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14-15 First 6-Weeks

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Mark Schoenfeld

on 6 October 2015

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Transcript of 14-15 First 6-Weeks

Ode to Marbles
Max Mendelsohn

I love the sound of marbles
scattered on the worn wooden floor,
like children running away in a game of hide-and-seek.
I love the sight of white marbles,
blue marbles,
green marbles, black,
new marbles, old marbles,
iridescent marbles,
with glass-ribboned swirls,
dancing round and round.
I love the feel of marbles,
cool, smooth,
rolling freely in my palm,
like smooth-sided stars
that light up the worn world.

DO Now - 8/25/14
Welcome!

Sit wherever you would like today.

Begin working on the handout that was by the door. (3 - 4 minutes)
Love What You Have: draw three items from your home that you wouldn’t want to live without.
Be Who You Are: draw three symbols that represent you.


Do What You Can: draw three things you are good at.

At your table, take turns introducing yourself and the pictures you drew.





Listen carefully! You may be called on to introduce someone from your table.
Place your name tent in your bag--
please bring it for the rest of the week.
Remember, I will release you (not the bell) and please push in your chair on your way out!
DO Now - 8/26/14
Complete the 3 questions you picked up at the door in COMPLETE SENTENCES.

Use these sentence starters if needed:
1. One thing in ELA that has been fun for me is... because...
2. One thing in ELA that has been difficult for me is... because...
3. One goal I have in ELA is...
Take out your name tent!!!
Power writing:
1. Pick a student to come up with two words.
2. Have all students write one of the words at the top of their paper.
3. Write for one minute using the word at least once.
4. Write as much as you can, as fast as you can, as well as you can.
5. After the minute is up, count your words.
remember: you will need this in core classes (ela, math, science, and TX History)
Take out your Classroom expectations handout--
Take turns telling the other students at your table about your favorite band or song in a level two voice. Give at least one reason why it's your favorite.
Stand up if you have seen a movie in the last week.

When called on, use a level 3 voice to describe one thing you loved or hated about the movie.
no opt out
At O. Henry, we know that there are no questions that students can't answer with the right kind of help.

Question have you stumped? Use one of the No Opt Out strategies. Let's practice.
Pick a strategy, any strategy.
1. What is the average height of an Emperor penguin?
(May I ask a classmate?)
2. dosaihv;adn sv;kkands;a dsdon vaosdnd salvna;s????
(Would you repeat the question?)
3. What equine creature is designated as the representation of the educational facility named after William Sydney Porter’s pseudonym?

(May I please have some more information?)
4. What is another term for a story's climax?
(WHere can i find that information?)
save this writing!

It will count as part of your writer's notebook grade that will be explained early next week.
Do You have a
Homework folder

for all of your classes?


Put this in the Left side of it (the right side is for completed assignments).
We will go to the library early next week
exit ticket
Review your answers from the Do Now.
Did you use complete sentences?
Did you capitalize the first word of each sentence?
Did you use punctuation at the end of each sentence?

Revise your answers as needed and turn the paper in on your way out of class!
Choose one answer to share with your table.
You will keep this paper until the end of class.
in a level 1 voice, Tell your neighbor who your favorite superhero is.
Izzy T.
Rickey

Izzy
David
David
Andrew
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Borrow a book/Return a book
Pencils
write name when you take one; erase name when you return it.
pick up and return papers here.
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Borrow a book/Return a book
Pencils
write name when you take one; erase name when you return it.
pick up and return papers here.
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Borrow a book/Return a book
Pencils
write name when you take one; erase name when you return it.
pick up and return papers here.
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Borrow a book/Return a book
Pencils
write name when you take one; erase name when you return it.
pick up and return papers here.
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Borrow a book/Return a book
Pencils
write name when you take one; erase name when you return it.
pick up and return papers here.
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Borrow a book/Return a book
Pencils
write name when you take one; erase name when you return it.
pick up and return papers here.
Lewis
Genevieve
Camille
Tyrone
Boone
Meiriona
Fernanda
Sam
Gilly
Abby
Izzy P.
Gabriel
Michael
Mia
Ruby
Aiyana
Talia
Israel
Cade
Evelyn
Christian
Amber
Hansi
Ariana
Nancy
Jesse
Daniel
Jessica
Whalyn
First Period
THird Period
FIfth Period
ACES
Seventh Period
Eighth Period
Homework folder to use in all of your classes
DO Now - 8/29/14
Complete the Plot Diagram Do Now that you picked up on your way into class.

