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October 31, 2018

10/31/2018

Objective: I can share my thoughts on my unfamiliar genre with the class and reflect on our experiences in trying something we have never done before when it comes to our reading and writing.
Agenda:

Entry Task: Get out your project as well as the book you read, and put them next to the poster you selected from at the beginning of the unit.
Go over the directions for the Reflection and Review
- Complete your reflection using the example as a guide
Review our Speaking and Listening expectations from your returned rubric
- Share out our reflections to the class--as people are sharing, consider which projects sound most interesting to you that you would like to look at
Go over directions for peer review and what is expected in each box.
- Depending on time, you should complete at least 2, if you finish and there is time for you to move to a 3rd/4th, please do so.
Exit Task: Find the creator of one of the projects you reviewed and tell them what you liked best about it! Turn in your Reflection and Review with your completed project!

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October 30, 2018

10/30/2018

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Objective: I can reflect on my reading and process what I have learned about the unfamiliar genre I selected in order to share my reading experience with others and develop as both a reader and writer.
Agenda:

Entry Task: Get a Chromebook and take out the Anatomy-Of or Writing-In Genre rubric for the project you plan to complete
- Utilize the class period to complete the project you selected
You should be working quietly so that everyone has the opportunity to work
- If you have questions, or need help, please ask. The purpose of working on your project in class is to have access to the teacher in order to do your best work
Exit Task: You should be finished with your project today. Mark where you are at on the rubric and complete the reflection questions. If you are not happy with your score, you may make additions before our next class period, but you need to be ready to share when we come together again. Please print out Write-In Genre projects. Turn in slideshows to Google Classroom.

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October 29, 2018

10/29/2018

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Entry Task: Get a Chromebook and take out the Anatomy-Of or Writing-In Genre rubric for the project you plan to complete
- Utilize the class period to complete the project you selected
You should be working quietly so that everyone has the opportunity to work
- If you have questions, or need help, please ask. The purpose of working on your project in class is to have access to the teacher in order to do your best work
Exit Task: You should be about ½ through your project today. If not, consider whether or not you will need to work on it outside of class by marking where you are at on the rubric now.

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October 26, 2018

10/26/2018

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Objective: I can read from the unfamiliar genre I selected for a sustained time and begin to develop an understanding of the traits of the genre.
Agenda:

Entry Task: Get out your selected reading and sit somewhere you are comfortable to read. Devices need to be put away and set to airplane mode during reading time to avoid distraction.
Check what you need to add to for the Unfamiliar Genre Brochure
- Character Names (or speaker/audience)
- Plot points (or poem descriptions)
- Settings or symbols
Read and enjoy your selection for a total of 25 minutes
After reading, review the rubrics for the Anatomy-Of and Writing-In Genre and consider whether or not you are ready to begin the project.
- Review our directions for Getting to Theme. If you are finished with the reading, you should be able to complete this portion.
- If you are finished with reading, you should also be able to complete your reviews.
Exit Task: Our reading time is over. If you have not finished, consider whether or not you will finish reading on your own. You can complete the project without having finished the reading, but you may not be able to develop your ideas as thoroughly. Consider your time and desire to complete the reading fully.

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October 25, 2018

10/25/2018

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Objective: I can use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters (W11-12.3b) for a fully developed Dystopia or Horror story.
Agenda:

Entry Task: Get your Chromebook and consider your Dystopia and Horror Brainstorm. If you have already begun a story you are proud of and would like to continue writing, please do so.
If not, consider all of the stories and poems we have attempted and select one to develop fully in the next two class periods. Select one and get to work. Keep in mind what you can accomplish with the time you have left.
- Dystopia Dice Game
- Inspiration from Dystopia brainstorm handout
- Dystopia by Josh Gibbens Dystopia poem
- Writing Topic: “A dystopian government oppresses its people by silencing the voice in their heads at birth, so everyone must literally think out loud. After a horrific motor vehicle accident and months in a coma, you wake to find that you are now the only individual whose thoughts are private” (JolyGram-Instagram).
- Isle of the Dead
- Horror brainstorm
- Writing Topic: “There was a picture in my phone of me sleeping. I live alone” (BoredPanda).
- Inspiration from Porphyria’s Lover Horror poem
- Inspiration from horror setting
- Clue Slideshow
Exit Task: Review the short story rubric that will be used to score your writing. Self-assess your writing so far on the paper copy provided. What will you need to do to finish your story or poem in the next class period. Do you need to work on it during your own time?

