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

2/10/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: Subject-Verb Agreement, Possessive 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 determine the arguments and specific claims of a text. In Class Activities: SSR (15 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 practice writing a thesis statement. **You will write a thesis statement for each side of the argument. Formative Assessment: Answer the following questions: 1) What are your rights under the Fourth Amendment? 2) What is your opinion on the surveillance issue in the U.S.? 91

2/11/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: Subject-Verb Agreement, Possessive Nouns, Run-on Sentence, Pronoun and Antecedent. The united states goverment should not be allowed to track citizens phones because it are an envazion of his privacy. Within hours of the boston Marathon bombing last apr., authorities was able to identify two suxpects by gaining access to citzen’s videos and footage captured during the incident. Daily Learning Targets: I can determine the arguments and specific claims of a text. In Class Activities: SSR (15 minutes) **On your bell work sheet, you will write down how many pages you read and one sentence that explains what you like about your book so far (or what you do not like so far). For “Watching You,” in pairs you will write one thesis statement that supports the “for” side of the argument and one thesis statement that supports the “against” side of the argument. Each person will be assigned one side of the debate for the article “Are Public Surveillance Cameras a Good Idea? **You will determine whether the portion of the article you read was “in support” or “against” surveillance. Then you will read the opposite side. Formative Assessment: Find three pieces of textual evidence that support your opinion (stance/position/thesis statement). Find one piece of evidence that opposes your opinion (stance/position/thesis statement). 92

2/12/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: Subject-Verb Agreement, Run-on Sentence, Pronoun and Antecedent. Some students thinks they is two cool for schuel however he are wrong. It is the students responsibility to show up to class prepared but there is incidents that will prevent me from acomplishhing this task. Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. In Class Activities: SSR for 15 minutes *If you do not have a book, you will write a one paragraph response explaining why you are not prepared for class. You will also include your plan to guarantee you are prepared tomorrow.  **On your bell work sheet, you will write down how many pages you read and one sentence that explains what you like about your book so far (or what you do not like so far). 2. As a class we are going to read the first half of the article “Should your school get rid of sports?” With a partner, you will read the second half. You will come up with three reasons that support each side of the argument. Next, you will write a counter-argument and refutation for the article as a whole.  93

2/13/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: Subject-Verb Agreement, Run-on Sentence, Pronoun and Antecedent. meester schmitt is sick on thursday. however I plan to continue to show good behaveior during his class. There are always two sides, or arguments to an issue but honestly my opinonion is always write. Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. In Class Activities: SSR for 15 minutes *If you do not have a book, you will write a one paragraph response explaining why you are not prepared for class. You will also include your plan to guarantee you are prepared tomorrow.  **On your bell work sheet, you will write down how many pages you read and one sentence that explains what you like about your book so far (or what you do not like so far). In groups, you will create a poster for an assigned paragraph which helps create and develop the persuasive essay. You will have 20 minutes to do this. Then you will share your results with the class. Use the write source books (last little cupboard on left, next to the large cupboard) to help determine the components for your group’s section. Use the table of contents to look up the “Persuasive Essay” section. Begin brainstorming for your Rough Draft using the prompts given to you (you will start writing your draft in class tomorrow). 94

2/14/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: Subject-Verb Agreement, Run-on Sentence, Pronoun and Antecedent. Even though Mr. Schmitt is nice enough to allow students to borrow books from his librarie Mr. Schmitts students are financaly responcible for any damages. For Thursdays assignment, students were asked to work in groups to review each section of the persuasive essay and to create an analogy but most groups did not complete all of the requirmends. Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. In Class Activities: Begin brainstorming for your persuasive essay. Each student must have their brainstorming approved before they can begin their outline. If you finish your outline (and it is approved), you will begin writing the Rough Draft in class. If your class can demonstrate good behavior, I might allow you to listen to music as you write. 95

2/24/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: Subject-Verb Agreement, Run-on Sentence, Pronoun and Antecedent. Hussein lefts their jacket in the bleachers but he could not retreeve her from the building because the doors were locked. Nadine did not reed her book over break so they will need to finish the novel by Friday, Febuary 29, two thousand and fourteen. Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. I can determine the author’s intended effect: mystery, tension, surprise? In Class Activities: SSR for 10 minutes **On your bell work sheet, you will write down how many pages you read and one sentence that explains what you like about your book so far (or what you do not like so far). Check in Outlines and Rough Drafts (stamp) Satire in literature using Shrek and Shrek 2 Exit Ticket: Write your own scene using satire. First depict your first five minutes of class every day. Then input satirical moments. You must include each of the four types of satire.  Homework: Finish Outline and Rough Draft if it was not completed for today. We will use them in class tomorrow for Peer Editing. 96

2/25/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: Rambling Sentence, Capitalization, Abbreviation, Commas John Muir decided to become a naturalist at the age of 30 and he hiked from the midwest to the gulf of mexico to acquaint himself with the land and his writings inspired development of national parks in the U.S. The speed of sound Mach 1 can be reached at sea level at around 742 mp hour at 36,000 feet the speed of sound becomes 661 mp hour. Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. I can determine the author’s intended effect: mystery, tension, surprise? In Class Activities: Watch two clips from Shrek and Shrek 2 and fill out Four Components handout Write your own satire using the four components of satire. Check in Outlines and Rough Drafts (stamp) **Late Homework: Finish your Outline and Rough Draft **We are Peer Editing all hour, tomorrow. Four Components of Satire (two paragraph assignment) will be due tomorrow at the end of the hour. 97

