E-Chalkboard.

E-Chalkboard

Mrs. Penkalski, M.Ed Welcome to ENG 12 & ENG 12 H
“Procrastination on your part does not constitute an emergency on mine.” - Original Author Unknown

8/29/16 - HOMEROOM GOOD MORNING and WELCOME BACK!
PLEASE COME IN AND FIND A SEAT. Please confirm you are in the correct homeroom by verifying the 3-letter alpha assignment of your last name. This alpha room is CHB – COF. I have an agenda of tasks we must complete for the district and for administration. I thank you in advance for your undivided attention and cooperation at the necessary times!

8/29/16 – ENG 12 & ENG 12H GOOD MORNING and WELCOME BACK!
PLEASE COME IN AND FIND A SEAT. Please use a PEN to write your complete name and period on a popsicle stick; I will collect these when I return your green schedule. If you prefer a nickname, please designate that on the stick. Put your birth name in parenthesis. EXAMPLE: Tommy Smith (Thomas) I have an agenda of tasks we must complete for the district and for administration. I thank you in advance for your undivided attention and cooperation at the necessary times!

8/29/16 – ENG 12 & ENG 12H We will first watch a video about cell phone use and its effect on modern society Look Up- Gary Turk - SPOKEN WORD After we have viewed the video, we will discuss the Essential Question.

Of what importance is a first impression?
8/29/16 – ENG 12 & ENG 12H First, please read the Essential Question. Then, determine if the answer is of minimal importance, of average importance, or of great importance. Next, label and date sheet of paper: 8/30, 31 Essential Question #1: Of what importance is a first impression? Write a paragraph response. Please do not ask me how many sentences the paragraph needs to be. Be prepared to provide concrete examples to support your stance. If you do not finish your paragraph in class, please do so for homework.

Properly labeled Essential Question Response
8/29 Properly labeled Essential Question Response Marnie Penkalski 1st Period 8/30/16 Essential Question #1

8/30 & 8/31 GOOD MORNING ! Please come in and stand around the room. We will be getting our QTR 1 seating assignment. This will be an alpha-based seating chart. There will be a few days of shifting until our class rosters are finalized. Your patience with this process is appreciated. After we have finalized the seating chart, I will collect your EQ#1 response. Please be sure you have correctly labeled and dated the assignment.

Properly labeled Essential Question Response
8/30 & 8/31 Properly labeled Essential Question Response Marnie Penkalski 1st Period 8/30/16 Essential Question #1

8/30 & 8/31 Then, I will give you time to copy the Objective and Homework in your agenda. After, we will initiate classroom community through our 6 – Word Memoir. Finally, we will complete the ENG 12 Reading Comprehension Diagnostic Exam.

“For sale: baby shoes, never worn” “CAREFUL – OF WHAT I – WISH FOR”
8/30 & 8/31 6 – Word Memoir MEMOIR – AN ACCOUNT OF ONE’S PERSONAL LIFE AND EXPERIENCES; AUTOBIOGRAPH Ernest Hemingway’s famous example: “For sale: baby shoes, never worn” My example: “CAREFUL – OF WHAT I – WISH FOR” WRITE YOUR OWN PERSONAL MEMOIR ON A YELLOW STICKIE.

English 12 Reading Comprehension Diagnostic Exam
8/30 & 8/31 English 12 Reading Comprehension Diagnostic Exam Please clear your desk and secure a #2 pencil in preparation for the exam. All English 12 & English 12 H students will be taking this exam. The results will be used in an exam to exam item analysis with the English 12 and English 12 H Semester exam(s) to determine student growth. When you finish your exam, please keep all items on your desk. You may begin the Student Interest Inventory which will be collected next class period.

9/1 & 9/2 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare your Interest Inventory for turn-in. Today we will establish classroom community by creating our name plates which we will use every day. Then, we will review one of several of our weekly warm up activities, Quote Response with Life Skill connection. After, we will compete the English 12 Language Diagnostic Exam. Finally, we will review the nightly homework of which you are expected to secure a binder and 5 tab dividers, preferably with pockets.

9/1 & 9/2 Please take some time to CREATE your name plate. YOU MUST WRITE YOUR NAME USING THE BLUE PERMANENT MARKERS WHICH I WILL BE PASSING OUT. AFTER you have written your name in BLUE MARKER, you may decorate it using the markers, crayons, and colored pencils laid out for you on the side table. You will have about 15 minutes to finish your name plate.

9/1 & 9/2 We will now discuss the Weekly Quote and the Life Skill of the Week and their intended function in our curriculum. Class will often begin with warm-ups that ask students to write in their journals or one student will be selected to read the quote or EQ out-loud as the rest of the class silently reads along. As an interpretation activity, the student who reads the Quote or EQ will give a summary / answer of how he/she has interpreted the quote / support for answer. As a collaborative discussion activity, students are expected to use Socratic Sentence Starters to build on each others’ comments.

English 12 Language Diagnostic Exam
9/1 & 9/2 English 12 Language Diagnostic Exam Please clear your desk and secure a #2 pencil in preparation for the exam. Please label the paper test with your name, period, and date. All English 12 & English 12 H students will be taking this exam. The results will be used in an exam to exam item analysis with the English 12 and English 12 H Semester exam(s) to determine student growth. When you finish your exam, please keep all items on your desk. You may work silently at your desk on anything of your choice. You may NOT have your cell phone out.

9/6 & 9/7 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please wait patiently as I return your Essential Question #1 assignment. You will need a pencil with which to take notes. We will discuss the Grading Observations on which you should focus when executing future writing assignments.

9/6 & 9/7 This is a list of the common grammatical errors on which you should focus when executing future writing assignments. Avoid the use of 1st and 2nd person pronouns Watch for Pronoun / Antecedent Agreement Avoid Opinion Statements Avoid Contractions Avoid Symbols Vague Pronoun Use Avoid use of everyone, everybody, all, etc. Avoid Side-bar conversations

You should refer to your EQ#1 notes!
9/6 & 9/7 Next, please get out a piece of paper and label and date it: Quote Response #2 - 9/6 or 9/7. Silently read the quote to yourself. Then, interpret the quote in a paragraph response. You will have 6 minutes for this writing activity. “Parties who want milk should not seat themselves on a stool in the middle of the field in hope that the cow will back up to them.” Elbert Hubbard_ American writer, printer, businessman You should refer to your EQ#1 notes!

9/6 & 9/7 First , we will use the SKIM and SCAN reading strategy to briefly discuss the Rhetorical Device Vocabulary Flipbook Assignment and the nightly homework expectation. The assignment is worth 225 points and will be an assessment grade. You should refer to the rubric as you are creating your flipbook. The flipbook is due on: Monday, September 12th for A day periods 1, 3, & 5. And Tuesday, September 13th for B day periods 2, 4, & 6. Next, we will use the CAVEMAN ANNOTATION reading strategy to identify the specifications of the assignment.

CAVEMAN ANNOTATION READING STRATEGY
9/6 & 9/7 CAVEMAN ANNOTATION READING STRATEGY BOX the verbs UNDERLINE key terms CIRCLE numbers / additive ques Let’s take a look at the first sentence of the assignment directive. You are to create an alphabetized Rhetorical Device Vocabulary Flipbook using the word s listed below.

9/6 & 9/7 For homework tonight, critically read the Rhetorical Device Vocabulary Flipbook Assignment handout by completing the following tasks: Use a highlighter to highlight what you consider to be the MAIN IDEA sentence of each paragraph for paragraphs 1 – 5. (You should have 5 sentences highlighted upon completion.) Use a pencil to caveman the rest of the assignment directives. Use a pencil to caveman the requirements to score a 50 in each category. Be prepared to discuss any questions you may have next class period.

9/6 & 9/7 – did not do this Now, we will use a JIGSAW, a collaborative learning strategy, to take a look at our class syllabus. Each of you will be assigned one section of the syllabus of which you will be responsible for DETERMINING IMPORTANCE and reporting its MAIN IDEA to the class. As the speaker, it will be your job to inform your classmates of the pertinent information on which they must focus. As the listener, it will be your job to annotate and highlight the stated pertinent information as we review the syllabus.

9/6 & 9/7 – did not do this First, take the envelope from the center of your quad and equally distribute the slips of paper among your group. If someone is absent, one of you will have to pick up the slack. Second, locate your assigned section for reading in your syllabus. Third, thoroughly read your section and highlight the main idea(s) being communicated. Fourth, write a paraphrase statement focused on the main idea(s). Finally, prepare to stand before your classmates to present your findings.

