MP3 - Week 1 - 2023

  MONDAY/TUESDAY  - Mentor Texts     

        ANNOUNCEMENTS          Sh

1.  Reading Check-in happening today!

2.  Do you have your Chromebook charged and ready to go?  Logged-in?

3.  Do you have your novel(s) with you to read today?

4.  Did you check your Gmail?

        DO NOW                                         

1.  Get out what you plan to read.

2.  Read for 10 minutes for a participation grade worth 20 points.

Time starts when the bell rings for class to start.

LEARNING TARGETS                                  

I can explain the new expectations for AIS class.

I can explain what a mentor text is and how to use them by looking at some examples of student journal entries and analyzing them to inform my own journal writing.

I will write one writing journal entry before next class.

        MINI-LESSON                            

1.  Reading Expectations

        a.  Begin every class by reading something for ten minutes.  Time begins when the bell rings.  If you are late with a pass = no penalty.  If you are late without a pass = 1 point deducted for each minute you arrive late.  (Novel, book, magazine article, ReadWorks, online article etc...) Worth 20 points each class. Lose 2 points per minute spent not reading.)

        b.  Be sure you are reading your main novel at least once a week in class.  You will have to read outside of class in order to reach your SMART Goals.

        c.  Complete your Reading Journal as you read your novel.  Be sure to have a peer check your writing for typos and mistakes.

        d.  Meet with Mr. D. at least once every other week to discuss your reading progress as the marking period progresses.

2.  Writing Expectations

      a.  Work on your essay writing at least once a week based on your SMART Goals. Use mentor texts whenever possible.

      b.  Meet with Mr. D. at least once every other week to discuss your writing progress as the marking period progresses.

      c.  Write in your Writing Journal about how you are progressing as a writer once a week.

3.  Study Skills Expectations

    a.  Every other Friday, you should work on one of the study skills on your SMART Goals list.  Use mentor texts to help you improve.

    b.  Write about your study skill progress in your Study Skills Journal.

        WORK TIME          

Complete the reading check-in about Mentor Texts.

          ASSESSMENT                   

Complete the Mentor Text Reading Check-in - Assignment 40.0 in Google Classroom.

     WEDNESDAY/THURSDAY   -  Reading Journals        

        ANNOUNCEMENTS          

1.  Check your Gmail twice daily- before and after school.

2.  Do you have your novel(s) with you for class today?  Bring them to every class.

        DO NOW                                

Read (book, novel, article, textbook etc...) for 10 minutes for a classwork grade worth 10 points.  We are doing this every class this marking period.

GUIDELINES

You will be graded on the number of minutes you spend reading at the beginning of each class period.

If you have to see another teacher you must read first then go.  You must have a pass from that teacher requesting you for the period, so get it ahead of time.

If you are late with a pass there is no penalty.

If you are late without a pass you lose one point for each minute you are late to class.

LEARNING TARGETS                         

I can read my chosen novel in class today in order to be able to complete my Reading Journal for a classwork grade worth 100 Points.

        MINI-LESSON                                      

I can complete at least one section of my reading journal and write a Reading Journal Entry by the next class.

        WORK TIME                 

Read you r novel and write in your Reading Journal and write an entry as well.

          ASSESSMENT          

1.  Completed Reading Journal 

2.  Reading Journal Entry

     FRIDAY               

        ANNOUNCEMENTS          

1. Check your Gmail twice a day - before school and after school.

        DO NOW          

LEARNING TARGETS    

1. 

        MINI-LESSON          

1.  

        WORK TIME          

          ASSESSMENT          

     THURSDAY     2-2-23      B-Day: Project Work Time     

        ANNOUNCEMENTS          

1. Check your Gmail twice a day - before school and after school.

        DO NOW          

LEARNING TARGETS    

1. 

        MINI-LESSON          

1.  

        WORK TIME          

          ASSESSMENT          

     FRIDAY     2-3-23      C-Day: iReady     

        ANNOUNCEMENTS          

1. Check your Gmail twice a day - before school and after school.

        DO NOW          

LEARNING TARGETS    

1. 

      MINI-LESSON          

1.  

        WORK TIME          

          ASSESSMENT          

MP1 - Week 9

     MONDAY  &  TUESDAY   10-31, 11-1-22      AB-Day: The Types of Essays     

        ANNOUNCEMENTS          

1.  Check your Gmail.

2.  Closing the books!

        DO NOW                               

Play Kahoot on the types of essay writing.

