How can we effectively communicate in our community?
Standards Achieved in this Unit
Reading 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Reading 3: Analyze how particular elements of a story interact.
Writing 1: Write arguments to support claims with clear reasons and relevant evidence.
Speaking 1: Engage effectively in a range of collaborative discussions with diverse partners.
Language 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Language 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
Reading 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Reading 3: Analyze how particular elements of a story interact.
Writing 1: Write arguments to support claims with clear reasons and relevant evidence.
Speaking 1: Engage effectively in a range of collaborative discussions with diverse partners.
Language 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Language 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
Day 1 - Sept 15
Objective: I know what a traffic signal paragraph is and can effectively write one that is color-coded.
**Turn in your reading log for the week BUT BEFORE YOU DO...complete the warm-up!**
**Turn in your reading log for the week BUT BEFORE YOU DO...complete the warm-up!**
- Warm-up: Rewrite this week's reading log in your journal on a page titled "Traffic Signal Paragraph Writing"
- Traffic Signal Writing - What it is and why we use it
- Practice
Traffic Signal Paragraph Writing | |
File Size: | 339 kb |
File Type: |
Day 2 - Sept 16
Objective: I can identify themes.
- Where are we going now? - Take a look at our goals for the next few weeks + weekly schedule & when our novels are to be completed by (October 10th)
- Book Introductions for new unit: A Mango Shaped Space OR The Outsiders (listen to the whole novel here). You pick which book you would like to read. In order to help you choose, read the first two pages of each book. While reading, practice the 5-finger rule. Once you feel you've made your choice, on the scrap paper provided, write your argument for why you should be able to read that book in traffic signal format (include color-coding).
- Library: Book Fair
- Pop-Quiz: Themes
Day 3 - Sept 17
Objective: I know how to take notes on a novel to help me prepare for Literature Circle Discussions.
- Warm-up: 30 lunges, 20 sit ups, 10 squats - then get your journal & set up a new page titled "Notetaking with Novels". We'll be taping the handout into your journals when we're done with it, so not yet.
- Taking notes with our novels - Why do we take notes while we read? What should this look like for me today? - Vocabulary using context clues, Plot, Illustrations
- Reading time to practice taking notes like you saw today
Day 4 - Sept 18
Objective: I know how to take notes on a novel to help me prepare for Literature Circle Discussions.
- Warm-up: On the sticky, write what you liked about your book or disliked.
- Taking notes with our novels - Three other types to try out today: Making Connections, Asking Questions, Golden Lines
- Tape the flippy into your journal to help you know the types of notes & what they each mean for your reading. Attach this to yesterday's notes, but tape it so that you can flip it out and see it no matter what page you're writing on.
- Reading time to practice taking notes like you saw today & continue from yesterday
Note-Taking Flippy | |
File Size: | 18 kb |
File Type: | docx |
Day 5 - Sept 19
Objective: I can participate in Literature Circles assuming different roles.
- Warm-up: Go back into your notes from yesterday and finish the page with a reflection. How are you feeling about the book so far? What questions do you have that your group members might be able to help you clarify?
- Literature Circles
- break into groups
- establish expectations, share out expectations, revisit expectations
- discuss how many pages you read yesterday, how many you need to each read every day to finish by October 10th (set up your calendar as a group) - next week you'll be able to check out books nightly to stay caught up in order to finish on time if you need it
- roles - each person in the group will get to try out a role today, decide who will be doing what but be sure you're aware of all the roles so you can try different ones out next week
- DISCUSSION: discuss what the conflict of the novel is, where & when it is happening, and who is involved in the story. Use the text to find quotes to support your answers with the group.
- Exit ticket on sticky note: What went well in your discussion today? What was a struggle?
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Day 6 - Sept 22
Objective: I can make connections with my novel in my journal.
**Turn in your reading log**
**Turn in your reading log**
- Warm-up: On the scrap paper provided, write one thing you struggle with when it comes to reading: not remembering what you're reading, can't figure out vocabulary using context clues, can't think of questions, don't relate to the book, etc. Be sure you put your name on it.
- Making Connections - Using The Outsiders as our text, we'll take a look at how we can make text-to-self, text-to-text, and text-to-world connections. Then you'll have the opportunity to practice once on the worksheet using your novel.
- Reading time - work on making connections today
Making Connections | |
File Size: | 17 kb |
File Type: | docx |
Day 7 - Sept 23
Objective: I will create three questions to help me prepare for Friday's literature circle discussion.
- Warm-up: Set up a new page in your journal titled "Questioning." Be sure to add this to your table of contents.
- Define: Closed vs. Open questions
- Identify which question is which type (see document below)
- Predict: What does the title "Have you played this game?" make you think of? What do you think will happen?
