Bundle 2 - Narrative Writing
Bundle Notes
Students will examine the art of narrative writing, through analysis of literature and experiencing the writing process of a personal story - A Child Called It
Below, you will find links to the complete novel, and our study guides for each chapter in the book. This will help you navigate the novel in an easier way, and to really understand what is happening in the story beyond just the words. You will track the emotional and physical roller-coaster of pain an abused child goes through.
All study guides have three sections: Character identification, significant terms, and critical thinking questions. Remember, all critical thinking questions need to be answered in complete sentences.
Bundle Resources
Study Guide - Chapter 7 click here
A Child Called It, by David Pelzer
Click Here to read complete novel in Google Docs
Click Here to download the PDF file
| a_child_called_it.doc |
| a_child_called_it.pdf |
OBJECTIVE 1 - Using the Common Core Standards to examine Personal Narrative
Thursday 10/13
Agenda: Examining the Common Core Standards for Graduation
Aim: What essential skills will students achieve by working within the common core standards of education?
Check-In: Guess what the following statistics mean in "terms of college".
25% ... 56% .... $60,954 & $33,618 ..... 400-500 ..... $3.8 Billion .... $500,00...
Procedure:
- Check-In Class Discussion
- Discuss: Which three (3) skills incorporated in academics will follow you through college and/or career?
- Distribution of the common core standards in Literature
Work period:
- Students "unwrap" the common core standards - produce working definitions
Summary: Exit Pass - Thoughts on college readiness
Homework: 2nd Draft of Immigration Essay due Monday. Test # 2 on Tuesday
Friday, 10/14
Agenda: Examining "Key Ideas & Details" Standard in student work
Aim: What strategies can we use to identify "student author" use of key ideas & details in narrative writing?
Check-In: "Can't Judge a Book By Its Cover" - video1 video2
Procedure:
- Check-In Class Discussion
- Modeling Use of Handout
Work period:
- Students utilize "Common Core Handout" to examine student work
Summary: Wheel of Wisdom
Homework: 2nd Draft of Immigration Essay due Monday. Test # 2 on Tuesday
Monday, 10/17
Agenda: Examining "Key Ideas & Details" Standard in student work
Aim: What strategies can we use to identify "student author" use of key ideas & details in narrative writing?
Check-In:
Procedure:
- Check-In Class Discussion
- Common Core Handout
Work Period:
- Students utilize "Common Core Handout" to examine student work
- TRIAD Questioning
Summary: Popcorn - report on findings
Homework: Test # 2 on Tuesday
Tuesday, 10/18 - TEST #2
Wednesday, 10/19 - UNICEF "Invisible Children"
Thursday, 10/20 - "Key Ideas & Details" Peer Review
Friday, 10/21 - "Peer Review Checklist"
Homework - Final Draft due Tuesday - 3 pages typed minimum
Monday, 10/24
Agenda: Self Reflection as a Writer
Aim: How can questions help the author enhance the key ideas, details, and organization of his/her work?
Check-In: Common Core Standards "Craft & Structure"
Procedure:
- Check-In Discussion
- Unwrapping Standards #4-6
Work Period:
- Students complete Standards Chart in Notebook
- Discussion of similarities & differences in standards
Summary:
Homework - Final Draft due Tuesday - 3 pages typed minimum
Tuesday, 10/25
Agenda: "The Book Interview"
Aim: What preliminary reading strategies can we utilize to Interview literature?
Check-In: "The Interview" - complete the book interview handout on A Child Called It, by David Pelzer
Procedure:
- Discuss importance of pre-screening literature
- Activate Prior-Knowledge
Work Period:
- Students complete "The Book Interview" Handout individually
- Collaborate Answers in Literature Groups
Summary: Post-It Exit Pass - respond to todays material in 1 word
Wednesday, 10/26
Agenda: Examining "Key Ideas & Details" in A Child Called It, by David Pelzer
Aim: How does David Pelzer utilize details & key ideas to illustrate his Point of View?
Check-In: "Poppin' Post-Its" - Respond to yesterdays exit pass
Procedure:
- Check-In Class Discussion
- Modeling use of handout
Work period:
- Students read pages
- "The Rescue" Handout
Summary: Popcorn - "Re-Poppin' Post-Its" - post-its are passed clockwise. Students respond to chapter 1
Thursday, 10/27
Agenda: Examining "Key Ideas & Details" in A Child Called It, by David Pelzer
Aim: How does David Pelzer utilize details & key ideas to illustrate his Point of View?
Check-In: 1st Impressions - what are your initial impressions around reading this book? - not an opinion of the story.
Procedure:
- Check-In Class Discussion
- Think-Pair Share Chapter 1 Study Guide
- Whole-Class discussion - Chapter 1 Study Guide
- Model - Part 3
Work Period:
- Students complete short answer questions on Chapter 1
- Group Discussion
Summary:Engrade Discussion Forum - groups post a response on Forum
HOMEWORK: Sentence Starters. Choose a sentence starter on the Engrade Discussion and post a response based on your reading of Chapter 1.
