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January 31, 2020

1/31/2020

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Objective: I can showcase my writing and reading from semester one in my anthology (W5/RL5).
Agenda:

Entry Task: Get out your anthology rubric and tally what you have completed so far for this semester.
Semester 1 Requirements:
- Typed introduction
- 3 Typed Poems you wrote in this class
- 1 Typed Story you wrote in this class
- 3 Found Poems either from this class or of your own choosing
- 1-2 Found Stories either from this class or of your own choosing
  - Make sure to read directions in rubric!
- Table of Contents updated for the above'
- Post-it on introduction--How has the work we have done this semester influenced your reading OR writing preferences?
Exit Task: Turn in your anthology.

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January 29/30, 2020

1/29/2020

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Objective: I can showcase the writing I am most proud of a give a positive comment to at least one of my peers.
Agenda:

Entry Task: Pick up the packet of our class stories and poems, speaking and listening rubric, and a post-it.
- They will be presented in the order they are stapled.
Self-Assess for Preparation on the Speaking and Listening Rubric
- If you are not verbally sharing, you will mark N/A for the Speaking portion
While you are listening/reading, write a compliment to one of your peers. Try one of the following "frames" if you cannot come up with your own.
- Their Name:
  - My favorite part of your story/poem was . . . because . . .
  - You did a great job with (device) in the line " . . ."
  - I was impressed by the characterization/setting of your story because . . .
  - I would really love to include your poem/story as one of my "found" pieces in my anthology because . . .
- Your Name
After sharing, please deliver your post-its; if you receive any, add them to your anthology.
Complete your Speaking and Listening Rubric and turn it in to the box.
Exit Task: Once everyone has presented, we will continue to work on our anthologies--remember you can use one story or poem from a peer as a "found" piece, so you can take it out of the packet--don't forget to add to your Table of Contents!

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January 28, 2020

1/28/2020

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Objective: I can select one piece I have written to share with the class (SL5), and I can showcase my writing and reading from semester one in my anthology (W5/RL5).
Agenda:

Entry Task: Get out your anthology rubric and tally what you have completed so far for this semester.
Semester 1 Requirements:
- Typed introduction
- 3 Typed Poems you wrote in this class
- 1 Typed Story you wrote in this class
- 3 Found Poems either from this class or of your own choosing
- 1-2 Found Stories either from this class or of your own choosing
  - Make sure to read directions in rubric!
- Table of Contents updated for the above'
- Post-it on introduction--How has the work we have done this semester influenced your reading OR writing preferences?
Exit Task: Select the piece you will share with the class during finals--you can either read it aloud or let students read from the class packet. EVERYONE must give me a copy of the poem or story excerpt (no more than one page) to share with the class.

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January 17/21-24, 2020

1/17/2020

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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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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 15, 2020

1/15/2020

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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 14, 2020

1/14/2020

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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 authors? Who is one author you admire? Why?
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 and see example magazine
  - In groups, peruse copies from Out of Wonder
    - Analyze how the poem written about the author compares with the poem they wrote. Use your poetic device sheet to annotate.
Exit Task: In your notebook, answer whether or not you would like to create a poet magazine following this rubric; if so, who would you create it about? If not, why?

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January 13, 2020

1/13/2020

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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? Answer in your notebook: Who is a woman that you look up to? Why?
Follow along to “Phenomenal Woman” read by the poet, Maya Angelou
- Share what you notice about the structure and word choice in the poem
  - See the example poem poster
- 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

Exit Task: Review the list, select one of interest, and answer whether or not you would like to create a Phenomenal Woman poem/poster following this rubric; write the woman’s name you selected, and one fun-fact you learned about her in your notebook.

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January 10, 2020

1/10/2020

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Objective: I can analyze how authors’ choices concerning how they structure a children’s book to contribute to their overall meaning as well as aesthetic impact (RL11-12.5).

Entry Task: Sit with a partner you work well with. Only groups of 3 IF everyone already has a partner. Thank you!
In your anthology, write a list of your favorite children’s books and what you liked about them.
You will have three options for your Historical Fiction writing. Your first option will be to write a children’s book.
Teacher Read Aloud: Selected book from Ordinary People Change the World Gift Set
- With your partner, read the biographical children’s book assigned to you.
- Work together to use the rubric to score the children’s book
  - Share out what you notice to the class
Exit Task: In your notebook, answer whether or not you would like to create a children’s book following this rubric; if so, who would you write it about? If not, why? Add to our class brainstorm.

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January 9, 2020

1/9/2020

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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
Exit Task: Use your phone to look up a famous person in the career or hobby you are most interested in. Create a class list to select from on the board.

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CW Daily Objective and Agenda

January 31, 2020

January 29/30, 2020

January 28, 2020

January 17/21-24, 2020

January 16, 2020

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January 14, 2020

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January 10, 2020

January 9, 2020

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