The first section is labeling; the second section is matching.
Jay
Jack
Andrew
Susannah
Hall
Michael
Trevi
Mary Jo
Frida
Grayson
Arthur
Anna
Sirena
Ashleigh
Hamza
Ryan
Zach
Caden
Camilo
Mary
Bella
Andrew
Lucia
Sebe
Mitchell
Brandon
Anna
Kylie
Lewis
Maxie
Tomas
John
Frida
Camille
Chris
Patrick
Jalen
Emma
Cyrae
Dmaurri
Cassandra
Will M.
Brooke
Julia
Ben
Will S.
Luke
Sydney
MJ
Riley
Carson
Aiden
Dani
Will
Maya
Brooke
Alex
Nick
Sam
Sofie
Miguel
Jack
Drue
Marissa
Carcel
Chris
Elisandro
Elijah
Anthony
Deja
Jalen
Annalicia
Jacob
Ozzy
Luis
1. First, think about the exposition of the story. In one or two sentences, write what happened in the beginning; telling about the main characters, setting, and conflict.
2. Using transitions (Then, Next), move to the middle of the story and tell about the important things happening. In one or two sentences, you want to tell what is going on with the conflict of the story.

3. To finish the summary, look at the falling action/resolution of the story and tell what happened. In one or two sentences, tell how the problem or conflict in the story was solved.

4. To end the summary, write a sentence telling about the theme of the story. What is the author’s message?
Summary Writing:
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Borrow a book/Return a book

By Gary Soto
Seventh Grade
use the markers at your desk to Write your first name and the first letter of your last name as well as your ELA class period on the white (paper) portion of the interactive reader.
William P. - 3
Turn to page 4
Remember to use level 2 voices.
Finish the plot diagram on page 13 with your group.
1. First, think about the exposition of the story. In one or two sentences, write what happened in the beginning; telling about the main characters, setting, and conflict.
Summary Writing:
3. To finish the summary, look at the falling action/resolution of the story and tell what happened. In one or two sentences, tell how the problem or conflict in the story was solved.
4. To end the summary, write a sentence telling about the theme of the story. What is the author’s message?
2. Using transitions (Then, Next, Finally), move to the middle of the story and tell about the important things happening. In one or two sentences, you want to tell what is going on with the conflict of the story.
Vine Video
For each part of the story's plot, your table will create a "Vine" video: a 7 second scene that can be repeated. It should capture the most important parts of that stage of plot.

You can use dialogue, but don't make anything up. Use the story to add details to your vine!
As a table, write a summary of "Seventh Grade". Every student in the group will turn in their own summary.
DO Now - 8/29/14
Read the summary of "The Three Little Pigs" that you picked up on your way into class.

Add the appropriate transitions where you see blanks.

When done, turn the paper over and follow the directions.
Exit Ticket
Complete the TX Assessment on pg 15 of your Interactive Reader.

Write your name on the index card provided and copy your answers onto it when done.
pick up your interactive reader!!
(57)
(82)
(97)
(91)
(turning point)
DO Now
Take out your composition book that you will use for your writer's notebook.

On the first page, make a list of as many forms of writing you can think of. Start with the list below if needed and then take over!
Week of Aug. 25
songs
poems
personal narratives
novels
Copy down as many forms, or "genres", of writing as you can.

What genres do you like writing in the most? Give reasons or examples to support your answer.

What genres do you like writing in the least? Give reasons or examples to support this answer as well.

Yes, explaining yourself is very important.
#1
Genre REview
9/2/14
#30 - Teacher's Choice
Always title your writing
Number every entry. Start numbers over each six-weeks.
Write the date that you wrote the entry.
Record which type of writing you did. Types of entries will be pasted into your Writer's Notebook.
Glue each page on the INSIDE covers of your composition book. While gluing, review entry expectations and preview types of writing.
Take out your other composition book (Notes Book, or Noter's Writebook).

