September+2016


 * Tuesday, August 30, 2016 **

- Hand in summer reading assignments - Participate in reception line (ice breaker)

HW: finish Summer Reading Assignment if not done already


 * Wednesday, August 31, 2016 **


 * English 9, 5.0 and 6.0**


 * Bell Ringer: none**


 * Activities:**

- Discuss classroom procedures

- Work on establishing norms worksheet

- Sign into Google Classroom

- Start discussing Grading Policy


 * HW**:

For Thursday:

- Finish summer reading packet

- Complete Establishing Norms Worksheet

For Tuesday:

- Get class supplies

- Bring in signed parent info sheet

- Google Discussion: Dogs and Cats - Finish going through classroom expectations and grading policy - In groups, discuss classroom norms
 * Thursday, September 1, 2016 **
 * English 9, 5.0 and 6.0**
 * Bell Ringer: none**
 * Activities:**


 * HW**:

For Tuesday: - Get class supplies - Bring in signed parent info sheet - Bring in copy of //The Illustrated Man// if you have one

“The invention of the ship was also the invention of the shipwreck.” - Paul Virilio
 * Tuesday September 6, 2016 **
 * Bell Ringer: **

In full sentences, please explain what you believe the author of the quote means.


 * Activities: **
 * Collect parent info sheets
 * Instruct students on how to label their bell ringers on google docs
 * Respond to quote and share out in groups and as a class
 * Instruct students on how to create a new folder in google drive and how to organize their documents within subfolders
 * Share classroom norms


 * HW ** **:**

5.0: none

6.0: Create a t-chart that lists the negative and positive impacts of social media.


 * Wednesday, September 7, 2016 **


 * Bell Ringer: **

5.0 Only:

Is social media a good influence on society? Why or why not?


 * Activities: **

5.0


 * Discuss bell ringer
 * Check notebooks
 * Talking to the text: “The Veldt”

6.0


 * Discuss t-chart in groups
 * check notebooks
 * Whole class discussion of social media impacts
 * Talking to the text: “The Veldt”


 * HW: **



5.0: Finish the talking to the text activity. Complete the front side of “The Veldt” worksheet.

6.0: Finish the talking to the text activity and complete both sides of “The Veldt” worksheet.


 * Thursday, September 8, 2016 **


 * English 9, 5.0 and 6.0**


 * Bell Ringer:**


 * Theme is a main idea or message of a work.**

Choose one of the following and identify one theme within the work:

- Your Personal Choice Reading from the summer

- A movie that you’ve seen recently

- A book you’ve read over the summer or read last year in school


 * Activities:**

5.0

- Practice talking to the text

6.0

- Talking to the text

- Discuss summary, cartoon from worksheet, and themes from “The Veldt”

- Write paragraph explaining one of the major themes from “The Veldt”


 * HW**:

5.0: None

6.0

- Finish paragraph (see Google Classroom)


 * Friday, September 9, 2016 **
 * Bell Ringer:**
 * 5.0 and 6.0:**
 * Write one sentence for each of the following words (three sentences total). Your sentence should utilize the word correctly.**
 * 1) **There**
 * 2) **Their**
 * 3) **They’re**


 * Activities:**

5.0 - In groups, discuss summary of “The Veldt” and compare themes between story and cartoon - Brainstorm themes, look for quotes, and begin working on Theme Analysis Paragraph

6.0 - Distribute textbooks - Read “Dream’s Winter” - Perform a close reading; identify at least five questions - Highlight mood words - Respond to two questions on Google Classroom


 * HW**:

5.0: Write paragraph analyzing theme in “The Veldt.”

Prompt:

Write a concise, focused response (no more than five sentences) to the following question:

Identify and explain a theme from “The Veldt.” Provide evidence to support your claim.

6.0: Read “There Will Come Soft Rains” on pg. 723-728 and complete #1-4 on pg. 729

We will be reading a short story today called “Dream’s Winter.”
 * Monday, September 12, 2016 **
 * Bell Ringer:**
 * 5.0:**

How does the title of this story make you feel?

What associations (connections) do you have with these words?


 * 6.0**

What information do you use when you want to evaluate someone’s character (personality)?