Friday, 10/28
Agenda: What are the essential elements of Task 2
Check-In : "Stream of Conscious" - Freedom of Speech
Work Period:
- Distribute Assignment - Task #2
- Actively Read & Discuss
- Think-Pair-Share
Monday, 10/31
Agenda: Key Ideas & Details Running Record
Aim: How can we construct the differences between discipline & punishment for our understanding of A Child Called It?
Check-In :
(1)"Trick or Treat" - David Pelzer makes a distinction between "discipline" and "punishment". However, since the author does not address any specific misbehavior on his part, these two terms might be confusing while taking the book in. Write a short informative paragraph about what you think the terms mean. Define each separately, but be sure to discuss the similarities & differences between both.
(2) Review upcoming homework/calendar
Procedure:
Work Period:
- Students chart Chapter 2
- Gauge Responses
Summary: Post-It Out - answer the summary question prior to exiting
Homework: (1) Chapters 2 & 3 study guides due Friday on "Turn-In"; (2) Quiz next Monday
Tuesday, 11/1 -
Homework: (1) Chapters 2 & 3 study guides due Friday on "Turn-In"; (2) Quiz next Monday
Tuesday, 11/6
Agenda: Passage Finders
Aim: How can we respond to key passages & student ideas in chapter 3?
Check-In: Respond to the quote from chapter 3:
"She claimed the letter said that I was a “bad boy” and Santa would not bring me any gifts for Christmas. Mother raged on and on, saying that I had embarrassed the family again."
Procedure:
- Finish Reading Chapter 3
- Model Passage Finder Activity
Work Period:
- Students work in groups of 3 to complete passage finder activity
Summary: Poppin' Popsicle
Read your group responses to your passage & ideas. What are the major points, agrees/disagrees?
Homework: Study for Quiz Wed. Chapters 1-3, Handout
Wednesday, 11/8
Agenda: Quiz #1 for Marking Period 2(Chapters1-3)
Thursday, 11/10
Agenda: Using References to Support Argument/Position in Report
Aim: How can we effectively actively read to gain support for our position on free speech?
Check-In: Read the event & court decision on Site 1 - Tinker v. Des Moines Independent School District (1969)
Procedure:
- Poppin' Popsicle Entry Pass
- Review & Model Active Reading Handout
Work Period:
-Students work with pro/con articles, completing the ARGUMENT/REASONING T-Chart:
- Go to SITE 1 to access an article identifying court cases that site Freedom of Speech and Expression (lower level reading)
- Go to http: SITE 2 (on level reading)
- Go to SITE 3 to access an article that discusses Freedom of Expression in Public Schools (on level reading)
- Go to SITE 4 to access an article identifying the components of Freedom of Expression (on level reading)
- Go to SITE 5 to access an article that debates Freedom of Expression (higher level reading)
- Go to SITE 6 to access the United Nations document that discusses and identifies Freedom of Expression as they pertain to Rights (Highest level Reading)
Go to SITE 7 - Teacher & facebook
Summary: Poppin Popsicle Popcorning
Homework: (1) Study Guides for Chapter 4 & 5 due Friday, 11/18 .... (2) Common Core task #2 due 11/16
Monday, 11/14
Agenda: Common Core Task 2
Aim: How can we enhance our understanding of common core, task #2?
Check-In: Review your "Personal Narrative" rubric. What area do you feel has the largest gap for improvement?
Procedure:
- Review & Discuss check-in
- Review Rubric for Common Core Task #2
- "M-L-A...M-L-A...M-L-A.....MLA... all the way!"
Work Period:
- GROUP 1 - Stream of Consciousness Writing
"Free speech carries with it some freedom to listen." - Warren E. Burger
"If Thomas Jefferson had heard us, he probably would have said, 'We shouldn't have free speech." - Robin Quivers
- GROUP 2 - Making Connections
Text to Self - Text to World - Text to text
Summary: OUTLINE Pass - click here for Task Outline
Read your group responses to your passage & ideas. What are the major points, agrees/disagrees?
Homework: (1) Study Guides for Chapter 4 & 5 due Friday, 11/18 .... (2) Common Core task #2 due 11/16
Tuesday, 11/15
Agenda: Passage Finders - Chapter 4
Aim: What strategies do we use to determine importance of specific text passages?
Check-In: Rank the following in terms of specific passage importance within a longer text:
character development, significance to plot, response to the reader, memorable text, making a connection
Procedure:
- Poppin' Popsicle Entry Pass
- Chapter 4 read aloud - stopping periodically to determine importance
Work Period:
- Students expand on their choices of specific text:
"The passage that stands out for me in the start of chapter 4, "The Fight For Food", is ....... I chose this passage because...HERE IS WHERE YOU EXPLAIN USING THE TERMS YOU RANKED IN CHECK-IN ....."
Summary: Exiting on Engrade
Look at Chapter 4 exit pass assignment and post your response
Homework: (1) Study Guides for Chapter 4 & 5 due Friday, 11/18 .... (2) Common Core task #2 due 11/16
Wednesday 11/16
Agenda: Passage Finders Cont'd - Chapter 4
Aim: What strategies do we use to determine importance of specific text passages?