Four Types of Essays

1.  Expository essays (i.e., essays that explain something)

2.  Descriptive essays (i.e., essays that describe something)

3.  Persuasive or Argumentative essays (i.e., essays that aim to persuade the reader)

4.  Narrative essays (i.e., essays that tell a story)

1. Expository Essays (Click here for an example)

Expository essays focus on explaining something. The aim is to test how well you can communicate your understanding of a topic. This often involves comparing and contrasting two ideas, or defining something and giving an example. Expository essays are typically structured as follows:

An introduction that sets out the subject matter, how you will answer the essay question, and any key background information.

A series of logically connected paragraphs setting out your understanding of the subject, along with evidence to support your claims.

A conclusion that addresses your essay question.

This type of essay is often used for shorter assignments and exams.

2. Descriptive Essays (Click here for an example)

Descriptive essays are less about arguing a point and more about creating a detailed picture. The problem is that you need to create this picture with words! These essays are sometimes quite personal or creative (e.g., reflective essays often include a descriptive element). However, they should still be clearly structured and written to make them easy to follow.

Your aim should be to leave your reader with a clear idea of what you are describing. This is a very useful skill to have in any form of writing, in fact, as it will make your work more compelling.

3. Persuasive Essays (Click here for an example)

Persuasive (or argumentative) essays are a lot like expository essays. They are often structured similarly, for example. And both types of essays ask you to answer a question via research.

However, a persuasive essay is also about presenting a thesis and backing it up with evidence or arguments. For example, rather than just setting out and comparing two theories, for a persuasive essay, you might need to research different aspects of these theories, address them critically, and argue for one over the other. This may involve in-depth research or an experiment.

As such, persuasive essays are usually longer than expository essays. They are often used as end-of-module assignments in colleges, too.

4. Narrative Essays (Click here for an example)

Finally, narrative essays tell a story. This doesn’t mean that you have to write your essay as a short story, but it will draw on the conventions of storytelling.

In terms of content, narrative essays are usually quite personal or anecdotal, but they should also have a point (a moral to the story or a lesson that you have learned from an experience).

The language used in a narrative essay should be clear and concise, but it will also be descriptive and emotive. Using the first-person pronoun “I” is much more common in this type of essay than others, too, as you will often be writing about your own experiences.

Finally, whatever type of essay you are writing, don’t forget that having your work proofread is a great way to boost your marks.

LEARNING TARGETS                 

I can explain the difference between the four main types of essays.

I can identify examples of the four main types of essays by picking them out of a group of random essay samples.

        MINI-LESSON                  

Watch this lesson on the four types of essays/writing. It's seven min long.

        WORK TIME          

Complete assignment 28.0.  

          ASSESSMENT          

Play Kahoot again.  Did you do better?

     WEDNESDAY   & THURSDAY  11-2, 3-22      B-Day: Finish Types of Essays and Reading Journals     

        ANNOUNCEMENTS          

        DO NOW          

LEARNING TARGETS    

        MINI-LESSON          

        WORK TIME          

          ASSESSMENT          

     FRIDAY     11-04-22      D-Day: Make-up Work     

        ANNOUNCEMENTS          

        DO NOW          

LEARNING TARGETS    

      MINI-LESSON          

        WORK TIME          

          ASSESSMENT          

MP4 - Week 3

   MONDAY     5-6-19    D-Day:  Quiz on Chapters 12-14, Review Chapter 15, Update  SGQs and Theme Tracker     

     Announcements                         

• Check out the changes for TKMB Reading Assignments 
• Check Your Gmail! 
• Consider having one last Meeting with Your Mentor

__________________________________

     DO Now - Quiz on Chapters 12-14       

Go into Google Classroom and take the quiz on chapters 12-14!

___________________________________

     Learning Target(s)           

• I can review the important events in Chapter 15 of To Kill a Mockingbird.

_________________________________

     Mini-Lesson:  Update...         

 
• Correct  SGQs
• Update Theme Tracker

__________________________________

     Work Time                             

 

• Begin reading Chapter 17 if time permits.

_________________________________

     Assessment / Homework       

• • TBD

   TUESDAY    5-7-19    D-Day:   Read Chapter 17     

     Announcements             

• Check out the changes for TKMB Reading Assignments 
• Check Your Gmail! 
• Consider having one last Meeting with Your Mentor

__________________________________

     DO Now - To Kill a Mockingbird 2019           

Entry Title: To Kill a Mockingbird: The Movie

QUESTION:  Create three movie titles for the 2019 movie version of To Kill a Mockingbird

EXAMPLES

1. The Sin of Maycomb
2. The Atticus Effect
3. Finding Boo

___________________________________

     Learning Target(s)                    

• I can explain who the participants are in a courtroom.
• I can identify the trial participants in the novel.
• I can summarize Mr. Heck Tate's and Mr. Ewell's testimony.

