Monday,+March+26,+2012

Previous Next

**Learning Objectives (copy into journal):**

 * 1) Identify examples of vocabulary words
 * 2) Depict examples of vocabulary words
 * 3) Write showing sentences
 * ==== __MATERIALS__: ====
 * ==== Planner ====
 * ==== Journal ====
 * ==== OMAM Book ====
 * ==== Academic Response Starters ====
 * ==== CH 10 Vocab PKT ====
 * ==== Pen/pencil ==== ||

** IMPORTANT WEEKLY DATES (copy into Planner): **

 * CH 10 Vocab Test - FRIDAY


 * __AGENDA__**

__SHOW Leanring Objectives, Materials, Homework and Weekly Dates for students to copy @ beginning of period__


 * 1. Stamp planner (select student)**
 * Tell students to disregard homework over the weekend of "write their thesis" - I had a sub on Friday - he did not get to much of OMAM - some students may have it anyway - instruct them to modify based on today's work)
 * 2. CH 10 Vocab PKT - Section 6 (there is one PKT designated for each period near the docucam - you can write in the space provided for section 6 and 7)**
 * Students copy different word forms of the vocabulary word(s)
 * //Sanctuary//
 * Chorally repeat word
 * Ask for someone to read their sentence for this word (2-3 volunteers)
 * Remind them the definition means "a safe place or shelter"
 * Students write "sanctuaried" under "Adjective"
 * Chorally repeat word
 * Read this example sentence to the students :
 * "The sanctuaried building was a shelter for homeless people during bad weather."
 * 3. CH 10 Vocab PKT - Section 7**
 * //Intricate//
 * Students write the word "complex, sophisticated" in the synonym box
 * Volunteers students to read Intricate sentence
 * Reread, replacing "intricate" with the either "complex" or "sophisticated" (teacher recommends based on context)
 * //Vulnerable//
 * Students write the word "susceptible" in the synonym box
 * Volunteer students to read vulnerable sentence
 * Reread, replacing "vulnerable" with "susceptible"
 * //Scrutiny//
 * 1) Students separate boxes with diagonal lines like the other words
 * 2) Show Scrutiny PPT slide #1 **(see attached)**
 * 3) Show definition and word only
 * Chorally repeat word, then read them the definition
 * 1) Show pictures 1 and 2
 * Ask students to show you one finger or two fingers for which picture they think is a correct example of the word scrutiny (10 seconds)
 * Ask a volunteer to "Justify their Answer" (they know and should use their response starters wkst) OR select randomly
 * Ask if anyone wants to Challenge the response - if not, move on
 * 1) Show sentence and read aloud to students
 * 2) Show Scrutiny PPT slide #2 - Examples **(see attached)**
 * Read to students
 * Explain as you feel necessary
 * 1) Show Scrutiny PPT slide #3 - Create showing sentences **(see attached)**
 * Read to students
 * Explain that they can follow your sentence model for their own sentences
 * 1) Students, in A-B pairs, create their own example, draw an image and write their sentence
 * Check for understanding and walk around while they work
 * Give them about 4 minutes
 * 1) Ask for volunteers (or select randomly) to show their image and read their sentence to class via the docucam
 * Volunteers/those selected are to place image and sentence under the docucam and read their sentence to the class by facing them, as if they were the teacher
 * Correct sentences/images as necessary
 * 4. OMAM Essay**
 * //OMAM Evidence Research//
 * 1) Students copy blank OMAM Essay Evidence Organizerin journal **(see attached)**
 * The class will do the Character #1 - Crooks together
 * Give them the topic sentence for this body paragraph and they will spend the rest of period searching for evidence to put in their evidence organizer (specific instructions begin below with 2.)
 * The evidence are quotes from the text that support the two reasons why Crooks does not achieve his dream
 * Feel free to aid them in any way you see fit
 * 1) Show Crooks Sample Evidence Organizer **(see attached)**
 * 2) Students copy Crooks's information into their evidence organizer
 * 3) Students identify through research __in their journal notes__ or the __OMAM book__ and write down the textual evidence that supports Reason #2.
 * 4) Students continue to Character #2 and repeat the process (if they finish early)