Check-In: (1)How do the passages we selected from pages 45-55, reflect our understanding of the reading strategies of determining importance. (2) Submit common core task 2 assignment
Procedure:
- Poppin' Popsicle Entry Pass A & C, Engrade Entry D & E Block
- Chapter 4 read aloud - stopping periodically to determine importance
Work Period:
- Students expand on their choices of specific text:
"I chose this text because..... / It is significant to the (reader, plot, theme) because..."
- Notebook check during independent read - looking for classwork around passage finders, common core task
Summary:
Homework: (1) Study Guides for Chapter 4 & 5 due Friday, 11/18
Thursday, 11/17
Agenda: Mood
Aim: How can we analyze the mood change in "It" by examining text connections
Check-In: Describe the difference between mood & tone. In your explanation, cite an example from another piece of literature, movie/tv, article, personal connection, etc.
Procedure:
- Modeling mood & tone
Work Period:
- GROUP 1 - "Nothing Gold Can Stay", by Robert Frost - click here
- GROUP 2 - "Poem from Yahoo! Answers" - click here
- Group 3 - "A Child Called It", Buckcherry Lyrics - click here
Summary: Group Share Out
Homework: (1) Study Guides for Chapter 4 & 5 due tomorrow! (2) Quiz #2 (chapters 1-5), Wed. 11/23
Friday, 11/18
Agenda: Responding to Peer Passage Finders
Aim: How can students utilize the literary element "mood" in responding to key passages in "It"?
Procedure:
- Using TONE & MOOD words to illustrate emotional connection
- Responding to previous passage finders using TONE & MOOD words
Work Period:
- Chart Talk
Summary: Students respond to selected post-its on chart paper
Homework: Study for Test #1, next Tuesday
Monday, 11/21
Agenda: Quality Writing
Aim: What are the characteristics of quality writing in literary analysis?
Check-In: Describe the significance of the word "Twinkies" in A Child Called It.
Procedure:
- Looking at peer work - examining the characteristics of quality student work through check in answers
-Review protocols
Work Period:
- Students work in literary groups, utilizing the short answer rubric (also embedded below) to look at samples 1, 2, & 3
- Assign grade of 1-4 in each rubric category and divide by 3
- "Whats our temperature?" - 3 Chart the characteristics using the HOT-WARM-COOL protocol
Student work :
Sample 1 - Sample 2 - Sample 3 - Sample 4
Summary: What were the characteristics that made student work "quality"
Homework: Test #1, Wednesday
Thursday 10/13
Agenda: Examining the Common Core Standards for Graduation
Aim: What essential skills will students achieve by working within the common core standards of education?
Check-In: Guess what the following statistics mean in "terms of college".
25% ... 56% .... $60,954 & $33,618 ..... 400-500 ..... $3.8 Billion .... $500,00...
Procedure:
- Check-In Class Discussion
- Discuss: Which three (3) skills incorporated in academics will follow you through college and/or career?
- Distribution of the common core standards in Literature
Work period:
- Students "unwrap" the common core standards - produce working definitions
Summary: Exit Pass - Thoughts on college readiness
Homework: 2nd Draft of Immigration Essay due Monday. Test # 2 on Tuesday
Friday, 10/14
Agenda: Examining "Key Ideas & Details" Standard in student work
Aim: What strategies can we use to identify "student author" use of key ideas & details in narrative writing?
Check-In: "Can't Judge a Book By Its Cover" - video1 video2
Procedure:
- Check-In Class Discussion
- Modeling Use of Handout
Work period:
- Students utilize "Common Core Handout" to examine student work
Summary: Wheel of Wisdom
Homework: 2nd Draft of Immigration Essay due Monday. Test # 2 on Tuesday
Monday, 10/17
Agenda: Examining "Key Ideas & Details" Standard in student work
Aim: What strategies can we use to identify "student author" use of key ideas & details in narrative writing?
Check-In:
Procedure:
- Check-In Class Discussion
- Common Core Handout
Work Period:
- Students utilize "Common Core Handout" to examine student work
- TRIAD Questioning
- Can you determine the author's apparent purpose for writing by his/her ideas & details?
- Was it challenging/difficult in identifying relationships between and among ideas throughout the text?
- Were you able to recognize information not related, or peripheral, to the main idea of a text?
- Does the author's writing distinguish between facts and opinions?
- Were the author's choice of ideas, organization, and graphic details aimed at a particular audience?
- Did the authors use details & examples in their writing help clarify, highlight, or enhance their ideas?
Summary: Popcorn - report on findings
Homework: Test # 2 on Tuesday
Tuesday, 10/18 - TEST #2
Wednesday, 10/19 - UNICEF "Invisible Children"
Thursday, 10/20 - "Key Ideas & Details" Peer Review
Friday, 10/21 - "Peer Review Checklist"
Homework - Final Draft due Tuesday - 3 pages typed minimum
Monday, 10/24
Agenda: Self Reflection as a Writer
Aim: How can questions help the author enhance the key ideas, details, and organization of his/her work?