 * Activities:**

5.0:

- Review model paragraph for Theme Analysis Paragraph (Google Classroom) - Distribute textbooks - Read “Dream’s Winter” (pg. 698-699)
 * o Write down at least three questions as you read
 * o Circle any words that relate/connect to the mood
 * o Write a 25 word (or less) summary on pg. 700

6.0

- Discuss characterization - Look at model paragraph and compare it to their completed paragraph for the theme analysis assignment (Google Classroom) - Look at student responses from last week’s reading of “Dream’s Winter” (discuss mood and questions from reading)


 * HW**:

5.0: Finish “Dream’s Winter” work

6.0: none


 * Tuesday, September 13, 2016 **


 * Bell Ringer: none**


 * Activities:**

5.0: - Share summaries of “Dream’s Winter” - Discuss setting, plot, and mood - Start close reading “There Will Come Soft Rains”

6.0

- Review plot/setting of “Dream’s Winter” - Identify quotes that characterize Chase and conclude what they say about him - Discuss plot of “There Will Come. . .”


 * HW**:

5.0: Finish close reading of “There Will Come Soft Rains,” pg. 723- 728. Ask two to three questions per page.

6.0: Answer “Analyze Text” Questions #1-4 on pg. 730 on a separate piece of loose leaf. Please use full sentences in your responses.


 * Wednesday, September 14, 2016 **
 * Bell Ringer: Would you want a futuristic house that did everything for you (like in “There Will Come Soft Rains”)? Why or why not?**


 * Activities:**

5.0: - Complete questions #1-4 on pg. 729 (work with partners)

6.0 - Work in groups to discuss the answers to Questions #1-4 from pg. 730 - Hand in homework


 * HW**:

5.0:

Friday: In-class writing

6.0: Perform a close reading of “Powwow at the end of the World”

Friday: In-class writing assignment


 * Thursday, September 15, 2016 **
 * Bell Ringer: None**


 * Activities:**

5.0: - Complete questions on the poem “There Will Come Soft Rains” (google classroom) - Distribute writing prompt and graphic organizer for in-class writing tomorrow

6.0 - Finish discussing “TWCSR” - Discuss background information on “Powwow. . . “ (google classroom) - Complete worksheet questions independently or in partners


 * HW**:

5.0:

Friday: In-class writing

6.0:

Friday: In-class writing assignment


 * Friday, September 16, 2016 **
 * Bell Ringer: None**


 * Activities:**

5.0: - Complete in-class writing response to summer reading and “End of Days” readings

6.0 - Complete in-class writing response to summer reading and “End of Days” readings


 * HW**:

none


 * Monday, September 19, 2016 **
 * Bell Ringer: None**


 * Activities:**

5.0: - Introduce Unit 1 vocabulary terms and procedures - Students complete Unit 1 vocabulary chart

6.0 - Students finish writing prompt from Friday - Introduce Unit 1 vocabulary words


 * HW**:

5.0:

Tuesday: Unit 1 vocabulary chart due

Friday: Unit 1 Vocabulary quiz

6.0: Thursday: Unit 1 vocabulary exercises due

Friday: Unit 1 vocabulary quiz


 * Tuesday, September 20, 2016 **
 * Bell Ringer:**
 * 1) **1.** **What does it mean to be an American?**
 * 2) **2.** **What does being patriotic look like?**


 * Activities:**

- Respond to and discuss bell ringer - Read article on Colin Kaepernik, respond to prompt, reply to several other students’ posts


 * HW**:

5.0: Complete “Choosing the Right Word” Questions in your vocabulary book for tomorrow.

Friday: Unit 1 Vocabulary quiz

6.0: Thursday: Unit 1 vocabulary exercises due

Friday: Unit 1 vocabulary quiz


 * Wednesday, September 21, 2016 **
 * Bell Ringer:**
 * 5.0:**
 * Create a connection between the following three clues and your Unit 1 vocabulary terms. Be sure to explain the connection!**
 * 1) **1.** **Slippery**
 * 2) **2.** **Car crash**
 * 3) **3.** **False advertising**
 * 6.0**
 * Create a connection between the following three clues and your Unit 1 vocabulary terms. Be sure to explain the connection!**
 * 1) **1.** **Trap**
 * 2) **2.** **Walking lightly**
 * 3) **3.** **Numb**


 * Activities:**

5.0: - Distribute Volume One textbook - Discuss rationale behind yesterday’s online discussion - Close read “Music for my Mother” ; ask at least three questions of the text

6.0 - Same as 5.0 - Write summary of “Music for my Mother”


 * HW**:

5.0:

Thursday: Unit 1 vocab, Completing the Sentence Questions due

Friday: Unit 1 Vocabulary quiz

6.0:

