agenda Bell Work: Task: Correct the sentence and use editing symbols. Student Response: The two teams’ were evenly matched, but Dearborns girls basketball team prevailed in overtime. He look down the rode and he vued nothing but snow. Daily Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. In Class Activities: Continue working on Biography Unit presentations (present on Monday and Tuesday) 2nd and 3rd = Library, 5th and 6th = Room E-7 Rewrite Persuasive Essay on The Odyssey (due Thursday) **You must rewrite your essay if you received a grade less than 35/50 (70%). Homework: Finish and practice presentation for Monday 1/13 Rewrite Persuasive Essay on The Odyssey (due Thursday 1/16) 75

1/13/14 Agenda Bell Work: Task: Correct the following sentences using appropriate editing symbols. Student Response: 1) Mike purchist a new ford mustang and drove him to fordson high schools parking lot. 2) The men searched for any survivers between the shore and they finally found it among the mountains and the highway. Daily Learning Targets: I can present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. In Class Activities: Biography Unit presentations Hand out LA 1 Final Review Guide Take notes during presentations (will be collected on Thursday) **You will write down two facts that you learned from the presentation and one question that you would like to have answered (format for every student) Rewrite Persuasive Essay on The Odyssey (due Thursday) Homework: Finish and practice presentation (if you did not present today) 76

1/14/14 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. *Subject Verb Agreement, Possessive Nouns, Compound Verbs, Prepositional Phrase Student Response: 1) the students’ enjoys preparing and studying for mister schmitts exam after school. **Add to notes A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition. Daily Learning Targets: I can present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. In Class Activities: Biography Unit presentations Take notes during presentations (will be collected tomorrow) Assign Final Exam Study Packet (packet is due Thursday). Rewrite Persuasive Essay on The Odyssey (due Thursday at the beginning of class) Homework: Work on Final Exam Study Packet (due Thursday) Rewrite Persuasive Essay on The Odyssey (due Thursday) 77

1/15/14 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Circle the complete subject and complete predicate in each sentence. *Subject Verb Agreement, Prepositional Phrase, Complete Subject, Complete Predicate Student Response: 1) Nick and Brad run sprints across the gymnasium before school. 2) Ms. Erdhardt or me take attendance in the morning. Daily Learning Targets: I can present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. I can analyze and understand key concepts and applications from the following language topics: reading comprehension (fiction and non-fiction), writing, and grammar. In Class Activities: Finish Biography Unit presentations Take notes during presentations (will be collected today) Final Exam Study Packet (packet is due tomorrow). Rewrite Persuasive Essay on The Odyssey (due tomorrow at the beginning of class) Homework: Work on Final Exam Study Packet (due tomorrow) Rewrite Persuasive Essay on The Odyssey (due tomorrow) 78

1/16/14 Agenda Bell Work: Task: Correct the following sentences. Use editing symbols for each sentence. Circle the complete subject and underline the complete predicate in each sentence. *Subject Verb Agreement, Prepositional Phrase, Complete Subject, Complete Predicate Student Response: 1) every boody are rideing the bus after school 2) some one forgots his or her notebook under the desk **Add to your notes! Use a singular verb after: each, neither, everyone, everybody, nobody, and someone. Daily Learning Targets: I can analyze and understand key concepts and applications from the following language topics: reading comprehension (fiction and non-fiction), writing, and grammar. In Class Activities: Finish Biography Unit presentations Check Final Exam Study Packet for completion Collect Persuasive Essay (rewrites) Review Final Exam Study Packet Grammar Term Posters (in groups) Homework: Study for your exam!!!!! 79

1/17/14 Agenda Bell Work: Sit quietly and wait for directions from Mr. S and Ms. Erhardt. Daily Learning Targets: I can analyze and understand key concepts and applications from the following language topics: reading comprehension (fiction and non-fiction), writing, and grammar. In Class Activities: SRI Testing in the Library (some of you may have to test for most of the hour). Review Final Exam Study Packet Turn in any missing summative assessments Study for the final exam. Homework: Study for your exam!!!!!  80

1/21/14 Agenda Bell Work: Sit quietly and wait for directions from Mr. S and Ms. Erhardt. **Study for the first 5 minutes of class. Daily Learning Targets: I can analyze and understand key concepts and applications from the following language topics: reading comprehension (fiction and non-fiction), writing, and grammar. In Class Activities: Final Exam Write down your Test # on the scantron.  DO NOT WRITE ON THE EXAM NO TALKING! IF YOU TALK, YOU WILL RECEIVE A 0% YOU MUST HAVE A PENCIL (SCAN TRON) When you are finished, turn your test over and bring you scantron to Mr. S or Ms. Erhardt Complete Mr. S’s “End of the Semester” Survey before you leave class. If you finish everything, borrow a book from the class library and read. 81