Check-In: Common Core Standards "Craft & Structure"
Procedure:
- Check-In Discussion
- Unwrapping Standards #4-6
Work Period:
- Students complete Standards Chart in Notebook
- Discussion of similarities & differences in standards
Summary:
Homework - Final Draft due Tuesday - 3 pages typed minimum
Tuesday, 10/25
Agenda: "The Book Interview"
Aim: What preliminary reading strategies can we utilize to Interview literature?
Check-In: "The Interview" - complete the book interview handout on A Child Called It, by David Pelzer
Procedure:
- Discuss importance of pre-screening literature
- Activate Prior-Knowledge
Work Period:
- Students complete "The Book Interview" Handout individually
- Collaborate Answers in Literature Groups
Summary: Post-It Exit Pass - respond to todays material in 1 word
Wednesday, 10/26
Agenda: Examining "Key Ideas & Details" in A Child Called It, by David Pelzer
Aim: How does David Pelzer utilize details & key ideas to illustrate his Point of View?
Check-In: "Poppin' Post-Its" - Respond to yesterdays exit pass
Procedure:
- Check-In Class Discussion
- Modeling use of handout
Work period:
- Students read pages
- "The Rescue" Handout
Summary: Popcorn - "Re-Poppin' Post-Its" - post-its are passed clockwise. Students respond to chapter 1
Thursday, 10/27
Agenda: Examining "Key Ideas & Details" in A Child Called It, by David Pelzer
Aim: How does David Pelzer utilize details & key ideas to illustrate his Point of View?
Check-In: 1st Impressions - what are your initial impressions around reading this book? - not an opinion of the story.
Procedure:
- Check-In Class Discussion
- Think-Pair Share Chapter 1 Study Guide
- Whole-Class discussion - Chapter 1 Study Guide
- Model - Part 3
Work Period:
- Students complete short answer questions on Chapter 1
- Group Discussion
Summary:Engrade Discussion Forum - groups post a response on Forum
HOMEWORK: Sentence Starters. Choose a sentence starter on the Engrade Discussion and post a response based on your reading of Chapter 1.
Friday, 10/28
Agenda: What are the essential elements of Task 2
Check-In : "Stream of Conscious" - Freedom of Speech
Work Period:
- Distribute Assignment - Task #2
- Actively Read & Discuss
- Think-Pair-Share
Monday, 10/31
Agenda: Key Ideas & Details Running Record
Aim: How can we construct the differences between discipline & punishment for our understanding of A Child Called It?
Check-In :
(1)"Trick or Treat" - David Pelzer makes a distinction between "discipline" and "punishment". However, since the author does not address any specific misbehavior on his part, these two terms might be confusing while taking the book in. Write a short informative paragraph about what you think the terms mean. Define each separately, but be sure to discuss the similarities & differences between both.
(2) Review upcoming homework/calendar
Procedure:
- Discipline/Punishment Discussion
- "Mother Chart" - Chapter 1
Work Period:
- Students chart Chapter 2
- Gauge Responses
Summary: Post-It Out - answer the summary question prior to exiting
Homework: (1) Chapters 2 & 3 study guides due Friday on "Turn-In"; (2) Quiz next Monday
Tuesday, 11/1 -
Homework: (1) Chapters 2 & 3 study guides due Friday on "Turn-In"; (2) Quiz next Monday
Tuesday, 11/6
Agenda: Passage Finders
Aim: How can we respond to key passages & student ideas in chapter 3?
Check-In: Respond to the quote from chapter 3:
"She claimed the letter said that I was a “bad boy” and Santa would not bring me any gifts for Christmas. Mother raged on and on, saying that I had embarrassed the family again."
Procedure:
- Finish Reading Chapter 3
- Model Passage Finder Activity
Work Period:
- Students work in groups of 3 to complete passage finder activity
Summary: Poppin' Popsicle
Read your group responses to your passage & ideas. What are the major points, agrees/disagrees?
Homework: Study for Quiz Wed. Chapters 1-3, Handout
Wednesday, 11/8
Agenda: Quiz #1 for Marking Period 2(Chapters1-3)
Thursday, 11/10
Agenda: Using References to Support Argument/Position in Report
Aim: How can we effectively actively read to gain support for our position on free speech?
Check-In: Read the event & court decision on Site 1 - Tinker v. Des Moines Independent School District (1969)
Procedure:
- Poppin' Popsicle Entry Pass
- Review & Model Active Reading Handout
Work Period:
-Students work with pro/con articles, completing the ARGUMENT/REASONING T-Chart:
- Go to SITE 1 to access an article identifying court cases that site Freedom of Speech and Expression (lower level reading)
- Go to http: SITE 2 (on level reading)
- Go to SITE 3 to access an article that discusses Freedom of Expression in Public Schools (on level reading)
- Go to SITE 4 to access an article identifying the components of Freedom of Expression (on level reading)
- Go to SITE 5 to access an article that debates Freedom of Expression (higher level reading)
- Go to SITE 6 to access the United Nations document that discusses and identifies Freedom of Expression as they pertain to Rights (Highest level Reading)
Go to SITE 7 - Teacher & facebook
Summary: Poppin Popsicle Popcorning
Homework: (1) Study Guides for Chapter 4 & 5 due Friday, 11/18 .... (2) Common Core task #2 due 11/16
Monday, 11/14
Agenda: Common Core Task 2
Aim: How can we enhance our understanding of common core, task #2?
