Hook, Housekeeping & Homework Monday

Hook, Housekeeping & Homework Monday • How was you weekend? • Have out your reading/writing notebook • Did you finish you annotations? If not, get working! • If so, turn to a shoulder partner and discuss what you underlined, circled, questioned, noted, arrowed, etc. (Be prepared to share with me, too!) • What similar annotations did you and your shoulder partner have? • What did you do differently? Why? • Homework: If you do not finish your ARG of “…Active Reading…”, do so tonight.

Past, Present, Future Monday • Set up reading/writing notebook • Read and annotated “…Active Reading…” • Practice using our ARG with “…Active Reading…” • Examine text types

Active Reading Monday • Standard(s) 2.2 Reading for All Purposes: Engage in a wide-range of nonfiction to complete a task • Objective: you will be able to engage in a non-fiction text in order to identify, exemplify, explain, and respond to the title & author, purpose, audience, main idea, supporting details, and craft. • Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. • Essential Question(s): How do I know what the type and purpose of the text is?

Instruction: Obtain We DoMonday • Purpose: to practice using our ARG with a non-fiction text • Tasks: • read and apply the information in the first section (Title/Author/Purpose) of Step 2 of the ARG • Compare your written responses to mine • Ask clarifying questions • Repeat through to Craft • Outcome: an understanding of how to use and apply the ARG to a text

Instruction: Obtain I Do – We Do Friday Step 2: Taking Notes in My Composition Notebook Title/Author/Publication: The author is unknown, but I am inferring it is a college professor because it is written in a book (page 1, introduction) directed towards students of college writing and reading. I expect that this will help me prepare for college while I am still in high school. Purpose: The purpose is to inform the student about active reading skills in order to become a better writer. The 2nd paragraph lets me know that the author is trying to help the student solve the problems that new college writing students have. Audience: The primary audience is a college student, but anyone who wants to read and write better would probably benefit. I am younger than the intended audience, but I do plan to go to college and have to write well for my Honors class that prepares me for college. I would guess that the audience is not intended for anyone much younger than myself. College students are probably motivated to do well in college because it will help them find a career, and they are paying for the classes; this text should help them do well in any class with reading and writing.

Instruction: Obtain I Do – We Do Monday Main Idea: The main idea of “… Active Reading…” is that active reading is important to learning how to write well. According to the article, if you practice your active reading skills and learn to read actively, it will improve your writing because reading provides critical writing models. Supporting Details: • A reader needs to see examples of writing. • A reader should observe what others writers do in their writing because these can serve as models. • A reader should evaluate the ideas an author presents and how he/she presents them in order to “think like a writer.” • Active reading “requires full attention”: sit up, read with a purpose, think about the writer’s thoughts, annotate the text, take notes about the text. Craft: • The writer starts the introduction with a comparison: aliens missing the finer points about being human is similar to how beginning college writers are uncertain about the finer points of writing an essay. Other comparisons are used in the article: holding a paper up to the light to see ideas and passive reading is like watching t.v. • The author divided the article into sub-titled sections: Active Reading and Ways to Read Actively. The first explaining what active reading is and why it is important, and the second sharing five blocked out examples of active reading. A model of what annotation looks like is provided at the end to show the reader what an annotated passage looks like. • The author uses 2nd person point of view, instructionally addressing the reader as well as inclusively allowing the reader to feel part of the writing community. • The author uses repetition (we read… you need) to emphasize this.