2/26/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: Rambling Sentence, Capitalization, Abbreviation, Commas In many companys everyone including the President takes their turn at making coughee. Her and me are researching the peace corps which was established in 1961 by president Kennedy to see how it has changed since their early years. Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. I can determine the author’s intended effect: mystery, tension, surprise? In Class Activities: Peer Editing Four Components of Satire (two paragraph assignment) is due at the end of the hour. If you finish everything, read your SSR book! **Must be read by Friday 2/28.  Homework: No homework!  98

2/27/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: 1=Pronoun Antecedent Agreement, Punctuation (Title), Comma, Spelling 2=Indefinite Pronoun Reference, Hyphen, Comma, Spelling 1) My class read Robert Frost’s poem The Road Not Taken, which I found very pleasant, and they did by the way inspire me to write a beautiful poem of my own. 2) Though iceburgs are found in saltwater seas they are formed from freshwater and are well known sources of drinking water for thirstee sailers. **5th and 6th hour, we will review this Bell Work assignment tomorrow.  Daily Learning Targets: I can figure out what the text says directly (explicitly). I can determine a central idea and explain its development throughout the text. I can read a text and summarize the text. In Class Activities: Collect Satire Assignment (2 paragraphs using the four components) Close and Critical Reading-Informational Text (District Assessment) Finish Peer Editing **Only if your partner is finished with the District Assessment, but you cannot talk until everyone is done!!! If you finish everything, read your SSR book! **Must be read by tomorrow, Friday 2/28. Homework: Finish reading your SSR book!  99

2/28/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: 1=Indefinite Pronoun Reference, Capitalization, Comma Splice, Spelling 2=Subject-Verb Agreement, Comma Splice, Hyphen, Spelling 1) More than 50 times a year, lightening strikes the empire state building, it causes an average of 400 deafs and 1,000 injuries every year. 2) Most american car horns beeps in the key of F, a listener with a good ear can tell a domestic made car from a foren made car by listening to its horn. Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. I can determine a central idea and explain its development throughout the text. In Class Activities: Finish Close and Critical Reading (District Assessment) **If you were absent or could not finish in time. Finish Peer Editing w/ your partner. **Students that Peer Edit for more than one person can receive 3 pts extra credit (summative)!!!  Group Activity-Scoring Persuasive Essays If you finish everything, read your SSR book! **Must be read by Monday 3/3/14. Homework: Finish reading your SSR book!  100

3/3/14 Agenda Bell Work: Task: Correct the following sentences. You will look to make corrections for the following areas: 1=Verb (Tense), Comma, Abbreviation, Comma Splice, Hyphen 2=Verb (Tense), Quotation Marks, Capitalization, Comma, End Punctuation Basketball AllStar Wilt Chamberlain scored 100 pts. In one game on March ,in the same year he scores 4029 pts, a record far from being matched. 2) Cars my Mother exclaimed when our car dies its third death in a month. “As your dad says, you can’t live with them and you can’t live without them.” Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. I can determine a central idea and explain its development throughout the text. In Class Activities: Introduce Book Talk Assessment and organize panels for Monday-Wednesday of next week. Group Activity-Scoring Persuasive Essays Pass back graded assignments Homework: Prepare for your Book Talk **Finish Peer Editing (at home if you were unable to do it in class). 101

3/6/14 Agenda Bell Work: Task: Find your group’s poster and continue grading both essays that were assigned to your table on Monday. **Let me know if your table had Essay #1 and #3 or Essay #2 and #4 Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. I can determine a central idea and explain its development throughout the text. In Class Activities: Finish Group Activity-Scoring Persuasive Essays Pass back graded assignments Homework: Fill out Book Talk Form and prepare to present on Monday **Everyone must be prepared to present Monday Type your Final Draft of your Persuasive Essay (at home) 102

3/7/14 Agenda Bell Work: Task: Write and correct the following sentences. Use the following hints to determine the corrections that will be made. (1)=Pronoun-Antecedent Agreement, Comma Splice, Using the Right Word, Spelling When swaloweing both toeds and frogs close its eyes tightly, this action presses the rooves of there mouths onto there tongues, pushing the food into they’re digestive system. **When you finish Bell Work, quietly finish your poster with your table group.  Formative Assessment = Write whether or not you still agree with your group’s grading of the essays. Also answer why you still agree or why you do not agree with your initial grading. Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. I can determine a central idea and explain its development throughout the text. In Class Activities: Compare and contrast poster responses to actual scores given. Introduce allegories and read “Harrison Bergeron” Pass back graded assignments **If there is not enough time, I will pass back papers on Monday. Homework: Fill out Book Talk Form and prepare to present on Monday (Everyone must be prepared to present Monday) Type your Final Draft of your Persuasive Essay (at home) 103

