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January 31, 2019

1/31/2019

Objective: I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (W11-12.5).
Agenda:

Entry Task: Get out your journal and your Chromebook
We will continue to use Thursdays as Writer’s Workshop, so you can type your favorites for your anthology.
Review the anthology directions and your score from first semester.
Writer’s Workshop Today:
- If you had pieces missing, use this time to update
- Make sure your cover letter draft is completed and “turned in”
- If you loved your poetry poem, type it and submit to Poetry Draft 2 in Google Classroom
- Otherwise, use this time to work on any writing you are excited about!
Exit Task: “Turn in” Cover Letter

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January 30, 2019

1/30/2019

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Objective: I can produce a clear and coherent cover letter in preparation to submit my writing to contests of my choice (W11-12.4).
Agenda:

Entry Task: Get your Chromebook and sign in to Google Classroom
Peruse the writing contests posted as an assignment.
- Select at least one to which you would consider submitting something you write
- Copy and paste the description as well as the deadline and ages to a Google Doc you add to this assignment--you can add more than one.
Read The Perfect Cover Letter as a class
- Stop and discuss what goes wrong and what goes right

Exit Task: Write a draft of your cover letter in the template provided in Google Classroom following the format provided in the article.

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January 29, 2019

1/29/2019

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Objective: I can explore the purpose of reading literature and determine what make a story worth reading for me (RI11-12.2).
Agenda:

Entry Task: On the next page in your journal, answer: What would you say are the benefits to reading required literature? The drawbacks? What is one story you have read for school that you enjoyed?
- Share 3 responses with the class
Watch What is literature for? and take notes on at least 2 of the reasons presented
- Share 3 responses with the class
As a class, read the corresponding article that reviews the 4 reasons covered in the video.
- Copy one that you agree with into your notebook and explain why you agree with it
Independently, read the discussion that follows the article
Select one comment to respond to and write your response to it on the large post-it provided and post to the What is Literature for? Poster.

Exit Task: Copy and paste the short story bracket into your journal and mark it with a tab, so you can keep track of the stories we read on Tuesdays in order to determine your favorite from this semester.

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January 28, 2019

1/28/2019

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Objective: I can define and discuss poetry in my own words and consider my own feelings around reading and writing it through reading from published poets (SL11-12.4).
Agenda:

Entry Task: Write your own definition of poetry as if it were your job to write for a company that publishes dictionaries.
- As a class, let’s share at least 10 parts of our definitions by writing them on the board.
- Dictionary.com definition:
  - the art of rhythmical composition, written or spoken, for exciting pleasure by beautiful, imaginative, or elevated thoughts.
  - literary work in metrical form; verse.
Cut and paste “Observations about Poetry” into your journal (“Poetry”)
- Underline any quotes you love
- Revise your definition of poetry as you see fit using some of the new ideas presented
Cut and paste “Ars Poetica” by Archibald MacLeish into your journal.
- Read the poem—underline any lines you love.
Cut and paste “Poetry” by Marianne Moore into your journal.
- Read the poem—underline any lines you love.
Write your own poem on poetry--any style, any form, any devices!
- If you use any lines from today’s poems or “Observations about Poetry”, put them in quotation marks to show they are not your own.
Exit Task: Share your poem with a partner. Discuss whether or not you think it meets your own definition of poetry. Why or why not?

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January 18, 2019

1/18/2019

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Objective: I can conduct a research investigation to complete my selected project making sure to follow my work plan in order to complete on time (W11-12.7).
Agenda:

Entry Task: Get out your Work Plan and any materials you need in order to complete your plan by the end of class today
Work to complete your plan by the end of the period
- Be sure to ask for assistance whenever necessary
Complete your reflection on your Work Plan--be honest!
- Self-assess on the rubric for your selected project
Exit Task: Turn in your project with your work plan and your self-assessed rubric

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January 11-17, 2019

1/11/2019

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Objective: I can conduct a research investigation to complete my selected project making sure to follow my work plan in order to complete on time (W11-12.7).
Agenda:

Entry Task: Get out your Work Plan and any materials you need in order to complete your plan for the day
Work to complete your plan for the day
- Be sure to ask for assistance whenever necessary
- Check in on your rubric periodically to make sure your project will earn the grade you want
Complete your reflection on your Work Plan while teacher is checking your progress
Exit Task: Make any edits to your Work Plan for the next day if you did not complete what you had planned. Consider whether or not you need to make-up work outside of class time.