Activities: Develop & ApplyYou Do Monday • Purpose: to practice using our ARG with a non-fiction text • Task: • read and apply the information Step 3 of the ARG • Compare your written responses to a peer • Ask clarifying questions • Outcome: an understanding of how to use and apply the ARG to a text

Active Reading Monday • Standard(s) 2.2 Reading for All Purposes: Engage in a wide-range of nonfiction to complete a task • Objective: you will be able to engage in a non-fiction text in order to identify, exemplify, explain, and respond to the title & author, purpose, audience, main idea, supporting details, and craft. • Relevance: If you understand how an author uses craft tools to forma purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. • Essential Question(s): How do I know what the type and purpose of the text is? • Demonstration of Learning (DOL) • What is the purpose of the ARG? For what is it used? • Homework: If you do not finish the ARG today in class, finish it tonight • Extension Activity

Hook, Housekeeping & Homework Tuesday • Have out your reading/writing notebook • Did you write a 5 or more sentence ARG Step 3: Reflection for the “…Active Reading…” article? If not, get to work! • If so, discuss with a shoulder partner: • What is the purpose of using the ARG? How is it helping you? • What did you write for Step 3? (read aloud OR summarize) • Homework: Open House

Past, Present, Future Tuesday • Set up reading/writing notebook & read and annotated “…Active Reading…” • Steps 2 & 3 ARG with “…Active Reading…” • Examine & identify text types • Present poster conclusions about text types • Practice using our ARG with a poem

Text TypesTuesday • Standard(s) 2.1 and 2.2 Reading for All Purposes • Objective: you will be able to engage in a texts in order to identify, exemplify, explain different text types and the characteristics and tools of those text types. • Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. • Essential Question(s): How do I know what the type and purpose of the text is?

Unit 1 Hook: Quick Write Tuesday In your composition notebook: • 6. Unit 1 Hook 8/27 • On “page 6,” list text types that have been invented during your lifetime. • Discuss: What did you come up with? • Select one text type from your list, discuss with a partner, and respond in writing to the following: • What is it (the text type)? • What are its characteristics or distinguishing features? (think about what makes it different from other text types) • Why or how is it used? • Why is it valuable?

Instruction: Obtain Unit 1 Tuesday Purpose: the genius of humans has led to the development of a wide variety of text* types. Learning how to navigate text types in order to solve complex problems, judge ideas, and learn in all areas is one key to a success in school and life. Tasks: to navigate various text types of inform, analyze, and judge Outcome: Summative Assessments • In-class, two day assessment analyzing and evaluating two different text types, including multiple choice, short constructed response, and extended writing • Heritage Project: How and why did your ancestors come to America? * While we will focus on written text, “text” may include anything from which information can be extracted (oral, written, visual materials, images, media, audio, video, etc.)

Activities: Develop & ApplyWe Do Tuesday Do NOT write on handouts today/tomorrow. Purpose: to come to a general understanding of basic text types as the basis for future analysis and discussion Tasks: • Create 7. Text Types: Inquiry Exercise 8/27 in your Table of Contents • Read the 4 text types on the handout (silently, aloud – why?) Outcome: Familiarity with the texts you will discuss tomorrow

Text Types Tuesday • Standard(s) 2.1 and 2.2 Reading for All Purposes • Objective: you will be able to engage in a texts in order to identify, exemplify, explain different text types and the characteristics and tools of those text types. • Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. • Essential Question(s): How do I know what the type and purpose of the text is? • Demonstration of Learning (DOL): What did you learn today about/related to Unit 1? • Homework: Open House • Extension Activity: none

Hook, Housekeeping & Homework Wednesday/Thursday • Have out your reading/writing notebook • Discuss with a shoulder partner: • What is one contemporary text type you use (read/write) often? • Why is it valuable to you (why do you use it)? • Homework: Read and annotate “Content and Craft: Reading Like a Writer”

Past, Present, FutureWednesday/Thursday • Examine & identify text types • Examine & identify text types • Practice using our ARG with a poem • Practice using our ARG with a poem

Text Types Wednesday/Thursday • Standard(s) 2.1 and 2.2 Reading for All Purposes • Objective: you will be able to engage in texts in order to identify, exemplify, explain different text types and the characteristics and tools of those text types. • Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. • Essential Question(s): How do I know what the type and purpose of the text is?

