Literature with Leonetti
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ELA12 Daily Objective & Agenda

January 31, 2019

1/31/2019

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Objective:  I can cite strong and thorough textual evidence to compare a biography of Albert Einsten to “On a Beam of Light”  in order to develop my analysis of how valuable visual texts are to our society (RI11-12.1).
Agenda:
  • Entry Task:  Pick up the Biography Comparison sheet  from the basket and sit where you can see to take notes and write.
    • Answer the questions at the top of the handout
  • Follow along to the Comparing Text Types slideshow to compare the biography to the children’s book
    • Popcorn read Albert Einstein Biography
    • Watch the “On a Beam of Light” as it is read to you
  • Exit Task:  Which text form do you value more?  Why?
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January 30, 2019

1/30/2019

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Objective:  I can cite strong and thorough textual evidence to compare Emily Dickinson’s “We Grow Accustomed to the Dark” in both a traditional and visual format in order to develop my analysis of how valuable visual texts are to our society (RL11-12.1).
Agenda:
  • Entry Task:  Pick up the Poetry Comparison  sheet from the basket and sit where you can see to take notes and write.
    • Read and annotate the article “We Grow Accustomed to the Dark:  Emily Dickinson’s Stunning Ode to Resilience . . .”
    • Share out thoughts and ideas from the reading
  • Follow along to the Comparing Text Types slideshow to compare the traditional poem to a visual one
Exit Task:  Which text form do you value more?  Why?
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January 29, 2019

1/29/2019

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Objective:  I can consider how valuable visual texts are to our society and draft my ideas about the question in a quick write (W11-12.5)
Agenda:
  • Entry Task:  Pick up the comparing texts sheet out and sit where you can see to take notes and write.
    • As we view the Visual Texts slideshow take notes in order to show your thoughts on how valuable they are.
  • Exit Task:  Complete the Quick Write to answer:  How valuable are visual texts to our society? Turn in for feedback.
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January 28, 2019

1/28/2019

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Objective:  I can be (re)aquainted with the procedures and expectations for Mrs. Leonetti's class in order to be successful this semester.
Agenda:
  • Entry Task:  Get a Chromebook and sit where you are comfortable to type.  Sign in and wait for further instruction.
  • Complete the Procedures Scavenger Hunt in Google Classroom (j1v3ju)
    • Review your Semester 1 assessments and get organized for Semester 2
  • Exit Task:  Complete notecard with your goal for Semester 2
Picture
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January 24, 2019

1/24/2019

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Objective:  I can demonstrate command of the conventions of standard English grammar and usage (L11-12.1), and I can determine or clarify the meaning of unknown and multiple-meaning words (L11-12.4).
Agenda:
  • Entry Task: Sit where you won’t be distracted by others for the tests.
  • Complete the Retakeable Grammar Test
  • Complete the Vocabulary Test
  • Exit Task:  Use any extra time for updates to your About Me Portfolio
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January 23, 2019

1/23/2019

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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 out your Chromebook and review the directions for the portfolio reflection posted in Google Classroom
  • Complete the portfolio reflection and print it out once you have proofread.  
    • Place the reflection inside the folder
  • Review the rubric for the About Me Portfolio to make sure you have included all components
  • Exit Task:  Complete the reflection on the rubric before turning in your folder to the teacher
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January 22, 2019

1/22/2019

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Objective: I can introduce the “best part of me” and organize a complex idea about myself so that each new element builds on that which precedes it to create a unified whole; include a heading and photograph formatted as the cover for my About Me Portfolio (W11-12.2a).
Agenda:
  • Entry Task:  Sit on the floor and be ready to listen to the stories shown.
  • After the reading of The Best Part of Me, review what figurative language the children use in their stories--what did you notice?
  • Review the definitions of figurative language on the Best Part of Me handout
    • Practice using the figurative language on five “parts” in the handout
    • Try to select parts that are unique to you--they can also be internal.
  • Now it’s time for the photograph!  
    • For this part, you can use a picture you already have on your phone, but you may need to crop in order to focus on the “part”
    • You may also take a new picture--feel free to use any filters or color elements that enhance the “part”
    • Try to showcase in a way that helps to “reveal” the figurative language that you have incorporated
  • Trade your practices with a neighbor and star on your partner’s handout which of the figurative language are best used.  
  • When you get your paper back, narrow it down to one “part” which you think is the best.
    • Write a descriptive paragraph, poem, or letter to the “Best Part of Me” incorporating figurative language--the more the merrier!
Go back through and STAR your writing as this is a required component of your About Me Portfolio.
Exit Task:  For this part, you can use a picture you already have on your phone, but you may need to crop in order to focus on the “part.” You may also take a new picture--feel free to use any filters or color elements that enhance the “part.” Try to showcase in a way that helps to “reveal” the figurative language that you have incorporated. Once you have selected a photograph, email it to your teacher to be printed out in color as a cover for your About Me Portfolio.  
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January 18, 2019

1/18/2019

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Objective:  I can demonstrate command of the conventions of standard English grammar and usage (L11-12.1), and I can determine or clarify the meaning of unknown and multiple-meaning words (L11-12.4).
Agenda:
  • Entry Task:  Look at the punctuation portion of your Retakeable Grammar Test
  • Review the questions from the test over punctuation to make sure we understand each
    • Complete titles lesson using the slideshow (slide 11)
  • Review your pretest vocabulary score
  • Play a jam over the 30 Words Every High School Graduate Should Know
  • Exit Task:  Highlight the words on your test you need to continue to study on Quizlet or from your flashcards.
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January 17, 2019

1/17/2019

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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 a final “About Me” project that incorporates both required components as well as personally selected items (W11-12.6).
Agenda:
  • Entry Task:  Get out your file folder as well as About Me Portfolio directions.  You will also need your Chromebook.
    • Now, log in to Google Classroom and open your returned “What’s in a Name” or “Telling Tales” Before printing, make any edits suggested.  
    • Don’t forget to add a picture!  
    • Print and organize into your folder
  • Type your “Day in the Life” or “Vignette”
  • Exit Task:  Turn in your favorite of the two for feedback in Google Classroom
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January 16, 2019

1/16/2019

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​Objective:  I can analyze how an author's choices concerning how to structure specific parts of a memoir (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact (RL11-12.5).
Agenda:
  • Entry Task:  Look up the word aesthetic on your phone with a neighbor and explain what it means in the context of the objective today.  
    • Be prepared to share when called on
  • Read the introduction 15 Essay-Length Short Memoirs to Read Online on Your Lunch Break by Emily Polson
    • Note the definition and characteristics provided in the Memoir Slideshow
    • Look carefully at each option provided in the slideshow and read the memoir you are most interested in reading.  
Exit Task:  Complete Memoir Definition and Characteristics for the story you selected
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  • Home
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