Check-In: Review your "Personal Narrative" rubric. What area do you feel has the largest gap for improvement?
Procedure:
- Review & Discuss check-in
- Review Rubric for Common Core Task #2
- "M-L-A...M-L-A...M-L-A.....MLA... all the way!"
Work Period:
- GROUP 1 - Stream of Consciousness Writing
"Free speech carries with it some freedom to listen." - Warren E. Burger
"If Thomas Jefferson had heard us, he probably would have said, 'We shouldn't have free speech." - Robin Quivers
- GROUP 2 - Making Connections
Text to Self - Text to World - Text to text
Summary: OUTLINE Pass - click here for Task Outline
Read your group responses to your passage & ideas. What are the major points, agrees/disagrees?
Homework: (1) Study Guides for Chapter 4 & 5 due Friday, 11/18 .... (2) Common Core task #2 due 11/16
Tuesday, 11/15
Agenda: Passage Finders - Chapter 4
Aim: What strategies do we use to determine importance of specific text passages?
Check-In: Rank the following in terms of specific passage importance within a longer text:
character development, significance to plot, response to the reader, memorable text, making a connection
Procedure:
- Poppin' Popsicle Entry Pass
- Chapter 4 read aloud - stopping periodically to determine importance
Work Period:
- Students expand on their choices of specific text:
"The passage that stands out for me in the start of chapter 4, "The Fight For Food", is ....... I chose this passage because...HERE IS WHERE YOU EXPLAIN USING THE TERMS YOU RANKED IN CHECK-IN ....."
Summary: Exiting on Engrade
Look at Chapter 4 exit pass assignment and post your response
Homework: (1) Study Guides for Chapter 4 & 5 due Friday, 11/18 .... (2) Common Core task #2 due 11/16
Wednesday 11/16
Agenda: Passage Finders Cont'd - Chapter 4
Aim: What strategies do we use to determine importance of specific text passages?
Check-In: (1)How do the passages we selected from pages 45-55, reflect our understanding of the reading strategies of determining importance. (2) Submit common core task 2 assignment
Procedure:
- Poppin' Popsicle Entry Pass A & C, Engrade Entry D & E Block
- Chapter 4 read aloud - stopping periodically to determine importance
Work Period:
- Students expand on their choices of specific text:
"I chose this text because..... / It is significant to the (reader, plot, theme) because..."
- Notebook check during independent read - looking for classwork around passage finders, common core task
Summary:
Homework: (1) Study Guides for Chapter 4 & 5 due Friday, 11/18
Thursday, 11/17
Agenda: Mood
Aim: How can we analyze the mood change in "It" by examining text connections
Check-In: Describe the difference between mood & tone. In your explanation, cite an example from another piece of literature, movie/tv, article, personal connection, etc.
Procedure:
- Modeling mood & tone
Work Period:
- GROUP 1 - "Nothing Gold Can Stay", by Robert Frost - click here
- GROUP 2 - "Poem from Yahoo! Answers" - click here
- Group 3 - "A Child Called It", Buckcherry Lyrics - click here
Summary: Group Share Out
Homework: (1) Study Guides for Chapter 4 & 5 due tomorrow! (2) Quiz #2 (chapters 1-5), Wed. 11/23
Friday, 11/18
Agenda: Responding to Peer Passage Finders
Aim: How can students utilize the literary element "mood" in responding to key passages in "It"?
Procedure:
- Using TONE & MOOD words to illustrate emotional connection
- Responding to previous passage finders using TONE & MOOD words
Work Period:
- Chart Talk
Summary: Students respond to selected post-its on chart paper
Homework: Study for Test #1, next Tuesday
Monday, 11/21
Agenda: Quality Writing
Aim: What are the characteristics of quality writing in literary analysis?
Check-In: Describe the significance of the word "Twinkies" in A Child Called It.
Procedure:
- Looking at peer work - examining the characteristics of quality student work through check in answers
-Review protocols
Work Period:
- Students work in literary groups, utilizing the short answer rubric (also embedded below) to look at samples 1, 2, & 3
- Assign grade of 1-4 in each rubric category and divide by 3
- "Whats our temperature?" - 3 Chart the characteristics using the HOT-WARM-COOL protocol
Student work :
Sample 1 - Sample 2 - Sample 3 - Sample 4
Summary: What were the characteristics that made student work "quality"
Homework: Test #1, Wednesday
Tuesday, 11/22 - Seniors @ CSI College
Wednesday, 11/23 - Test #1
MARKING PERIOD 3
Monday, 11/28
Agenda: "L" for Literature
Aim: How can we discuss perspectives of chapter 6 in "It" in literature groups?
Check-In:
(1) Think of the last time you were let down by someone else you thought you could count on. What feelings are associated with that? Did you confront the person? Why or why not? Outcome?
