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Day 1 Agenda

Day 1 Agenda. Learning Targets: I will be able to demonstrate my reading and vocabulary abilities through assessment. Starter: IEP 052 Diagnostic Test Homework  Go to this website and print off the IEP 052 syllabus: http:// facweb.northseattle.edu/cchapman / Come prepared with:

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Day 1 Agenda

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  1. Day 1 Agenda Learning Targets: I will be able to demonstrate my reading and vocabulary abilities through assessment. Starter: IEP 052 Diagnostic Test • Homework  • Go to this website and print off the IEP 052 syllabus: http://facweb.northseattle.edu/cchapman/ • Come prepared with: • Mosaic 1, 6th edition, by Brenda Wegmann and Miki Knezevic, • Penguin Reader: Great Expectations • Composition notebook • 4 x 6 note cards • English dictionary (optional) • ***All materials and texts can be purchased at the NSC Bookstore. CHAP - NSCC 2014

  2. Faculty Website http://facweb.northseattle.edu/cchapman/ For tonight’s homework, visit this website and print off the IEP 052 syllabus. CHAP - NSCC 2013

  3. Day 2 Agenda Learning Targets: I will be able to understand how to skim and scan Starter: Speed Reading Competition • Seating Chart • Note Cards • Syllabus Check • Instructor Introduction • Syllabus Presentations • Syllabus Quiz • Participation and Attendance • Cold Read • Homework  • Visit the Facweb Page to Look at Tonight’s Homework • COLD READ: Mosaic, “Overpopulation Fuels Megacities, for Better or Worse” • Log on to Engrade CHAP - NSCC 2014

  4. Day 3 Agenda Learning Targets: I will be able to use word study techniques and make inferences. Starter:Speed Reading 1 Megacities Cold Read Quiz Vocabulary Slide Text Annotation Mazdar Costa’s House  Cold Read, Warm Read, Hot Read • Homework Mosaic 1: “Overpopulation Fuels Megacities, for Better or Worse”Warm Read with text annotations, 4 Double-entry Journals CHAP - NSCC 2014

  5. Day 4 Agenda Learning Targets: I will be able to use affixes and word study techniques. Starter: Speed Reading Competition • Reading Quiz: Write 5 Words and Give the Definition • Masdar • Mosaic, Chapter 1 Vocabulary Slide • Vocabulary Acting Circle • Cold-Warm-Hot Read • Double-entry Journal • Page 10, Compound Words • Pages 11-12, Affixes • Homework Hot Read, Megacities • Mosaic, pp. 7-9 (Exercises 2, 3, and 4) • Mosaic Online CHAP - NSCC 2014

  6. Day 5 Agenda Learning Targets: I will be able to learn and apply new vocabulary, look at affixes, and make inferences in a discussion. Starter: Speed Reading 3 • Author’s Point of View Quiz • Vocabulary Word Wall  Finish Teaching • Partner Compare and Share, Pages 7-9 • Double-entry Journal • Small Group Discussion Using Student-created ?’s • Timed Writing Reflection on Cities/Global Warming • Homework  • Page 17, Compound Words • Mosaic 1: Cold-Warm-Hot Read “Go with the Floe: Adventure Travel’s…” • Select Vocabulary Words from the passage you’d like to discuss in class. • Mosaic Online CHAP - NSCC 2014

  7. Marking the Text: Cold Read • Scan • Skim • Circle New Vocabulary • Write the main ideas in the margins of the text Borrowed from Jennifer Zamira’s Classroom Website, LHS 2012 CHAP - SCC 2013

  8. Overpopulation Fuels Megacities, for Better or Worse: Vocabulary Estimated                           Prompt Supply Sewage Sprung Infrastructure Emissions Construct Thriving Conflict Rapidly Estimated Mechanized Manufacturing Megacities Finite Shanty Inhabitants Fleeing Floods Rate Sustain Urbanization Abandon Dwellers Announced Masses Droughts Pattern CHAP - NSCC 2013

  9. Marking the Text: Warm Read • Make Visualizations • Making Inferences • Make judgments, reactions, and state your opinion about something in the text CHAP - NSCC 2013

  10. Guiding Questions: • Why does this matter (author’s intent)? CHAP - NSCC 2013

  11. Marking the Text: Hot Read • Place stars next to passages that pertain to the guiding question: • Connection to the guiding question • What is the author’s rationale/bias? CHAP - NSCC 2013

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