September 8-9, 2014 SWBAT: apply “active notetaking” strategies to self RELATIONSHIPS...

September 8-9, 2014SWBAT: apply “active notetaking” strategies to self

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Pre-bellworkOrganizational Tip:

Cell phones-Away/OffAssign Table Leader

BinderAgenda

HighlighterExit ticket

AGENDABellwork (25 minutes)

Agenda (5 minutes) Quiz (10 minutes)

Workshop (45 minutes)Review AoW workReview Research workAssign new AoW

Peace/Out (5 minutes)


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Cornell notetaking “quiz”I am checking your ability to take “active”

notes when someone is talking.

Heading =Lessons on changing the world

Skinny= lessonsFat = examples/ideas/pictures

Reflection at end

https://www.youtube.com/watch?v=yaQZFhrW0fU#t=20








UPCOMING- A DAY

THIS WEEK9/8

AoW assignedFWD Frosh

year/Spring DONE (p46)

9/10 A4 Library time

FWD Soph year/Fall DONE (p77)

9/12 Catch up/SSR

A3 Library timeFWD Packet #1 DUE

AoW DUE

NEXT WEEK

9/16FWD (p) DONE

9/18 FWD (p) DONE

9/23FWD (p) DONEPACKET #2 DUE


UPCOMING- B DAY

THIS WEEK9/9

AoW assignedFWD Frosh

year/Spring DONE (p46)

9/11 B4 Library time

FWD Soph year/Fall DONE (p77)

NEXT WEEK9/15

FWD Packet #1 DUE AoW DUE

9/17 FWD (p) DONE

9/19NO SCHOOL

9/22FWD (p) DONEPACKET #2 DUE


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HOMEWORK

Read TO page 77. Work on AoW summary

Reminder: you need to be working on packet.


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Q: What GENRE is Freedom Writers Diary?

A. FictionB. Non-fiction

Define/explain rationale/support

Get into your notes section...CORNELL STYLE


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GenreNon-fiction •Based on facts

•Information about real people, places, things, events•Written in academic language (sometimes)


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GenreNon-fiction •Based on facts

•Information about real people, places, things, events•Written in academic language (sometimes)

•Newspapers•Biographies•Autobiographies•Textbooks•Interviews•Essays


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Q: In the novel Freedom Writers Diary, How does the setting influence the

storyline?

BACKGROUND RESEARCH TIME

This was last class.


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You need to summarize the article, but also give an opinion as to how this setting effects the storyline.

2 paragraphs

TITLE: FWD Summary/Connections

Paragraph 1(USE THE IVF TOOL)

Paragraph 2“I’m a fifteen year old, too, so I can see how

something like ...”

Peer editing time


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My Theory:

Students hate peer editing

Peer EditingWhy is this

funny?


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1. Do not know what to look for.2. Do not want to embarrass their peer.

3. Do not want to be embarrassed.4. Do not know how to “fix” the writing.

5. Do not care.

Peer Editing


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I am telling you what to look for.

You are helping.

The only way you should be embarrassed is if you weren’t trying.

You are making observations/ not fixing

You are better than not caring.

Peer Editing


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MLA heading12 point/Times New Roman/Double Space

TITLE: FWD Summary/Connections

Paragraph 1(USE THE IVF TOOL)

Paragraph 2“make a connection using themselves?”

Did they...


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Paragraph 1

The article “called what?” by WHO? from WHERE? does WHAT?

OR The (name of source) article, “what is it called?” by

WHO? does WHAT?

ORIn his/her article “what is it called?” author name

does WHAT?

Paragraph 1How could you go in?


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Assignment: Claim/Relate/DefendClaim: The article fits with FWD/ our theme.

I will assign articlesYou will then break into teams.

1. Team/ Read2. Team/ Annotate3. Individual/ Summarize4. Individual/ Connect

You will eventually present to your peers.

AoW #2


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Write on a piece of scratch paperName/Teacher/Block/Date

Using declarative AND an adjective…Tell me something about Ms.

Gruwell.

What type of sentence is that?

September 8-9, 2014 SWBAT: apply “active notetaking” strategies to self RELATIONSHIPS...

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