In what ways do writer’s manipulate text?
9/8 & 9/9 – ENG 12 H GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare your Parent Signature Page for turn-in. I will be checking your parent signatures on the Syllabus and Valued Practices Contract as we work through our activity for the day. Please place your alphabetized syllabi in one pile in the middle of your quad. Then, please get out a new sheet of notebook paper and label and date it Essential Question #2. In what ways do writer’s manipulate text? Please take 5 minutes to record the Essential Question and to brainstorm a list identifying the various ways writers manipulate the text. Then, create a second list hypothesizing the purpose or intended outcome as the result of such manipulation.

9/8 & 9/9 – ENG 12 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please get out a new sheet of notebook paper and label and date it Essential Question #2. In what ways do writer’s manipulate text? Then wait for additional instructions regarding Audit Day! Please take 5 minutes to record the Essential Question and to brainstorm a list identifying the various ways writers manipulate the text. Then, create a second list hypothesizing the purpose or intended outcome of such manipulation.

9/8 & 9/9 You will have the entire period to work on your Rhetorical Device Vocabulary Flipbook. As you work on the flipbook, think about the instances in which writers might choose to use a particular device. You will be responsible throughout the year to identify and analyze the occurrence and use of noted devices in the text we will be reading.

9/12 & 9/13 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare your Rhetorical Device Vocabulary Flipbook for turn-in. Please put your name, period, and date in the upper right corner of the BACK page. Then, place your assignment sheet in the first page of the flipbook with the rubric facing up. Please make sure your name, period, and date are on this side of the assignment sheet. I will walk around and personally pick-up your work. After your quad has its pile properly prepared, please get out a sheet of notebook paper in preparation for our weekly quote response.

9/12 & 9/13 Please label and date your paper: Quote Response #3 - 9/12 or 9/13. Silently read the quote to yourself. Then, interpret the quote in a paragraph response. You will have 6 minutes for this writing activity. “We are made to persist; that’s how we find out who we are.” Tobias Wolff_ American short story writer, memoirist, and novelist

What reading strategies can I use to navigate
9/12 & 9/13 Now, please record Essential Question #3 at the top of your Reading Strategies packet. What reading strategies can I use to navigate difficult text? We will engage in a whole group discussion about effective reading strategies and then we will take notes on our Reading Strategies Packet. You will be answering this question for homework tonight.

Determining Importance Making Connections Inferring Synthesizing
9/12 & 9/13 META-COGNITION higher-order thinking that enables understanding, analysis, and control of one’s cognitive processes, especially when engaged in learning Asking Questions Visualizing Determining Importance Making Connections Inferring Synthesizing

9/12 & 9/13 – HOMEWORK You will be answering Essential Question #3 for homework tonight. Please use your notes from today’s lesson to guide your writing. Your answer must mention 3 strategies and must address the description of said strategy, when one would use such strategy, and why it would matter that one would use such a strategy when reading.

9/14 & 9/15 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare your Essential Question #3 for turn in. Then, clear your desk of all items in preparation for our daily activities. Birthday Recognitions (June 1 – today) Review of the Class Average Item Analysis of the Reading Comprehension Baseline Exam

Essay – Letter – Sentence – Word - Paragraph
9/14 & 9/15 First, retrieve the white board from beneath your desk. You will also need a black Expo marker from the tool box. Second, please read the Essential Questions. Then, dividing your quad into two groups via shoulder partners, please complete the following tasks: GROUP ONE – Answer EQ #4A – Put the nouns in logical order. Be prepared to explain your reasoning. Essay – Letter – Sentence – Word - Paragraph GROUP TWO – Answer EQ #4B –

9/14 & 9/15 LETTER WORD SENTENCE PARAGRAPH ESSAY
GROUP ONE – Answer EQ #4A – Put the nouns in logical order. Be prepared to explain your reasoning. LETTER WORD SENTENCE PARAGRAPH ESSAY

9/14 & 9/15 GROUP TWO – Answer EQ #4B – Think back to IOVC. What does one concern oneself with when considering the ORGANIZATION writing trait? There is one right answer that can use various synonymous relationships. A complete, accurate answer uses terminology such as: structure, framework, introduction, body, conclusion, topic sentence, concrete detail, commentary, etc.

9/14 & 9/15 Third, please clear off your desk for the Chunk Paragraph activity. In this activity, you will work with your quad to piece together the components of a chunk paragraph and their respective descriptors and examples. The object is to lay out the strips of paper in such a way that they vertically display the logical progression of the components of a paragraph while at the same time horizontally display the accurate descriptors and examples of said components. The four categories of each component are: Name Definition Context Example YOU WILL HAVE 10 MINUTES TO COMPLETE THIS ACTIVITY.

9/14 & 9/15 COMPONENT DEFINITION CONTEXT EXAMPLE Topic Sentence
Introduces the topic May include title, author, and simple answer I nominate Mr. Borg for Staffulty of the Month because he is funny. Concrete Detail Specific detail that supports the topic sentence What the text SAYS He often starts our day by telling us hilarious jokes. Commentary #1 Analysis, explanation, or induction of the concrete detail What the text MEANS He uses the jokes to gain the students' attention and interest. Commentary #2 Expands on the analysis, explanation, or induction of the concrete detail Why the text MATTERS It's important to have students' attention so there is a positive learning environment allowing each one of us to learn. Concluding Sentence Wraps up the paragraph Restates the topic sentence without repeating key words from the body Mr. Borg is the best candidate for this month's Staffulty of the Month award.

9/14 & 9/15 Fourth, please retrieve your highlighters. You will need all of them for this activity. We are going to color-code our What is a chunk paragraph? worksheet using the color scheme we will use all year. These colors and their designation are not negotiable. BLUE = Title and Author / Golden Thread PURPLE = Simple Answer GREEN = Concrete Detail YELLOW = Commentary #1 PINK = Commentary #2 ORANGE = Transitions

What is a chunk paragraph?

9/16 & 9/19 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please get out a pencil and highlighter. We will first review the Guidelines for a Written Response handout.

9/16 & 9/19 Next, please get out a sheet of paper and label and date it Essential Question #4B: Think back to IOVC. What does one concern oneself with when considering the ORGANIZATION writing trait? There is one right answer that can use various synonymous relationships. A complete, accurate answer uses terminology such as: structure, framework, introduction, body, conclusion, topic sentence, concrete detail, commentary, etc. as well as provides an explanation and rational for use.

ESSENTIAL QUESTION #4B – ANSWERED IN CHUNK PARAGRAPH FORMAT
9/16 & 9/19 ESSENTIAL QUESTION #4B – ANSWERED IN CHUNK PARAGRAPH FORMAT (TS) The characteristics of the ORGANIZATION writing trait focus on the structure of a piece of writing. (CD) For example, all writing should have a beginning, a middle, and an end. (CM#1) The introduction of the writing sets the stage for the reader and informs the reader of the topic of the writing; the body of the text provides the supporting documentation to the introduction; the conclusion reminds the reader of the points presented in the body and may solicit an action on behalf of the reader. (CM#2) If the piece of writing was not put in logical order, the reader would not be able to comprehend the message as intended by the writer. (CS) In conclusion, the ORGANIZATION trait is the framework of a piece of writing. PLEASE COPY THIS ANSWER AS WRITTEN AS YOUR RESPONSE AND THEN COLOR CODE.

This assignment may be considered an assessment.
9/16 & 9/19 For homework tonight, choose EITHER Quote Response #1 OR Quote Response #2 to revise and edit using the one-chunk, chunk paragraph structure we have been working on in class. Please use black pen and highlight the components of a Chunk Paragraph that we learned in class. I suggest you reference the EQ#1 Grading Observations we discussed in class, as well as your highlighted and annotated Chunk Paragraph handout as you are writing. This assignment may be considered an assessment.

You should refer to your EQ#1 & Chunk Paragraph notes!
9/19 & 9/20 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please get out a piece of paper and label and date it: Quote Response #4 - 9/19 or 9/20. Silently read the quote to yourself. Then, interpret the quote in a paragraph response. You will have 6 minutes for this writing activity. “A bad habit never disappears miraculously; it’s an ‘undo-it-yourself’ project.” Abigail Van Buren_ Advice Columnist & author of “Dear Abby” You should refer to your EQ#1 & Chunk Paragraph notes!

You will have 15 minutes to finish all tasks.
9/20 & 9/21 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare your Quote Response Re-Write for turn-in. You will be turning in TWO pieces of paper: The first is the ORIGINAL quote response which should be properly labeled and dated. The second is the RE-WRITE of the quote response which should be properly labeled and dated. Do NOT staple. When finished with all tasks, place the RE-WRITE on top. When all quad members have finished, prepare your pile for turn-in. You will have 15 minutes to finish all tasks.

9/20 & 9/21 First, color-code the Quote Response Re-Write and ensure it is properly labeled and dated. Second, color-code the ORIGINAL quote response. Third, at the bottom of ORIGINAL, LIST 3 revisions or edits you applied to the re-write. Tell me how you “fixed” the original. For example: I tried to write in third person point of view. I included a commentary #2. I included proper pronoun / antecedent agreement.

9/20 & 9/21 Next, please clear your desk for the next activity. You will need a red pen. If you do not have one, I will provide you one. It is of utmost importance that you follow the directions as given. This is an in-class activity that is not required for make-up. PERIOD ONE Periods 4 & 6 PERIOD TWO Periods 3 & 5 PERIOD THREE Periods 1 & 2 There will be no homework tonight!

9/22 & 9/23 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare the following two items for turn-in: What is a Chunk Paragraph handout_highlighted both sides. Essential Question #4B. Then, get out a highlighter and a pen with which to take notes. You will need the Depth of Knowledge (DOK) Information for English handout.

9/22 & 9/23 - DOK DOK Level 1 DOK Level 2 DOK: Level 3 DOK: Level 4 Literal Requires recall of information such as a fact, term, definition, or a simple procedure Requires students to demonstrate a rote response or perform a simple procedure Interpretative Requires mental processing beyond recall or reproducing an answer Students must make some decisions about how to approach a problem Cognitive demands are more complex than in Level 1 Evaluative Requires planning, thinking, explaining, justifying, using evidence, conjecturing, and postulating Cognitive demands are complex and abstract Extended Thinking Requires complex reasoning, planning, developing, and thinking Usually requires extended time Requires higher-order thinking

9/22 & 9/23 - DOK DOK Level 1 DOK Level 2 DOK: Level 3 DOK: Level 4 Literal List the items necessary to make a peanut butter and jelly sandwich Interpretative Consider the items necessary to make a peanut butter and jelly sandwich and use them in such a way to make a sandwich. Evaluative Why would one serve peanut butter and jelly at a 7-year-old’s birthday party instead of liver and onions? Extended Thinking You have been tasked with organizing the food for a 7-year-old boy’s birthday party. There will be 10 guests plus the birthday boy. He has invited 5 boys and 5 girls. Parents will not be eating.

9/22 & 9/23 You will now work independently to demonstrate level of competency in the meta-cognitive skills we have been learning about in class using the reading passage “Yellowstone Autumn” by W.D. Wetherell. Here is your assignment: Read, Caveman, and Code the Question Items. Read and Annotate the Text. Answer the Question Items. This will be collected at the end of class. I will remind you when you have 10 minutes until turn-in.

9/26 & 9/27 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare for your first QTR 1 Agenda Check. You will be self-assessing if you have written the Objective and Homework for EACH of the following days: A – 9/1, 6, 8, 12, 14, 16, 20, 22, 26 B – 9/2, 7, 9, 13, 15, 19, 21, 23, 27 Please make sure your Agenda Check slip is COMPLETELY filled in and ACCURATELY totaled. Please leave your agenda OPEN to the page with 9/26. Please stack your agendas in ONE pile at your quad. I will be checking the Agendas while you complete the weekly quote response.

9/26 & 9/27

9/26 & 9/27 Next, please prepare your “Yellowstone Autumn” text for turn-in. Please make sure you have labeled and dated both sides of the text. I will be checking for completion of the following tasks: Read, Caveman, and Code the Question Items. Read and Annotate the Text. I will be checking for accuracy of performance of the following task: Answer the Question Items.

9/26 & 9/27 Next, get out a piece of paper and label and date it: Quote Response #5 - 9/26 or 9/27. Silently read the quote to yourself. Then, interpret the quote in a paragraph response. You will have 6 minutes for this writing activity. “Many of life's failures are people who did not know how close they were to success when they gave up.” Thomas Edison_ American Inventor & businessman You should refer to your EQ#1 & Chunk Paragraph notes!

9/26 & 9/27 Then, clear your desk in preparation to engage in a College Application Readiness Analysis and Reflection activity. You will need something with which to write. For this activity, please rate yourself using the CHECK PLUS / CHECK / CHECK MINUS evaluation technique. CHECK PLUS = ABOVE AVERAGE EFFORT & PARTICIPATION CHECK = AVERAGE EFFORT & PARTICIPATION CHECK MINUS = BELOW AVERAGE EFFORT & PARTICIPATION

9/26 & 9/27 - Homework Answer Essential Questions #5A and #5B using the chunk paragraph format. EQ#5A - Why do you plan to enter the workforce rather than college after high school? or vice-versa? Defend your answer with thoughtful reason. EQ#5B - Have you taken advantage of all the available educational opportunities to prepare for college? Answer each question separately. Highlight your responses using the chunk paragraph coding.

9/28 & 9/29 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please get out your College Application Readiness Analysis and Reflection. You will need something with which to write. We will finalize our college preparation discussion and then you will have the remainder of the period to work on your homework. Please make sure you have taken a library brochure. This will be included in the QTR 1 Binder Check. Please file in the MISC section of your binder BEHIND your Syllabus.

9/28 & 9/29 What will you contribute to our campus community? You'll want to be specific when answering this question. An answer like "I'm hard-working" is rather bland and generic. Think about what it is that makes you uniquely you. What exactly will you bring to diversify the college's community? Does your high school record accurately reflect your effort and ability? In the interview or on your application, you often have an opportunity to explain a bad grade or a bad semester. Be careful with this issue -- you don't want to come across as a whiner or as someone who blames others for a low grade. However, if you really did have extenuating circumstances, let the college know. Why do you want to go to college? This question is so broad and seemingly obvious that it can catch you by surprise. Why college? Steer clear of materialistic responses ("I want to get a good job and make a lot of money"). Instead, focus on what it is that you plan to study. Chances are your particular career goals aren't possible without a college education. What can our college offer you that another college can't? This question is a little different than one asking why you want to go to a specific college. Do your research and look for the truly unique features of the college for which you are interviewing. Does it have unusual academic offerings? Does it have a distinctive first-year program? Are there co-curricular or internship opportunities that can't be found at other schools?

9/28 & 9/29 In college, what do you plan to do outside of the classroom? This is a fairly simply question, but you need to know what extracurricular opportunities exist at the college. You'll look foolish saying you want to host a college radio show if the school doesn't have a radio station. The bottom line here is that the interviewer is trying to see what you will contribute to the campus community. What do you think about the latest news headline? With this question the interviewer is seeing if you are aware of major events going on in the world, and if you have thought about those events. What your exact position is on an issue isn't as important as the fact that you know the issues and have thought about them. Tell me about your community service. Many strong college applicants have done some form of community service. Many, however, simply do it so that they can list it on their college applications. If the interviewer asks you about your community service, it's to see why you served and what the service means to you. Think about how your service benefited your community, and also what you learned from your community service and how it helped you grow as a person. Works Cited Grove, Allen. "College Interview Questions 12 Questions You Should Be Ready to Answer in Your College Interview." About.com. Web. 10 Sep <

9/28 & 9/29 Centennial High School Website ACT SAT
The Public Education Foundation CCSD_Counseling Financial Aid

All THREE pieces of writing need to be on a separate sheet of paper.
9/28 & 9/29 - Homework Answer Essential Questions #5A and #5B using the chunk paragraph format. EQ#5A - Why do you plan to enter the workforce rather than college after high school? or vice-versa? Defend your answer with thoughtful reason. EQ#5B - Have you taken advantage of all the available educational opportunities to prepare for college? Answer each question separately. Highlight your responses using the chunk paragraph coding. Choose a college readiness question and respond in a one-chunk, chunk paragraph. All THREE pieces of writing need to be on a separate sheet of paper. Remember to properly label and date your writing.

9/30 & 10/3 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare the following items for turn-in: Essential Questions #5A & #5B – EACH IS TO BE HIGHLIGHTED College Readiness Response Question – NOT HIGHLIGHTED You will have approximately 15 minutes to finish these tasks. Please be sure to label and date EACH of your responses accordingly. Thank you. After I have collected your homework, we will engage in a Building Classroom Community activity. Please clear your desk of ALL belongings. You will not need anything with which to write.

10/3 & 10/4 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please get out a piece of paper and label and date it: Quote Response #6 – 10/3 or 10/4. Silently read the quote to yourself. Then, interpret the quote in a paragraph response. You will have 6 minutes for this writing activity. “We are not what we know but what we are willing to learn." Mary Catherine Bateson American writer and cultural anthropologist You should refer to your EQ#1 & Chunk Paragraph notes!

