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Unit 1 launch : choices materials

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Unit 1 launch : choices materials

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  1. Unit 1 launch : choices materials • Unit 1 Project Rubric • Unit Self-Assessment • Reading and Literary Analysis Unit Test • Grammar and Writing Unit Test (5 pages total) • Unit 1 Test Student Profile • Unit 1 Cluster Test Profiles • Trait Unit: Focus and Unity • Writing Traits Class Profile • Writing Portfolio Coversheet • Writing Portfolio Record of Scores • Writing Portfolio Strengths, Needs, Self- and Peer Assessments

  2. Unit Launch: ESSENTIAL QUESTION: What influences a person’s choices?

  3. Unit Launch: DAY 1 Bellwork: Copy Objectives (5 min) ESSENTIAL QUESTION: What influences a person’s choices? Objectives Reading— Students will analyze and evaluatetwo speakers’ messages about the influences of choices on one’s life. Writing— Students will take notes on peers’ points of view and respond to a prompt in complete sentences. Speaking & Listening— Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  4. Brainstorm Map 8/27/13 5 Minutes! In your binders, think about one choice you’ve made and chartinfluences on that choice. Be prepared to volunteer to share! 1min. One Volunteer please share.

  5. Oprah vs. Einstein (3) Objective Students will analyze and evaluate two speakers’ messages about the influences of choices on one’s life.t Everything is determined, the beginning as well as the end, by forces over which we have no control. –Albert Einstein determined: already decided, set control: power, choice “painting a canvas”: every thought you have and each choice you make changes the painting. With every experience, you alone are painting your own canvas, thought by thought, choice by choice. -Oprah Winfrey

  6. Unit Launch: DAY 1 Bellwork: Copy Objectives (5 min) ESSENTIAL QUESTION: What influences a person’s choices? Objectives Reading— Students will analyze and evaluatetwo speakers’ messages about the influences of choices on one’s life. Writing— Students will take notes on peers’ points of view Speaking & Listening— Students will participate effectively in discussions or debates with peers, building on others’ ideas and expressing their own clearly and persuasively.

  7. Four corners & Expert Groups routines (3) • #1- Choose • Choose one position (belief) • At seats, write 1 or 2 reasons why using following sentence frame: • I mostly /strongly agree with Oprah / Einstein • that people do /do not control their lives • because___ . Also _______ . 15min • #2 - Expert Groups • At teacher’s cue go to that corner • Write date & title for activity: Oprah vs. Einstein • Share your strongest point • Jot down important words/phrase • from each person in group • Example: • 8/24 Oprah vs. Einstein • Jesus: way you’re raised • Cecelia: • Jose: • Alhaji: • #3 - Report Out • Volunteer from each Expert Groupshares with class their group’s strongest points • use academic sentence frames. • We all agreed mostly / strongly with Oprah / Einstein that people do / do not control their own lives. • Jose raised a valid/really strong point. • He / she stated that _______ • ____ added _______

  8. Unit Launch: DAY 1 Bellwork: Copy Objectives (5 min) OBJECTIVE CHECK Objectives Reading— Students will analyze and evaluatetwo speakers’ messages about the influences of choices on one’s life. Writing— Students will take notes on peers’ points of view Speaking & Listening— Students will participate effectively in discussions or debates with peers, building on others’ ideas and expressing their own clearly and persuasively.

  9. Unit Launch: EXIT TICKET: (5 minutes) 8/28/13 ESSENTIAL QUESTION: What influences a person’s choices? Choose and respond to 1of the 2 prompts (questions). Restate the prompt as your topic sentence. Was it difficult to choose only one opinion? Whyor why not? Did the class discussion change any of your classmates’ positions? How so? LASTLY: PLACE YOUR BELLWORK INSIDE FRONT COVER OF MINI NOTEBOOK AND PUT IN A PILE ON TABLE. TEAM CAPTAINS: Please collect these items & turn in.

  10. Unit Launch: DAY 2 Bellwork: Copy Objectives (5 min) OBJECTIVES: ESSENTIAL QUESTION: What influences a person’s choices? Reading— Students will read and interpret a table to analyze and evaluate the effect of family, friends, circumstances, and society on choices. Writing— The students will develop main ideas and content that fully focuses on a prompt with relevant, thorough, and effective support. Speaking & Listening— Students will discuss opinions with peers and support their ideas with evidence from table data and from their own experiences.