(2) On Engrade, sign the 3rd marking period contract
Procedure:
- Discuss student responses after model
-Students independently read chapter 6 for 20 minutes - P2 - "Powerful Passages"
* Passage should illustrate David being/feeling let down by his father - further enhancing his own independence
Work Period:
- Students discuss 203 guided questions aloud as a group - Group 'leaders' choose 3 of the 16 questions
- Students work in literary groups to complete the following:
- Student led discussion
Summary: Poppin' Popsicles - What did you "hear / learn / agree or disagree on in your groups
Homework: Complete the Discipline/Punishment chart from chapters 3-6 for Mom & Dad
Tuesday, 11/29
Agenda: "L" for Literature Groups
Aim: How can we discuss perspectives of chapter 6 in "It" in literature groups?
Check-In: Paste your passage from yesterday (chapter 6 illustrating David being let down) on class blog
Procedure:
-Students independently read the rest of chapter 6 for 20 minutes - P2 - "Powerful Passages" - BIG IDEA
* Big Idea is - SURVIVAL - locate a passage that illustrates Davis feelings/thoughts/will to SURVIVE
Work Period:
- Students complete perspective guided questions in notebook as a literature group (3 of 16)
* answers should reflect usage of short answer rubric above (11/21)
- Students work in literary groups to complete the following:
- Notebook Discussion
- Student led discussion
Summary: Poppin' Popsicles - What did you "hear / learn / agree or disagree on in your groups
Homework: Complete the Discipline/Punishment chart from chapters 3-6 for Mom & Dad
Wednesday, 11/30
Agenda: "L" for Literature Groups
Aim: How can we discuss perspectives of chapter 6 in "It" in literature groups?
Check-In: Post your passage from yesterday (chapter 6 illustrating Davids Survival) on class blog and tie it into someones passage from the prior day.
explanation - your quote from yesterday illustrates David's will to survive. After you post your passage, find a student quote from Monday that shows David being let to show how David had to find a will to survive on his own" for example - after I post my survival passage, I would write "this shows David fought hard to survive. He had to because his father was not there for him just like the quote Steve chose on page 104."
Procedure:
-Students independently read the rest of chapter 6 for 20 minutes - P2 - "Powerful Passages" - BIG IDEA
* Big Idea is - SURVIVAL - locate a passage that illustrates Davis feelings/thoughts/will to SURVIVE
Work Period:
- Students complete perspective guided questions in notebook as a literature group (3 of remaining 16)
* answers should reflect usage of short answer rubric above (11/21)
- Students work in literary groups to complete the following:
- Notebook Discussion
- Student led discussion
Summary: Poppin' Popsicles - What did you "hear / learn / agree or disagree on in your groups
Homework: Complete the Discipline/Punishment chart from chapters 3-6 for Mom & Dad
Thursday, 12/1
Agenda: Thematic Essay
Aim: How can we formulate analysis for a thematic essay?
Check-In: How did discussing different perspectives for chapter 6 in "It" in literature groups help our understanding of David's will for survival?
Procedure:
-Students analyze the quote on page 165 "This is more then a story of survival....the heart is unconquerable"
Work Period:
- Students analyze the quote - directing its meaning to their reading & understanding of "It"
* Explain the quote, and apply it to the story .... Restate & Text Evidence
- What is a Thematic Essay? (Think Theme)
(1)Identifies a theme from social studies.
(2)Presents a general statement regarding that theme.
(3)States a specific task(s) which must be addressed in an essay response.
-In literature groups, students "Pop Pos Its" - collectively coming up with direct quotes & "big ideas" from/about the book to help support analysis of the quote.
Summary: Group Presentations
Homework: Complete the Discipline/Punishment chart from chapters 3-6 for Mom & Dad
Friday, 12/2
Agenda: Thematic Essay - What is the temperature?
Aim: How can we utilize our "abuse charts" to gauge our understanding for the theme "unconquerable heart" presented by Pelzer in A Child Called It?
Check-In: Opening & Closing Statement
Procedure:
-Discuss the aspects of an Opening & Closing Statement
Work Period:
- Students work in groups to share their evidence of abuse - "Abuse Chart"
- Students discuss the abuse presented by both Mother & Father.
- Literature groups complete the following tasks:
Summary: What evidence presented supports the theme "unconquerable heart"?
Homework: Group Presentations Monday
Monday, 12/5
Agenda: Law & Order
Aim: What evidence can we use to help convict the guilty parties of the child abuse of David Pelzer?
Check-In: Rubric Review
Procedure: Trial Process
Work Period:
-Groups present their arguments, evidence, and witness questioning
-Peers use rubric to assess conviction
Homework: Finish reading Chapter 7
Tuesday, 12/6
Agenda: Using individual questions to generate group discussion
Aim: How can we generate discussion among our literature groups about chapter 7?
Check-In: Recall - Law & Order
Procedure:
"Big Ideas" as we end the novel, A Child Called It
Work Period:
- Students work individually to write their own questions based on their reading of chapter 7
*Students do not have to answer the questions they pose but should be aware that their questions should force students to think about ideas relevant to the "big ideas" in chapter
- Students should use as many question stems as possible.
- Poppin' Post-Its
QUESTION STEMS
* What is the main idea of...?
* What if...?
* How does...affect...?
* Explain why...?
* Explain how...?
* How does this relate to "what I've read before"?