10/4 & 10/5 Good morning! You will need your Reading Strategies Packet and your copy of “Yellowstone Autumn”. We will first review the homework expectations. Then, we will review the expectations of the tasks you were to complete and the grading you received. Next, we will engage in a whole group, modeled annotation activity of the text. Finally, we will discuss a test taking strategy known as TQR – Test Question Rational. You will want to have a red, blue, black, and green pen if you are to get the most out of the activity. You will receive a grade for this in-class activity.

Insert annotated copy of “Yellowstone Autumn”

10/4 & 10/5 - Homework 1. Define the target vocabulary for The Declaration of Independence. 2. Write the definitions IN THE TEXT. Do not write them on a separate sheet of paper. This will be one of many grades as we analyze this text for its structural eloquence. I will be checking for completion on 10/6 & 10/7. 3. Study the Rhetorical Device Vocabulary words. You will have a quiz on 10/10 or 10/11 assessing your knowledge of these devices.

10/6 & 10/7 Good morning! We have a number of tasks to complete.
First, I will check The Declaration of Independence definitions. Then, I will pass back your quote responses and we will discuss the grading observations and scoring process. Finally, we will continue with our annotation activity. You will need the following items: Your copy of Yellowstone Autumn Colored Pens Remember to study for your Rhetorical Device Vocabulary Quiz on 10/10 or 10/11!

Grading Observations for the Quote Response Re-Write Assessment
10/6 & 10/7 Grading Observations for the Quote Response Re-Write Assessment Follow the structure- TS-CD-CM#1-CM#2-CS Development of the Commentary #2 – “Why does it matter?” rational. Avoid Opinion and Advice statements Homonyms such as your and you’re / their, there, they’re Pronoun / Antecedent Agreement NO comma with because – EVER Comma Splices – unnecessary comma use in a sentence Direction of the quotation marks when emphasizing the quote

10/10 & 10/11 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please get out a sheet of paper in preparation for our weekly quote response. You will have 5 minutes to review your Rhetorical Device Vocabulary after we have completed Quote Response #7. After we complete the Rhetorical Device Vocabulary Quiz #1, I will review the homework. Finally, we will continue with the “Yellowstone Autumn” annotation and TQR activity.

10/10 & 10/11 Please get out a piece of paper and label and date it: Quote Response #7 – 10/10 or 10/11. Silently read the quote to yourself. Then, interpret the quote in a paragraph response. You will have 6 minutes for this writing activity. “Opportunity is missed by most people because it is dressed in overalls and looks like work." Thomas A. Edison American inventor and businessman You should refer to your EQ#1 , QR Re-Write , and Chunk Paragraph notes!

10/10 & 10/11 Next, clear your desk of all items in preparation for the Rhetorical Device Vocabulary Quiz. You will need a sheet of paper and something with which to write. Please fold your paper HOTDOG style – in half; vertically Please label and date your paper Rhetorical Device Vocabulary Quiz. In the right column, please number your paper 1 – 23. I will show you how I want this. Please keep your paper folded when you are not writing. When you have finished, please keep your paper folded and put your pencil down. When all students have finished, I will collect your papers.

10/10 & 10/11 Finally, please retrieve your annotated copy of “Yellowstone Autumn” and a red, black, blue, and green pen.

10/10 & 10/11 - HOMEWORK Complete a first & second read of The Declaration of Independence. As you will be completing MULTIPLE reads of this text, it is of the utmost importance you follow all directives AS STATED. Read and annotate the introductory and Background information. Use a yellow highlighter to identify the central idea of each paragraph. Use a black pen to write ONE sentence in the margin summarizing the paragraph.

10/10 & 10/11 - HOMEWORK Read and annotate the text one time.
Use a black pen to identify the beginning and the ending of each sentence. (On this read, pay close attention to the meanings of the underlined vocabulary words.) Read and annotate the text a second time. Use a black pen to identify the following components of the text. INTRODUCTION PREAMBLE INDICTMENT DENOUEMENT (Resolution) CONCLUSION

10/12 & 10/13 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please get a highlighter and something with which to write, preferably a black pen. I will be conducting an accountability check on the expected tasks of Read #1 and Read #2. As I am doing this, you will: Review the Tone Supplemental Resources - Tone & Attitude_Components of Attitudes w/ SOAPSTone and the Tone and Mood Word List. Independently and read and annotate the Components of Attitude handout. When I have finished checking the homework, we will discuss the information and the annotations. The first ten minutes will be silent reading.

10/12 & 10/13 - HOMEWORK Complete a third & fourth read of The Declaration of Independence. As you will be completing MULTIPLE reads of this text, it is of the utmost importance you follow all directives AS STATED. Read and annotate the text a third time. Use a green pen to box 10 words that have negative connotations. Read and annotate the text a fourth time. Use a red pen to identify Rhetorical Devices.

10/12 & 10/13 Next, we will engage in a test taking strategy known as TQR – Test Question Rational. TQR requires a test taker to identify the correct response through the elimination of the wrong responses. During the elimination process, the test taker locates evidence in the text that disproves a statement. In most cases, there is no evidence in the text to support wrong answers. Other times, there is evidence to support an answer, but the evidence does not answer the exact question being asked.

10/14 & 10/17 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please get out your annotated copy of The Declaration of Independence. I am going to be collecting these to complete the accountability check for Reads 3 and 4. Please make sure your name is on BOTH pages. Turn your copy to the second page (the one with the on-going stamp accountability). Pass your papers to the front of your row. Then, get your copy of the Rhetorical Device Vocabulary Flipbook Assignment sheet. We have something to discuss.

10/14 & 10/17 Then, get your copy of the Rhetorical Device Vocabulary Flipbook Assignment sheet. We have something to discuss. Discussion of the assessment analysis.

10/14 & 10/17 – GROUP ACTIVITY You will now work with your quad to complete the SOAPSTone worksheet for “Yellowstone Autumn”. You will each need your annotated copy of the text. Please make sure you address all points in each component using a minimum of 3 pieces of evidence from the text noting the line number for each. You will complete this activity on the handout I provided. You may use additional sheets of notebook paper, if necessary. You will receive one, group grade for this activity. If you are absent for any portion of the activity, you will be required to complete the assignment on your own. You will turn this in at the end of the period. Suggested Resources Include: RDV Assignment Sheet & Tone Word List

10/14 & 10/17 - HOMEWORK Choose a component of SOAPSTone to analyze “Yellowstone Autumn”. Write a one chunk, chunk paragraph response addressing said component. Said component must be stated in the Topic Sentence. For example, I choose PURPOSE. My response may look like this: The purpose of the excerpt from “Yellowstone Autumn” written by J. D. Wetherall is to express his appreciation for the iconic, ever-changing beauty of Yellowstone Park. For example, in line ____ he writes, “____________________________.”

SOAPSTone SPEAKER – Whose voice is being heard throughout the text?
OCCASION – What is the context of the text? AUDIENCE – Who are the readers? PURPOSE – What is the message? SUBJECT – What is the topic? TONE – What is the attitude of the author?

10/17 & 10/18 – Quote Response GOOD MORNING! After you have copied the Objective and Homework in your agenda, please get out a piece of paper and label and date it: Quote Response #8 – 10/17 or 10/18. Silently read the quote to yourself. Then, interpret the quote in a paragraph response. You will have 6 minutes for this writing activity. “There can be no happiness if the things we believe in are different from the things we do.” Freya Stark_British Italian explorer and travel writer

10/18 & 10/19 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please clear your desk in preparation of our first activity. You will need the What is Argumentation? handout, a highlighter, and something with which to write. For the first 10 minutes, you will first silently and independently read (and annotate) the differences between persuasive and argument writing, the components of an argument, and the structure of an argument essay. Then, we will discuss the notes as a whole-group. After, you will work with one of your quad members to complete a 5th read of The Declaration of Independence which will focus on the information we cover while review the notes.

10/18 & 10/19 You will not complete a 5th read of The Declaration of Independence. As you will be completing MULTIPLE reads of this text, it is of the utmost importance you follow all directives AS STATED. Read and annotate the text a fifth time. This will be a partner read. Group 1 - Use a blue pen to identify the Greek Artistic Proofs (Ethos, Pathos, Logos). Group 2 – Use a blue pen to classify and explain the 27 grievances.

10/20 & 10/21 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve your copy of The Declaration of Independence. You will have 30 minutes with your partner to finish the 5th read of The Declaration of Independence . As you will be completing MULTIPLE reads of this text, it is of the utmost importance you follow all directives AS STATED. Read and annotate the text a fifth time. This will be a partner read. Group 1 - Use a blue pen to identify the Greek Artistic Proofs (Ethos, Pathos, Logos). Group 2 – Use a blue pen to classify and explain the 27 grievances.

