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MR. MARC'S DOJO

fri. 1/17, I can explain how an author’s point of view is conveyed in the text

1/17/2020

DO NOW:
What role do you need to play in your own education?
MODELED INSTRUCTION:
HOW DO I USE SCRAP PAPER FOR LANGUAGE ARTS
Create your "Point of View" Graphic Organizer for today's 2 Question Assessment. [THIS IS A SKILL YOU SHOULD PRACTICE ON STATE TESTS.]

GUIDED PRACTICE:
We read aloud "The Lady Worth Knowing:

INDEPEDENT PRACTICE:
Complete Questions 1 and 2 on ILLUMINATE

EXIT TICKET:
Read Ch. 15 of The Lightning Thief

thurs. 1/16/20, I can explain how an author’s purpose is conveyed in a text

1/13/2020

wed. 1/15/20, I can explain how an author’s point of view is conveyed in the text.

1/12/2020

DO NOW:
QUICKWRITE
Have you ever come across obstacles that made it difficult to perform your best in school? How did you overcome these obstacles? (4-5 sentences)

Display a sample response
An obstacle that I came across in school that made it difficult for me to perform would of been when my two older brothers got locked up. I was not able to focus on my work. I overcame the obstacle by talking with my counselor…… Turn n talk to share, whole class share out, read standard/LT and state success criteria

MODELED INSTRUCTION:
Make connection to previous learning by reviewing “Texting” text  and strategy

Ask student to review the “Texting” text, titles and sections to remember the authors perspective. (TW just display on board)
State perspective of “Texting” text
Keep in mind these questions:
What are the various purposes authors write their pieces?”
What are the different points of view an author can write from?
Why is it important for readers to know the author’s purpose and point of view?
Give background knowledge on new text, Pres. Obama, and how he shares his life obstacles that influenced his education
Give students text and ask them to follow along while watching a visual of the speech as the first read.
Watch video -- Students turn in talk about “How Obama views Education”
Part 2

2nd read
Modeling think aloud of new text looking at title, and summary
(underlining important parts/expressing)
(step1/2 of anchor chart)
TW cont to read 3-4 and 5-10, 11-12
(students may support by underlining words or phrases that suggest Obama’s perspective)
TW display question stem and SW help fill it in

“The Author’s perspective on the topic of __________ is that ___________. This is evident when _______.”

GUIDED PRACTICE:
Read 13-16 (Underline words, phrases, and/or sentences that signal purpose.)
Answer this question on chart paper that will be displayed on desk
(“What is the author’s perspective?”  “What is the author saying?’)
Review strategy and view anchor chart instructions, and then hand out the completed first 2 pages of the graphic organizer.

*Class will review and point out some of the paragraphs perspective that aligned directly with their underlined words/phrases

INDEPENDENT PRACTICE:
Students will work in pairs to read para 17-19 and 20-24
-underline words/phrases
-fill out graphic organizer

*Review

1/14/20, Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

1/12/2020

DO NOW:
Read Ch. 16 of Lightning Thief

MODELED INSTRUCTION:
Review yesterday’s strategy of using title and sections to infer the authors POV/perspective. Explain the author’s perspective by referencing their word choice and how their perspective is conveyed through the text.
(last column of graphic organizer)

Review POV Anchor Chart and Graphic Organizer.

Reread Title, Intro paragraph, and reflect on the 2 columns filled in yesterday

Identify POV/Perspective
Identify words/phrases to support
Explain how the author conveys

Next, begin to explain how the author conveys their perspective.

Identify POV/perspective
Identify words/phrases to support
Explain how the author conveys

Model the same with section 2 where students can join in to help

GUIDED PRACTICE:
Students work in their pairs to do the next 2 sections.

Monitor and assist.

Class come together to review findings and record on projector within the graphic organizer.

INDEPENDENT PRACTICE:
Work in pairs for 15 min to finish

Whole group to review strategy, last section and clear up misconceptions.

EXIT TICKET:
Constructed response -
Based on paragraphs 12-15 What is the author's POV/Perspective of how cell phones can help others? Use details from the text.
*Use graphic organizer to support

1/13/20, I can determine an author's point of view/purpose in a text

1/12/2020

DO NOW:
QUICKWRITE -
In what ways have texting or the use of your cell phone helped you emotionally?
Give an example

MODELING INSTRUCTION:
-Point of view or perspective means the author’s feelings on the main topic and purpose is the reason they are writing. -Model how to use the TITLE and SUBSECTIONS of texts to analyze how an author identifies/develops their point of view or perspective

Review Anchor Chart and Graphic Organizer to support strategy in learning the skill (POV).

Explain graphic organizer ONLY FOCUS ON FIRST 2 COLUMNS

Identify POV/perspective
Identify words/phrases to support
Explain how the author conveys

Read TITLE/INTRODUCTION paragrah to gather evidence to identify topic then infer about author's POV/PERSPECTIVE.

Record findings in graphic organizer ONLY FOCUS ON FIRST 2 COLUMNS
Part 2
Model section 2” There is a time and place for texting”

Identify POV/perspective
Identify words/phrases to support
Explain how the author conveys

GUIDED PRACTICE:
ASK A STUDENT to read the next session of the article, "Reaching Out To Others During Difficult Time".

STUDENTS help teacher to filling out graphic organizer ONLY FOCUS ON FIRST 2 COLUMNS

Part 2
Then ask students to read with a partner the next session

ie. Helps you stay in contact with your parents
*Circulate the room to assist then bring class back together to view findings

INDEPENDENT PRACTICE:
Work together to finish the rest of the text, only focusing on identify the POV and words to support

EXIT TICKET:
“The Author’s perspective on the topic of ____________ is that __________________________________________________. This is evident in the text when _______________________.”

fri. 1/10, I can determine how a theme is conveyed through particular details.