- Short reading: "Have you played this game?" - come up with two questions from the reading - one open, one closed
- Reading - goal today is to come up with one prediction, one closed question, and one open question for your worksheet you received last Friday. This is to help you prepare for your literature circle discussion this coming Friday.
Questioning - Closed & Open | |
File Size: | 383 kb |
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Day 8 - Sept 24
Objective: I will define words I don't understand using context clues in my novel.
- Warm-up: Look at the feedback you received on your personal narrative. Look at the rubric to see your strengths & weaknesses. We'll go over your personal narratives & talk about the reassessment opportunity
- Why is learning new words a life skill?
- Context Clues activity (see document below)
- Reading time
- Exit ticket: Complete the "Word Wizard" section of your role sheet for your literature circle on Friday
Interesting Words & Context Clues | |
File Size: | 17 kb |
File Type: | docx |
Day 9 - Sept 25
Objective: I can defend my claim using two text examples as support.
- Warm-up: Set up a new journal page like you see on the board. Be sure it's in your table of contents as well.
- Using the text to support your claims - partner activity (see below for what the three column journal response with a partner looks like)
- What is a claim? The argument you are making/defending. (used to be called a thesis)
- Reading time
ME:
What is the conflict in your novel? State it, and support your argument with two direct quotes from the text. |
PARTNER:
Trade papers with a partner reading the same book. Look at the conflict and examples used. Do you agree or disagree? Explain why, and add one more example from the text to support your idea. |
ME:
Get your original paper back, read the comments, and write a final reflection with any new thoughts. Were you correct? |
Did you….
- Restate the question in your answer?
- Put the page number after the quote from the book?
- Use your notes to help you be successful faster?
Day 10 - Sept 26
Objective: I can define what a good discussion looks and sounds like, and practice with my literature circle.
HOMEWORK: READING LOG DUE MONDAY
- Reading time + be sure your role sheet for the week is complete for today's discussion
- Watch video from last week of our literature circle discussion
- What does a good discussion look and sound like?
- Literature circle discussion using your role sheets
HOMEWORK: READING LOG DUE MONDAY
Day 11 - Sept 29
Objective: I will determine what I can do to help me remember a text more.
**Turn in your reading log** Have a blank sheet of paper w/ the OTMS heading, a pencil, and pen for the day.
**Turn in your reading log** Have a blank sheet of paper w/ the OTMS heading, a pencil, and pen for the day.
- Reading/Text/Reading/Test - This will lead us towards answering our our objective for the day
- Reflection: On which test were you more successful? Why was that? What helped you remember the story more?
- Reading time
Day 12 - Sept 30
Objective: I can take notes on a novel with the purpose of being prepared for literature circles.
- Reading time & notes
- Exit Ticket: At bottom of today’s page in your journal, write your reflection for the day: What stood out to you the most today? Was there an event or a character’s change? A theme that is standing out to you? 2-4 sentences.
Day 13 - Oct 1
Objective: I will learn why new words are important to reading my novel and living the rest of my life.
- Warm-up: Set up a new page in your journal titled "New Words" and be sure it is in your table of contents.
- New words: Ten words I may not know – five from The Outsiders, five from A Mango-Shaped Space (see PowerPoint below)
- Exit Ticket: Why is it important to learn new words?
New Words Copy of Notes | |
File Size: | 19 kb |
File Type: | docx |
Day 14 - Oct 2
Objective: I know what text-to-self and text-to-media connections are and will find one of each in my novel.
- Review: Think/Pair/Share - What are text-to-self connections? What is a connections you can make with your novel?
- Text-to-media connections - Definition & examples
- Exit Ticket: Turn in one example of a text-to-self connection you have made with your novel, with a quote from the novel to support.
Day 15 - Oct 3
Objective: I can participate in a literature circle discussion through asking questions and using the text as support for my answers.
- Reading Time
- Watch the YouTube video of some OTMS teachers participating in a literature circle discussion - What do you see happening? How are the participants working together? What do they do?
- Literature Circle Discussion - use your questions, illustrations, connections, golden lines, etc. to aide in your discussion
Day 16 - Oct 6
Objective: I can define and identify themes in music.
**Turn in your reading log for the week & be sure to pick up a new one for the next three weeks**
**Turn in your reading log for the week & be sure to pick up a new one for the next three weeks**
- Warm-up: Get your journals, colored pencils for traffic-signal paragraphs, and pair up with your new listed partner
- What is theme? - Review
- Waitin' On A Woman by Brad Paisley - What is a theme in this song? What proof do you remember from the lyrics to support your theme? - Example traffic signal paragraph
- Shake it Off by Taylor Swift - What is a theme in this song? Utilizing your partner, each of you come up with a different theme. Write a traffic signal paragraph with two details from the song to support your theme.