We will be creating sections for these books. You will count back from the END of your book the amount of pages told and then create and label a section.
Count Back: Label:
5 pages Vocab
20 pages Grammar
20 pages Writer's Craft
Remaining Notes
Pages
Place your plot diagram notes from last week in the "NOTES" section of your notes book!!
The first 2 pages of your notes book will be your Table of Contents. Label as follows:
Notes
Vocab
Grammar
Writer's Craft
While your teacher reads "The Pie" by Gary Soto, follow along on your page and circle any characters you notice.
DO Now - 9/5/14
Take out your copy of "The Pie" and read it a second time to yourself. (Voice Level: 0)

While reading, underline any examples of sensory language that you notice (descriptions that use the 5 senses).
Gary Soto - author, uses "I", "me", etc. Stole a pie and begins to feel guilty-"I knew sin was what you took and didn't give back."
With your table mates, underline any sensory details (imagery/ anything relating to the five senses) Gary Soto uses.
Read "The Pie" with your table mates a second time--switch readers every sentence.

This time look for the 5 stages of plot and label them on the left side of the story.

Don't forget to find the conflict!
Shared Inquiry


jointly with another or others
an act of asking for information.

The class will rearrange itself in a large circle with half of the class seated. The students in the circle will ask open-ended questions about the text (provided this time) and discuss.

Those outside the circle will take notes in their notes book about the comments their partner in the inner circle makes. Your teacher will model each step of the discussion.
You will use 2-column (or Cornell) notes for this activity. Write the question on the left side of the paper and takes notes about what students discuss on the right side of the paper.
Discussion
Questions
Shared Inquiry Questions
(reminder: you will be graded on your participation in the discussion and note-taking)
Where does the exposition for this story start?
When is the writer most tense? Is that the climax of the story? Why/why not?
Why did Soto not share the pie with cross-eyed Johnny?

Why does Soto think that all the people know? (Paragraph 7). Do they really know?

Why do you think "boredom made [him] sin?"
How does Soto hook us as readers?
What is voice? How does the author show strong voice?
What is the authors message (theme) in the narrative?
Debrief - write in Notes Book (below notes)

Think about how the story "The Pie" is told and compare it to how Soto tells the story in "Seventh Grade".

How are short stories and personal narratives similar and different? Use complete sentences and back up your answers with support from the two stories.
Inner Circle Job:
1. Have 2 open-ended questions about the text ready to discuss.
2. You must speak at least twice during the discussion.

Outer Circle Job:
1. Track your partner. Tally how many times he/she speaks
2. Write down the questions discussed and take notes on what ALL group members say about it.

Homework for the weekend: Due Monday, Sept. 8th

Write down at least 3 ideas you have for a personal narrative about a time you made a poor choice.
Create 2 boxes and check off if your partner speaks twice.
week of Sept. 2
DO Now - 9/8/14
Label the 2 circles in your Venn diagram "Short Stories (fiction)" and "Personal Narratives".

Compare how fictional short stories and personal narratives are told--try to put at least 3 ideas in each section.
Tell the people at your table about 3 ideas you have for this personal narrative. Copy your ideas below where you pasted this prompt.
Find your partner from Friday's shared inquiry discussion.
How are short stories and personal narratives similar and different? Use complete sentences and back up your answers with support from the two stories. (“Seventh Grade and “The Pie”)
Discuss the Do Now and answer the following prompt:
Compare and copy notes so you both have the same information.
sensory details
Consider these terms:
1st person POV
non-fiction
fiction
3rd person POV
beginning, middle, and end
1-4 characters
has a clear climax
DO Now - 9/9/14
Complete the capitalization practice you picked up on your way into class.
A little more info about O. Henry...
Follow Along at your table while your teacher reads the following STAAR personal narrative written by an O. Henry student.
Now at your table, label these PN features as follows:

highlight sensory details
label parts of plot as they begin
underline where writer shows conflict
[bracket] the reflection
We will start as a whole class!
Gallery Walk

When told, leave your table and browse the other groups' work.