3/10/14 Agenda Bell Work: Task: Prepare to turn in your Persuasive Essay (Order = 1. Rubric, 2. Final Draft, 3. Peer Editing Workshop, 4. Rough Draft, 5. Outline, 6. Brainstorming Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. I can determine a central idea and explain its development throughout the text. In Class Activities: Collect Persuasive Essays Organize Groups for Book Talk panel (First 6 volunteers receive 2 points Extra Credit). **You must be prepared and have your rubric in order to be graded. If you cannot meet the following requirements, you will receive a “0.” Finish reading the short story, “Harrison Bergeron” by Kurt Vonnegut Homework: Make sure you are prepared to present your Book Talk on Tuesday or Wednesday (the day you signed up for) if you did not present today.  104

3/11/14 Agenda Bell Work: Task: Write and correct the following sentence. Use the following hints to determine the corrections that will be made. (1)=Adverb Form, Abbreviation, Using the Right Word, Comma Splice Teenagers are 50% most likely to catch colds then people over 50 are, also, people who are basically good are less likely to get sick then those who are run-down. 5th and 6th hour: You will complete the Exit Ticket from yesterday for Bell Work!  Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. I can determine a central idea and explain its development throughout the text. In Class Activities: Book Talks-You will take notes during each presentation Pass back graded assignments Satire assignment can be redone for full points if it is turned in by Thursday. Homework: Make sure you are prepared to present your Book Talk tomorrow if you did not present yesterday or today.  Extra Credit Opportunity: **You can receive 5 Summative points (total) 1 box of No. 2 pencils (minimum 10 pencils) = 3 points 1 box of markers = 5 points 1 box of colored pencils = 5 points 105

3/13/14 Agenda Bell Work: Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Double Negative, Nonstandard Language, Comma Splice, Appositive (Insert Commas) Catgut the tough thread used for tennis-racket strings and surgical suitors isn’t never made from out of cat intestines, sheep and horse intestines are used instead. Daily Learning Targets: I can determine the argument I will make in my writing. I can analyze how my claims are different than claims from the opposition. I can determine a central idea and explain its development throughout the text. In Class Activities: Finish Book Talks-You will take notes during each presentation Watch 2081 film based on Harrison Bergeron Pass back graded assignments Satire assignment can be redone for full points if it is turned in by Thursday. Homework: Make sure to prepare for your Book Talk tomorrow if you did not present yesterday or today. Extra Credit Opportunity: Due Friday 1 box of No. 2 pencils (minimum 10 pencils) = 5 Summative points 1 box of markers = 5 Summative points 1 box of colored pencils = 5 Summative points 106

3/14/14 Agenda Bell Work: Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Abbreviation, Comma Splice, Appositive, Capitalization (2)=Using the Right Word, Comma, Apostrophe, Colon Mar. the third month in the calendar year is my favorite time of year, I am able to watch msu and u of m play during march madness. (2) Id like you to except this offer you learn me to play the guitar and Ill take you the old record player from my attic. Daily Learning Targets: I can analyze how my claims are different than claims from the opposition. I can view/read about the same subject in two different ways. In Class Activities: Finish Book Talks-You will take notes during each presentation (notes will be collected at the end) Watch 2081 film based on Harrison Bergeron Group Activity-Propaganda Posters (Summative Assessment) Pass back graded assignments Homework: Turn in your Persuasive Essay or finish your Book Talk by today!  Extra Credit Opportunity: Due today!  1 box of No. 2 pencils (minimum 10 pencils) = 5 Summative points 1 box of markers = 5 Summative points 1 box of colored pencils = 5 Summative points 107

3/17/14 Agenda Bell Work: Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Subject-Verb Agreement, Comma Splice, Pronoun Usage (2)=Possessive Nouns, Spelling, Run-on Sentence Psychologists says that people who “picture” things look up when they think, people who ask theirselves questions and “listen” for answers look down when they think. (2) All of Mr. Schmitts students wore green to celebrate Saint patricks day and tom dressed up as a leprekhan. Daily Learning Targets: I can analyze how my claims are different than claims from the opposition. I can view/read about the same subject in two different ways. In Class Activities: Group Activity-Propaganda Posters (Summative Assessment) Assign Animal Farm Books Pass out Scribe Calendar Meet the Author-George Orwell (Partner Activity) Pass back graded assignments Homework: No homework!  108

3/18/14 Agenda Bell Work: Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Subject-Verb Agreement, Comma Splice, Pronoun Usage Psychologists says that people who “picture” things look up when they think, people who ask theirselves questions and “listen” for answers look down when they think. Daily Learning Targets: I can analyze how my claims are different than claims from the opposition. I can view/read about the same subject in two different ways. In Class Activities: Finish Group Activity-Propaganda Posters (Summative Assessment) Meet the Author-George Orwell (Partner Activity) + watch George Orwell “A Life in Pictures” clips Pass back graded assignments Homework: No homework!  109

3/19/14 Agenda Bell Work: Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Subject-Verb Agreement, Comma Splice, Pronoun Usage Psychologists says that people who “picture” things look up when they think, people who ask theirselves questions and “listen” for answers look down when they think. Daily Learning Targets: I can analyze how my claims are different than claims from the opposition. I can view/read about the same subject in two different ways. In Class Activities: Assign books and pass out copies of the text Read Animal Farm Chapter 1 (as a class) **Double Entry Journal w/ Chapter 1 reading Homework: Finish reading Chapter 1 110

