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November 22, 2019

11/22/2019

Objective: I can determine two or more central ideas of a review and analyze using supporting evidence to explore how reviews are written (RI11-12.½).
Agenda:

Entry Task: Grab your Chromebook and log in to Google Classroom. Review your exit task from yesterday. What do you plan to review and how/when will you be able to experience that before Dec. 3 (to write a draft)?
- If you are selecting a book, you need to be able to read it in two weeks!
Open the Assignment “Example Reviews” in Google Classroom.
- Directions Below on Slide 6
- Scroll down to Reading Model Times Reviews and select one to read for the type of review you want to complete.
- Complete Reading Reviews with a Critical Eye
- Write your own five questions to ask yourself as you review what you select to experience.
  - Try to use a combinations from the 5Ws (Who, What, When, Where, and Why)
Exit Task: Show your completed Reading Reviews with a Critical Eye and your five questions to your teacher. Complete your own five questions for your experience over the break.

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November 21, 2019

11/21/2019

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Objective: I can determine two or more central ideas of a review and analyze using supporting evidence to explore how reviews are written (RI11-12.½).
Agenda:

Entry Task: Take 4-5 minutes to answer the questions from the slideshow.
- As the class shares out, notes will be taken on the board. Be sure to add any new thoughts to your own answers in order to think about what you could read, listen to or watch to stretch your cultural imagination?
From the list on the next slide, select 1-3 that you could experience something new in over break.
- Your review is a requirement for class, but it can also be submitted to The New York Times Review contest by Dec. 9th. Winners are published in the NYT!
Go to the type of winning student review you are most interested in reading.
- Read the example review there
- Complete the Reading Reviews with a Critical Eye handout.
- Be prepared to share what you notice about the reading with the group and the class.
Share out
- Take notes about how to write a review in your notebook
Exit Task: In your notebook, write what you would most like to review and how/when you will be able to experience that within the time frame.

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Objective: I can use technology, including the Internet, to produce, publish, and update individual writing products in response to ongoing feedback in order to create an anthology that incorporates both required components as well as personally selected items (W11-12.6).
Agenda:

Entry Task: Get out your Chromebook and anthology requirements. Make sure you are following the expectations for whichever part of your anthology you are working on.
Writer’s Workshop Options:
- Editing Horror or Dystopia
- Completing Personal Narrative*
- Submitting Bio Poem OR Vignette*
  - *You will have other options as we continue, but you must submit either a story or a poem from this unit for your anthology.
- Found Poetry or Story
Exit Task: If you finish a poem or story today, turn it in to Google Classroom; otherwise, we will come back to this in our next Writer’s Workshop. Remember, your anthology is your final, so check off what you have completed as you go!

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November 19, 2019

11/19/2019

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Objective: I can determine two or more central ideas of “Salvador Late or Early” and analyze in order to create a theme statement (RL11-12.2).
Agenda:

Entry Task: Sit with a partner or two (no more than 3) with the large piece of white paper and crayons.
Review the definition of Vignette from the handout provided
As “Salvador Late or Early” by Sandra Cisneros is read to you, draw the images that come to mind following these directions:
- I will pause one minute between each paragraph--there should be no talking, just drawing.
- Your pictures might connect or they might not, either is fine.
- Your focus is not on how well you draw but that there are images that represent what is happening in the story--use multiple colors to do quick sketches in the time provided
With your neighbor, select at least two of the Big Ideas from the options and explain to your group members why you selected these in order to narrow it down to one.
- Once you have determined your best Big Idea, explore the conflict and the lesson
Review your theme direction and rubric as used for your Unfamiliar Genre Project. How did you do? If you didn’t do it, this will be your first attempt.
- Write the theme statement in the template on the handout--make sure to quote from the story in order to support your idea!
Try It! Now, select a character, an idea, a theme, a setting, or an object from your life and illustrate it on the left; describe it using imagery (five senses) on the right.
Exit Task: Begin to write out your Vignette to help determine whether or not you will type and submit this for this unit. If you had to choose between this or your Bio Poem which would you submit?

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November 18, 2019

11/18/2019

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Objective: I can analyze how an author's choices concerning how to structure specific parts of a poem (e.g., the choice of where to begin or end, the choice of how to provide a resolution) contribute to its overall structure and meaning as well as its aesthetic impact (RL11-12.5).
Agenda:

Entry Task: Look back at your Biography Interview in particular your favorite childhood memory and generate more ideas about it in your notebook; if you didn’t share your favorite, write it down now in your notebook.
- Turn and share your favorite childhood memory with a neighbor
Copy the definition of a Bio Poem in your notebook
Follow along to "Where I'm From" by George Ella Lyon and “Possibilities” by Wislama Szymborska on our first read together.
- Discuss our likes/dislikes about each. How are they “aesthetically” pleasing?
On your second read of your preferred, annotate for how the poem begins and ends as well as its overall structure
- - What do you notice?
- Share out our findings
Utilize the I Am From or the “Possibilities” template to write your own version of one of the poems.
Exit Task: Raise your hand to share your draft of your poem with your teacher.
Extension: Watch the I Am From video to see how eight-year-old Sage made the poem her own
- Check out the I Am From Project! Submit your poem to iamfromproject@gmail.com to see if yours gets published.