1/22/14 Agenda Bell Work: Sit quietly and wait for directions from Mr. S and Ms. Erhardt. **Study for the first 5 minutes of class. Daily Learning Targets: I can analyze and understand key concepts and applications from the following language topics: reading comprehension (fiction and non-fiction), writing, and grammar. In Class Activities: Final Exam Write down your Test # on the scantron (top right corner)  DO NOT WRITE ON THE EXAM NO TALKING! IF YOU TALK, YOU WILL RECEIVE A 0% YOU MUST HAVE A PENCIL (SCAN TRON) When you are finished, turn your test over and bring you scantron to Mr. S or Ms. Erhardt Complete Mr. S’s “End of the Semester” Survey before you leave class. **Name must be on it to receive credit!!!! If you finish everything, borrow a book from the class library and read. Grades will be posted this afternoon by 2 p.m. 82

1/23/14 Agenda Bell Work: Sit quietly and wait for directions from Mr. S and Ms. Erhardt. **Study for the first 5 minutes of class. Daily Learning Targets: I can analyze and understand key concepts and applications from the following language topics: reading comprehension (fiction and non-fiction), writing, and grammar. In Class Activities: Final Exam Write down your Test # on the scantron.  DO NOT WRITE ON THE EXAM NO TALKING! IF YOU TALK, YOU WILL RECEIVE A 0% YOU MUST HAVE A PENCIL (SCAN TRON) When you are finished, turn your test over and bring you scantron to Mr. S or Ms. Erhardt Complete Mr. S’s “End of the Semester” Survey before you leave class. **Name must be on it to receive credit!!!! If you finish everything, borrow a book from the class library and read. 83

1/27/14 Agenda Bell Work: Sit quietly and wait for directions from Mr. S. Daily Learning Targets: I can follow directions the first time they are given. I can identify the classroom policies and procedures and comply to them. In Class Activities: Assign seats Read and discuss syllabus (Materials due Thursday 1/30) Sign up for Remind 101, Text (586) 2nd Hour = 3rd Hour = lah3 5th Hour = 6th Hour = Complete Mr. Schmitt’s “Beginning of the Semester Survey.” Exit Ticket: On your note card, fill out the following information and answer the following questions: Name & Nickname(s) Age Three words to describe you A symbol to describe your current mood Favorite winter activity What makes you unique? What makes you special? 84

1/30/14 Agenda Bell Work: Task: Sit quietly and wait until each of your classmates has received his or her new seat assignment. **Talk to your new elbow partner and write down three interesting facts about him or her. Student Response: **Your answers to Bell Work will be written in this area on your Bell Work sheet. Daily Learning Targets: I can follow directions the first time they are given. I can identify the classroom policies and procedures and comply to them. In Class Activities: Assign Seats Complete the “Vocabulary Study” handout (you will have 20 minutes today and 20 minutes tomorrow to complete the assignment). We will create a “word wall” later this week using vocabulary words. Watch “Understanding Stereotypes.” Write a one paragraph summary. Also include your response to the prompt listed below for homework. Exit Ticket/Homework (due Friday): People often use labels or categories to describe others. These labels can be based on such characteristics as clothing, looks, the way a person talks, or the groups to which he or she belongs. Categorizing things or people is a natural human inclination; however, people often make assumptions about groups of people they don't even know (stereotyping). Using the prompt above, write a two paragraph response (4-5 complete sentences per paragraph) to describe a time when you felt like an outsider, or when people were judging you. How did it make you feel? What are some steps we can take to avoid judging others? Explain your points and be specific in your response. 85

1/31/14 Agenda Bell Work: Task: Share and discuss three of the stereotypes you came up with for homework with your elbow partner. Student Response: **Write your pair’s responses here.  Daily Learning Targets: I can follow directions the first time they are given. I can identify the classroom policies and procedures and comply to them. In Class Activities: Read and review the syllabus (whole class and small groups) “Meet Mr. Schmitt” Presentation Finish watching “Understanding Stereotypes” Vocab Study Sheet (due Monday) Complete Mr. Schmitt’s Student Survey (homework if you do not finish) Homework: Bring required class materials on Monday (1in-1 ½ in. binder, 6 dividers/tabs, highlighter, blue or black pen, pencil, and loose leaf paper or a notebook). Turn in Mr. Schmitt’s Student Survey Return syllabus signed by a parent/guardian 86