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January 10, 2019

1/10/2019

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Objective: I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for the project options I selected (W11-12.5).
Agenda:

Entry Task: Get out the rubric for the project you selected yesterday. Write your name and that of the historical figure on the top.
Review the directions for the Work Plan
- Notice that you may work together with a partner. If that is what you choose to do, you both have to complete the Work Plan for what you will each individually contribute.
Once your Work Plan is complete, have it checked off by the teacher
Exit Task: Now, you may begin your first steps you have planned for Day 1!

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January 9, 2019

1/9/2019

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Objective: I can conduct a short research investigation to narrow down my selection in order to make the best choice for my project (W11-12.7).
Agenda:

Entry Task: Get out your Chromebook, log in to Google Classroom, and look at the three historical figures you wrote down in our last class.
Review the directions for your Historical Figure Research Investigation
- Follow along as the Google Explore tool is shown to you
Use the class period to complete your research investigation and make sure you make the best choice for your project
- Make sure to ask for assistance with any of the steps, especially the citations!
Exit Task: Hit “Turn In” once you have complete your research investigation

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January 8, 2019

1/8/2019

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Objective: I can analyze how authors’ choices concerning how to structure their poetry contribute to their overall structure and meaning as well as aesthetic impact (RL11-12.5).
Agenda:

Entry Task: Look at our class brainstorm of historical figures. How many women are represented? How many authors?
Follow along to “Phenomenal Woman” read by the poet, Maya Angelou
- Share what you notice about the structure and word choice in the poem
- Review the rubric for the Phenomenal Woman project option
  - If you choose this option, you can choose from the brainstorm, or you can use the list attached to the poem template based off Good Night Stories for Rebel Girls to help you select a woman of interest to you
  - This is the most guided of all of the options if that is helpful to you
Follow along to “The Road Not Taken” by Robert Frost
- Share what you notice about the structure and word choice in the poem
Follow along to “In Every Season” from Out of Wonder
- Share what you notice about this poem written about Robert Frost--how does it use similar structure and word choice as “The Road Not Taken”?
- Review the rubric for the Poet Magazine project option
  - If you choose this option, you may look at the Out of Wonder book for ideas on poets if you do not have your own
Take out your Children’s Book rubric and compare the three options
Exit Task: In your notebook, write down the historical figure you would write about for each.

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January 7, 2019

1/7/2019

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Objective: We can cite strong and thorough textual evidence to support analysis of what the articles say is necessary in order to write Historical Fiction (RI11-12.1) as well as know the importance of citing information that is found through research.
Agenda:

Entry Task: Read How to Research a Historical Novel, annotate by highlighting the tips that stand out to you. Be prepared to share out one tip each.
- As ideas are written on the board, keep track of them in your own notes labeled Researching Historical Fiction.
Read aloud 8 Rules of Writing Historical Fiction Research and highlight on your copy the tips that stand out to you.
- Add to Notes: What was reiterated in the second article? What was new?
- Make sure your notes match those on the board
Follow along to the Historical Fiction Research prezi and complete the Citation Notes with example Works Cited
- Turn in your citation notes
You will have three options for your Historical Fiction writing. Your first option will be to write a children’s book.
Review the rubric for the children’s book
- Teacher Read Aloud: Selected book from Ordinary People Change the World Gift Set
Exit Task: Score the children’s book using your rubric and share out what you notice

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