- Reading Time
- EXIT - Write down a theme that you felt you saw in today's reading on the sticky note.
Day 17 - Oct 7
Objective: I can identify three themes in my novel and find one quote for support for each theme.
- Warm-up: Pick up a dry erase board, a dry erase marker, your journal and novel, and find a seat that fits the following: Separating the room into halves (one half = Mango, one half = Outsiders), sit across from someone who is reading the same novel as yourself.
- Theme Practice - on your dry erase board, identify a theme that appears in the music videos (Video 1 Video 2) - pair/share
- Theme Speed Dating - You will have one minute to share with your partner themes you know are in the book. As you come up with themes, your partner will write down one theme that they feel stands out (positively or negatively). Your partner will respond with the question: "How do you know that theme is in there? Prove that the theme __________ is in the book." You will have one minute to utilize your notes & novel to prove that theme can be found in the book. We'll repeat this with the other partner, then change to a new partner.
- EXIT: What are three themes in your novel that you can work with tomorrow? Write this on the provided scratch paper & submit it.
- Reading Time
Day 18 - Oct 8
Objective: I can clarify the difference between a hook and a claim.
- Videos to find evidence to support the provided themes - after watching the videos, you will be asked to respond with specific quotes as support for the provided themes.
- Social Distortion's "I was wrong" - Theme = Sometimes people are their own worst enemy.
- Bruno Mars's "If I Knew" - Theme = Everyone has regrets
- Writing the introduction: Hook vs. Claim Example
- Finding Evidence - Find three quotes from your novel to support your claim (be sure to include page numbers). If you cannot find three examples, this is your indicator to change your claim (theme for this paper)
- Reading Time
Theme Essay: Outline + Example | |
File Size: | 17 kb |
File Type: | docx |
Day 19 - Oct 9
Objective: I can write the introduction for my theme essay in an outline to include a hook and a claim.
- Writing the Introduction - Review hook & claim
- Writing Time - After you have completed your introduction, pair up with someone to have them review your introduction. Do you have a clear hook? What type of hook are you using? Is it a strong way to hook your reader? Is your claim obvious (as in the last sentence of your paragraph)? Does it state an opinion about the book (What you think the theme is)? Does it avoid phrases like "I'm going to tell you", "this paper is going to be about"?
- Reading Time
Day 20 - Oct 10
Objective: I can participate in a literature circle discussion and evaluate my performance.
- Reading Time - last day to read - novel must be done within first half of class period - if done, work on notes for today's final discussion
- Literature Circle Discussion - last one to address the whole novel - utilize your notes to drive the discussion & close up your final thoughts/connections with the novel
- End of Book Reflection - complete the reflection of your understanding of the novel & your participation/effort in literature circles before the end of the class period
End of Book Reflection | |
File Size: | 15 kb |
File Type: | docx |
Day 21 - Oct 13
Objective: I know what in-text citations are and will write my three body paragraphs including those citations for my quotes.
- Body Paragraphs - Using what we know about traffic signal writing to create organized paragraphs - color-code your sentences in your body paragraphs
- In-text citations - What is the format for my quotes from my novel? How do I give credit to the book in my paper?
- Writing Time
- Exit - Journal check for complete introduction and three body paragraphs with in-text citations & color-coding
Day 22 - Oct 14
Objective: I know the expectations of a conclusion in an essay and will write mine for my theme essay.
- Warm-up: Get a dry erase board & marker and answer the following: List the expectations of a conclusion paragraph? What do you think should go into a conclusion?
- Writing Conclusions
- Utilizing the Rubric - The class will help Mrs. Meredith evaluate someone's theme outline using the rubric
- Writing Time & Self-Evaluate with the Rubric
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Day 23 - Oct 15
Objective: I can use commas to separate coordinate adjectives in my writing.
- Warm-up with dry erase boards: Fix the following sentence: I wish I were a young talented actress because the play had funny lively and entertaining characters. (Have your outlines out as they will be checked at this time)
- Commas to separate coordinate adjectives
- Writing Time
Commas to Separate Coordinate Adjectives | |
File Size: | 149 kb |
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Day 24 - Oct 16
Objective: I can write a claim driven paper arguing a theme in my novel.
- Peer-Editing our Draft #2
- Peer-Editing: Get into your assigned groups of three. Pick who will be evaluated first. The writer must remain silent during the review of his/her paper, but may provide clarification once the partners are done evaluating the essay. Evaluators will work together to dissect the essay using the provided peer evaluation sheet. This will be repeated until all three essays have been evaluated.
- Writing & Conferencing Time
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