2/3/14 Agenda Bell Work: Fill out the “Beginning of the Semester Survey” Daily Learning Targets: I can follow directions the first time they are given. I can identify the classroom policies and procedures and comply to them. In Class Activities: “Meet Mr. Schmitt” Presentation  Finish watching “Understanding Stereotypes” video and turn in summary (2nd and 3rd hour) Create Word Wall using Vocab Words (5th and 6th hour) 5 Media Principles Power Point (2nd, 3rd, 5th , 6th) 5 Media Principles (group assignment) Homework: We will continue to work on the 5 Media Principles group assignment tomorrow and Wednesday. Bring your school id to class tomorrow. We are going to the library in order to find books to read during SSR. 87

2/4/14 Agenda Bell Work: Task: Correct the following sentences. Tomorrow, I will give you a handout with proper editing symbols. **In both sentences, please note the following: Subject-Verb Agreement, Possessive Nouns, Spelling, Run-on Sentences. Student Response: As a perswaysive writer one must emphisize the facts that gives his or her product an edge over the competitors product. Ali practice grammer in mister schmitts class however, he often forget the rules on subject-verb agreement. Daily Learning Targets: I can follow directions the first time they are given. I can identify the classroom policies and procedures and comply to them. In Class Activities: Book Pass and Book Pass Activity (Library) Complete Book Preview and Commitment Form (research) Homework: Bring your school id to class tomorrow. You will need it to check out a book (you cannot used your planner). We are going to the library in order to find books to read during SSR. 88

2/5/14 Agenda Bell Work: Task: Correct the following sentences. Tomorrow, I will give you a handout with proper editing symbols. **In both sentences, please note the following: Subject-Verb Agreement, Pronoun and Antecedent, Spelling, Run-on Sentences. Student Response: Mike or Joe hit in the leedoff spot for the varzity baseboll team but neither player are performing well this season. Tyler lefts sweater in locker but he forgot to bring required material to class. Daily Learning Targets: I can read, watch, and/or view an account of a subject in a variety of ways. I can determine the arguments and specific claims of a text. In Class Activities: Library (you will have 20 minutes to find and check out a book) Complete Book Preview and Commitment Form (research) Complete 5 Media Principles (group assignment) Homework: The 5 Media Principles group assignment will be collected tomorrow at the beginning of class. 89

2/6/14 Agenda Bell Work: Correct the following sentences. **In both sentences, please note the following: Subject-Verb Agreement, Pronoun and Antecedent, Spelling, Run-on Sentences. The media uses deliberut tactiks in order to persuade societys thinking. Propaganda is biassed or misleading information that is presented to the public in order to publicize or promote a politicians campaign or a groups point of view. Daily Learning Targets: I can follow directions the first time they are given. I can identify the classroom policies and procedures and comply to them. In Class Activities: Complete 5 Media Principles Activity (group assignment-tables) Exit Ticket **If you finish everything, you will read an article titled “Watching You” and talk to the text.  Exit Ticket: On a sticky note (one per person), write your response to the follow questions: Why is it important to be able be critical and to analyze information that is presented to you by the media? How does the media try to influence your thinking? What strategies/elements do they use or include to persuade your belief system? Homework: You must have an SSR book for tomorrow. Also, please make sure I sign your commitments sheet. You cannot read your book until it is approved.  90

2/7/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: Subject-Verb Agreement, Possesive Nouns, Run-on Sentence, Pronoun and Antecedent. Barack Obama, the president of the united states were reelected for a second consecuteev terms in two thousand and twelve. Mister shhmitdt enjoys teaching ninth grade at deerborn highschool and she look forward to working with his new students throughout the remainder of the school year. Daily Learning Targets: I can follow directions the first time they are given. I can identify the classroom policies and procedures and comply to them. In Class Activities: SSR (20 minutes) **On your bell work sheet, you will write down how many pages you read, one new word you encountered, and its definition. “Talk to the text “ and critique the article “Watching You.” When you are done reading, you will pick a side of the argument and write a one paragraph response using textual evidence to support your answer.  We will then read two articles and you need to determine which article supports the “for” and “against” sides. Formative Assessment: You will then write a one sentence “counter argument.” **I will show you how to do this.  91

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