Look for elements you labeled the same and any that you might have missed. (90 seconds)
Each group will be given one of the following jobs. Pay attention to which one your group gets!
Plot
Draw a plot diagram on the back of your paper and describe what happened in each part of the plot
Choose specific items from the PN (dog, setting, etc.) and create a sensory details web. Describe the sensory details (use quotes if you want) the author used.
dog
loud whimper that gets louder
Sensory Details
Take out your Writer's Notebook and open it to the personal narrative planning entry from yesterday.
Welcome parents and guardians!
While we wait to get started, please give me the following information on an index card at your table:

Your student's name
Your name
Best phone number and email
Anything I should know about your daughter or son.
Key differences
in 7th grade ELA
More writing at home
Turn in reading logs every 2 weeks
Two tests!?!
More in-depth
DO Now - block day
Take out the following items:
Writer's Notebook
SSR book (from library/class/home)
Reading Log

You will have about 20 minutes to read independently, but you are responsible for tracking your time!
block day procedures
do now
most block days, your do now will be to come in and begin reading. Be sure to have out your reading log so you can count that time!

I will also check your Writer's Notebook, so it should be open to the first entry I am checking (today, that's entry #1).
Writer's Notebook Rubric:

You have all of your entries - 60 pts.
You have 3 pages - 20 pts.
You have correct formatting - 20 pts.

Not happy with your grade? Complete your entries and bring them to your teacher (not during class time) to bring your grade up. You will lose 10 points for every day they are late.


That's called a TRUISM--a statement about life that's true for just about everyone. It shows us something about life and how the world works.
Have you ever read something, or heard a character in a movie or TV show say something, and thought,"Wow, that's so true."
"Sometimes you have to be your own friend."
Truism: A statement that is true for everyone. A life lesson
Examples:
"We don't always get what we want when we want it."
copy into your vocab section of notes book
Directions:

Turn to your "Writer's Craft" section of your NOTES Comp. Book and label the first page "Truisms".

I will show you a series of pictures. Describe each picture in a single sentence, and then write a truism for that picture.

We will practice the first one together.
Use your kernel essay (where was I, what happened first, etc.) to draft your personal narrative.

Your essay should be about 26 lines and include:
all stages of plot
sensory language
characters
a truism (what you learned from the experience).
This is entry #5 in your WNB
DO Now - 9/12/14
Read Mr. Scho's personal narrative that you picked up on your way into class.

Number the lines 1 - 26 and then read it again if you have time.
Raise your hand if you would like to read. I will call on 4 students to read the personal narrative aloud.
With your table:
label the stages of plot (ex, ra, C!, fa, Res)
Highlight sensory details
circle characters
Bracket the reflection

We will start together.
Ex
RA
What makes this the exposition?
Is this where the rising action begins? Why or why not?
Why is "I" circled?
Finish with your table. (5 minutes)
Mistakes and lessons learned
What did Mr. Scho learn from his experience? (Hint: look in the last paragraph)
How did Mr. Scho plan his kernel essay?
What sensory language did Mr. Scho use?
What was the hook? Was it effective?
Fill in the following chart INDEPENDENTLY. Below are some ideas and questions to consider...

When done, look over your own PN and consider how you might revise it.
Remember to look over your own PN when done.

What? It's perfect?
Then read a book, liar.
Week of Sept. 8
DO Now -
Take out your recently written personal narrative (about mistakes or poor choices).

Read it to yourself and then number the lines (not sentences).

Read it again if you have time.
Take out your notes book and open to "Writer's Craft"
Personal Narrative Peer Review
Author: (your name)
Reviewer
Looking for:
Comments / Line #
Plot
Sensory Details
Truism/Reflection
Characters
Does the story have a clear plot? (Ex, RA, C!, FA, Res)?
Does it have any unimportant details?
Is the story's problem (conflict) clear?
Are important characters included?
What purpose do the characters serve?
How does the author do at describing the characters?
How did the author do in describing the story's setting?
How well you could you imagine what was happening?
Does the author focus on any unimportant details?
How effective is the story's ending?
What did the author take away from their experience?
What truism is expressed in their writing?
9/15/14
BE SURE TO PROVIDE THE LINE NUMBER YOU ARE COMMENTING ON.
Directions:

When instructed, leave your WNB and Notes Book at your desk.

