It’s going to be a strange Dr. Who today. For those who are going to hang out, bring your Cougar bucks. I’ve got snacks.
Welcome to Friday. Wednesday we did a full review of transitional sentences. Yesterday, we spent time doing more review. Today, you should have a pretty good understanding of how to use them correctly. By the end of the day, you should turn in your daily starters. You should have completed 5 days of them. Because we spent so much time reviewing, I expect to see that each one of your transitional sentences 1) starts with a transition 2) includes the main ideas from the first paragraph 3) includes the main ideas from the second sentence. If your daily starters are not turned in by the end of the period, you may not receive a grade.
Further, make sure you finish the notes from Wednesday (including the summary) so that I can put it in the guidebook.
After our daily starters, we will return to our ERWC groups. Remember, in order to stay in groups, we must be functioning well as groups. Most classes had no problem with this, and I suspect things will go well today also. We are working on assignment #5 in Google Classroom. If you finish this, go to Assignment #6.
Make sure the following is complete by the end of the period today:
Week 25 Daily Starters: (Google Classroom – Turn In Today) In these, you will be required to come up with a transitional sentence. This sentence should connect the two topics in each of the given paragraphs.
If you look at our slideshow, you will notice that I’ve provided you 3 videos that talk about transitions. If you need to refresh your memory on transitions, I recommend that you look at at least one of these videos. Make sure you use headphones so that you don’t disturb the class.
Week 24 Vocabulary Test: (Due today) Everyone needs to take this test. It will go in the grade book on Friday.
Poetry Terms: (Due-date has been changed to 02/27/17) When we are done with our ERWC, we will be going over poetry. This video provides detailed explanations of terms you will need to know when we cover our poetry unit. Please watch this video and take notes.
I will also be looking at ERWC, assignment #4. Make sure you’ve added your own response, and have responded to at least one other student. Your responses must be complete. Keep in mind that simple responses may not be graded.
ERWC: Working in groups of 2, 3, or 4, you will complete assignments #5 and 6. Prior to testing we started with Marking Up the Text. We are going to get back to that. You will complete this using Google Classroom. As you go into Classroom, you will find several assignments ready for you to tackle. You should look for assignments 2, 3A, 3C, 3D, and Assignment #5 (the first part of which you should complete independently, and then you will get together with a partner or group to finish). If you’ve forgotten how to mark up text, I’ve provided the following: Video Resources (You must use headphones. If you are found on a non-class-related video, you will lose your Chromebook) Annotating, More Annotating Marking up the Text Marking up Google Classroom text in PDF
Task #5: Group Discussion
As a group you should discuss the following:
- Discuss your predictions. Which turned out to be right, and which did not? What helped you or got you confused as you did your first reading?
- Which sentence in each section did you find most interesting? Why? Did others also choose those sentences?
- Compare parts that you found confusing. Somebody in your group may offer a very brief explanation, but, again, you do not have to figure out the meaning yet.
- After you’ve finished your discussion, ask for a flash card. On this flash card, I want each group member to write his/her name. Make sure you also include your period. On this flash card you will write a one to two-sentence summary of the entire article. What is Deborah king’s message about the impact of celebrities? Be ready to share your summary sentence with the class.
|1.||RI.7.1 CITE several pieces of textual evidence to SUPPORT analysis of what the text says explicitly as well as inferences drawn from the text.|
|2.||RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.|
|3.||RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.|
|4.||W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
|5.||L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
|6.||L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain-specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.|