Agenda Day Sixteen

EH I    Agenda Day Sixteen September 27-28, 2013 Wed/Thurs                  Ms. Lewis

Objective  1.6.3 Students will be able to identify and use context clues to find meaning in unfamiliar words and phrases. Essential Question  1.6.3 How can context clues reveal the meaning of unfamiliar words? Resources: SAT Voc list #2 (student sentences on turnitin.com) Activities:  Explicit instruction in using context clues (definition/explanation, inference, synonym, restatement, antonym, contrast). Higher Order Question:  What does the word, _____ mean as used in the sentence/excerpt? Vocabulary: Context clues - Unfamiliar words are often surrounded by words or phrases called context clues that help readers understand their meanings. When readers meet unfamiliar words, context clues narrow the possible word choices, thereby making word identification more accurate. Definition/explanation - A word or phrase is initially defined and then further expanded with examples, explanations, and restatements. Restatement - author uses other words or phrases followed by an explanation (in other words, that is) Comparison/contrast - Author explains the unfamiliar word by providing an antonym Inference - The act or process of deriving logical conclusions from premises known or assumed to be true; the conclusions drawn from this process Antonym - A word having a meaning opposite to that of another word Synonym - A word that has the same or almost the same meaning as another word

Activities: 

• Students go to the library and print their Voc #2 from turnitin.com.  Then, return to the classroom.
• In pairs, students make review cards with their original sentences & identified context clue.
• Students view “Prefixes” video and complete handouts.  Students view “Suffixes” video and complete handouts.
• Review The Immortal Life of Henrietta Lacks test
• Review “How to Mark a Book”
• Review “Non-fiction Unit Concepts and Terms”

Home Learning: 

• Continue Reading The Immortal Life of Henrietta Lacks
• Study for upcoming SAT #2 test
• Read and mark “All God’s Children Need Traveling Shoes”

Agenda Day Fifteen

EH I    Agenda Day Fifteen September 25-26, 2013 Wed/Thurs                  Ms. Lewis

Objective  1.6.3 Students will be able to identify and use context clues to find meaning in unfamiliar words and phrases.

Essential Question  1.6.3 How can context clues reveal the meaning of unfamiliar words?

Resources: SAT Voc list #2 (student sentences on turnitin.com)

Activities:  Explicit instruction in using context clues (definition/explanation, inference, synonym, restatement, antonym, contrast).

Higher Order Question:  What does the word, _____ mean as used in the sentence/excerpt?

Vocabulary:

Context clues - Unfamiliar words are often surrounded by words or phrases called context clues that help readers understand their meanings. When readers meet unfamiliar words, context clues narrow the possible word choices, thereby making word identification more accurate.

Definition/explanation - A word or phrase is initially defined and then further expanded with examples, explanations, and restatements.

Restatement - author uses other words or phrases followed by an explanation (in other words, that is)

Comparison/contrast - Author explains the unfamiliar word by providing an antonym

Inference - The act or process of deriving logical conclusions from premises known or assumed to be true; the conclusions drawn from this process

Antonym - A word having a meaning opposite to that of another word

Synonym - A word that has the same or almost the same meaning as another word

Activities: 

• Students take test on Part One The Immortal Life of Henrietta Lacks.
• Continue Grammar Remediation Phase Two

• Review “Non-fiction Unit Concepts and Terms”
• Review Voc 2 definition, synonyms, antonyms, companion forms.  Write an original sentence for each word using context clues.  Identify the type of clue. (Use your context clues handouts.) 

Home Learning: 

• Continue Reading The Immortal Life of Henrietta Lacks
• Study for upcoming SAT #2 test

Agenda Day Thirteen

Agenda Day Thirteen September 19 & 20, 2013 Thurs/Fri                                        Ms. Lewis

Objective:  W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Essential Question:  How can the student develop and strengthen writing as needed by revising, editing, rewriting?

Higher Order Questions:  How can the student elaborate fully to demonstrate how a quote from the text supports their thesis?

Activities: 

I.                   Students revise one of their “American History” essays and submit to turnitin.com

Choose #1

Students view the photograph on page 169 to respond to the following prompt.  Analyzing Visuals Viewing and Interpreting This photograph was taken the day that President Kennedy died. How are the people's reactions similar to those that Cofer records in her story?  Refer to pages 168-170.  Quote from the text to prove your answer. FORMAT:  Topic Sentence responding to prompt, use at least one quote to prove your quote, use a lead-in to the quote to prepare the reader for the quote:  who said the lines, what were the circumstances.  Restate your main points in your conclusion.

OR Choose #2

Write adjectives that Cofer uses to describe the EL building, Elena, Eugene, President Kennedy, Elena's parents, and Eugene's mother.  How do these adjectives develop the author's purpose?  Write one well-developed paragraph that identifies Cofer's purpose for writing this selection.  Include evidence from the text to support your claim.

1. Teacher reviews 1^st draft essays with class explaining strengths and weaknesses of some essays.  (Refer to AP 9 point scale.)
2. Students type a 2^nd draft of their essays, revising and improving clarity, organization and depth of discussion.

II.                Students work in pairs to answer questions from The Immortal Life of Henrietta Lacks. Part One  (Do not write on the original.  Pair with partner; put both names on your paper.  Turn in your paper before leaving class.)

Home Learning: 

• Read and mark “Non-fiction Unit Concepts and Terms”
• Complete Voc #2 study for list #2.  Write definition, synonyms, antonyms, companion forms.  Write an original sentence for each word using context clues.  Identify the type of clue. (Use your context clues handouts.)  Bring to class next class.
• Test on The Immortal Life of Henrietta Lacks Part One next class.  (26 ques.)  Continue reading Part Two answer questions from handout that correspond with Part Two.

Agenda Day Twelve

Agenda Day Eleven September 13 & 16, 2013 Fri/Mon

Activities: 

• Review “American History” essay using model student essays.
• Students work in grammar groups based on their diagnostic test results.

• Begin vocabulary study for list #2.  Write definition, synonyms, antonyms, companion forms. 
• Write an original sentence for each word using context clues.  Identify the type of clue.

Home Learning: 

• Read Ch. 1-11; answer corresponding discussion questions from handout.  Purchase The Immortal Life of Henrietta Lacks books at Books a Million.
• Revise “American History” author’s purpose essay; submit to turnitin.com before next class.

• http://my.hrw.com lewis473   m5e8p (online textbook)

Agenda Day Twelve September 17 & 18, 2013 Tue/Wed

Objective  1.7.3  Students will be able to paraphrase and/or summarize the main idea and explain how the relevant ideas help convey the central message.

Essential Question 1.7.3 What is the central idea of the text and how is it developed over the course of the text?

Resources: The Immortal Life of Henrietta Lacks Part One

Higher Order Questions

What is the essential message of Part One The Immortal Life of Henrietta Lacks?

Vocabulary

Main idea (stated/implied) - The most important idea expressed in a piece of writing. It may be the central idea of an entire work or a thought expressed in the topic sentence of a paragraph. The implied main idea is the main idea of a passage or an article that is not directly stated but formed from what is suggested by an author from the supporting details.

Essential message - The most important point an author makes

Inference—The act or process of deriving logical conclusions from premises known or assumed to be true; the conclusions drawn from this process.

Paraphrasing - Helps readers to clarify meaning by restating information in their own words.

Summarize/summary statement - A general statement that presents the main points or facts in condensed form, omitting unimportant details and information.

Activities:

• Think:  Students will use the GIST strategy to summarize part one. (1.7.3); Pair:  Students will pair together to discuss their answers; Share:  Students will share their responses with the class.
• Discuss Author’s Purpose essays.  Next class Review model essays; rewrite essay and improve; submit revision to turnitin.com. (in class)

·        Students work in grammar groups based on their diagnostic test results.

Reminders:

• http://www.stantonenglish.blogspot.com/ View for agendas if you are absent or need to review information.

Upcoming:

• Review Non-fiction Unit Concepts and Terms

·        Review “American History” test

·        Review Voc #1 test

·        Test on Part One The Immortal Life of Henrietta Lacks

Home Learning: 

• Complete (1^st 10 words) vocabulary study for list #2.  Write definition, synonyms, antonyms, companion forms.  Write an original sentence for each word using context clues.  Identify the type of clue.  Bring to class next class for review.  Refer to your context clues handouts.
• Begin reading Part Two Ch. 12-22 The Immortal Life of Henrietta Lacks.