Take your pen/pencil to another desk and read your peer's personal narrative without making any comments.

For each story you read, you are looking for ONE of the following: Plot, Characters, Sensory Details, and Reflection/Truism.

After reading the personal narrative, give your peer feedback about the assigned element. There will be questions on the screen to consider in your feedback.

Return to your seat and read over your peers' comments.

We will return to these personal narratives to make more revisions and edits in a couple weeks.
DO Now -
Take out your personal narrative and peer review page from yesterday.

Read back over the comments your classmates made about your personal narrative. What comments make sense? Which ones could use a little explaining?

Remember that WNB entries 5-8 are due on block day.

***One of those entries must be type 3 - Writing Small -and must use sensory details and figurative language to describe the object***
Homework
Introduction to Poetry

Billy Collins

I ask them to take a poem
and hold it up to the light
like a color slide

or press an ear against its hive.

I say drop a mouse into a poem
and watch him probe his way out,

or walk inside the poem's room
and feel the walls for a light switch.

I want them to waterski
across the surface of a poem
waving at the author's name on the shore.

But all they want to do
is tie the poem to a chair with rope
and torture a confession out of it.

They begin beating it with a hose
to find out what it really means.

Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Talia
Israel
Cade
Christian
Amber
Hansi
Ariana
Jesse
Jessica
Whalyn
Rickey
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Sydney
MJ
Riley
Carson
Aiden
Dani
Will
Brooke
Maya
Alex
Nick
Sam
Sofie
Miguel
Jack
Marissa
David
Mark-ja
Naomi
Turn to your shoulder partner and answer the following questions:

What is figurative language?

Why is figurative language used in writing?

What examples of figurative language can you think of from pop culture? (songs, movies, tv, etc.)
Writers use figurative language because...
Figurative language is...
As I read the following poem, try to imagine what the speaker wants his or her students to do with poems.
Skip to 17 seconds
DO Now - block day
Take out the following items:
Writer's Notebook
SSR book (from library/class/home)
New Reading Log - you will turn your old reading log in today!

You will have about 20 minutes to read independently, but you are responsible for tracking your time!
you will have 15 minutes to complete with your table
Paste into vocab section of notes book
uses like or as to compare 2 things
direct comparison
between two things
giving human characteristics
to something non-human
exaggerated statements
Add an example of a simile and metaphor from "Introduction to Poetry"
Watch the following clip from the TV show "Flight of the Conchords".

Bret, the guy with the guitar, tries to write a song for his new girlfriend, Coco.

Do you think she'll be impressed?
An example of hyperbole from the song is...
At your table, come up with three examples of hyperbole that Bret used in his song for Coco.
Next, watch and see how a different artist expresses his love using hyperbole. How do you think it compares to Bret's song?

Watch the music video while you paste the song lyrics into NOTES.
Underline at least 3 examples of hyperbole in the song lyrics and place the hyperbole icon (!!!) next to each.
Independent work
you have 2 minutes
In the music video for "Grenade", Bruno Mars struggles while dragging a piano with a large rope on his way to see the woman he loves. What do you think this act symbolizes?

(Remember, a symbol is an object or action that stands for something else.)

Use the ACE strategy in your response - Answer, Cite, Explain.
Answer - what does it symbolize?
Cite - how do you know?
Explain - explain your reasoning or Expand your answer.
Answer
Cite
Explain
What does the act of Bruno Mars dragging the piano in the music video symbolize?
Bruno Mars drags the piano because...
The act of dragging the piano symbolizes...
give evidence from the text
think about the lyrics to the song
Write another complete sentence that proves your answer.
Jemaine then asks Bret if he would LITERALLY do all of those things for Coco, and Bret admits that he is exaggerating a little bit...