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October 24, 2018

10/24/2018

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Entry Task: Get out your notebook to complete the writing task while the song plays. You will be given a card for today’s activity while you are writing.
- Writing Topic: Do you like to read or write murder mysteries? Why/why not?
  Have you ever played the game Clue? If yes, what do you remember about it?
  If not, what do you think it entails?
  - Raise of hands for responses
We are going to use the characters, setting, and premise of the game Clue to write a murder mystery (you do not have to have played the game before!).
Take a look at the card you received. You will have to use this character, room, or weapon at one point during your writing. There will be details about when to do so.
Get your pen(cil) ready to follow along to the rules and directions in the Clue Slideshow
After the slideshow, share out your who/what/where to see who wins!
Exit Task: What are you most proud of you have written so far. In our next class period we will be working on our story draft. Will you be starting fresh or continuing? Be ready to write--you will have two more class periods to finish your story and turn in.

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October 23, 2018

10/23/2018

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Objective: I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the settings I imagine while looking at the images provided and utilizing the vocabulary shown (W11-12.3d).

Entry Task: Watch and annotate We Grow Accustomed to the Dark by Emily Dickinson for any characteristics of the horror genre
Introduce Robert Browning from slideshow
Read Porphyria’s Lover by Robert Browning and analyze it for characteristics of the horror genre.
- Examine the setting closely what words are used to create the eerie atmosphere?
Copy the definition of Metonymy and how it is used in the setting to develop the eerie atmosphere
- 5 min. Look at the horror setting that is closest to you and describe it using at least three of the metonymy examples shown in the slideshow
Pass the pictures around, make sure you do not have the same picture twice as we go through the next six slides
Each slide will have vocabulary to help develop the eerie atmosphere. You will take 3-5 min. (depending on how long pen(cils) are moving) to write on the picture you have nearest you.
- Write based on what you see but also what you imagine--you may create characters or other elements that are not visible in the scene provided
- Use at least three of the words provided to describe the scene
- Repeat this process through the next 5 slides, passing pictures around at each transition.
Share out your favorite description with a neighbor.
Exit Task: Review the Character Creation handout; how much of this have you developed already in today’s writing, the Horror brainstorm, or Isle of the Dead?

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October 22, 2018

10/22/2018

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Objective: I can cite strong and thorough textual evidence to support analysis of a horror by drawing inferences from the text, including determining where the text leaves matters uncertain (RL11-12.1).
Agenda:

Entry Task: Start the Writing Topic in your notebook.
- Writing Topic: “There was a picture in my phone of me sleeping. I live alone” (BoredPanda).
Go back to the Horror presentation and open (or pick up a copy of) the story you would like to read next
- Read or follow along to the story you selected
Complete the characteristics handout after you have finished the reading.
Exit Task: Add details to the posters--they should be filled by now.

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October 19, 2018

10/19/2018

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Objective: I can read from the unfamiliar genre I selected for a sustained time and begin to develop an understanding of the traits of the genre.
Agenda:

Entry Task: Get out your selected reading and sit somewhere you are comfortable to read. Devices need to be put away and set to airplane mode during reading time to avoid distraction.
Check what you need to add to for the Unfamiliar Genre Brochure
- Character Names (or speaker/audience)
- Plot points (or poem descriptions)
- Settings or symbols
Read and enjoy your selection for a total of 25 minutes
After reading, review the rubrics for the Anatomy-Of and Writing-In Genre and select which project you would prefer to complete.
- Make sure you learn about your author as well. This could lead to a deeper understanding of the genre as well. Do they only write in this genre? Do they have unique elements to their writing that other writers of that genre do not employ?
- You may begin to develop your project from the information in your brochure at this point.
Exit Task: Consider that you have 25 min. of in-class reading time left. How much will you need to read outside of class to complete your reading selection? Make sure to develop your reading plan and stick to it!

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October 18, 2018

10/18/2018

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Objective: I can engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events to develop a Dystopian or Horror story (W11-12.3a).
Agenda:

Entry Task: Consider your Isle of the Dead draft while reviewing Horror brainstorm
- Based on your preference, use the period to complete the horror brainstorm, type your revised Isle of the Dead story, or continue your Dystopia poem or story using your brainstorm handout and Character Creation handout
Exit Task: If it is something you are proud of and finished with, you may turn it in; otherwise, our next class will begin the horror exploration. You will be expected to turn in one finalized story or poem that utilizes the criteria of either popular read and will be scored with the short story rubric.

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October 31, 2018

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