10/20 & 10/21 Next, we will engage in a whole-group discussion of the structure, syntax, and persuasive methods exemplified by Jefferson in The Declaration of Independence and their influence on the overall effectiveness of the text. After, you will have time to begin an individual SOAPSTone + Rhetorical Device analysis of the text. This will be due on Wednesday, 10/26 or Thursday, 10/27 and will go in the 2nd QTR gradebook. Please complete this assignment on notebook paper.

THIS WILL BE DUE ON WEDNESDAY, 10/26 OR THURSDAY, 10/27,
10/20 & 10/21 - Homework Complete a SOAPSTone + Rhetorical Device analysis of The Declaration of Independence on NOTEBOOK paper. You must include a minimum of 3 pieces of evidence from the text for each component. You must include the paragraph number of the evidence. Don’t forget to add in the Rhetorical Device component at the bottom of your paper. THIS WILL BE DUE ON WEDNESDAY, 10/26 OR THURSDAY, 10/27,

10/24 & 10/25 DON’T FORGET THAT YOUR SOAPSTONE FOR
GOOD MORNING! After you have copied the Objective and Homework in your agenda, please clear your desk of all belongings in preparation for your QTR 1 Reading Assessment. I will be providing testing baggies for your use. Each baggie has one blue, black, red, and green pen, as well as a yellow highlighter and a pack of stickies. You will need your own #2 pencil. DON’T FORGET THAT YOUR SOAPSTONE FOR THE DECLARATION OF INDEPENDENCE IS DUE 10/26 & 10/27.

10/24 & 10/25 You are expected to complete and will be scored on the following tasks: purposeful ANNOTATION of the text USING COLOR green = vocabulary / red = rhetorical devices / blue = narrator observations / black = reader commentaries CAVEMAN questions DOK code questions ACCURACY of answers TQR One from 1 – 3 One from 4 – 6 You will have the entire period to One from 7 – 9 finish the test.

10/26 & 10/27 GOOD MORNING! Please begin by organizing your binder materials and updating your agenda. I will first collect your SOAPSTone + RD for The Declaration of Independence. Then, you will have 30 minutes to get all of your stuff together. After, we will start with the Agenda Check. Then, we will proceed to the Binder Check. If there is time, you will complete Quote Response #9. If there is not time, you will complete Quote Response #9 for homework.

10/26 & 10/27 - HOMEWORK GOOD MORNING! After you have copied the Objective and Homework in your agenda, complete the Agenda Check form in its entirety. I will check agendas while you complete the Quote Response. After, we will complete the quarterly binder check. Then, get out a piece of paper and label and date it: Quote Response #9 – 10/24 or 10/25 Silently read the quote to yourself. Then, interpret the quote in a paragraph response. You will have 6 minutes for this writing activity. “There is only one real fault and that is to persuade oneself that the second best is anything but second best.” Doris Lessing_British novelist

10/31 & 11/1 GOOD MORNING! After you have copied the Objective and Homework in your agenda, we will first review the Punctuation Packet, its directives, and its due date. After, in preparation for the 2 chunk, chunk paragraph, we will review the 1 chunk, chunk paragraph using peer evaluation of the “Yellowstone Autumn” analytical response. You will need your What is a Chunk Paragraph handout from your binder. Then, we will discuss the development of the 2nd chunk in a 2 chunk, chunk paragraph. Finally, you will have time to respond to Quote Response #10 using the 2 chunk, chunk paragraph structure. If you don’t finish, please do so for homework.

10/31 & 11/1 – Punctuation Packet
Please retrieve the Punctuation Packet you picked up from the basket. You will need a highlighter, a red pen, a blue pen with which you will use to detail the performance expectations of the Punctuation Packet. The Punctuation Packet will be due on : A – Day – Wednesday, 11/9 B – Day – Thursday, 11/10 DIRECTIVES: Caveman ALL directions! Highlight key information in bold face information. Use a RED pen to insert the punctuation in the example sentences. Use a BLUE pen to write your own, original sentence that simulates the example sentence.

10/31 & 11/1 – Peer Evaluation Next, in preparation for the Peer Evaluation of the “Yellowstone Autumn” Analytical Response please retrieve the following: Grading Rubric you picked up from the basket Highlighters First, we will review the components of a Chunk Paragraph. Next, we will review the scoring rubric. Then, you will peer evaluate a classmate’s analytical response.

What is a chunk paragraph?

Concrete Detail What the Text Says or What the Detail is
25 20 15 Topic Sentence States the SOAPSTone component, Title, Author, and Simple Answer Missing (1) of SOAPSTone component, Title, Author, Simple Answer Missing (2) of SOAPSTone component, Title, Author, Simple Answer No Topic Sentence Concrete Detail What the Text Says or What the Detail is Detail is quoted material from the text that proves the Topic Sentence; includes the line number Detail is quoted material from the text that somewhat proves the Topic Sentence; includes the line number Detail is quoted material from the text that somewhat proves the Topic Sentence and does NOT include the line number No Detail or Detail is not grounded in the text Commentary #1 What the Detail Means Complete explanation / analysis of the Concrete Detail Commentary supports the Detail but does not completely connect ideas Commentary is vague or unclear; begins to drift off topic No Explanatory Commentary Commentary #2 Why the Detail Matters Deeper connection of the Concrete Detail to the Topic Sentence Commentary expands the explanation but does not completely connect ideas Commentary is vague or unclear; simple repeat of the Commentary #1 No Expansion Commentary Concluding Sentence Restates the SOAPSTone component, Title, Author, and Simple Answer Missing (1) of SOAPSTone component, Title, Author, and Simple Answer Missing (2) of SOAPSTone component, Title, Author, and Simple Answer No Concluding Sentence Transitions Uses Transitions to introduce the CD, CM#1, CM#2, and Concluding Sentence Missing (1) of CD, CM#1, CM#2, or Concluding Sentence Missing (2)CD, CM#1, CM#2, or Concluding Sentence No Transitions Used

10/31 & 11/1 – Peer Evaluation Write the name of the person whose response you are scoring on the rubric. Write your name on the bottom of the response paper. Read the response one time. Do not mark the paper. Read the response a second time. Highlight the components of the chunk paragraph evident in the response. I like to start with the Transitions Then the Topic and Concluding sentences Finally the Chunk: Detail, Commentary #1 & Commentary #2 Score the response to the rubric criteria as found through the highlighting activity. Write the numerical score on both the rubric and the response. Staple the rubric to the response and turn it in.

10/31 & 11/1 – 2 Chunk Paragraph Next, please retrieve the Outlining A Constructed Response Using Chunk Paragraphing exemplar. You will need your highlighters.

The 2 chunk, Chunk Paragraph

10/31 & 11/1 - HOMEWORK Quote Response #10 – 10/31 or 11/1 “Excellence is not an act but a habit. The things we do most are the things we do best." Marva Williams_American educator Respond using the 2 chunk, chunk paragraph structure discussed in class.

11/2 & 11/3 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve your annotated copy of The Declaration of Independence and a sheet of notebook paper. I will be passing back your self-completed SOAPSTones so we can discuss the grading observations of the assignment. Then, you will have the rest of the period to construct a 2 chunk, chunk paragraph response to a question about The Declaration of Independence. As you write your responses, I will be checking and recording the final evaluation of your close reading skills as identified by the completion and accuracy of the tasks for reads 1 – 5.

11/2 & 11/3 The Declaration of Independence Soapstone grading

DON’T FORGET TO WORK ON YOUR PUNCTUATION PACKET!
11/2 & 11/3 – Periods 1, 2, & 3 Construct a 2 chunk, chunk paragraph response to the following question: Thomas Jefferson defines what the role of government should and should not be. How does he make these arguments? Your response is due at the end of the period. Please be sure to highlight your response for the components of a 2 chunk, chunk paragraph. You may use any and all resources from your binder to assist you in your writing. DON’T FORGET TO WORK ON YOUR PUNCTUATION PACKET!

11/2 &11/3 – Period 5 Construct a 2 chunk, chunk paragraph response to the following question: The Declaration of Independence was written during a period now referred to as the Age of Reason. Identify 2 ways that Jefferson has tried to make his document appear reasonable. Your response is due at the end of the period. Please be sure to highlight your response for the components of a 2 chunk, chunk paragraph. You may use any and all resources from your binder to assist you in your writing. DON’T FORGET TO WORK ON YOUR PUNCTUATION PACKET!

