1. Bring your AR BOOKS and READING LOGS tomorrow
Monday, 14 September 2015
Bell Ringer: Use your FLEXIBILITY and COOPERATION today to begin your Active Word List for Vocabulary Unit 2 using the dictionaries at your table and/or the online dictionary linked to the class website, M-W Online 
Cooperate with a partner or small group to complete the Vocab Unit 2 Active Word List
Review Greek and Latin word families and words for this week
Vocab 2 ws #1
Homework:
Complete Vocab 2 ws #1 (Remember to follow ALL instructions completely!) Begin studying for Friday’s Quiz!
Bring your AR BOOKS and READING LOGS tomorrow

2. Vocabulary Unit 2 Words FA Latin "to speak“
NUNC/NOUNC Latin "to announce“ ENUNCIATE v. To pronounce or articulate RENOUNCE v. To reject by declaration PRONOUNCEMENT n. A declaration of opinion; judgment VOC/VO K Latin "to call“ INVOKE v. To call on for support PROVOCATIVE adj. Causing disturbance or excitement REVOKE v. To make invalid; deactivate
FA Latin "to speak“
INEFFABLE adj. Unutterable, indescribable
INFANTILE adj. Childish; immature
AFFABLE adj. Easy to converse with; friendly
DIC/DICT Latin "to say, to tell“
EDICT n. An official order
INDICT v. To charge with a crime; accuse
DICTUM n. A formal or authoritative statement

3. BRING YOUR AR BOOK and READING LOG
Tuesday, 15 September 2015
BRING YOUR AR BOOK and READING LOG
Bell Ringer: Pick up your THEME POSTER and cooperate creatively with your partner from last week to reevaluate your work and make revisions as needed. Please refer to the example on the front board!
Review Vocabulary Unit 2 ws #1
AR Reading Time/AR Goal Checks & Quizzes
Homework: Vocabulary 2 ws #2—Download from Vocabulary section of the class website. by the end of the day Wednesday!

4. Homework: Complete the Webquest and reflection.
Wednesday, 16 September 2015
Bell Ringer:
Pick up the handout from the cart and immediately fill in the top section “Developing Research Questions”
When you finish the bell work, take the INITIATIVE to me your Vocabulary HW
Developing Research Questions--“Chalk Talk”
Building Background Knowledge: The Great Depression Controlled-Source Webquest
Homework: Complete the Webquest and reflection.

5. Chalk Talk Talk with your “CHALK” not with your mouths!
Why? What are the advantages of this type of class “discussion”?
Expectations
SILENCE
Total Participation
Appropriate and Mature Behavior
2nd column of the tracking sheet

6. The Great Depression Webquest
Go to my website click Class Readings/Downloads, and begin to navigate through the documents provided under Webquest . Two articles are provided. Be aware that one article quotes of strong but historically accurate derogatory racial language.
Download and skim/scan read each of the articles provided, answering the questions on your handout as completely as possible with these sources (questions are in the order of the reading).
This is controlled-source research, so this means that you may ONLY use the sources provided for you today (NO Googling!).
Anything you don’t finish in class is homework, so use your time wisely 
2nd column of the tracking sheet

7. Thursday, 17 September 2015
Bell Ringer: Turn in your Webquest Homework. Then, using your best EFFORT and CREATIVITY, pick up the handout from the cart and complete the Anticipation Quick-Write at the top.
Conflict and Motivation Mini-Lesson/Notes
Begin reading and annotating “Marigolds” by Eugenia Collier (Download in Class Readings/Downloads from the class website)
Homework: Finish reading and annotating “Marigolds”—complete the HONORS Enrichment Writing on the back of today’s handout.

8. Homework: Finish reading and annotating “Marigolds”
Thursday, 17 September 2015
Bell Ringer: Turn in your Webquest Homework. Then, using your best EFFORT and CREATIVITY, pick up the handout from the cart and complete the Anticipation Quick-Write at the top.
Conflict and Motivation Mini-Lesson/Notes
Begin reading and annotating “Marigolds” by Eugenia Collier (Download in Class Readings/Downloads from the class website)
Homework: Finish reading and annotating “Marigolds”

9. Conflict
The main character is called a PROTAGONIST, while the character or force protagonist struggles against is called the ANOAGONIST. Often a story revolves primarily around one main character, and what sets this main character’s story in motion is CONFLICT. EXTERNAL conflicts are conflicts with an outside source such as another person, society, nature, or even a mysterious creature. INTERNAL conflicts are conflicts WITHIN A CHARACTER’S OWN HEART AND MIND—fear or self-doubt, for example.

10. Motivation MOTIVATION is what drives a character’s actions.
Understanding a character’s motivation EXPLAINS BEHAVIOR and REVEALS PERSONALITY.
This can be discovered through CLUES in the text and is rarely directly stated by the author. The reader must make an INFERENCE (or EDUCATED GUESS) about character motivation based on details in the text.
Why does the character think or behave in this way?
Are there historical or cultural perspectives to consider?
Who or what is motivating them, and how do I know using EVIDENCE from the text?

11. Reading and Annotating Marigolds
DOWNLOAD “Marigolds” from the Class Readings/Downloads on the class website,
Use your ACTIVE LISTENING SKILLS to listen to the dramatic reading of “Marigolds”
READ and ANNOTATE the text as we listen:
Highlight for interest—especially evidence of internal and external conflict and clues that point us toward character motivation
“Talk to the Text” through margin notes
Highlight for confusion or terms you want to double check

12. 5-minute vocabulary mini-review time
Friday, 18 September 2015
Bell Ringer: Sit in a chair that has your original table number. (i.e. If I sit at table one, I’m going to sit in a 1 spot)
5-minute vocabulary mini-review time
Vocabulary Unit 2 Quiz
AR Reading Time
Friday Fluency Journaling—focus on “Marigolds”
Have a great weekend 
Don’t forget that AR reading is an ongoing homework assignment! You should be reading at least 30 minutes a day, and all of that will not happen in class.

13. Today, all students must respond to the prompt.
Marigolds Journal
Today, all students must respond to the prompt.
Think of a time when you did something in a fit of anger or frustration that you regretted later. Did you perhaps destroy something or hurt someone, simply because you were mad, depressed, or having a hard time? If you have difficulty recalling a time, you may certainly write from the other perspective. Perhaps you were once the recipient of someone’s rage, depression, or frustration.
Explain in detail (like “Marigolds”), leaving little to the imagination.