* What conclusions can I draw about...?
* What is the difference between... and...?
* How are...and...similar?
* How would I ...?
* What are the strengths and weaknesses of...?
* What is the best...and why?
Summary:
Homework: Finish reading chapter 7
Wednesday, 12/7
Agenda: Using individual questions to generate group discussion
Aim: How can we generate discussion among our literature groups about chapter 7?
Check-In: Recall
Procedure:
- Review some of the exemplary questions posted yesterday on Engrade Discussion
Work Period:
- Students work individually to write their own questions based on their reading of chapter 7
*Students do not have to answer the questions they pose but should be aware that their questions should force students to think about ideas relevant to the "big ideas" in chapter
- Literature Groups offers their question for discussion, using the different stems.
Summary: Whats our temperature as a group? - Doppler 340
Homework: Finish reading chapter 7
Thursday, 12/8
Agenda: Totally Thesis Thursday
Aim: How can we generate discussion among our literature groups about chapter 7?
Check-In: Check the forecast on the The Doppler 340. Does the results match your "post"? Why do you think the results are what they are?
Procedure:
- Students review THEMATIC ESSAY guidelines, tips, & tricks
- In your notebook, complete the following:
1- List 3 tips you would find most valuable
2- What are the differences between the good & bad examples?
Work Period:
- Reviewing the "good examples" from the THEMATIC ESSAY guidelines and your thesis statement math formula, identify the parts in the thesis statement.
- Thesis Handout - students begin to develop their thesis statement
Homework - finish "Thesis Statement Formula" on handout
Friday, 12/9
Agenda: Focus Group Friday -"Thematic Essay"
Aim: How will a "Thesis Statement Formula" help us develop our thesis?
Check-In: Students review THEMATIC ESSAY guidelines, tips, & tricks. Is your thesis statement "Good" or "Bad"? Explain using the characteristics provided on the handout
Procedure:
- Review elements of thematic essay
- "Mix & Match" - students trade papers with peer and offer feedback
Work Period:
- 1-2-3-4 : Students assess themselves and move into writing groups
Summary: Whats our temperature now?
Homework: Chapter 7 Study Guide - Due Monday - click here for Google Doc
Wednesday, 11/23 - Test #1
MARKING PERIOD 3
Monday, 11/28
Agenda: "L" for Literature
Aim: How can we discuss perspectives of chapter 6 in "It" in literature groups?
Check-In:
(1) Think of the last time you were let down by someone else you thought you could count on. What feelings are associated with that? Did you confront the person? Why or why not? Outcome?
(2) On Engrade, sign the 3rd marking period contract
Procedure:
- Discuss student responses after model
-Students independently read chapter 6 for 20 minutes - P2 - "Powerful Passages"
* Passage should illustrate David being/feeling let down by his father - further enhancing his own independence
Work Period:
- Students discuss 203 guided questions aloud as a group - Group 'leaders' choose 3 of the 16 questions
- Students work in literary groups to complete the following:
- Student led discussion
Summary: Poppin' Popsicles - What did you "hear / learn / agree or disagree on in your groups
Homework: Complete the Discipline/Punishment chart from chapters 3-6 for Mom & Dad
Tuesday, 11/29
Agenda: "L" for Literature Groups
Aim: How can we discuss perspectives of chapter 6 in "It" in literature groups?
Check-In: Paste your passage from yesterday (chapter 6 illustrating David being let down) on class blog
Procedure:
-Students independently read the rest of chapter 6 for 20 minutes - P2 - "Powerful Passages" - BIG IDEA
* Big Idea is - SURVIVAL - locate a passage that illustrates Davis feelings/thoughts/will to SURVIVE
Work Period:
- Students complete perspective guided questions in notebook as a literature group (3 of 16)
* answers should reflect usage of short answer rubric above (11/21)
- Students work in literary groups to complete the following:
- Notebook Discussion
- Student led discussion
Summary: Poppin' Popsicles - What did you "hear / learn / agree or disagree on in your groups
Homework: Complete the Discipline/Punishment chart from chapters 3-6 for Mom & Dad
Wednesday, 11/30
Agenda: "L" for Literature Groups
Aim: How can we discuss perspectives of chapter 6 in "It" in literature groups?
Check-In: Post your passage from yesterday (chapter 6 illustrating Davids Survival) on class blog and tie it into someones passage from the prior day.
explanation - your quote from yesterday illustrates David's will to survive. After you post your passage, find a student quote from Monday that shows David being let to show how David had to find a will to survive on his own" for example - after I post my survival passage, I would write "this shows David fought hard to survive. He had to because his father was not there for him just like the quote Steve chose on page 104."
Procedure:
-Students independently read the rest of chapter 6 for 20 minutes - P2 - "Powerful Passages" - BIG IDEA
* Big Idea is - SURVIVAL - locate a passage that illustrates Davis feelings/thoughts/will to SURVIVE
Work Period:
- Students complete perspective guided questions in notebook as a literature group (3 of remaining 16)
* answers should reflect usage of short answer rubric above (11/21)
- Students work in literary groups to complete the following:
- Notebook Discussion
- Student led discussion
Summary: Poppin' Popsicles - What did you "hear / learn / agree or disagree on in your groups
Homework: Complete the Discipline/Punishment chart from chapters 3-6 for Mom & Dad
Thursday, 12/1
Agenda: Thematic Essay
Aim: How can we formulate analysis for a thematic essay?