11/4 & 11/7 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve your Declaration of Independence annotated text and SOAPSTone. First, we will finish the collaborative writing assignment. You will have 40 minutes to complete. You may work on your punctuation packet after you have completed the group writing. After, we will review the “Top 20 College-Level Grammar Errors” as reported by Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop written by Jeff Anderson to help understand the disconnect between high school instruction and college expectations. 11/7 - We will complete our Weekly Quote Response on Wednesday, 11/9 and Thursday, 11/10.

11/4 & 11/7 Please retrieve the Error-Tracking by Assignment sheet that you picked up from the basket. You will also need something with which to write. We will first review the “Top 20 College-Level Grammar Errors” as reported by Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop written by Jeff Anderson to help understand the disconnect between high school instruction and college expectations. You will use this handout to guide the progress of your writing. Find the EQ#1 graded assignment and the Quote Response Rewrite graded assignment in your binder. Then, take a few moments to record your noted errors. If you do not finish in class, you must finish for homework.

11/7– Periods 4 & 6 Good morning! After you have completed writing the Objective and Homework in your agenda, please retrieve your annotated copy of the Declaration of Independence. We will first review the document with regards to our close read expectations. After, you will construct a 2-chunk, chunk paragraph analytical response to a writing prompt.

11/7– Periods 4 & 6 Construct a 2 chunk, chunk paragraph response to the following question: The Declaration of Independence was written during a period now referred to as the Age of Reason. Identify 2 ways that Jefferson has tried to make his document appear reasonable. Your response is due at the end of the period. Please be sure to highlight your response for the components of a 2 chunk, chunk paragraph. You may use any and all resources from your binder to assist you in your writing. DON’T FORGET TO WORK ON YOUR PUNCTUATION PACKET!

11/9 & 11/10 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve your Punctuation Packet from your binder and prepare it for turn in. Then, get out a sheet of paper in preparation for our weekly quote response. Quote Response #11– 11/9 or 11/10 Silently read the quote to yourself. Then, interpret the quote in a 2 chunk paragraph response. You will have 12 minutes for this writing activity. “You have enemies? Good. That means you've stood up for something, sometime in your life.” Winston Churchill

at the conclusion of our Parts of Speech Unit.)
11/9 & 11/10 Next, retrieve the Parts of Speech notes that you picked up from the basket. You will need a highlighter and something with which to write as we review the notes. First, consider Essential Question #7: How does understanding the function of a part of speech assist a writer in creating and revising for grammatically correct sentences? (You will be required to write a 2 chunk, chunk paragraph response to his question at the conclusion of our Parts of Speech Unit.) Next, we will review The 8 Parts of Speech discussing the pertinent information one must know to fix basic usage errors. Word Crimes

11/9 & 11/10 - Homework Nouns – Possessives Pronouns – Subject / Object Pronoun / Antecedent Verbs - Tense Form Prepositions - Identification

11/14 & 11/15 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve a sheet of paper in preparation for our weekly quote response. Quote Response #12– 11/14 or 11/15 Silently read the quote to yourself. Then, interpret the quote in a 2 chunk paragraph response. You will have 12 minutes for this writing activity. “Love – when spelled backwards and pronounced phonetically – is evil.” Paraphrase of Eminem’s “Love is evil. Spell it backward. I’ll show ya.” I will be checking your homework for completion. Please have out on your desk.

11/14 & 11/15 Next, please retrieve your Parts of Speech Notes and your Parts of Speech homework from your binder. We will self-grade our homework. You will need a highlighter for this activity. You may not use YELLOW. You may not have a writing utensil on your desk at any time. After we are finished, we will finish discussing the remaining parts of speech that we have not yet had the chance to discuss. Finally, we will analyze sentences by looking at the relationship of the words to one another and the function each plays in the sentence.

11/17 & 18 – Agenda Check GOOD MORNING! After you have copied the Objective and Homework in your agenda, please complete the Agenda Check. You are reviewing the following dates: A DAY – 10/31, 11/2, 4, 9, 14, 16, & 18 B DAY – 11/1, 3, 7, 10, 15, 17 I trust you will honestly complete the Agenda Check slip. Please remember to tally your score. Thank you. You will have 5 minutes to complete this activity. Then, we will move on to our review of the parts of speech.

11/16 & 11/17 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve your Parts of Speech Notes and your Parts of Speech homework from your binder. We will self-grade our homework. You will need a highlighter for this activity. You may not use YELLOW. You may not have a writing utensil on your desk at any time. After we are finished, we will finish discussing the remaining parts of speech that we have not yet had the chance to discuss. Finally, we will analyze sentences by looking at the relationship of the words to one another and the function each plays in the sentence.

He and I finally finished all of our work.
EXAMPLE OF CODING A SENTENCE Adjective – all of what (Prepositional Phrase) Antecedent Subject Subject Direct Object Past Tense concrete 1st st Transitive nd common Person Coord Person When? Action Indefinite Person singular Pro Conj Pro Adv Verb Pro Prep Pro Noun He and I finally finished all of our work.

1. The fat man broke the dark brown chair.
YOUR TURN Work with your quad members to code the following sentences: 1. The fat man broke the dark brown chair. 2. Wow! Those are extremely bright colors. 3. Stephen’s rabid dog had been running and barking wildly for two days even though he took his pill.

11/16 & 11/17- Homework – 1,2,& 3 First, complete the Constructing a Sentence worksheet. Then , answer Essential Question # 7 in a one-chunk chunk paragraph. How does understanding the function of a part of speech assist a writer in creating and revising for grammatically correct sentences? Example: (TS) One way understanding the function of a part of speech assists a writer in creating and revising for grammatically correct sentences is that it ensures that writers have correct sentence structure. (CD) For example, if one wanted to construct a compound sentence, one would need to use a coordinating conjunction. (CM#1) The function of a conjunction is to link words, phrases, and clauses. (CM#2) If one did not know that one of the functions of a coordinating conjunction is to show the relationship between two independent clauses, then one might omit, misuse, or inaccurately punctuate the sentence. (CS) Understanding the function of a part of speech can help to ensure the sentence structure of a piece of text is mechanically correct.

11/18 & 11/28 Next, please retrieve a highlighter – You may not use YELLOW – and a BLACK pen. We will be grading our Punctuation Packets today. First, consider Essential Question #8: What role does punctuation play in writing? (You will be required to write a 1 chunk, chunk paragraph response to his question at the conclusion of our Punctuation Unit.)

“When cooking, crack open a window.”
11/18 & 11/28 Now, Let’s consider the following: “Let’s eat Grandma!” OR “Let’s eat, Grandma!” WHAT ABOUT “When cooking, crack open a window.” “When cooking crack, open a window.”

11/18 & 11/28 Review and grade the English 12 Punctuation Packet

11/28 & 11/29 – 1, 2 & 3 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve a sheet of paper in preparation for our weekly quote response. Quote Response #13– 11/28 or 11/29 Silently read the quote to yourself. Then, engage in a 2 minute discussion with your group. Be prepared to share. Then, interpret the quote in a 2 chunk paragraph response. You will have 12 minutes for this writing activity. "Human beings are like timid punctuation marks sprinkled among the incomprehensible sentences of life." Jean Giraudoux_French novelist and playwright I will be collecting the Constructing a Sentence worksheet and checking EQ#7 for completion. B-DAY ONLY

11/29 & 11/30 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please gather your belongings and join your group that you worked with on the collaborative analytical response to the Declaration of Independence prompt. You will remain with your collaborative group until I have had the opportunity to review the grading observations and to answer all grading inquiries. After, we will discuss the Quarter 2 Rhetorical Device Vocabulary quiz. Then, we will discuss the Quarter 2 Quote Response Re-write and assessment objectives. Finally, if there is time, we will continue grading the Punctuation Packet.

11/29 & 11/30 Grading Observations for the Declaration of Independence collaborative analysis. Did not address the HOW – Did not establish the argument. Many papers detail the role of government but fail to mention the HOW of Jefferson’s argument. Not using the Golden Thread Topic Sentences are too narrow Comma Splices throughout Pronoun / Antecedent agreement Transitions Matters statement needs to tie to the Topic Sentence. Make a clear connection as to why the matters statement MATTERS to the Topic Sentence.

11/29 & 11/30 – Homework Rhetorical Device Vocabulary Quiz #2 – DOK 2 – Interpretation Examples will be given and you have to tell what device it is and/ or how it is being used. There will be some definitions! You will have 2 minutes at the end of the 30 minute quiz to use your Flipbook!  Quiz is MONDAY, DECEMBER 5 FOR A DAY and TUESDAY, DECEMBER 6 FOR B DAY!