_________________________________

     Mini-Lesson:  Trial Participants          

 
• The setting for this chapter is in the Maycomb County Courthouse where Atticus works.
• Review of the participants in a typical courtroom. (see info graphic above)

__________________________________

     Work Time                      

 

• Read chapter 17.
• Use your theme tracker.
• Have SGQs ready to go.

_________________________________

     Assessment / Homework       

• • None

   WEDNESDAY     5-8-19    A-Day:  Chapter 18: Mayella Takes the Stand     

     Announcements     

• Check Your Gmail! 
• Consider having one last Meeting with Your Mentor
• Check out the changes for TKMB Reading Assignments 

__________________________________

     DO Now -   Read It - Headline It!           

Entry Title: Read It! Headline It!

Directions:  Read the Quick Summary of Chapter 16 Below from SparkNotes and give it a headline.  Do two for a ticket!

The trial begins the next day. People from all over the county flood the town. Everyone makes an appearance in the courtroom, from Miss Stephanie Crawford to Mr. Dolphus Raymond, a wealthy eccentric who owns land on a river bank, lives near the county line, is involved with a black woman, and has mixed-race children. Only Miss Maudie refuses to go, saying that watching someone on trial for his life is like attending a Roman carnival.

The vast crowd camps in the town square to eat lunch. Afterward, Jem, Scout, and Dill wait for most of the crowd to enter the courthouse so that they can slip in at the back and thus prevent Atticus from noticing them. However, because they wait too long, they succeed in getting seats only when Reverend Sykes lets them sit in the balcony where black people are required to sit in order to watch the trial. From these seats, they can see the whole courtroom. Judge Taylor, a white-haired old man with a reputation for running his court in an informal fashion, presides over the case.

___________________________________

     Learning Target(s)                  

• I can explain how the author uses characterization to illustrate how the town of Maycomb is actually on trial as well as Tom Robinson!

_________________________________

     Mini-Lesson:   Town of Maycomb as a Character        

 
• Examples of Settings used as Characters
• The Ocean in Moana as a chracter.
• Pride Rock as a character. (Disney Wiki)
• The Land of Oz as a character.

__________________________________

     Work Time                             

 

• Finish 17, begin 18.  Focus:  How might the town of Maycomb be on trial with Tom Robinson?

_________________________________

     Assessment / Homework                     

• • None

  
  

   THURSDAY    5-9-19    B-Day:  Finish Chapter 18 and Review     

     Announcements     

• Get out your homework for a check!
• Check your Gmail.
• Get out your novel.

__________________________________

     DO Now - Read It!  Headline It!    

Add to: Read It!  Headline It! entry

Directions:  Read the Quick Summary of Chapter 17 Below from SparkNotes and give it a headline.  Do two for a ticket!

• The prosecutor, Mr. Gilmer, questions Heck Tate, who recounts how, on the night of November 21, Bob Ewell urged him to go to the Ewell house and told him that his daughter Mayella had been raped. When Tate got there, he found Mayella bruised and beaten, and she told him that Tom Robinson had raped her. Atticus cross-examines the witness, who admits that no doctor was summoned, and tells Atticus that Mayella’s bruises were concentrated on the right side of her face. Tate leaves the stand, and Bob Ewell is called.
  
  Bob Ewell and his children live behind the town garbage dump in a tin-roofed cabin with a yard full of trash. No one is sure how many children Ewell has, and the only orderly corner of the yard is planted with well-tended geraniums rumored to belong to Mayella. An extremely rude little man, Ewell testifies that on the evening in question he was coming out of the woods with a load of kindling when he heard his daughter yelling. When he reached the house, he looked in the window and saw Tom Robinson raping her. Robinson fled, and Ewell went into the house, saw that his daughter was all right, and ran for the sheriff. Atticus’s cross-examination is brief: he asks Mr. Ewell why no doctor was called (it was too expensive and there was no need), and then has the witness write his name. Bob Ewell, the jury sees, is left-handed—and a left-handed man would be more likely to leave bruises on the right side of a girl’s face.

___________________________________

     Learning Target(s)            

• I can explain how Mayella Ewell might be considered a victim, murderer or both. 

_________________________________

     Mini-Lesson:  When does a victim becomes the perpetrator!     

 
• Class discussion: What are some reasons people who are the victims of a crime often turn to committing the same crime on other people?

__________________________________

     Work Time                               

 

• Actively read chapter 18.

_________________________________

     Assessment / Homework       

• • Finish 18 for HW

  
  

   FRIDAY    5-10-19    C-Day:  Teacher Directed DIRT Day