DO Now -
Identify the types of figurative language on the handout you picked up on your way into class.

(Yes, some are more than one type!)

Choose two examples and provide their LITERAL translation.
Highlight all the examples of figurative language you see in this passage.
ability to recover readily from illness, depression, adversity, or the like
Week of Sept. 15
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Mr. Scho's Desk -
KEEP OUT!!!
Front of Room
Lewis
Gabriel
Buddy
Izzy T
Aiyana
Ruby
Mia
Daisy
Michael
Izzy P
Abbi
Gilly
Sam
Fernanda
Meiriona
Boone
Ty
Camille
Genevieve
Ariana
Hansi
Carmelo
Jessica
Elisandro
Talia
Elijah
Israel
Cade
Anthony
Amber
Ozzy
Whalyn
Christian
Jesse
Rickey
Will

Luke
Tanner
uses like or as to compare 2 things
direct comparison
between two things
giving human characteristics
to something non-human
exaggerated statements
repetition of sounds at the ends of words
repeated use of a word or phrase
repeated CONSONANT sounds in words near each other
repeated VOWEL sounds in words near each other
words that sound like their meaning
Do Now
copy these definitions onto your poetry vocab page in your NOtes Book.
How could this simile be improved?
Add examples of rhyme and repetition to your vocab page as you watch.
I will stop the video once everyone has found examples.
Pair-share your examples with someone near you.
My puppy punched me in the eye.
My rabbit whacked my ear.
My ferret gave a frightful cry
and roundhouse kicked my rear.

My lizard flipped me upside down.
My kitten kicked my head.
My hamster slammed me to the ground
and left me nearly dead.

So my advice? Avoid regrets;
no matter what you do,
don't ever let your family pets
take lessons in kung fu.
My Puppy Punched Me in the Eye
By Ken Nesbitt
Pair - share with someone near you.
Add examples of alliteration and assonance to your poetry vocab page.
Essential Question:

How do sound devices contribute the meaning of a poem or other writing piece?

Objective:

Identify sound devices in various written pieces.
uses like or as to compare 2 things
direct comparison
between two things
giving human characteristics
to something non-human
exaggerated statements
repetition of sounds at the ends of words
repeated use of a word or phrase
repeated CONSONANT sounds in words near each other
repeated VOWEL sounds in words near each other
words that sound like their meaning
Emmaline
John
Quattro
Ruby
Amanda
Sam
Renata
Lila
Dillon
Devlin
Kaleb
Xavier
Caleb
Adrian
Mikaela
Alex
Jake
Anthony
Joanna
Owen
William
Emily
Ella
Jacob
Take out your notes book and turn to your poetry vocab page.
Take out your notes book and turn to your poetry vocab page.
Take out your notes book and turn to your poetry vocab page.
Take out your notes book and turn to your poetry vocab page.
Take out your notes book and turn to your poetry vocab page.
Eleri
Elena
Haley
Jalen
Averill
Maya
Dhruv
Cade
Cyrae
Thea
Byron
Victoria
Maddie
Lillie
Gabriel
Tyler
Rowan
Owen
Helena
Jackson
Cynthia
Jim
Tim
Olivia
Rowan
Olivia
Ashley
Do Now:
Read the poem "Ode to Marbles" that you picked up on your way into class.

Try to match the underlined examples with the vocabulary term they go with.

Check your NOTES book for the vocab!
Blue Seuss
By Terrance Hayes
Terrance Hayes is a poet from South Carolina who teaches creative writing at the University of Pittsburgh in Pennsylvania. Many of his poems are about race, music, and the South.
Blue Seuss
by Terrance Hayes

Blacks in one box
Blacks in two box
Blacks on
Blacks stacked in boxes stacked on boxes
Blacks in boxes stacked on shores
Blacks in boxes stacked on boats in darkness
Blacks in boxes do not float
Blacks in boxes count their losses
Blacks on boat docks
Blacks on auction
Blacks on wagons
Blacks with masters in the houses
Blacks with bosses in the fields
Blacks in helmets toting rifles
Blacks in Harlem toting banjos boots and quilts

When the speaker of this poem repeats the word "Blacks", he is referring to African-Americans.