11/29 & 11/30 – Homework – 1,2, & 3 Quote Response Re-Write – DUE MONDAY, 12/5 OR TUESDAY, 12/6 Choose any quote between 9 and 13 to rewrite for your 2nd Quarter Writing assessment. You will be scored on the following: interpretation and support of that interpretation, structure of the 2 chunk paragraph including transitions, and Standard English grammar, usage, and mechanics. Please complete the following: 1. Choose an original quote response to rewrite. Students may choose from quotes 9 to Highlight the original piece for the components of a chunk paragraph. 3. Revise and edit the original showing the markings. Use a red pen. 4. Make 3 suggestions to yourself for improvement on the final piece. 5. Re-write the original quote response on a NEW sheet of paper. Label this piece QUOTE RESPONSE RE-WRITE with the weekly quote #. 6. Highlight the re-write. 7. Be ready to turn it in on Monday, December 5 and Tuesday, December 6.

12/1 & 12/2 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve a highlighter – You may not use YELLOW – and a BLACK pen. We will finish grading, annotating, and discussing our Punctuation Packets today. Before we begin, I will review the assessment criteria for the Rhetorical Device Vocabulary Quiz #2 and the 2nd QTR Quote Response Re-write using a two-chunk paragraph.

12/5 & 12/6 – 1, 2 & 3 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare your Quote Response Original with Revisions and Edits AND your Quote Response Rewrite for turn in. Please do not staple them together. Simply put the Rewrite on top of the Original and pass up in alphabetical order. When you have finished, clear your desk in preparation for the Rhetorical Device Vocabulary Quiz #2 – Interpretation. You will have 30 minutes for this quiz. You will be permitted to use your flipbook for the final two minutes. The flipbook must remain on the floor next to your desk until you are granted access. You may not have any other materials on your desk during the quiz.

12/5 & 12/6 – 4, 5, & 6 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please, clear your desk in preparation for the Rhetorical Device Vocabulary Quiz #2 – Interpretation. You will have 30 minutes for this quiz. You will be permitted to use your flipbook. The flipbook must remain on your desk. You may not have any other materials on your desk during the quiz.

12/5 & 12/6 – All Classes Next, please retrieve a sheet of paper in preparation for our weekly quote response. Quote Response #14– 12/5 or 11/6 Silently read the quote to yourself. Then, engage in a 2 minute discussion with your group. Be prepared to share. Then, interpret the quote in a 2 chunk paragraph response. You will have 12 minutes for this writing activity. "The man who does not read has no advantage over the man who cannot read.” Mark Twain

12/5 & 12/6 – 1, 2 & 3 Next, please clear your desk in preparation of our final activity. We will first discuss the last page of the Punctuation Packet – Dashes. After, you will have an opportunity to practice choosing between the use of dashes, commas, or parentheses.

12/5 & 12/6 – 1, 2 & 3 - Homework Read and annotate the excerpt from the exemplification essay “The Human Cost of an Illiterate Society” written by Jonathan Kozol. Complete all tasks as described on the back page. These will be scored similar to the “Declaration of Independence.” All questions are fair game and answers must be grounded in the text. Be prepared to discuss the excerpt and your annotations on Tuesday, December 13 and Wednesday, December 14 in a modified Socratic Seminar.

12/5 & 12/6 – 1, 2 & 3 - Homework COORDINATING & SUBORDINATING CONJUCTIONS QUIZ will be on Thursday, December 15 and Friday, December 16. This quiz will be formatted as fill in the blanks. Please add the following words to the W: WHO / WHOM / WHOSE / WHICH and to the T: THAT

12/5 & 12/6 - Homework Study the Coordinating Conjunctions, Subordinating Conjunctions, and Relative Pronouns from your Parts of Speech notes. Your quiz will be on Thursday, December 15 or Friday, December 16. You will be responsible for completing the following acronyms: COORDINATING CONJUNCTIONS SUBORDINATING CONJUNCTIONS & RELATIVE PRONOUNS F A A N W B H O I Y T S E B U S

12/7 & 12/8 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve your Punctuation Packet from your binder. You will have the first 15 minutes of class to finish the Dash practice sentences. After we have finished discussing dashes, I will hand back to you the Language Diagnostic Exam. You will need your Parts of Speech notes and the Punctuation Packet for the next activity.

12/7 & 12/8 Next, please clear your desk. You will need a red pen for this activity. I will be passing back your Language Diagnostic Exam that you took the first week of school. We will use our Parts of Speech notes and our Punctuation Packet to engage in a TQR of the items. This activity will assist you in understanding the mistakes you made on the diagnostic exam. I will be collecting your initial assessment items, as well as your newly completed TQR. You will receive a classwork/homework grade for your level of engagement and completion of the activity.

12/9 & 12/12 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve your Language Diagnostic Exam, Punctuation Packet, and Parts of Speech Notes. You will continue the TQR activity. This activity will assist you in understanding the mistakes you made on the diagnostic exam. I will be collecting your newly completed TQR. You will receive a classwork/homework grade for your level of engagement and completion of the activity.

12/12 & 12/13 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare retrieve a sheet of paper in preparation for our weekly quote response. Quote Response #15– 12/12 or 12/13 Silently read the quote to yourself. Then, interpret the quote in a 2 chunk paragraph response. You will have 12 minutes for this writing activity. “No skill is more crucial to the future of a child, or to a democratic and prosperous society, than literacy.” Los Angeles Times, "A Child Literacy Initiative for the Greater Los Angeles Area” You may want to refer to “The Human Cost of an Illiterate Society” for assistance with your answer.

12/13 & 12/14 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve your annotated copy of “The Human Cost of an Illiterate Society.” You will have the entire period to complete the following: COMPREHENSION 1 – 5 PURPOSE AND AUDIENCE 1 – 3 STYLE AND STRUCTURE 1 – 4 SELF-AUTHORED QUESTIONS Write 2 – Code to DOK HIGHLIGHT THE BEST SUMMARY SENTENCE IN LIST ORDER, RECORD THE TOPIC OF EACH PARAGRAPH Answer in complete sentences. Use the golden thread of each question to begin your answer. Cite the paragraph number(s) from the text that supports your answer. Provide a matters statement, if necessary.

12/13 & 12/14 - Homework Make sure you are studying for the Conjunctions and Relative Pronoun quiz. Answer Essential Question #8 in a one chunk paragraph. What role does punctuation play in writing?

12/15 & 12/16 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve a sheet of paper in preparation for the Conjunctions and Relative Pronoun Quiz. Do NOT put your name on this paper. After the quiz, you will have the remaining portion of the period to finish the post reading tasks of “The Human Cost of an Illiterate Society.” It is my intent to check your pre-reading and during reading tasks before the end of the period. However, due to my absence I may have other obligations to which I must tend. I appreciate your patience and understanding.

12/15 & 12/16 Next, please retrieve your annotated copy of “The Human Cost of an Illiterate Society.” You will have the entire period to complete the following: COMPREHENSION 1 – 5 PURPOSE AND AUDIENCE 1 – 3 STYLE AND STRUCTURE 1 – 4 SELF-AUTHORED QUESTIONS Write 2 – Code to DOK HIGHLIGHT THE BEST SUMMARY SENTENCE IN LIST ORDER, RECORD THE TOPIC OF EACH PARAGRAPH Answer in complete sentences. Use the golden thread of each question to begin your answer. Cite the paragraph number(s) from the text that supports your answer. Provide a matters statement, if necessary.

1/3 & 1/4 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare retrieve a sheet of paper in preparation for our weekly quote response. Quote Response #16– 1/3 or 1/4 Silently read the quote to yourself. Then, interpret the quote in a 2 chunk paragraph response. You will have 12 minutes for this writing activity. “From your parents you learn love and laughter and how to put one foot before the other, but when books are opened, you discover that you have wings.” Helen Hayes, Actress

1/3 & 1/4 First, we will discuss your homework.
Finish the TQR of the Language Diagnostic Exam There will be a quiz on Thursday, 1/5 for A Day block and Friday, 1/6 for B Day block. Answer Essential Question #9 Next, we will discuss Socratic Seminar and my academic and behavioral expectations. Socratic seminars are named for their embodiment of Socrates’ belief in the power of asking questions, prize inquiry over information and discussion over debate.

