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Unit 1 Week 1

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by

Alexa Wright

on 12 August 2016

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Transcript of Unit 1 Week 1

Welcome to Humanities ELA
Objectives for Today
1) Expectations and consequence hierarchy for Ms Wright’s class.
2) Information about your classmates.
Expectations
1. Always follow directions the first time they are given.

2. Remain seated unless given permission to do otherwise.

3. Remain on task and engaged.

4. Respect everyone at all times
- use appropriate language
- be a good listener
- keep hands, feet and materials to your self

Consequences
1. Verbal Warning
2. Written Warning
3. Isolation
4. Parent Contact
5. Office referral

*Disrespect will not be tolerated you will EARN a referral for ANY type of inappropriate language or aggressive behavior
2.Remain seated unless given permission to do otherwise.
1. Always follow directions the first time they are given.
Ms. Wright:

"Everyone take out your notebooks and answer the questions that are posted on the board. We are working independently, silently and you have 5 minutes.
Student:"Takes out notebook and begins answering the questions. She/he remains silent and only focuses on his/her paper."


Exemplar Example
Non-Exemplar
Example

Ms. Wright- "Everyone take out your notebooks and answer the questions that are posted on the board. We are working independently, silently and you have 5 minutes.
Student.....
3. Remain on task and engaged.
4. Respect everyone at all times
- use appropriate language
- be a good listener
- keep hands, feet and materials to your self
1)Silently
2)Focusing on your paper ONLY
3)Remaining seated
4)Raising hand if you need assistance
Group Work Exceptions
1) 6inch voices
2) Working ONLY with people in your group
3) Remain seated unless directions are given to move
4) Ask your group members for clarification 1st then raise hand
5)Everyone needs to participate
*Group Work is a privilege and failure to adhere to expectations will result in the activity being modified to independent work
Let's first define what is FAIR.
Not the same for everyone.
What you need may not be what all students need. Lets look at an example......









Would you give both plants the same amount of water? Why or Why not? Think-Pair-Share

Will this teacher treat me fairly?

1)Silently sit down.
3)Begin your Do Now
Do Now
Write a 4-5 sentences response
-If you were principal for a day. What rules, rewards and structures would you put in place and why?

Attendance with....2 Truths and a LIE
1) Each person in the class states their name
2) When it is your turn, tell the group two things about yourself that are true and one thing that is untrue, also known as your one lie.
3) The student after you has an opportunity to try to guess correctly, which statement made was the lie.
- if you guess correctly you earn a S.M.A.R.T ticket
HUMAN

Get to know your friends better!
1) Read the descriptions.
2) See if you can find someone who matches that description.
3) Ask that person to sign their name in that particular box.
4) Try to be the first person with five signatures in a row to get BINGO.
***If you have time, bonus tickets if you can fill in every square.

Who am I?
Agenda
A severe storm has crippled a small ship, the S.S. Guppy, and the only remaining lifeboat has room for only seven people. You have no hope of reaching civilization, but there's a fairly good chance that you can make it to one of many small, uncharted, and unpopulated islands in the area. You may have to remain on such an island for years. Your task is to choose which seven people should be allowed on the lifeboat, and hence be allowed to survive.
Independent Work Expectations
Monday/Tuesday
Closing: 3-2-1 Bye Bye Blurb
THIS IS A SILENT ACTIVITY :)
Do Now
Who's Ms. Wright
Expectations
Consequences
Taking Attendance
Human Bingo
Survival Activity
What am I learning today?
What am I going to do?
Review information regarding arrangement and procedures

Complete team building activities
3-2-1 B-B-B
How will I be assessed?
Research shows that people learn in different
ways. While each of us uses all of our senses to
gather information, some people use one sense more
than others while learning. Students can be better
learners when they understand their preference for visual
(seeing), auditory (hearing), or tactile (touching) learning.
Often, students find that they have more than one preference
when it comes to learning. For example, you could be almost
equally strong in visual and auditory learning.
To get a better understanding of how you learn, take this learning styles inventory.
Answer each question as honestly as you can, then add up your points to find out
whether you’re an auditory, visual or tactile learner—and how you can make your
personal style work in the classroom.
Learning Styles Inventory
Share out your top three survivors and explanation
Bye Bye Blurb
3-2-1
3 - People who did not survive and why
2 - Rules of the Class
1- Think you still have a question about or something you are excited about.
Welcome Back!
Homeroom
1. Silently complete the identify iceberg template.
HUMAN

Get to know your friends better!
1) Read the descriptions.
2) See if you can find someone who matches that description.
3) Ask that person to sign their name in that particular box.
4) Try to be the first person with five signatures in a row to get BINGO.
***If you have time, bonus tickets if you can fill in every square.