1/10/2020

-Lit Lab CLASS CODE:

https://www.gimkit.com/play

DO NOW:
Read The Lightning Thief

Complete Common Lit - GROWING UP by Gary Soto

Complete Class Craft - Book Check Out for Book Project

wed. 1/8/20, I can determine how a central idea is conveyed through particular details

1/8/2020

DO NOW:
VIEW BYSTANDER PIC

POST A COMMENT OR BYSTANDER CHECKLIST 
QUESTION: What is a bystander?

MODELED INSTRUCTION:
Give background information about author and poem
How many people were considered bystanders during the Holocaust?
The author used to be a police officer, but knew he was doing wrong. So he started to help the Jews and was thrown in prison, he got out and became a preacher.

READ Poem “First They Came” and annotate or chunk using the symbols
?-questions
!-Surprising parts
*-Main idea
E-Evidence
 
1ST READ STRAIGHT THROUGH 
2ND READ TEACHER MODEL ANNOTATING FIRST STANZA using only the symbols identified

GUIDED PRACTICE:
2nd stanza SW help
-SW then finish annotations independently  
REVIEW text dependent questions 
SW paraphrase questions in their own words before individually answering ALWAYS REFERRING TO TEXT 
 Answer first question together w/discussion 
 1.Who do you think “they” refers to and why? 

INDEPENDENT PRACTICE:
Preview novel, The BOY WITH THE STRIPPED PAJAMAS and share their inferences
Read Chapter 1 (whole group)

Ask students to write down the symbols used when reading the poem.

?-questions
!-Surprising parts
*-Main idea
E-Evidence
Use these symbols to focus their reading by identifying a question they have, a surprising fact, what they think the main idea of the chapter is, and a piece of evidence to support

EXIT TICKET:
Review back at your annotations from “First They Came”

Post IT!
What message is the narrator of this poem trying to convey?

tues. 1/7, I can determine how a central idea is conveyed through particular details.

1/7/2020

DO NOW:
Select five items you would take with you if soldiers came to your home and said you had only a few minutes to gather your belongings before you were ordered to leave.  Why would you take those particular items?

Modeled Instruction:
[Make T-Chart] What is a ghetto?

Watch video
https://www.youtube.com/watch?v=jk-sJADfWrU
Record characteristics of Holocaust Ghetto (t-chart)

Part 2
Annotate/chunk a poem(by stanza)“HOMESICK” just like they did Monday.

Question stems
1.What is the author’s point of view?
2. What is the authors attitude towards the topic?
3. What word choices does the author use to help develop their perspective about a topic?
4. How does the author introduce the topic/central idea?

GUIDED PRACTICE:
Work independently to chunk each stanza of the poem
AS a class students  (or in groups) will answer question stems (teachers can be creative on how to present questions ex. Each group can have a diff, question on chart paper and then share out whole class

INDEPENDENT PRACTICE:
Read independently“Concentration/Extermination” text

Complete Questions 1, 3 and 5 from worksheet

EXIT TICKET:
RACER(Independently)
How is the Holocaust Ghetto and Your 2019 version of a Ghetto different?

mon. 1/6, I can determine a central idea of a text.

1/6/2020

DO NOW: [ART GALLERY WALK] Complete anticipation guide by viewing pics of the Holocaust
*5 MIN TOTAL TO GO TO EACH PIC AND DISCUSS WITH PEERS ABOUT THE EVENTS THEY THINK HAPPENED

PROMPT A DISCUSSION ABOUT THE HOLOCAUST TO ASSESS STUDENT BACKGROUND KNOWLEDGE

MODELED INSTRUCTION:
1. Distribute copies of The Children of Theresienstad or Holocaust text
2. Examine text features (if any).Write these responses on the board before reading
3. Model reading the first paragraph and use specific details to create a chunk or Box and Bullets
4. (Ask students about unknown words & any questions or comments they have before reading the article. This helps prepare students for the content of the article and give some background information they may need.)

NEXT STEP:
5. Do the 2nd para and chunk

GUIDED PRACTICE (15 min.):
1. 3rd paragraph-ask students to read and help chunk - - (Relate the pictures from gallery walk to the text)
2. Students work on chunking with a partner the remainder paragraphs

*TW review the text by prompting the class to answer text dependent questions 1-3 as a whole class
*TW complete questions 4-5 in pairs then teacher will review

INDEPENDENT PRACTICE:
1. Work independently, complete questions 6-8
2. Preview the novel “Boy in Striped Pajamas”
3. Make inferences on what it will be about.
4. Watch video of the author of novel to support inferences

(https://youtu.be/_EfD5VaTX0A)

EXIT TICKET:
STUDENTS WILL ANSWER QUESTION 9 FROM THE HOLOCAUST TEXT TO IDENTIFY THE CENTRAL IDEA OF THE TEXT READ TODAY (refer students back to the first text read in the mini lesson)

thurs. 12/19, I can provide a conclusion that follows the given argument.

12/19/2019

Do Now:
Thesis Paragraph Activity

Modeled Instruction:

Complete Common Lit: Xmas Carol
Argumentative Essay: Conclusion Paragraph

Independent Practice:
Charles Dicken’s Christmas Carol

Exit Ticket:
Turn in Xmas Carol Worksheet