Thursday: Unit 1 vocabulary exercises due

Friday: Unit 1 vocabulary quiz

Bell Ringer: 5.0 and 6.0: Write an original sentence that utilizes one of your Unit 1 vocabulary terms.
 * Thursday, September 22, 2016 **

Activities: 5.0
 * Share created sentences; guess which word fills the blank
 * Discuss how to summarize
 * Create 25-50 word summaries of “Music for my Mother”
 * Post summaries on google classroom; read and evaluate the summaries

6.0
 * Share created sentences; guess which word fills the blank
 * Discuss how to summarize
 * Create 25-50 word summaries of “Music for my Mother”
 * Post summaries on google classroom; read and evaluate the summaries
 * Discuss metaphors of U.S. -- melting pot vs. salad bowl
 * Identify details in text that support each metaphor

HW:

Study for Unit 1 vocabulary quiz tomorrow


 * Friday, September 23, 2016 **


 * Bell Ringer: None**


 * Activities:**

Unit 1 vocabulary quiz


 * HW**:

5.0: none

6.0: Read “The Immigrant Contribution” on pg. 23-28 and answer questions #1-5 on pg. 29.


 * Monday, September 26, 2016 **
 * Bell Ringer: Describe one thing about yourself of which you are proud. (This could be a skill, talent, characteristic, job, role you play, behavior, etc.) Explain why.**


 * Activities:**

5.0: - Discuss background of JFK and excerpt - Read and summarize each paragraph of “The Immigrant Contribution”

6.0 - Turn in comprehension questions from pg. 29 - Work on completing four analysis questions of “The Immigrant Contribution”


 * HW**:

5.0:

- Read and summarize paragraphs #1-12 on your worksheet for [|“The Immigrant Contribution”]

6.0: - Finish[| “The Immigrant Contribution” analysis questions]


 * Tuesday, September 27, 2016 **
 * Bell Ringer: None**


 * Activities:**

5.0: - Help students log onto the online textbook - Continue reading/summarizing “The Immigrant Contribution” 6.0 - Discuss analysis questions from homework (“The Immigrant . . .”) - Have students read the demographics graph on google classroom and start answering questions


 * HW**:

5.0:

Finish “Immigrant” Summary Worksheet.

6.0: Read “American History” on pg. 37-44 and complete double-entry journal.






 * Wednesday, September 28, 2016 **
 * Bell Ringer:**
 * • **The following are ANALOGIES. Choose the pair of words that has a relationship most like the first two words.**
 * 1) **1.** **Lifejacket: Boat**
 * a. medicine: disease**
 * b. seatbelt: plane**
 * c. shield: sword**
 * d. hat: helmet**
 * 2. Note : Melody**
 * a. bone : skeleton**
 * b. movie : film**
 * c. meal : restaurant**
 * d. career : job**


 * Activities:**

5.0: - Respond to “The Immigrant Experience” Response Question on Google Classroom - Look at Demographics chart and start completing #1 on the worksheet

6.0 - Continue analyzing graph, identifying facts, making inferences, asking questions


 * HW**:

5.0: Thursday: Finish answering the question on Google Classroom ("The Immigrant Contribution")

6.0: Thursday: Answer the last question on the graph worksheet




 * Thursday, September 29, 2016 **
 * Bell Ringer:**
 * 5.0: Choose the pair of words that best matches the original. Briefly __explain__ how the words relate.**
 * 1. ALGEBRA : MATHEMATICS**
 * • **A) rain : precipitation**
 * • **B) photo : camera**
 * • **C) tradition : rituals**
 * • **D) trade : countries**
 * 1) **2.** **KISS : AFFECTION**
 * A)** **smile : fear**
 * B) joke : importance**
 * C) message : information**
 * D) television : actor**


 * 6.0: NONE**


 * Activities:**

5.0: - Analyze demographics graph. Interpret data, make inferences, ask questions. Consider how JFK would view the upcoming trends and turn in the worksheet before you leave.

6.0 - Have students discuss how JFK might have responded to the graph about America’s demographics - Work in groups; discuss the double-entry journal and take group notes - Read opening of “American History” together - I will model a close reading of the story - Assign groups and a short passage for each group

[|Close Reading Assignment]


 * HW**:

5.0: None

6.0: For Friday: Perform a close reading of your group’s passage. Consider the questions on the front of your worksheet as you read and record your observations on the back.


 * Friday, September 30, 2016 **
 * Bell Ringer: None**


 * Activities:**

5.0: - Begin reading “American History” on pg. 37

6.0 - Students can start working on group mini-project (“American History”)


 * HW**: None

5.0:

6.0: