MR. MARC'S DOJO - Blog

MR. MARC'S DOJO

tues. 8/7/18, the treasure of lemon brown

8/7/2018

ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.

Performance Based Objectives
1. I am able to cite textual evidence to support an analysis of what the text says explicitly.
2. I am able to cite textual evidence to support inferences drawn from the text

Activator:
Learning Objective: Is to understand and practice the Essential 55 Rules for Creating Successful Students
1. Recite for Understanding the Essential 55 Rules for Creating Successful Students

Class work:
Learning Objective: -To identify textual evidence of descriptive language that creates setting, mood, and figurative language
2. Complete the SCAVENGER HUNT in "The Treasure of Lemon Brown" Powerpoint [Click Here]

Learning Objective: Is to understand the academic vocabulary for the narrative "The Treasure of Lemon Brown"
3. Create and fill in the "Read as Reader vs Read as Writer" Chart in "The Treasure of Lemon Brown" Powerpoint [Click Here]

4. Create and fill in the"How Do You Write Setting Well?" Chart in "The Treasure of Lemon Brown" Powerpoint [Click Here]

Learning Objective: Is to understand the academic vocabulary for the narrative "The Treasure of Lemon Brown"
5. Create 6 descriptive sentences that use the 6 vocab words for "The Treasure of Lemon Brown" in context.

Homework: Return all school forms signed. DON'T FORGET YOUR SNACK DONATION!!!

mon. 8/6/18, the treasure of lemon brown

8/6/2018

ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.

Performance Based Objectives
1. I am able to cite textual evidence to support an analysis of what the text says explicitly.
2. I am able to cite textual evidence to support inferences drawn from the text

Activator:
Learning Objective: Is to understand and practice the Essential 55 Rules for Creating Successful Students
1. Recite for Understanding the Essential 55 Rules for Creating Successful Students

Class work:
Learning Objective: Is to understand the academic vocabulary for the narrative "The Treasure of Lemon Brown"
1. Review for understanding, the 6 vocab words for "The Treasure of Lemon Brown" pg. 205 in Lit Textbook

Learning Objective: -To see descriptive language in action, -To learn how to create a setting that effectively shares the time, place and mood of a story
2. Read pgs. 209-215 of "The Treasure of Lemon Brown"

Learning Objective: -To identify textual evidence of descriptive language that creates setting, mood, and figurative language
3. Complete the SCAVENGER HUNT in "The Treasure of Lemon Brown" Powerpoint [Click Here]

Homework: Return all school forms signed. DON'T FORGET YOUR SNACK DONATION!!!

fri. 8/3/18, The treasure of lemon brown pgs. 205-210

8/3/2018

ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.

Performance Based Objectives
1. I am able to cite textual evidence to support an analysis of what the text says explicitly.
2. I am able to cite textual evidence to support inferences drawn from the text

Activator:
Learning Objective: Is to understand the academic vocabulary for the narrative "The Treasure of Lemon Brown"
1. Record for understanding, the 6 vocab words for "The Treasure of Lemon Brown" pg. 205 in Lit Textbook

Class work:
Learning Objective: -To see descriptive language in action, -To learn how to create a setting that effectively shares the time, place and mood of a story
1. Read pgs. 205-210 of "The Treasure of Lemon Brown"

Homework: Return all school forms signed. DON'T FORGET YOUR SNACK DONATION!!!

thurs. 8/2/18, personal narrative pretest

8/2/2018

ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.

Performance Based Objectives
1. I am able to cite textual evidence to support an analysis of what the text says explicitly.
2. I am able to cite textual evidence to support inferences drawn from the text

Activator:
Learning Objective: Is to stimulate brainstorming and pre-writing about various fears one might experience in their adolescence

1. Complete the Personal Narrative Pretest [which is posted in Google Classroom]

Class work:
Learning Objective: Is to assess what components of writing a personal narrative students can remember from 5th/6th grade.
1. Complete the Personal Narrative Pretest [which is posted in Google Classroom]

Homework: Return all school forms signed.

wed. 8/1/18, first day of school - Essential 55 rules for successful students

8/1/2018

ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.

Performance Based Objectives
1. I am able to cite textual evidence to support an analysis of what the text says explicitly.
2. I am able to cite textual evidence to support inferences drawn from the text

Activator:
Learning Objective: Is to understand and practice the 55 essential habits for language arts class.
1. Recite Essential 55 Rules for Successful Students

Class work:
Learning Objective: Is to use colorful language to emphasize a point about yourself
2. On an index card, answer the 5 questions on the board [front side], on the back, use colorful language to emphasize a point about yourself. Use the example below as a model text.

[ie. "I sung the blues so sweet that if I sang at a funeral, the dead would commence to rocking with the beat.” ]

3. Using laptop, Begin to explore our Google Classroom. Post an AFFIRMATION about yourself in our Google Class. "I AM...." Use the example below as a model text.

[ie. I am a beam of sunshine.]

Homework: Return all school forms signed.

wed. 6/13/18 7 habits of highly effective teens

6/11/2018

Complete the Final Draft of your Biography

View 13th Amendment

Write down the 7 Habits of Highly Effective Teens

Break down into 7 groups to do research on the 7 Habits

Thurs./Fri. 6/6 -6/7, It's All About Me Activity

6/6/2018

Students were paired with a classmate and followed these instructions:

Share your responses to your “Things About Me” with your partner. Each of you must determine an area of focus for your partner. This could be a special talent or something that is very important to him/her. It’s okay to help each other come up with topics for your paragraphs.
Next, you must develop at least 3 follow-up questions about the area of focus you’ve chosen for your partner. Write your questions down on a clean sheet of paper.
Interview your partner further by asking your follow-up questions. Jot notes as your partner responds.
Write a paragraph introducing your partner that contains ONLY information that supports the area of focus you have chosen. Your topic sentence should make your area of focus clear.

Most students reached the “interview” process– a few pairs even began drafting their paragraphs. We will finish writing our paragraphs Monday in class. Click HERE to view the RUBRIC that will be used to assess your paragraphs.

mon. 6/4/18, Intro to MLK Summer Camp - Things About Me activity

6/4/2018

Here are the prompts:
1. Some things I have a lot of information about
2. Some things I particularly value or cherish
3. Some things I oppose or reject
4. Some unusual or interesting things I have seen
5. Something I daydream about
6. Some things I have learned from important people in my life
7. Not to brag, but three things I do well
8. Something that bothers me (a question, a mystery, a problem)
9. Some unusual things that have happened to me
10. Unusual things about my background (places I have lived or visited, experiences of family members, family history, etc.)
11. Something I would do if I knew I had only one year to live
12. Something that recently made me happy

mon. 5/14/18, Final star test

5/14/2018

ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.

Performance Based Objectives
1. I am able to cite textual evidence to support an analysis of what the text says explicitly.
2. I am able to cite textual evidence to support inferences drawn from the text

Activator:
ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.

Performance Based Objectives
1. I am able to cite textual evidence to support an analysis of what the text says explicitly.
2. I am able to cite textual evidence to support inferences drawn from the text

Activator:toto
Learning Objective: Is to understand and practice identifying the 8 different parts of speech, grammar & mechanics
1. Review Self-Determination Oath

Class work:
Learning Objective: Is to understand and put to use the 12 Close Reading Strategies
1. Complete Final Star Test

Homework:
None

thurs. 5/10/18, ACT 5 SCENES 8 OF MACBETH BY WILLIAM SHAKESPEARE, macbeth study guide, & to kill a mockingbird film

5/10/2018

ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.

Performance Based Objectives
1. I am able to cite textual evidence to support an analysis of what the text says explicitly.
2. I am able to cite textual evidence to support inferences drawn from the text

Activator:
ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.

Performance Based Objectives
1. I am able to cite textual evidence to support an analysis of what the text says explicitly.
2. I am able to cite textual evidence to support inferences drawn from the text

Activator:toto
Learning Objective: Is to understand and practice identifying the 8 different parts of speech, grammar & mechanics
1. Review Self-Determination Oath

Class work:
Learning Objective: Is to understand and put to use the 12 Close Reading Strategies
1. Complete Act 5 Scenes 8 of Macbeth by William Shakespeare [Spark Notes - No Fear Shakespeare] w/ writing & comprehension packet

2. Complete Study Guide for Macbeth Final Test

3. Watch To Kill A Mockingbird the movie.

Homework:
Complete the reading of "Wrinkle in Time" and complete the "Wrinkle in Time" hyperdoc posted in Google Classroom.