Wednesday,+May+30,+2012

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

 * 1) Identify examples of vocabulary words
 * 2) Depict examples of vocabulary words
 * 3) Write showing sentences
 * ==== __MATERIALS__: ====
 * ==== Planner ====
 * ==== Journal ====
 * ==== Academic Response Starters ====
 * ==== CH 13 Vocab PKT ====
 * ==== Pen/pencil ==== ||

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

 * AM Academic Summary DUE - Friday, June 1 (by midnight)


 * __AGENDA__**

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

__REMIND STUDENTS OF THEIR HOMEWORK - THEY NEED A PRINTED COPY OF THEIR ACADEMIC SUMMARY FOR TOMORROW'S ACTIVITY. IF THEY DO NOT HAVE IT, THEY WILL BE REVISING SOMEONE ELSE'S SUMMARY, NOT THEIR OWN.__


 * 1. Stamp planner (select student)**
 * Students volunteer to stamp planner
 * 2. CH 13 Vocab PKT - Section 6**
 * Students copy different word forms of the vocabulary word(s)
 * //Digress//
 * Chorally repeat word
 * Remind them the definition means "to go off topic"
 * Ask for someone to read their sentence for this word (2-3 volunteers)
 * Students write the different word parts (SHOW teacher KEY on docucam)
 * Read the following sentences:
 * //Digresser// - Mr. Engstrand's students call him a //digresser// because he always talks about his kids instead of the day's lesson.
 * //Digressive// - Mr. Engstrand's digressive behavior was blatant; he was talking about his kids instead of the day's lesson.
 * //Digressingly// - Mr. Engstrand acted //digressingly// by talking about his kids instead of the day's lesson.
 * //Squander//
 * Same method as above word.
 * Read the following sentences:
 * //Squanderer -// Mr. Engstrand's wife says he is a //squanderer// because instead of using his paychack to pay for diapers and baby food, he spends it on poker at the casino.
 * //Squandered// - Mr. Engstrand's paycheck was //squandered// at the casino, so Mr. Engstrand could not buy diapers or baby food.
 * 3. CH 10 Vocab PKT - Section 7**
 * //Curtail//
 * Students write the word "abridge, abbreviate" in the synonym box
 * Volunteer students to read sentence with //curtail//
 * //Incorporate// (__don't tell students what the word is; they have to infer it through the pictures__)
 * 1) Students separate boxes with diagonal lines like the other words
 * 2) Show //Incorporate// PPT slide #1 **(see attached)**
 * 3) Show Picture 1 ONLY
 * Students have 10 seconds of quiet, "ponder time" of the ideas, people, in the picture
 * Pick Select people to answer "Who is here, What are they doing? What ideas are represented here?"
 * 1) Show Picture 2 and Picture 1
 * Students have 15 seconds of ponder time
 * After that, they share with a partner
 * Ask a volunteer to "Justify their Answer" (they know and should use their response starters wkst) OR select randomly
 * If the student is correct, don't let them know, just continue asking...
 * Ask if anyone wants to Challenge the response (about 3-4 times, you can decide)
 * 1) Show word and chorally repeat
 * 2) Show sentence and read aloud to students
 * 3) Show my image and example for students to copy
 * 4) Show //Incorporate// PPT slide #2 - Examples **(see attached)**
 * Read to students
 * Explain as you feel necessary
 * 1) Show //Incorporate// 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 or individually, 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
 * //Devastate//
 * Same process as above