IC: Note-catcher
HW: Due Thursday
A: Fishbowl Tomorrow
SUMMARY: Today we prepared for the fishbowl discussion by completing a note-catcher with evidence that answers the question: Which was the most important factor for Jackie Robinson's success in leading social change?
HOMEWORK: Complete the homework package and turn it in tomorrow!
SUMMARY: Today we completed our fishbowl to answer the question: Which was the most important factor for Jackie Robinson's success in leading social change?
IC: Understanding Opinion Writing
HW: Due Monday
A: Freckle Goal: at least 45 minutes/week!
SUMMARY: We examined the structure of an opinion essay and answered multiple choice questions (Activity 4).
HOMEWORK: After each sentence, write whether the underlined word or words are the simple subject, complete subject, simple predicate, or complete predicate.
IC: Compelling Hooks
HW: Due Monday
A: Freckle Goal: at least 45 minutes/week!
SUMMARY: We revisited different types of hooks and practiced writing our own in class.
HOMEWORK: Compare Jim Abbott and Jackie Robinson using the Similarities and Differences chart. List any similarities and differences you find in the correct column. Think about their background, their achievements, and the obstacles they faced.
IC: Introduction Writing
HW: Due Monday
A: Freckle Goal: at least 45 minutes/week!
SUMMARY: Today we looked at writing an introduction to your persuasive essay about which factor was most important for Jackie Robinson's success in leading social change. (Activity 9 to Activity 12 + Craft Your Introduction)
HOMEWORK: Complete the homework package and your adaptive Freckle skills.
IC: Body Paragraph 1
HW: Due Monday
A: Teams Reading Accelerator
SUMMARY: Today we continued our persuasive essay by analyzing a model of the body paragraphs, and began planning and writing body paragraph 1 (Activity 13+14).
SUMMARY: Today we continued working on our opinion essay. The goal was to complete the conclusion. (Activity 16 + outline + conclusion paragraph)
HOMEWORK: What is the gist of each paragraph. Read and highlight any phrases or sentences related to the main idea, then use that information to help write a short gist for the paragraph.
SUMMARY: Today students completed their essay (Activity 18), and used the rest of their class time to either practice Freckle, or complete research for the HW.
IC: End of Unit Task Day 1
HW: New Freckle Skills
A: Benchmark Thursday + Friday
SUMMARY: Today students were given iPads to complete step one of the end of unit task. The focus question is "Why is Jackie Robinson an important figure in American history? How did his actions contribute to the fight for equality?". Tomorrow, they will use their graphic organizers to type their 4 paragraph essay, directly on the Keynote app.
IC: MCQ & Write a poem
SWBAT: answer MCQ questions about a poem as well as write a one-sentence poem on the topic of dependence in the style of William Carlos William's The Red
IC: Act 3
SWBAT: identify examples of repetition, animal imagery, and other techniques in lago's machinations/ evil plan.
Open the Othello 3.3 assignment in Teams, download the questions, find relevant quotes from Othello and answer the Q's in your document.
IC: Man & Camel MCQ on Albert.io
SWBAT:
1) work with partners to answer MCQ's about a poem
Prepare for your Othello performance for Thursday in case I am able to return to school.IC: Man & Camel MCQ on Albert.io
SWBAT:
1) work with partners to answer MCQ's about a poem
Prepare for your Othello performance for Thursday in case I am able to return to school.
IC: Interpret Desdemona's Response
SWBAT:
1) Interpret Desdemona's response to Othello's story about the origin of the handkerchief.
2) Perform a one-minute interaction between Othello and Desdemona in which you interpret Desdemona's response to Othello.
HW: Read to p. 181 from act 4, scene 1. Expect reading quizzes this week.
IC: Fall into a Trance
SWBAT:
1) Interpret Shakespeare's use of the word "lie".
2) Perform a one-minute interaction in which you emphasize the word "lie" as part of a performance of the scene in which O' falls into a trance.
Elements: The poet employs connotation >>> connotative diction
Congratulations to the BIBSCAL competitors! Another crown for BARRY!
Come check out the art show this weekend.
HW: Read to p. 193, finishing Act 4, scene 1. Expect reading quizzes this week. Complete "Exit Ticket" Response in Exit-ticket Channel if unfinished.
IC: Direct Othello's Fall
SWBAT:
1) Prepare a one-minute interaction for another group in which you emphasize Othello's psychological transformation following the trance.
2) Explain how Othello's mental state has deteriorated after he awakes from the trance.
Barracuda News: Come check out the art show this weekend.
HW: Read to p. 199, Act 4, scene 2 by tomorrow. Expect reading quizzes this week.
IC: Direct Othello's Fall Performances & Arc of Heroic Figure
SWBAT:
1) Prepare a one-minute interaction for another group in which you emphasize Othello's psychological transformation following the trance.
2) Track Othello's changing state of mind and explain how a group's artistic choices show the deterioration of Othello's psychological state.
Barracuda News: Art Show this Weekend. Check it out at SeaWorld
HW: Read to p. 235, Finishing Act 5, scene 1 by Monday. Expect reading quizzes!