Follow along with the NPR interview as Hayes reads the first part of his poem "Blue Seuss" and the talks about one of the words repeated in the poem.
Discuss at table:
How are the African-Americans the speaker describes being treated? (In line(s) ____ they are...)
5
10
15
F
E
D
C
B
A
Take out your Writer's Notebook
The writing needs to include some of the following:
Figurative language
(at least one): simile, metaphor, hyperbole, personification
Sound devices
(at least two): alliteration, assonance, onomatopoeia, repetition, rhyme
You will have the remainder of class to write your own "found poem" (WNB type 12).
You will write a poem about being boxed in. You can borrow a line from "Blue Seuss" (change "blacks" to something else) or you can start on your own.
Then take a line from "Blue Seuss" and change it to fit your topic. Try to match the style of "Blue Seuss" but include the ideas you brainstormed.
Choose one of these topics and free write about how it feels to be "boxed in" in this way.

Feeling like I had to play football in HS
Being seen as a "nice" but not "smart" middle schooler
Hey, Erika!
Trade with a partner at your table
Place an X next to each one they got wrong (nothing if it's right)
Pass the paper back.

You will turn this in, but write the correct answer and the definition of each term you missed to get some credit back.
Add to vocab section:

Inference
- an educated guess.
What I read + What I know = inference
EX: "Dark clouds filled the sky" + I know dark clouds can mean rain = it may rain in story.
He blinked hard several times, trying to get the image of what he'd just seen in the shack out of his mind.

The Changing
. Gally had called it the Changing.

It wasn't cold, but Thomas shuddered once again.
What inference can you make about how Thomas is feeling?
From Mazerunner by James Dashner
Blue Seuss Inference example
Blacks on auction
Blacks on wagons
Blacks with masters in the houses
Blacks with bosses in the fields

DO Now - block day
Take out the following items:
Writer's Notebook - open to entry 9
SSR book (from library/class/home)
Reading Log

You will have about 20 minutes to read independently, but you are responsible for tracking your time!
Stations:
Making Inferences

On a scratch piece of paper, write down one fact about this photo.
Now, think about your own experiences and write down one inference that is based on your fact.
On a scratch piece of paper, write down one fact about this photo.
Now, think about your own experiences and write down one inference that is based on your fact.
Cold call:
"One fact from the this photo is..."
Cold call:
"One fact from the this photo is..."
SNOWball fight!
Write your name on your paper
Ball it up
When I say go you can throw it--repeat 2 times
If you lose a snowball, you will not be able to play
Now, pick up a paper, return to your seat, and read the inferences. Did they make inferences? If not, write your own inference and return the paper.
What words make you think of slavery?
Make an inference about how these people are being treated.
What do you think the wagons are being used for?
What does it mean to "shudder"?
Write it on the scratch paper: "I can infer that Thomas is feeling..."
Station B
Station A
Station C
Turn to page 252 in your interactive reader.

Take turns in your group reading "Four Skinny Trees" by Sandra Cisneros.
Use complete sentences to answer questions C, D and "Pause and Reflect".
Stems:
C - "The mood of these paragraphs is..."
D - The words _________ and _________ create a __________ mood.
P&R - The author may have personified the trees with qualities that describe her because...
Copy your answers onto your Stations Recording Sheet
From
Legend
by Marie Lu:

My mother thinks I'm dead.

Obviously I'm not dead, but it's safer for her to think so.

At least twice a month, I see my Wanted poster flashed on the JumboTrons scattered throughout downtown Los Angeles. It looks out of place up there. Most of the pictures on the screens are of happy things: smiling children standing under a bright blue sky, tourists posing before the Golden Gate Ruins, Republic commercials in neon colors. There's also anti-Colonies propaganda. "The Colonies want our land," the ads declare. "What want what they don't have. Don't let them conquer your homes! Support the cause!"