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November 15, 2019

11/15/2019

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Objective: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W11-12.4).
Agenda:

Entry Task: Get your Chromebook and logged into our Google Classroom
- If you wrote a horror or dystopia, review your edits and continue your work OR
- In the Google Classroom assignment, Personal Narrative, begin to type your own personal narrative for the prompt you selected
If you would like help from the teacher, write your name on the board, and I will help you in the order which is shown there
- To check your word count, go to Tools/Word Count
If you are “done” use the Informative Rubric from turnitin.com to assess yourself--this is how your writing will be scored
- If you have been reflective and are happy with the score you give yourself, you may hit “Turn In” in Google Classroom--you must do this by the end of the second typing day!

Extension Task: If you are truly interested in applying to the Common App schools, click on the link in Google Classroom https://www.commonapp.org/ and go to How to Apply to get started

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November 14, 2019

11/14/2019

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Objective: I can develop and strengthen my story as needed by revising and brainstorming, focusing on addressing what is most significant for a specific purpose (W11-12.5).
Agenda:

Entry Task: Pick up your Biography Interview and review the responses that stood out to your partner--remember they were recording what was most interesting--circle or highlight which parts surprise you that they wrote down.
Follow along to the prezi, considering how parts of what your partner recorded could be rewritten to support each prompt.
- Although what you will write is not “fiction,” a personal narrative does ask you to consider the perspective from which you tell your story.
Be ready with your pen(cil) to brainstorm ideas about how your stories could change
- Remember, “There is nothing either good or bad but thinking makes it so.” Thanks, Hamlet.
For each of the 6 prompts given, brainstorm ideas focusing on addressing one of the bolded words in each through telling your own story to stick to the purpose of the prompt.
As a class, read and annotate the example for prompt #2 to see what a personal narrative looks like and how one can take a negative experience like a failure and make it a positive one.
- Read together then discuss what students notice about the development, organization, and style of the writing and how it is appropriate to the task, purpose, and audience of a college application.
Click on the link in Google Classroom to https://www.commonapp.org/
- This website is a Common Application to many colleges and universities around the United States.
- Must be at least 250 words and no more than 650 words.
Exit Task: Having tried each, go back through and select one of the prompts to spend the rest of the time today working on developing. Start a new page--your teacher will hand out the list of prompts, so you can be sure to address all parts of the prompt. You do not need to finish today, but you should continue to brainstorm or begin to develop your ideas further.

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November 13, 2019

11/13/2019

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Objective: I know what it means to "Choose Greatness" for myself, others, our school, and our community.
Entry Task: Fill out individual sheets to determine what “Choose Greatness” looks like to you in relation to yourself, others, your school, and your community.

Share Out

Agenda:

Group up by the numbers on the top of your Choose Greatness slips.
Small Group Discussion:
- Come up with a collective description of what “Choose Greatness” looks like for their areas
- Group Expectations:
  - Each student shares their description of what “Choose Greatness” looks like for their assigned area
  - Come up with a collective description for your assigned group and write it on the back of your sign.
    - What do you wish this looked like?
- Determine a spokesperson for the group to share out during whole class discussion
Whole Class Discussion: Do we agree with the statements come up with for each group? What could/should we change? Why?
Exit Task: Would we be proud (and adhere) to have these be our "truths" to hang around the school? Who would like to help create the posters?
Leonetti's Words of Wisdom: If you want something to be different, you have to be a part of the difference.

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November 12, 2019

11/12/2019

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Objective: I can initiate and participate effectively in a range of collaborative discussions with diverse partners, building on questions and expressing my own clearly and thoughtfully (SL11-12.1).
Agenda:

Entry Task: Get out your notebook and turn to a new page and label “Fiction is the Truth Inside the Lie”
Copy the quote from the prezi and take notes on
- Autobiography
- Biography
- Personal Narrative
- Vignette
Review the directions for Biography Interview
- Select the 3 questions you do not want to answer
- Work with your partner to answer questions, back and forth
- Make sure to jot down the most interesting aspects of their responses for them
Exit Task: Complete the speaking and listening rubric and turn in. Your responses will be returned to you tomorrow.

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November 7-8, 2019

11/7/2019

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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 a specific purpose and audience in order to develop an anthology I am proud of (W11-12.5).
Agenda:

Entry Task: Get out your Chromebook and your Anthology.
- Review the expectations for found stories and poems in your anthology.
- Track progress on 4th CCC; return folder.
Check to see if you have feedback on your submitted story. If not, select one of the following to work on during this class period:
- Found Story (Remember if you completed the yellow CCC, this counts as the summary piece. Cut and paste into your journal.)
- Found Poem(s): Check websites like Poetry 180 or Poetry Foundation to find published poets!
- Decorate your anthology
Exit Task: Tally on your rubric how many of the above you have completed. Remember, you will turn this in at the end of each semester. This is your final for the class.

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