1. Getting to know activity
2. Identify Iceberg
Wednesday/Thursday
Homeroom
Homeroom
Complete Value Handout
by discussing with a partner and jotting down ideas in the table.
****Please bring in magazines/newspaper for vision boards.
Do Now
1. Silently sit down
2. Respond to the following prompt.
What qualities make a good teacher? Why? What qualities make a good student? Why?
Agenda
1. Do Now
2. S.M.A.R.T. Board Review
3. Class Blog Address
4. Malleable Intelligence
5.Lost Generation Poem Activity
6. Are People Equal Activity
Closing
Bye-Bye-Blurb
Objectives for Today
What am I learning today?
1) The concepts of
Malleable Intelligence
and
Equality

What am I going to do?
- Read articles, engage in group discussion and answer questions.
How will I be assessed?
-Completed Article Questions
-Completed Bye-Bye-Blurb
S.M.A.R.T Board
When students exhibit a S.M.A.R.T. aspect, they will be awarded individually and whole group. Tickets are disturbed for individual rewards and class points are given when 100% of the class demonstrates a SMART aspect. Students are eligible to enter their tickers for weekly/bi-weekly drawing of prizes. Different class periods compete for SMART points and every 6 weeks the class earns a class rewards. Past rewards have included Chik-Fil-A and Krispy Kreme breakfast.
Scholarship
1. All students master each day’s objective
2. All student work is neat and complete.
3. All students execute at their highest ability.
Maturity
1. Students use an appropriate volume
2. Students speak professionally – in complete sentences, loud enough for people to hear, etc.
3. Students listen silently and watch the speaker as they are speaking
4 .Everyone is dressed appropriately
5. Students wait in hall using appropriate volume & move around the school in a respectful manner.
Academically
Absorbed
1. All students are actively engaged in class – eyes on the prize
2. All students raise hands to answer questions
3. Students seek to answer every question on assessments -
4. Students illustrate joyfulness in the process of learning.
Resilient
1. Students work, act, and think with a purpose – questions and responses demonstrate student engagement with material
2. All students work hard and show grit
3. Students start do-now immediately without a reminder
4. Students do not give up in the face of challenges.
Team Oriented
1. Students academically support each other with words of praise and encouragement.
2. Students seek opportunities to collaborate with classmates – they are excited about working with all team members in and out of class.
3. Students can explain why the success of the team matters to their individual success.
4 Students react appropriately to teammates
What's at stake?
1. Select a S.M.A.R.T. board aspect.
2. Write down a scenario when this aspect could be implemented. (2 sentences)
3. Write down what could happen if the class NEVER demonstrated this aspect. (2 sentences)
Class Blog
wrightwayela.weebly.com
Malleable Intelligence
Whole Group Reading
Partner Reading
How Do We Know the Brain Can Grow Stronger?
The Key to Growing the Brain: Practice
The Real Truth About “Smart” and “Dumb”
Partner with birthday closest to today is Partner A other partner is B.
Switch Reader Every Paragraph
Independent Reading
What Can You Do to Get Smarter?
* Make sure you have completed all questions #s 1-8.
Introduction
Write the question and answer in a complete sentence.
Lost Generation
Define the term
Generation

1. What qualities make up a generation?
2. Identify some generations from the past.
Write a poem that you think captures your perception of your generation.
Now write a response to a classmate's poem. Your response should include
- 2 positive notes
- 1 improvement
- 1 question
*At least 8 lines**Make sure you have a creative title.
Generation Poem
Poem Peer Feedback
Lost Generation Poem
Are People Equal Activity?
Whole Group
Partner Read
- Partner B starts
-Switch readers every paragraph
Independent Reading
STOP READING AT PAGE 4
Discussion Web
Are people Equal?
1. Draw the chart on a separate sheet of paper
2. Decide on reasons people TODAY are and are not equal.
- jot down your reasons in 2-3 words.
BYE-BYE-BLURB
3-4 Sentences
Respond to the following .
-It is a fact that people are either born smart or born dumb.
*Cite textual evidence to support your claim.
• The author states that
• The event that helps us understand this was…
• For instance,…
• An example…
According to the text, ……………………..
In the text it said, “_____________________”
In the text on page _________, it said, “_____________...”
We can infer from this example in the text ………………………
We know this because………………………..
What's your opinion of George's device he is required to have in his ear?
Harrison Bergeron
What inference can you make about the collapse of the ballerinas?
3. Identify the consequence for being physically attractive.
4. Based on his "handicaps" what inference can you make about Harrison Bergron?
Page 4
5. Predict what will happen as a result of Harrison's actions.
Page 3
6. Was you prediction about Harrison correct or incorrect? Explain what actually occurred.
Homeroom
Friday/Monday
Bye-Bye-Blurb
HR Items to be turned in ASAP in FOLDER
- Clinic Card
- Receipt of the 2016 2017 Family Information Guide
- Online Technology Form
-Lunch Form (if applicable)
Do Now
1. What are three goals you want to accomplish this year?
2.What are two ACTIONS you will take you achieve those goals?
3. Why are these goals important to you?
4. How will you feel if you do not accomplish these goals?
Agenda
1. Do Now
2. Equality Story
3. Reading Stations
4. Bye-Bye-Blurb
Objectives
What am I learning today?
- Defining equality, maturity, resilience and teamwork.
Class Discussion
S.M.A.R.T. Stations
1. Read your assigned text.
2. Discuss your questions with your group members.
3. Write down your answers in complete sentences.
4. Complete the group activity and post your work on your station paper.
Each station needs to be titled.
BYE-BYE-BLURB
Select one of the following to respond to in 3-4 sentences.
All people should be equal.
Being mature is very important for your success.
It's not a big deal if someone can't focus for an extended time.
You should never give up on task that are hard.
It's better to work alone than on a team.
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