Then there's my criminal report. It lights up the Jumbo-Trons in all its multicolored glory:

WANTED BY THE REPUBLIC: "DAY"

WANTED FOR ASSAULT, ARSON, THEFT, DESTRUCTION OF MILITARY PROPERTY, AND HINDERING THE WAR EFFORT.
200,000 REPUBLIC NOTES FOR INFORMATION LEADING TO ARREST.
Make an inference about this photo.
Record it in your Stations Recording Sheet
Make an inference about this passage and record it on your stations sheet
Inference 1
Inference 2
Read "A pioneer woman looks back" as a group.
Answer the questions--provide text evidence for each.
Text evidence--> cite a line number and explain why that answers the question.
DO Now - Quiz Day!
Take out the following items:
Writer's Notebook - open to entry 9
SSR book (from library/class/home)
Reading Log

You will have about 20 minutes to read independently, but you are responsible for tracking your time!
Week of Sept. 22
Do Now -
In the Writer's Craft section of your NOTES book, start a new page titled "Hooks" and put the date.

Write down everything you know about how good authors "hook" their reader.

Hooks
Today's Date
Everything I know about how author's "hook" their reader
Dialogue
Types of Hooks
Description
Action
Begin with character(s) speaking
Must be interesting dialogue for it to work
An exciting event begins the story.
Description /
Snapshot
In Media Res
"In the midst of things"
Begin in the middle of the story and then tell story up to that point
Begin w/ vivid description w/ sensory details, may use figurative language
Reaction /
Thoughtshot
Begins with main character/narrator thinking
Writer's Craft section of notes comp. book
Paste in Gen. Notes
With your table:
Read the personal narrative
Decide what type of
hook
it uses
rank how well it did (10=great and 1=not so good)

You'll have some time to work on hooks for your personal narrative in a moment, but first let's go over the rubric.
# _____

PN Hooks
Date
Teacher's Choice (30)
In your WNB, write three (3) new hooks for your personal narrative. Try to use different types we discussed today or come up with your own. Consider using different elements of a few types of hooks.
Paste into Writer's Craft - below what you just wrote!
Do Now -
Take out your WNB and turn to your personal narrative about a mistake you made and the lesson you learned from it.

Underline or highlight THREE (3) sentences that need improvement.

Board=Paper
Notes Book - Writer's Craft

Ba Da Bing

Ba - where your feet were right then

Da - what your eyes saw right then

Bing - what you thought right then

EXAMPLE:
Moment - walking into the dance

Ba Da Bing - I stepped through the doorway and saw hundreds of students dancing. I thought, "This is going to be the best night of my life!"

Below your notes, write one Ba Da Bing for each of the moments below:

1. First day at a new school
2. Entering the school locker room
3. Going to the grocery store

Go back to your personal narrative now and identify one place you could add a Ba Da Bing
(start by looking at the sentences you underlined)

Write the Ba Da Bing on the sticky note provided.

What do you need to work on?
Read back over your peer review sheet and choose what to work on next:
Revisions
Plot
-re-write kernel essay
-create a plot diagram

Reflection
-look over truism notes
-what did you learn?

Sensory Details
-what you experienced in the story (5 senses)
-Use figurative language!

Other
-hooks
-ba da bings

Where was I? (setting/expo)
What happened first? (rising action)
What happened next? (climax)
What happened last? (falling action)
What did I learn (resolution/reflection)
where?
learn?
last?
next?
2nd?
1st?
Remember, a truism is true about life in general, not about you in particular.

Truism: "Sometimes when you're trying to look cool, you end up looking like an idiot instead."

Not Truism: "If you drive your truck into a ditch, ask your friend Graham for help because he'll make fun of you less than other people."
Setting
Sensory Details
Sensory Details
Figurative language?
Sensory Details
Do Now
Fill out the survey while you log in to a netbook (laptop).

You may read or write in your WNB when you're done.

Log in to Google Docs and open up your personal narrative.

In groups of 3, share

Draw a picture of yourself in 30 seconds.
Put an "X" anywhere you have a scar (yes, they can be
figurative
scars).
X
X
X
Circle on of those "X's", and tell that story.
...and yes, it can be somewhere you were injured and not scarred...
PN Peer Review
Full transcript