Instruction: Obtain I Do Wednesday/Thursday Purpose: to come to a general understanding of basic text types as the basis for future analysis and discussion Tasks: • Read through the 6 sections of the Text Types: Inquiry Exercise – Any questions? • Meet with a group of 4 • Discuss and the respond in writing to the 6 sections of the Text Types: Inquiry Exercise 1. Text 0: Had a gr8 time tnx 4 ur C u 2mrow  2. Compared to the other texts, text 0 does not have punctuation marks (a run-on sentence) and uses numbers in place of letter 3. Text 0: Personal text message. I know this because it uses emoticon and the subject is a about a gift. (2-3 characteristics per, please) 4. Text 0: The purpose is to thank the recipient of the message; the author wishes to convey his/her happiness and appreciation. 5. Text 0: Strengths are it is visually interesting and quick. 6. Text 0: Limitations are that the attitude of message could be misunderstood if the recipient does not recognize or understand the symbols used.

Activities: Develop & ApplyWe Do Wednesday/Thursday Do NOT write on handouts today. Purpose: to come to a general understanding of basic text types as the basis for future analysis and discussion Tasks: • Read through the 6 sections of the Text Types: Inquiry Exercise – Any questions? • Meet with a group of 4 • Discuss and the respond in writing to the 6 sections of the Text Types: Inquiry Exercise Outcome: Ideas for a four quadrant poster that identifies each text type and lists the characteristics or conventions of that text type. Your poster should respond to the question: What makes this text type what it is?

How Should You be Assessed? Wednesday/Thursday Standard(s) 2.1 and 2.2 Reading for All Purposes Standard 4 Research & Reasoning: Analyze information from multiple source to share findings & conclusions – distinguish between types of evidence Objective: you will be able to engage in a texts in order to identify, exemplify, explain different text types and the characteristics and tools of those text types. Essential Question(s): How do I know what the type and purpose of the text is? • Demonstration of Learning (DOL): A four quadrant poster that identifies each text type and lists the characteristics or conventions of that text type. Your poster should respond to the question: What makes this text type what it is?

How Should You Be Assessed? Wednesday/Thursday • Finished 4 quadrant poster • organized & understandable (ideas labeled, color coded, etc.) • may include a similarity circle • Correctly identify types of texts • Specifically identified text type (e.g. cartoon vs. political cartoon) • Titles and authors of each example • Primary purpose of text • Of that text type • Of that text • Supporting evidence – 2 to 3 characteristics • Distinguishing features of that text type • On the back, write everyone’s first name and last initial in pencil!

Text Types Wednesday/Thursday • Standard(s) 2.2 Reading for All Purposes: Engage in a wide-range of nonfiction to complete a task • Objective: you will be able to engage in a non-fiction text in order to identify, exemplify, explain, and respond to the title & author, purpose, audience, main idea, supporting details, and craft. • Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. • Essential Question(s): How do I know what the type and purpose of the text is? • Demonstration of Learning (DOL): A four quadrant poster that identifies each text type and lists the characteristics or conventions of that text type. Your poster should respond to the question: What makes this text type what it is? • Gallery Walk of Posters: How did we do? • Homework: • Finish your poster if you have not! • Read and annotate “Content and Craft: Reading Like a Writer” • Extension Activity: Create a poster that identifies the characteristics of 2 different contemporary text types

If time allows… Wednesday/Thursday • Purpose: to practice active reading skills and begin to consider the larger topic of immigration and the Heritage Project • Tasks: • Read “Push and Pull” silently • Read “Push and Pull” aloud • Complete ARG Step 1: Annotation Outcome: What text type is it? How do you know? What are your expectations as reader knowing its text type?

Hook, Housekeeping & Homework Friday NEW: TARDY SIGN-IN SHEET! • Have out your reading/writing notebook AND your annotated“Content and Craft: Reading Like a Writer” • Did you read and annotate all of it? If not, get to work! • If you did, discuss with a shoulder partner: • What is the difference between content and craft? Why do you think we are differentiating these when discussing text types? Homework: Yup, it’s true, you have homework. Complete ARG Step 2: Notes & Step 3: Reflect for the poem “Push and Pull” Have a great FOUR day weekend! 