3/20/14 Agenda Bell Work: Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Using the Right Word, Commas, Spelling, Capitalization (2)=Run-on Sentence, Commas, Numbers, Capitalization, Using the Right Word The declaration of independence states that life liberty and the pursuit of happyness are rites belonging to every american. When you think of cricket you probably think of a small chirping insect its also the name of 1 of the most popular sports in england. Daily Learning Targets: I can analyze how my claims are different than claims from the opposition. I can view/read about the same subject in two different ways. In Class Activities: Introduce “Bell Ringer Bonanza” Game Individually, write three possible quiz questions for Ch. 1 (cannot be “yes,” “no,” or one word answers Partner Read Chapter 2 from Orwell’s Animal Farm **Double Entry Journal w/ Chapter 2 reading (personality and physical traits + imagery) Homework: Finish reading Chapter 2 111

3/21/14 Agenda Bell Ringer Bonanza
Task: Write and correct the following sentences. Use the following hints to determine the corrections to be made. (1)=Using the Right Word, Commas, Spelling, Capitalization (2)=Run-on Sentence, Commas, Numbers, Capitalization, Using the Right Word The declaration of independence states that life liberty and the pursuit of happyness are rites belonging to every american. When you think of cricket you probably think of a small chirping insect its also the name of 1 of the most popular sports in england. Daily Learning Targets: I can analyze how my claims are different than claims from the opposition. I can view/read about the same subject in two different ways. In Class Activities: Announce this week’s winners from B.R.B. and new rules/procedures Quiz on Ch. 1 and 2 from Orwell’s Animal Farm Pass back graded assignments and assessments + organize binders Small Group Work-Character Sketch using Napoleon or Snowball (If there is time) Homework: Complete any reading or activities for Chapters 1 and 2 112

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Using the Right Word, Verb (Tense), Nonstandard Language, Quotation Marks (speaking), Comma (other) If you had chose not too run all of the applications at one time the battery life on your iPhone would of lasted longer my teacher told me. Daily Learning Targets: I can read a text and be able to identify and analyze the author’s purpose. I can figure out the meaning of words and phrases as they are used in context. In Class Activities: Read the first two pages in Ch.3 and “Talk to the Text.” **Finish Chapter 3 (foreshadowing and propaganda) Pass back graded assignments and assessments + organize binders Homework: Finish reading Chapter 3 and fill out Double Entry Journal Exit Ticket: On a half sheet of paper, answer the following question: Are the pigs deliberately being mean to the other animals or are they looking out for their best interests? 113

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Commas (Nonrestrictive Phrase or Clause), Using the Right Word, Spelling Babe Ruth who’s career began as a picher could throw two baseballs simultaneously in such a weigh that they would remain paralel all the way across home plate. Daily Learning Targets: I can determine the author’s point of view in a text. I can analyze how an author’s ideas or claims are developed or refined by specific parts of the text. I can focus on addressing a specific purpose and audience in my writing. In Class Activities: “Talk to the Text” and “Partner Read” section from Chapter 4 in Orwell’s Animal Farm With your groups, rewrite the scene from Mr. Jones’ point of view. Include a drawing of him based the reading we have done so far. Homework: Finish reading Ch. 1-4 (if you need to catch up), and complete any activities/double entry journals for each chapter. Exit Ticket: On a half sheet of paper, answer the following questions (3-5 complete sentences): Has your perspective changed regarding Mr. Jones’ character after completing this assignment? Why or why not? Explain your answer and provide textual evidence to support your reasoning. 114

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Quotation Marks, Spelling, Capitalization, Commas, Run-on Sentence It would be rediculous if MSU and U of M played in the ncaa national championship game however if U of M wins we will no longer be friends I explain to my friend Joe. Daily Learning Targets: I can determine the author’s point of view in a text. I can analyze how an author’s ideas or claims are developed or refined by specific parts of the text. In Class Activities: Pass back Ch. 1 and 2 Quiz and discuss retake opportunity. Present group assessment from Ch. 4 (Mr. Jones’ point of view, third person omniscient) Read Ch. 5, (Examples of Power/Control and Propaganda/Persuasion) Table Top Twitter (Exit Ticket) Homework: Enjoy your weekend! Go State!  Exit Ticket (Table Top Twitter): With your table (on a separate sheet of paper) write two “tweets” in response to the following question: Who is the better candidate to govern the animals on the farm, Snowball or Napoleon? **Write the question in the center of the paper. Each of you will write your tweets in a different color. Include one piece of textual evidence per tweet to support your responses. Write your first and last name next to your tweet. 115

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Subject-Verb Agreement, Capitalization, Commas According to some studies most types of violent crime including Assault and Armed Robbery, increases in number during a full moon. Daily Learning Targets: I can determine the author’s point of view in a text. I can analyze how an author’s ideas or claims are developed or refined by specific parts of the text. In Class Activities: Collect Ch. 1 and Ch. 2 Quiz (retakes) Character Sketch Assignment (laptops) Read Ch. 5 when finished and fill out Double Entry Journal Homework: Start reading Ch. 5 116

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Comma (unnecessary), Apostrophe (possession), Capitalization, Comma (other) Keegans new address is Michigan ave Dearborn Michigan Daily Learning Targets: I can determine the author’s point of view in a text. I can analyze how an author’s ideas or claims are developed or refined by specific parts of the text. In Class Activities: Begin and finish reading Ch. 5 Group Reading Activity (with your assigned groups) Double Entry Journal (Power Struggle and Propaganda) Exit Ticket (answer the question on your GRA handout, 1 per group). Pass back graded assignments and report cards (if your parents were not at conferences). Homework: -Finish Character Sketch using (due tomorrow at the start of the hour). 117

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Sentence Fragment, Capitalization, Hyphen, Spelling, Wrong Word The high scoring basketball game in history ocurred in When the detroit pistons bet the denver nuggets, Daily Learning Targets: I can determine the author’s point of view in a text. I can analyze how an author’s ideas or claims are developed or refined by specific parts of the text. In Class Activities: Finish reading Ch.5 and complete the Group Reading Activity Watch video on Ethos, Pathos and Logos-Define each term and write three new things you learned. Introduce Research Project and compiling sources in class. Exit Ticket (answer the question on your GRA handout, 1 per person). Homework: -Finish Character Sketch using (due tomorrow at the start of the hour). 118

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Sentence Fragment, Capitalization,Spelling, Wrong Word Every apr. fools day I put an ad on Craigslist for great seats to an upcoming concert or sporting event I then put my friends cell phone number in the contact information. Daily Learning Targets: I can research items of inquiry and cite sources and evidence to support my search. In Class Activities: Turn in Character Sketches  **due at the beginning of the hour!!!!! Begin Research Project and finding sources (also, pick your topic by tomorrow). Homework: Work on finding sources for your Research Project.  119

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Pronoun-Antecedent Agreement, Using the Right Word, Quotation Marks, Comma (other), Comma Splice. “It’s not a question of who’s water balloon it is, its the mere fact that someone left their water balloon on the seat of my chair said Mariam. Daily Learning Targets: I can research items of inquiry and cite sources and evidence to support my search. I can narrow the search topic as needed. I can find, read, and collect information from a variety of sources. In Class Activities: Begin Research Project and finding sources (you must pick your topic today). Homework: Finding sources for your Research Project (form must be completed and turned in on Monday). 120

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Appositive (commas), Possession (Apostrophe), Spelling, Run-on Sentence Napoleon animal farms ditator is a hypocrite he continuously uses squealer to justify his decisions to perform actions associated with being human. Daily Learning Targets: I can research items of inquiry and cite sources and evidence to support my search. I can narrow the search topic as needed. I can find, read, and collect information from a variety of sources. In Class Activities: Check Rough Draft for Annotated Bibliography Fill out Anticipation Guide for Ch. 6 Buddy Read Ch. 6 and complete Anticipation Guide and Exit Ticket. Homework: Finish Reading Ch. 6 in Animal Farm and complete the Anticipation Guide. 121

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Subject-Verb Agreement, Pronoun (Case), Run-on Sentence, Comma I enjoy most literary genres that are taught in school however unusual and comical is the kinds of stories that her and me like best. Daily Learning Targets: I can read a text and be able to interpret the author’s purpose. I can figure out what the text says direct (explicitly). I can find appropriate quotations and references to elements of the plot to support my analysis. In Class Activities: Quiz on Chapter 5 & 6 Check in 4 sources handout for Annotated Bibliography Work on Rough Draft for Annotated Bibliography Collect Anticipation Guide and Exit Ticket from Chapter 6 Homework: Work on Rough Draft for Annotated Bibliography (due Thursday 4/10) 122

Task: Continue working on the quiz for Ch. 5 and 6 Daily Learning Targets: I can read a text and be able to interpret the author’s purpose. I can figure out what the text says direct (explicitly). I can find appropriate quotations and references to elements of the plot to support my analysis. In Class Activities: Quiz on Chapter 5 & 6 (you will have 20 minutes) **If you do not finish, you can take it home and bring it back tomorrow.  2. Check in “Four Sources” handout for Annotated Bibliography (get my initials) 3. Work on Rough Draft for Annotated Bibliography (fix annotations and write connection/summary sections) 4. Collect Anticipation Guide and Exit Ticket from Chapter 6 (I promise) Homework: Use your “Four Sources” handout to write a complete Annotated Bibliography for tomorrow (4/10/14). We are going to peer edit them in class.  123

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Using the Right Word, Numbers (Correct form + hyphen), Comma (other), Abbreviation 64 years ago in 1950 the united states had seventy % of all cars buses and trucks in the hole world. Daily Learning Targets: I can read a text and be able to interpret the author’s purpose. I can figure out what the text says direct (explicitly). I can find appropriate quotations and references to elements of the plot to support my analysis. In Class Activities: Turn in your Quiz on Ch. V (5) and VI (6) Peer Edit your Annotated Bibliography (will be collected with your final draft and your “Four Sources” handout). Article of the Week: 15 words etymologically inspired by animals 4. Collect Anticipation Guide and Exit Ticket from Chapter 6 (I promise) Homework: Work on Final Draft for Annotated Bibliography (due Tuesday 4/15/14) 124

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Using the Right Word, Numbers (Correct form), Abbreviation, Capitalization It seams that americans have a great capacity for consuming popcorn, popping seventeen billion qts. of the snack each yr. Daily Learning Targets: I can view the same subject in two different ways. I can compare and contrast the novel and film version for Animal Farm. I can find appropriate quotations and references to elements of the plot to support my analysis. In Class Activities: Turn in your Quiz on Ch. V (5) and VI (6) Finish your Rough Draft for the Annotated Bibliography. Peer Edit if you finish before the end of the hour. Watch first half of Animal Farm, the film. Exit Ticket: Write a 3-4 sentence response. If you were in charge of casting actors to voice the characters in a remake, who would you choose for Snowball, Squealer, Napoleon, Boxer, Mollie and Mr. Jones. Homework: Have a family member or friend peer edit your Rough Draft Work on Final Draft for Annotated Bibliography (due Tuesday 4/15/14) 125

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Subject-Verb Agreement, Numbers, Capitalization, Comma (Other), Spelling Paper were invented in China but some of the earliest libaries was built around 2 thousand b.c.e. in what is now iraq. Daily Learning Targets: I can view the same subject in two different ways. I can compare and contrast the novel and film version for Animal Farm. I can find appropriate quotations and references to elements of the plot to support my analysis. In Class Activities: Peer Edit R.D. for Annotated Bibliography (must read three total) Conference with Mr. Schmitt about your Final Draft (2-3 minutes per person) Create a poster with your table to highlight “10 things every student must know to receive an A on his or her Annotated Bibliography” Gallery Walk Exit Ticket: Write four things you need to complete in order to improve your Annotated Bibliography Homework: Final Draft for the Annotated Bibliography = Thursday April 17, 2014 (I am giving all of you an extension since it must be typed) 126

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)=Subject-Verb Agreement, Numbers, Capitalization, Using the Right Word 1 out of every 3 english mails between the ages of seventeen and 35 were killed during world war I. Daily Learning Targets: I can make specific references to passages and events from a text to prove what the text says directly. I can find appropriate quotations and references to elements of the plot to support my analysis. In Class Activities: Partner Read Ch. 7 in Animal Farm Complete “Exit Ticket” question, but keep the handout in your binder Begin reading Ch. 8 O.Y.O. Write down three short answer questions that correspond with the reading of Ch. 8 Homework: Finish reading Ch. 8 in Animal Farm (you will probably have a quiz tomorrow) Final Draft for the Annotated Bibliography = Thursday April 17, 2014 (I am giving all of you an extension since it must be typed) 127

4/16/14 Agenda Bell Work: Task: Take out a half sheet of paper. Write your name date and hour at the top. Quietly wait for further directions from Mr. Schmitt. Daily Learning Targets: I can make specific references to passages and events from a text to prove what the text says directly. I can find appropriate quotations and references to elements of the plot to support my analysis. In Class Activities: Quick Quiz on Chapters 7 & 8 Partner read Chapters 9 & 10 Complete the “Hedging on the Rules” handout Homework: Finish reading the novel (Chapters 9 & 10) in Animal Farm (you will probably have a quiz tomorrow) Final Draft for the Annotated Bibliography = Thursday April 17, 2014 **Remember, it must be typed!!!  128

Quiz Questions: 4/16/14 Directions: Answer the following short answer questions in 1 to 2 complete sentences. Chapter 7 Which group of animals is the first to rebel against Napoleon? Why do they rebel? 2. Which character does Napoleon blame for causing havoc on the farm? Why does Napoleon continue to blame this character? Why do some of the animals falsely admit to committing treason? Chapter 8 Which commandment is changed after the execution? Why is it changed? Are the conditions under Napoleon better or worse, now, compared to what they were under Mr. Jones? How do you know? Which farm, ran by the humans, attacks Animal Farm? Why do they attack the farm? 129

4/17/14 Agenda Bell Work: Task: Take quiz on Ch. 9 and 10 (only four questions) Daily Learning Targets: I can view the same subject in two different ways. I can compare and contrast the novel and film version for Animal Farm. In Class Activities: Quick Quiz on Chapters 9 & 10 (Animal Farm) Grade quizzes Turn in Final Draft of Annotated Bibliography (due by 5 p.m. tonight) Hand back Persuasive Essays (Rewrite due Monday after break) Finish watching the cartoon version of Animal Farm Exit Ticket: Explain how the ending of the novel is different from the movie. Why do you think the creators of the film chose to use a different ending? Write 3-4 complete sentences to explain your answer. 130

4/28/14 Agenda Bell Ringer Battle:
Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)= Using the Right Word, Comma (Unnecessary), Shift in Construction When you get a headache, the sense of pane in the front or back of a person’s head is an allusion; the pain is in the nerves, and mussels who surround your brain. Daily Learning Targets: I can view the same subject in two different ways. I can compare and contrast the novel and film version for Animal Farm. In Class Activities: Finish watching the cartoon version of Animal Farm Movie Question and Response: Explain how the ending of the novel is different from the movie. Why do you think the creators of the film chose to use a different ending? Write 3-4 complete sentences to explain your answer. Turn in Persuasive Essay (re-writes) Discuss quiz re-take for Ch (Friday during A,B, C lunch) Homework: Tomorrow you will turn in all of your assignments/notes for Animal Farm: Double Entry Journal-Ch. 1 Double Entry Journal-Ch. 2 Double Entry Journal-Ch. 3 Double Entry Journal-Ch. 5 Anticipation Guide-Ch. 6 Triple Entry Journal-Ch. 7 Hedging the rules and Character Analysis-Ch. 8-10 131

On Your Own: Movie Question and Response: Explain how the ending of the novel is different from the movie. Why do you think the creators of the film chose to use a different ending? Write 3-4 complete sentences to explain your answer. 4/28 Group Activity: Directions: Create a poster to promote a character to govern the farm. The character cannot be Napoleon, Snowball or Mr. Jones. You will present at the end of the hour.  You must include the following: A “life size” drawing of the character The Seven Commandments re-written by your character A slogan to promote his or her cause and beliefs Three quotes or examples from the text that show his or her personality traits.

Task: Finish working on group poster from yesterday (you will have 10 minutes). Daily Learning Targets: I can read a text and be able to interpret the author’s purpose. I can figure out what the text says direct (explicitly). I can find appropriate quotations and references to elements of the plot to support my analysis. In Class Activities: District Assessment: Close and Critical Reading for Animal Farm (this is a test) Directions: Write the following four questions on loose leaf paper: What does the text say? How does the text say it? What does it mean? What does it mean to me? Title your answer document “District Assessment: Animal Farm.” Please put your name, date, and hour in the top right corner. Pass back graded quizzes from Ch. 5 and 6 Begin working on “My Poetry Terms Dictionary” Homework: 133

Homework: Today, you will turn in all of your assignments/notes for
Animal Farm: Double Entry Journal-Ch. 1 Double Entry Journal-Ch. 2 Double Entry Journal-Ch. 3 Double Entry Journal-Ch. 5 Anticipation Guide-Ch. 6 (you will not be penalized if you do not have this assignment) Triple Entry Journal-Ch. 7 Hedging the rules and Attribute Web-Ch. 8-10

Task: Finish working on your group’s poster, finish the district assessment from yesterday, or put together your packet of Animal Farm assignments to turn in before we head to the library (10 minutes). Daily Learning Targets: I can read a text and be able to interpret the author’s purpose. I can define and find examples of poetic devices and literary terms. In Class Activities: Turn in Animal Farm packet Introduce “My Poetry Terms Dictionary” Review how to access student and Google Drive account Head down to the library to work on your assignment We will be in the library tomorrow to work on the assignment. If you need to take the District Assessment (or finish it), you will work on it before you start the “My Poetry Terms Dictionary” assignment. Homework: Complete any missing work Work on “My Poetry Terms Dictionary” 135

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)= Capitalization, Hyphen, Commas, Spelling The world series of 1947 in which the new york yankees beat the brooklyn Dodgers in a thrilling seven game series was the first majer sports event to be televised. Daily Learning Targets: I can view the same subject in two different ways. I can compare and contrast the novel and film version for Animal Farm. In Class Activities: Work on “My Poetry Terms Dictionary” **If you finished the definitions, start finding examples. Mr. Pantaleo can help you if needed. Homework: Quiz retakes for Ch of Animal Farm will be conducted tomorrow during A, B, and C lunch. It will be here in Room A-16.  Bring back your copies of Animal Farm to turn them in tomorrow!  136

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)= Comma (unnecessary), Capitalization, Comma (Appositive), Comma (other), Run-On Sentence Basketball is the only sport that can truly claim to be all-American, it was invented in December 1891 by James Naismith a Canadian instructor at the ymca training college in Springfield Massachusetts. Daily Learning Targets: I can view the same subject in two different ways. I can compare and contrast the novel and film version for Animal Farm. In Class Activities: Poetry Notes: Perfect Rhyme vs. Slant Rhyme Create your own poem using a Rhyme Scheme (due Monday) Extra Credit Poetry Assignment-due Monday Finish Animal Farm posters from Monday (group) Homework: Finish writing your poem Work on your extra credit assignment(s) 137

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)= Commas (other), Subject-Verb Agreement Diamonds are forever and so are plastic it seems; scientists estimates that some forms of plastic will not decompose for years. Daily Learning Targets: I can view how poetic devices are used to make meaning. I can determine the author’s purpose in a text and find textual evidence to support it. In Class Activities: Share poems w/ the class (10 volunteers = max) Collect poems (assignment + E.C. poems) Meet with students that are missing Annotated Bibliography and Animal Farm packets Collect Animal Farm books Read “The Eagle” by Alfred, Lord Tennyson Assignment: Write one poem (two total for extra credit) in a similar style and answer questions. **Look up personification and imagery in the green textbooks or use your “Poetry Terms: Dictionary” Homework: -Turn in any missing work by 2:30 p.m. 138