  11. Unit Launch: EXIT TICKET: WRITTEN REFLECTION: DAY 2 Answer: #1 OR #2 OR #3 8/29/13 ESSENTIAL QUESTION: What influences a person’s choices? DO 1 or 2 or 3 Which fact can you most relate to? Why? Which fact do you wish was true for you? How could you make it a reality? PARAGRAPH 3. The greatest influence on teens’ choices is family / friends / culture / money / media. First, … Also, … Finally, … First off, What’s more, Furthermore (provide 3 reasons WITH examples.)

  12. Unit Launch: DAY 3 ESSENTIAL QUESTION: What influences a person’s choices? Reading Objectives -- Students will planand monitortheir reading by making predictions, and later revising predictions. Students will determine (figure out) the meaning of new academic vocabulary. Writing Objective— Students will respond in writing to a prompt using complete sentences. Speaking & Listening Objective— Students will participate actively in discussions and communicate ideas clearly. Bellwork 5 min Total! 1.Copy Objectives 2.Respond: What do you predict I would do if you were late to class? Why do you think so?

  13. Unit Launch: DAY 3 ESSENTIAL QUESTION: What influences a person’s choices? Objective Check 1 min! Reading Objectives -- Students will planand monitortheir reading by making and revising predictions. Students will determine the meaning of new academic vocabulary. Speaking & Listening Objective— Students will participate actively in discussions and communicate ideas clearly. Team leaders: hand out pp.4 + 5

  14. Read the title of today’s text. Identify the setting. Preview any pictures. Predict what might happen. ESSENTIAL QUESTION: What influences a person’s choices? Unit Launch: DAY 3 2 min!

  15. What does our first READING objective today state? What does it mean to plan and monitor? What you just did is part of that—you PLANNED by previewing and making predictions. You monitored by tracking your predictions! ESSENTIAL QUESTION: What influences a person’s choices? Unit Launch: DAY 3 1 min! 3 min! Draw Fast! 3 min! Draw Fast! Create this vocabulary map in your binders & fill in meaning for predict(ion). (Bottom p.5)

  16. ESSENTIAL QUESTION: What influences a person’s choices? Unit Launch: DAY 3 10 min! 1. Listen to fluent reading:On the Bus 2. Shoulder partners (p.5,) What will Catherine do? In binder, list all possible choices she could make. Catherine could ________________. Or ____________________________. Or ____________________________. 3. Place a star next to, or circle the prediction you feel is the most accurate (correct).

  17. ESSENTIAL QUESTION: What influences a person’s choices? Unit Launch: DAY 3 • TEAMS Choose 1 to DISCUSS • 5 min! • Which action do you predict she will take/do? Explain. • What do you already knowabout Catherine that may help to validate (prove) your prediction? (In other words, what evidence in the text about Catherine could help prove your point?) Quote it “ ” • (2 tickets) • What would you like to knowabout Catherine that will give you more confidence in (believe in) your prediction? • (3 tickets) REPORT! 5 min! Read: What does it mean to plan and monitor? p.5

  18. Unit Launch: DAY 3 ESSENTIAL QUESTION: What influences a person’s choices? Reading Objectives -- Students will planand monitortheir reading by making and revising predictions. Students will determine (figure out) the meaning of new academic vocabulary. Writing Objective— Students will respond in writing to a prompt using complete sentences. Speaking & Listening Objective— Students will participate actively in discussions and communicate ideas clearly.

  19. Unit Launch: EXIT TICKET DAY 3 Written Reflection: Complete the prompt. Complete Word Web with the term monitor. ESSENTIAL QUESTION: What influences a person’s choices? Respond to the following with your BEST EFFORT. 5 min! How can you tell whether a friend will like a gift you will give them? 2. Next, complete Word Map for the term: monitor.

  20. Unit Launch: DAY 4 Bellwork: Copy Objectives (5 min) OBJECTIVES: ESSENTIAL QUESTION: What influences a person’s choices? R: Reading Objective: Students will identify short storyelements (parts): characterization, setting, and plot. Students will explore how story elements are connected and influence characters’ actions and choices. W: Writing Objective— Students will composea test item(s) about reading short stories as an aid to remember short story elements. S: Speaking & Listening Objective— Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  21. CHARACTERIZATIONAuthor’s clues OF whattheir characters are like • Describing Words • Dialogue • Action of Character • Action/Reaction of others towards character

  22. CHARACTERIZATIONAuthor’s clues OF whattheir characters are like 5 min

  23. CHARACTERIZATIONAuthor’s clues OF what their characters are like (5 min) In every class (except science) write your analyses and observations in the PRESENT VERB TENSE whenever possible.

  24. Story element: setting + CHARACTERIZATION (5 min)

  25. Story element: plot+ CHARACTERIZATION (5 min)

  26. Objectives (1 min) Reading Objective: Students will identify short story elements, explore how each is connected, and how each influences a character’s actions and choices. Writing Objective— Students will create a test item(s) about reading short stories as an aid to remember short story elements. Speaking & Listening Objective— Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  27. Unit Launch: BELL WORK 9/5/13 ESSENTIAL QUESTION: What influences a person’s choices? 5 min! Complete Word Map for the term: monitor.

  28. Objectives (1 min) Reading Objective: Students will analyze a setting within a story and determine its influence on a character. Writing Objective— Students will create a test item(s) about reading short stories as an aid to remember short story elements. Speaking & Listening Objective— Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  29. Review/recap storyCHARACTERIZATION (2 min)Author’s clues OF what their characters are like • Describing Words • Dialogue/ Thoughts • Actions of Character • Actions/Reactions of others towards character settinginfluences choices characters make • Situations, • Events • Time story or events take place • Weather, seasons plotDRIVES STORY EVENTS AS RESULT OF CHARACTERS’ CHOICES • Events • Problems/complications (caused by choices) • Resolution

  30. YOUR TURN! (5 MIN!) Characterization GROUPS give it a try using the character James • Write a quote from a character. • What does it reveal (show) about him? • Describe action done by the character. • How do you think it will affect the character in the end? • Identify a reaction towards James by another character. • How does the reaction affect him?

  31. Objectives (1 min) Reading Objective: Students will analyze the plot of a story and determine how a character has influenced/determined the plot. Writing Objective— Students will create a test item(s) about reading short stories as an aid to remember short story elements. Speaking & Listening Objective— Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  32. 9/9/13

  33. 9/9/13 Objectives (5 min) Bellwork: DO NOT COPY OBJECTIVES TODAY! BUT Please DORECOPY the Characterization Clue chart below. OBJECTIVES(2 min) Reading Objective: Students will identify the story elements related to setting. Students will show relationship between setting and characterizationby how setting influences the choices characters make and actions they take. Writing Objective— Students will write a brief paragraph using a topic sentence and supporting details to explain how setting influences a character. Speaking & Listening Objective— Students will participate actively in discussions or debates with peers and communicate ideas clearly. Characterization Clues

  34. We do (5 MIN!) SETTING Copy onlyinformationin blue boxes below. (2 MIN!) • Analyze a character: Catherine • Identify a setting: Carwash fundraiser in front of church. James teases Catherine in front of crowd of people. • How does it affect Catherine? Catherine is embarrassed and offended because of how James teases her. She decides she dislikes James, even though she is a Christian.

  35. Objectives Check (1 min) Reading Objective: Students will identify the story elements related to setting. Students will show relationship between setting and characterizationby how setting influences the choices characters make and actions they take. Writing Objective— Students will write a brief paragraph using a topic sentence and supporting details to explain how setting influences a character. Speaking & Listening Objective— Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  36. YOUR TURN! (10 MIN!) SETTING Copy onlyinformationin blue boxes below. (2 MIN!) • Analyze a character: James • Identify a setting. • How does it affect the character? • Report Out to the Class (Numbered Heads Routine) 5 MIN!

  37. Story Analysis Graphic organizer Character: JAMES SETTING & CHARACTERIZATION CHOOSE A SCENE VS. Real Location & Situation Different Location/Situation Choice made or action that probably would have been taken in this different situation/location Choice Made/Action Taken Characteristics/personality changes in the different situation/location (use high level vocab words) Describe his/her character/personality IN THE PRESENT SITUATION (use high level vocab words)

  38. Objectives Check (1 min) Reading Objective: Students will identify the story elements related to setting. Students will show relationship between setting and characterizationby how setting influences the choices characters make and actions they take. Writing Objective— Students will write a brief paragraph using a topic sentence and supporting details to explain how setting influences a character. Speaking & Listening Objective— Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  39. Unit Launch: BELLWORK: Assessment 9/9/13 15 MIN! ESSENTIAL QUESTION: What influences a person’s choices? • Answer the prompt below in a paragraph that includes a topic sentence AND • a) includes your answer (4pt—See rubric: Focus & Unity • b) provides SPECIFIC EXAMPLES to support your answer. • (8pt—rubric: Development of ideas) • You may use the graphic organizer/handout to help you plan your paragraph. • WRITE FAST!! You Had Overnight To Think About It. • PROMPT: • Choose a character from a setting/scene (situation / location) in your favorite movie or book. • Explain: How does the setting influence the character? • (In other words, what change in a character’s choice or action AND characteristicswould have occurred if it was in a different setting/location?) • (e.g. church vs. school) • Topic sentence starter idea • (Use the topic sentence below or COMPOSE/write your own): • (voice!) • Settingdefinitelyinfluences the choices, actions, and characteristics of characters in a story. For example, in our story, On the Bus, in the scene where ________, ….……….. (name your character) …………………….. (YOU TAKE IT FROM HERE!)

  40. 9/10/13

  41. Objectives Check (1 min) Reading Objective: Students will identify the story elements related to setting. Students will show relationship between setting and characterizationby how setting influences the choices characters make and actions they take. Writing Objective— Students will write a brief paragraph using a topic sentence and supporting details to explain how setting influences a character. Speaking & Listening Objective— Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  42. Story Analysis Graphic organizer Character: JAMES SETTING & CHARACTERIZATION CHOOSE A SCENE VS. Real Location & Situation Different Location/Situation Choice made or action that probably would have been taken in this different situation/location Choice Made/Action Taken Characteristics/personality changes in the different situation/location (use high level vocab words) Describe his/her character/personality IN THE PRESENT SITUATION (use high level vocab words)

  43. Objectives Check (1 min) Reading Objective: Students will identify the story elements related to setting. Students will show relationship between setting and characterizationby how setting influences the choices characters make and actions they take. Writing Objective— Students will write a brief paragraph using a topic sentence and supporting details to explain how setting influences a character. Speaking & Listening Objective— Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  44. Unit Launch: BELLWORK: Assessment 9/10/13 20 MIN! ESSENTIAL QUESTION: What influences a person’s choices? • Answer the prompt in a paragraph that includes • a topic sentence AND ALSO • a) includes your answer (4pt—See rubric: Focus & Unity) • b) provides SPECIFIC EXAMPLES to support your answer. (8pt—rubric: Development of ideas) • You may use the graphic organizer/handout to help you plan your paragraph. • WRITE FAST!! • You Had Overnight To Think About It.

  45. Unit Launch: BELLWORK: Assessment 9/10/13 20 MIN! ESSENTIAL QUESTION: What influences a person’s choices? PROMPT: Choose a character from a scene (situation / location) in your favorite movie or book. Explain: How does the setting influence the character? (In other words, what change in a character’s choice or action AND characteristicswould have occurred if it was in a different setting/location?) (e.g. church vs. school) Topic sentence starter idea (Use the topic sentence below or COMPOSE/write your own): (voice!) Settingdefinitelyinfluences the choices, actions, and characteristics of characters in a story. For example, in the story/movie, ___________, in the scene where ________, ….……….. (character) …………….. (YOU TAKE IT FROM HERE!)

  46. 9/11/13

  47. 9/11/13 Objectives (3 min) Bellwork: Copy only reading & writing obj. NOTE: You will complete then setting/character paragraph on Thursday.) Students will: R: • analyze how the PLOT of a story is influenced by settingand character personalities. W: • Students will compose test questions related to characterization, setting, and plot. S & L: • Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  48. Story Analysis Graphic organizer (5 MIN!) (5 MIN!) CHARACTERIZATION, SETTING, & PLOT are all connected! Choices Made Or Actions taken Influenced by character personality? (how the person is) Influenced by the time or place that the situation is occurring (taking place)? What other events/actions are triggeredas a result of this choice or action? The way that the author arranges choices and action becomes the PLOT! triggered: started, set off as a result: because of

  49. 9/11/13 Objectives (1 min) Students will: R: • analyze how the PLOT of a story is influenced by settingand character personalities. W: • Students will compose test questions related to characterization, setting, and plot. S & L: • Students will participate actively in discussions or debates with peers and communicate ideas clearly.

  50. We do! (15 MIN!) Notes! (2 MIN!) • Identify a CHOICE in trailer for Transformers: • What traits about the character causes him/her to make this choice? • How does the setting (when and where this is taking place) influence the character’s choice? • What action does the character take as result of his/her choice? • What other choices and actions follow as a result of this choice? traits: (what he/she is like) as a result of: because of