Past, Present, Future Friday • Examine & identify text types • Gallery Walk: Visit the posters your classmates created. As a group, evaluate each poster based on the criteria on the sheet. You will have approximately one minute with each poster, so evaluate quickly. • Is your poster up? If not, where is it? • Practice using our ARG Step #1 with a poem • A new text type to analyze

Text Type Considerations • Fiction • Narrative • Short Story • Creative/Descriptive • Poem • Non-fiction • Informational/Explanatory/Expository • Persuasive - Argumentative - Editorial • Article • Encyclopedia

Text Types Friday Standard(s) 2.1 Reading for All Purposes: Literary and historical influences determine the meaning of traditional and contemporary literary texts Objective: you will be able to engage in a text, identifying, exemplifying, explaining, and responding to the title & author, purpose, audience, main idea, supporting details, and craft. • Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. • Essential Question(s): How do I know what the type and purpose of the text is?

Activities: Develop & Apply Friday • Purpose: to practice active reading skills • Tasks: • Get two copies of “Push and Pull”; tape one copy in your composition notebook and add to Table of Contents (#9) and write your heading on the other (your name, my name, course/period, date) • Read “Push and Pull” silently • Highlight two words in the text that stand out to you for whatever reason • As I read “Push and Pull” aloud, say your words aloud when I come to them in the text. What did you notice? What words were “loudest” (repeated most often)? What might this say about the text? • Read through the Annotation Rubric – Questions? (#10 – Add to notebook) • Outcome: Complete ARG Step 1: Annotation (feel free to reference “Content and Craft” and your “ARG”) – TURN YOUR ANNOTATED POEM IN! • With a partner, complete ARG Step 2: Notes

Text Types Friday Standard(s) 2.1 Reading for All Purposes: Literary and historical influences determine the meaning of traditional and contemporary literary texts Objective: you will be able to engage in a text, identifying, exemplifying, explaining, and responding to the title & author, purpose, audience, main idea, supporting details, and craft. • Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. • Essential Question(s): How do I know what the type and purpose of the text is? Demonstration of Learning (DOL): Class Discussion • How do I know what text type this is? • What is this text’s purpose? • Why would the author select this text type to convey this subject? • What types of craft did you see? Homework: Complete ARG Step 2: Notes & Step 3: Reflect for the poem “Push and Pull” (#9 in composition notebook) Have a great FOUR day weekend!  Extension Activities: • Create a visual representation of the poem “Push and Pull” • Ask your parents, relatives, or guardians about your heritage and background. • When and why did your family come to the United Sates of America? To Colorado? To Colorado Springs? To your neighborhood? • What types of jobs have your ancestors/relatives had? What languages did they speak? What family stories do they know? • If the answers are difficult to discover, that’s okay; that’s still information.

Next Week • Go Over ARG for “Push and Pull” (partner, sticky note for text type, purpose, main idea, supporting detail, & craft) • Quilt of a Country – HMWK? look up words?? Lesson plan Todd sent?? • Purpose: to practice active reading skills and begin to consider the larger topic of immigration and the Heritage Project • Homework: Ask your parents, relatives, or guardians about your heritage and background. • When and why did your family come to the United Sates of America? To Colorado? To Colorado Springs? To your neighborhood? • What types of jobs have your ancestors/relatives had? What languages did they speak? What family stories do they know? • If the answers are difficult to discover, that’s okay; that’s still information.

10th Standards 1. Oral Expression and Listening 1. Content that is gathered carefully and organized well successfully influences an audience 2. Effectively operating in small and large groups to accomplish a goal requires active listening 2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts 2. The development of new ideas and concepts within informational and persuasive manuscripts 3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience 2. Organizational writing patterns inform or persuade an audience 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process 4.Research and Reasoning 1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions 2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy

Hook, Housekeeping & Homework Monday