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)= Capitalization, Comma, Pronoun-Antecedent, Subject-Verb Agreement, Abbreviation Today is national teacher appreciation Day. I may not always show it but me appreciates everything that Mister Schmitt has done for me this school year. Daily Learning Targets: I can view how poetic devices are used to make meaning. I can determine the author’s purpose in a text and find textual evidence to support it. In Class Activities: Share poems w/ the class (6 volunteers = max) Collect poems (assignment + E.C. poems) Watch short clip on Poetry Slams (how to write them) Collect Animal Farm books Watch four clips from Def Poetry Begin brainstorming/writing Poetry Slam poem to perform on Friday Exit Ticket: Write three to four sentences in response to the following questions: What was your performance and why? What do you need to do in order to prepare for Friday? Homework: -Work on Poetry Slam performance (Friday) 139

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)= Capitalization, Comma (Nonrestrictive Phrase or Clause), Run-On Sentence A home plate in baseball is a small pentagon the pentagon in washington, d.c. which houses the United States depart of defense is a large pentagon. Daily Learning Targets: I can view how poetic devices are used to make meaning. I can determine the author’s purpose in a text and find textual evidence to support it. In Class Activities: Poetic Devices and song lyrics Group Work-Poetic Devices and song lyrics Work on Poetry Slam poem for Friday Homework: -Work on Poetry Slam performance (Friday) 140

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)= Using the Right Word, Subject-Verb Agreement, Comma (Parenthetical or Contrasted Elements) When you are traveling, it is setting still for a long time not flying at a high altitude that make your feets swell. Daily Learning Targets: I can view how poetic devices are used to make meaning. I can determine the author’s purpose in a text and find textual evidence to support it. In Class Activities: Write poem for the Poetry Slam (tomorrow) Meet with Mr. Schmitt for help with your Poetry Slam poem Sign up to perform for the Poetry Slam Work on analyzing your song lyrics (due Tuesday) **or tomorrow if you are not working Homework: -Work on Poetry Slam performance (tomorrow) 141

Task: Mr. Schmitt decided to be nice today…you do not have Bell Work. Your only task is to wait quietly and patiently for directions.  Daily Learning Targets: I can view how poetic devices are used to make meaning. I can determine the author’s purpose in a text and find textual evidence to support it. In Class Activities: Poetry Slam performances Fill out Poetry Slam Judging Form for each student Work on analyzing your song lyrics (due Tuesday) **or tomorrow if you are not working Homework: -Analyzing your song lyrics is due on Tuesday! -Prepare yourselves for Romeo and Juliet!  Wahoo!!!!! Extra Credit Opportunity (due Monday, no exceptions): -If you are done with everything, you can receive 5 points (summative) for writing a poem about me. It must be at least 12 lines and include a drawing (not a photo). -You can also receive 5 points (summative) if you can find 15 facts on the author and poet of Romeo and Juliet, William Shakespeare. 142

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)= Capitalization, Comma (Nonrestrictive Phrase or Clause), Run-On Sentence A home plate in baseball is a small pentagon the pentagon in washington, d.c. which houses the United States depart of defense is a large pentagon. Daily Learning Targets: I can view how poetic devices are used to make meaning. I can determine the author’s purpose in a text and find textual evidence to support it. In Class Activities: Check in Iambic Pentameter Sonnets Introduction to Romeo and Juliet Read the Prologue and Scene 1 for Act 1 Window Notes: Act 1 Homework: -Window Notes for Prologue and Act 1 Scene 1 **You will be able to use this at home, and when allowed, in class.  143

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)= Capitalization, Comma (Nonrestrictive Phrase or Clause), Run-On Sentence A home plate in baseball is a small pentagon the pentagon in washington, d.c. which houses the United States depart of defense is a large pentagon. Daily Learning Targets: I can view how poetic devices are used to make meaning. I can determine the author’s purpose in a text and find textual evidence to support it. In Class Activities: Read Act 1 Scene 2 & 3 in class Window Notes: Act 1 Homework: -Read Act 1 Scene 4 (No Fear Shakespeare) 144

Task: Wait for directions from Mr. Schmitt. We will head down to the library after attendance is taken. When you are done with testing, finish reading Act 1 Scene 4-5 (No Fear Shakespeare) and continue to fill in your Window Notes. Daily Learning Targets: I can view how poetic devices are used to make meaning. I can determine the author’s purpose in a text and find textual evidence to support it. In Class Activities: SRI Testing (Library) Homework: -Read Act 1 Scene 4 (No Fear Shakespeare) 145

Task: Write and correct the following sentence. Use the following hints to determine the corrections to be made. (1)= Capitalization, Comma (Nonrestrictive Phrase or Clause), Run-On Sentence A home plate in baseball is a small pentagon the pentagon in washington, d.c. which houses the United States depart of defense is a large pentagon. Daily Learning Targets: I can view how poetic devices are used to make meaning. I can determine the author’s purpose in a text and find textual evidence to support it. In Class Activities: Read Act 1 Scene 5 Introduce Capulet Ball Mask Project Homework: -Capulet Ball Mask Project (due Tuesday) 146

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