Check-In: How did discussing different perspectives for chapter 6 in "It" in literature groups help our understanding of David's will for survival?
Procedure:
-Students analyze the quote on page 165 "This is more then a story of survival....the heart is unconquerable"
Work Period:
- Students analyze the quote - directing its meaning to their reading & understanding of "It"
* Explain the quote, and apply it to the story .... Restate & Text Evidence
- What is a Thematic Essay? (Think Theme)
(1)Identifies a theme from social studies.
(2)Presents a general statement regarding that theme.
(3)States a specific task(s) which must be addressed in an essay response.
-In literature groups, students "Pop Pos Its" - collectively coming up with direct quotes & "big ideas" from/about the book to help support analysis of the quote.
Summary: Group Presentations
Homework: Complete the Discipline/Punishment chart from chapters 3-6 for Mom & Dad
Friday, 12/2
Agenda: Thematic Essay - What is the temperature?
Aim: How can we utilize our "abuse charts" to gauge our understanding for the theme "unconquerable heart" presented by Pelzer in A Child Called It?
Check-In: Opening & Closing Statement
Procedure:
-Discuss the aspects of an Opening & Closing Statement
Work Period:
- Students work in groups to share their evidence of abuse - "Abuse Chart"
- Students discuss the abuse presented by both Mother & Father.
- Literature groups complete the following tasks:
- Opening or Closing Statement for Court of Law
- Witness Testimony - what series of questions would you ask a character other then Dave or Mother
- Would David suffer more long term physical or mental abuse given the evidence presented in "It"? Be sure to discuss both sides
Summary: What evidence presented supports the theme "unconquerable heart"?
Homework: Group Presentations Monday
Monday, 12/5
Agenda: Law & Order
Aim: What evidence can we use to help convict the guilty parties of the child abuse of David Pelzer?
Check-In: Rubric Review
Procedure: Trial Process
Work Period:
-Groups present their arguments, evidence, and witness questioning
-Peers use rubric to assess conviction
Homework: Finish reading Chapter 7
Tuesday, 12/6
Agenda: Using individual questions to generate group discussion
Aim: How can we generate discussion among our literature groups about chapter 7?
Check-In: Recall - Law & Order
Procedure:
"Big Ideas" as we end the novel, A Child Called It
Work Period:
- Students work individually to write their own questions based on their reading of chapter 7
*Students do not have to answer the questions they pose but should be aware that their questions should force students to think about ideas relevant to the "big ideas" in chapter
- Students should use as many question stems as possible.
- Poppin' Post-Its
QUESTION STEMS
* What is the main idea of...?
* What if...?
* How does...affect...?
* Explain why...?
* Explain how...?
* How does this relate to "what I've read before"?
* What conclusions can I draw about...?
* What is the difference between... and...?
* How are...and...similar?
* How would I ...?
* What are the strengths and weaknesses of...?
* What is the best...and why?
Summary:
Homework: Finish reading chapter 7
Wednesday, 12/7
Agenda: Using individual questions to generate group discussion
Aim: How can we generate discussion among our literature groups about chapter 7?
Check-In: Recall
Procedure:
- Review some of the exemplary questions posted yesterday on Engrade Discussion
Work Period:
- Students work individually to write their own questions based on their reading of chapter 7
*Students do not have to answer the questions they pose but should be aware that their questions should force students to think about ideas relevant to the "big ideas" in chapter
- Literature Groups offers their question for discussion, using the different stems.
Summary: Whats our temperature as a group? - Doppler 340
Homework: Finish reading chapter 7
Thursday, 12/8
Agenda: Totally Thesis Thursday
Aim: How can we generate discussion among our literature groups about chapter 7?
Check-In: Check the forecast on the The Doppler 340. Does the results match your "post"? Why do you think the results are what they are?
Procedure:
- Students review THEMATIC ESSAY guidelines, tips, & tricks
- In your notebook, complete the following:
1- List 3 tips you would find most valuable
2- What are the differences between the good & bad examples?
Work Period:
- Reviewing the "good examples" from the THEMATIC ESSAY guidelines and your thesis statement math formula, identify the parts in the thesis statement.
- Thesis Handout - students begin to develop their thesis statement
Homework - finish "Thesis Statement Formula" on handout
Friday, 12/9
Agenda: Focus Group Friday -"Thematic Essay"
Aim: How will a "Thesis Statement Formula" help us develop our thesis?
Check-In: Students review THEMATIC ESSAY guidelines, tips, & tricks. Is your thesis statement "Good" or "Bad"? Explain using the characteristics provided on the handout
Procedure:
- Review elements of thematic essay
- "Mix & Match" - students trade papers with peer and offer feedback
Work Period:
- 1-2-3-4 : Students assess themselves and move into writing groups
Summary: Whats our temperature now?
Homework: Chapter 7 Study Guide - Due Monday - click here for Google Doc