1/3 & 1/4 For each day of the Socratic Seminar, you will need the following materials: Name Tag “The Human Cost of an Illiterate Society” annotated text with completed SOAPSTone “The Human Cost of an Illiterate Society” Meta-cognitive questions (Comprehension, Purpose & Audience, Style & Structure) Self-Authored Questions with textual supported responses with DOK code One sheet of notebook paper Something with which to write

SS Participant Evaluation
4 3 2 1 Annotated Text Vocabulary defined Vocabulary incomplete Vocabulary not defined 12 Annotations clearly represent meta-cognitive activity Annotations appear logical Annotations appear random Annoatations are missing Boxed / Highlighted Summary sentence per paragraph Minimal effort in Summary sentence identification Summary sentence identification is missing Paragraph Topic Each paragraph identified Most paragraphs identified Some paragraphs identified Few paragraphs identified List is in numerical order Some of the list is in numerical order List is not in numerical order All Notations are logical Most Notations are logical Some Notations are not logical Notations are not logical Post-Reading All answers are written in complete sentences Most answers are written in complete sentences Some answers are written in complete sentences Few / no answers are written in complete sentences Questions All answers use the Golden Thread Most answers use the Golden Thread Some answers use the Golden Thread Few / no answers use the Golden Thread All answers are supported with textual evidence Most answers are supported with textual evidence Some answers are supported with textual evidence Few / no answers are supported with textual evidence Self-Authored Rigorous Questions Basic Questions Coded to DOK May or may not be coded to DOK Not coded to DOK Fully-developed answer with textual evidence Somewhat developed answer with textual evidence Answer present but not supported with textual evidence No answer provided SS Accountability Inner Participant notes are substantial and informative Inner Participant notes are adequate Inner Participant notes are weak and few Inner Participant notes provide insufficient information Notes 8 Outer Participant notes are substantial and informative Outer Participant notes are adequate Outer Participant notes are weak and few Outer Participant notes provide insufficient information SS Participant Evaluation Makes direct references to the text Makes limited references to the text Makes some references to the text Did not make references to the text 16 Analysis is relevant and specific; original Analysis is relevant Analysis is irrelevant Analysis is inaccurate Consistently used SS Sentence Starters Sometimes used SS Sentence Starters Rarely used SS Sentence Starters Did not use SS Sentence Starters Behaved in a mature manner Behaved in a less-than mature manner 72

STRONGLY DISAGREE OFFER A COMMENT STRONGLY AGREE ASK A QUESTION

To be fully literate in today’s complex society, a person must be able to read, write, do math and use a computer. Without these skills, fluid navigation through society and upward social movement are challenging. Worldwide, 775 million adults — approximately 12 percent of the world’s population — are considered functionally illiterate, with only basic or below-basic literacy levels in their native languages. Without the ability to effectively use the written and digital information in the world around them, these individuals are unable to help themselves, their families and those around them.

1/3 & 1/4 With your quad, spend the next 30 minutes researching world, nation, state, and district literacy statistics. Remember to cite your source and be prepared to share your findings. Each member will need to record the information on his/her own sheet of paper. You may use the BACK of the sheet of paper you used to write your self-authored questions for the Socratic Seminar.

CPD Literacy Services 10/06
This chart represents a study which examined the relationship between the amount of student reading and reading achievement. Participant activity: Look over this chart and the text above it. With a partner, reflect on the instructional implications of this data. Continue the discussion with these points… This lack of exposure to text and the resulting lack of productive practice on the part of the less-skilled readers contributes to the gap between good and poor readers that tends to increase as the students progress through the grades. Anderson, Wilson, and Fielding found a significant, positive relation between the measures of amount of reading, particularly the amount of book reading, and the measures of reading comprehension, vocabulary, and reading speed. This table represents the amount of reading done independently out of school by 155 fifth graders. Notice that the fifth grade students who read the most, those in the 98th percentile rank, read books as much as 65 minutes per day, while the fifth-grader students who read the least, those in the 10 percentile rank, read books as little as .1 minute per day. The proficient reader reads approximately 544 times as many words as the less-skilled reader. For Reference: Fluent Adolescent readers display the following characteristics: Read approximately 150 words per minute by end of each year grade-level material Have automatic word recognition skills Group words into meaningful phrases or chunks Read with expression Make few word identification errors and self-correct when they do make errors Understand what they read Fluency rate changes with the type of text CPD Literacy Services 10/06 Adolescent Reading Academy- Session 7

1/5 & 1/6 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve your Language Diagnostic Exam (ACT Passage I) from your binder. You will have only a few minutes to review your notes. Then, clear your desk in preparation for Language Exam #2 (ACT Passage II). You will need a #2 pencil. After we have finished the exam, we will sort into our discussion groups to peer evaluate our Socratic Seminar preparation accountability tasks.

1/5 & 1/6 Annotated Text Post-Reading Questions
Please retrieve the rubric for “The Human Cost of an Illiterate Society” and all of your accountability tasks. Please put them in the same order as listed on the rubric. Please make sure your name is on each paper and that the components are easily identified. Then, be patient for further instructions. Annotated Text Post-Reading Questions Self-Authored Questions

1/9 & 1/10 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve your annotated TQR of the Language Diagnostic Exam. I will be collecting and evaluating your engagement. Then, prepare for Day One of a multi-day Socratic Seminar in which you will discuss “The Human Cost of an Illiterate Society” written by Jonathan Kozol. You will need the following materials: Name Tag “The Human Cost of an Illiterate Society” rubric “The Human Cost of an Illiterate Society” annotated text with completed SOAPSTone “The Human Cost of an Illiterate Society” Meta-cognitive questions (Comprehension, Purpose & Audience, Style & Structure) Self-Authored Questions with textual supported responses with DOK code A sheet of notebook paper properly labeled (see board) Something with which to write

1/9 & 1/10 The groupings for Day One will be as follows: Inner Circle Outer Circle Group One 1 3 Group Two 2 4

1/9 & 1/10 - Homework Read and annotate Writing Network Proposal. After you have finished, think about the thematic relationship between the “Declaration of Independence,” “The Human Cost of an Illiterate Society,” and Writing Network Proposal. Be prepared to discuss their relationship upon the conclusion of the Socratic Seminar.

1/11 & 1/12 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare for Day Two of a multi-day Socratic Seminar in which you will discuss “The Human Cost of an Illiterate Society” written by Jonathan Kozol. You will need the following materials: Name Tag “The Human Cost of an Illiterate Society” rubric “The Human Cost of an Illiterate Society” annotated text with completed SOAPSTone “The Human Cost of an Illiterate Society” Meta-cognitive questions (Comprehension, Purpose & Audience, Style & Structure) Self-Authored Questions with textual supported responses with DOK code A sheet of paper properly labeled (see board) Something with which to write

1/11 & 1/12 The groupings for Day Two will be as follows: Inner Circle Outer Circle Group One B D Group Two A C

1/11 & 1/12 - Homework Answer Essential Question #9: What is meant when academia refers to the American educational system as being in a literacy crisis? **I will be collecting Essential Questions 7, 8 & 9 at the very beginning of the third quarter.**

1/13 – 1, 3, & 5 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please retrieve “The Human Cost of an Illiterate Society” rubric. You will spend the first five minutes self-assessing your participation and engagement and calculating your final score. Then, I will be collecting your rubric and recording your score. Next, prepare for the Agenda Check. Please make sure you have completed the entire Agenda Check slip, including totaling the score. After I collect your Agenda Slips, we will begin the Binder Check.

1/13– Agenda Check A DAY – 11/29 12/1, 5, 7, 9, 13, 15 1/3, 5, 9, 11, 13 B DAY – 11/28, 30 12/2, 6, 8, 12, 14, 16 1 /4, 6, 10, 12, 17 I trust you will honestly complete the Agenda Check slip. Please remember to tally your score. Thank you. You will have 5 minutes to complete this activity. Then, we will move on to the Binder Check.

YOU MAY NOT HAVE YOUR PHONE OUT AT ANY TIME T0DAY!
1/17 – 2 & 4 – SEMESTER EXAM GOOD MORNING! Please follow these directions: Put your Quarter 2 Rubric inside the left flap of your binder. Place your binder on the black cart in the back of the room. Complete the Agenda Check slip, including totaling the score, and be prepared to pass it forward when directed. The dates are on the board. Today we are going on the honor system as I will not be stamping your agenda. Complete the scan trons (2) via the example and directives on the board. Sit patiently for the next set of directions. When you get your test packet, record its number on your scan tron. DO NOT WRITE ON THE TEST. Hold all testing materials at your desk. YOU MAY NOT HAVE YOUR PHONE OUT AT ANY TIME T0DAY!

Semester 2 Socratic Seminar Wrap-Up Review of Seminar Behaviors
Student to Student Whole – Group Address

Semester 2 GOOD MORNING! After you have copied the Objective and Homework in your agenda, please prepare for the final peer assessment of the accountability tasks for “The Human Cost of an Illiterate Society.” You will need the following materials: “The Human Cost of an Illiterate Society” rubric Socratic Seminar Accountability Notes – Labeled and Dated Socratic Seminar Wrap-Up Review of Seminar Behaviors Student to Student Whole – Group Address Agenda Check & Binder Check

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