Weekly Agenda:
Monday 3/15/21 - Thursday 3/19/21
CA Standards: CCSS.ELA-LITERACY.RL.8.1, CCSS.ELA-LITERACY.RL.8.2, CCSS.ELA-LITERACY.RL.8.6
Weekly Overview: This week, we are reading another autobiographical essay relating to teenagers working and whether or not should they have jobs and a strong work ethic. We are reading Adkison's essay, "Drowning in Dishes, but Finding a Home," and analyzing about his perspective(s) on working as a teenager.
Monday 3/12/21 & Tuesday 3/19/21
Learning Objective: Given the essay, "Drowning in Dishes, but Finding a Home" the students will analyze the text to determine the central idea in terms of its development over the course of the essay as well as how and why does it create mulitple perspectives relating to the narrator's work ethic by completing a graphic organizer with 85 percent accuracy.
Step 1: Open the Reading
Step 2: Open the Graphic Organizer (Under Assignments in GC)
Step 3: Read the First 3 Paragraphs of the Essay, "Drowning in Dishes, but Finding a Home."
Step 4: Respond to the text-dependent questions directly on the Cornell Notes Style Graphic Organizer.
1) How did parents in Adkison’s hometown view the issue of teenagers working part-time jobs?
2) How did Adkison’s personal reason for wanting to work differ from the community’s point of view?
3) After reading the first 3 paragraphs, what can you predict about Adkison’s perspective about working as a teenager? Is
Adkison similar to Morrison?
4) After reading the first 3 paragraphs, what can you predict about Adkison’s perspective about working as a teenager? Is
Adkison similar to Morrison?
Yes, why?
No, why?
Wednesday 3/17/21 & Thursday 3/18/21
Learning Objective: Given the essay, "Drowning in Dishes, but Finding a Home" the students will analyze the different points of view of the characters and narrator to design a storyboard in their portfolio of how and why each perspective creates a tension/conflict, a paradox, and a valuable work-life experience for Adikson as well as cite textual evidence to support their inferences with 85% accuracy.
Step 1: Open the Reading
Step 2: Open the Graphic Organizer/Portfolio (Under Assignments in GC)
Step 3: Continue reading paragraphs 15 - 23 independently of the essay, "Drowning in Dishes, but Finding a Home" before beginning the storyboard.
Step 4: Complete the storyboard portfolio by providing a description of each image, whether it creates tension/conflict, a paradox, or a valuable work-life experience for Adikson.
Step 5: Then cite textual evidence to support your summaries of each image block.
Digital Agenda: 12/7/20 - 12/11/20
CA Standards: CCSS.ELA-LITERACY.W.8.2, CCSS.ELA-LITERACY.W.8.2.A, CCSS.ELA-LITERACY.W.8.2.B, CCSS.ELA-LITERACY.W.8.2.C, CCSS.ELA-LITERACY.W.8.2.D, CCSS.ELA-LITERACY.W.8.2.E,
Weekly Objective:
This week, students are writing their compare and contrast essay on the benefits and disadvantages of using basic and advanced techology. Students will be drafting their body paragraphs as well as their conclusions on an essay outline through Google Doc; Students will format and organize their essays according to the outline to ensure students learn the skill and the process of writing compare and contrast essays. The short-essay will count as your final assignment for the semester and students will have the opportunity to work on their writing throughout the last week of school. Students are encouraged to come to tutoring hours Mondays - Thursdays 1pm - 3pm (extended hours) for assistance as well as email me ([email protected]) for any questions.
12/9/2020 - 12/8/2020
Zoom Class & Independent
Daily Objective:
Given a blank outline and a Rubric, along with notes from the previous T-Chart and Essay Organizer, the students will develop their conclusion paragraph to support their explanations in their 5 paragraph compare & contrast essay while still maintaining a formal style as well as submit the final draft on a separate Google Doc with 85% accuracy.
Warm Up:
Students will watch a quick 3 minute video on how a conclusion paragraph is developed as well as engage in a short-verbal discussion on the key ingredients to writing a concluding paragraph; students will also verbally respond to video-dependent questions relating to the steps for building a conclusion for their compare & contrast essay.
Daily Learning Activity:
Students will first copy & paste the steps, instructions, examples, and paragraph frame of how to build a conclusion paragraph from the teacher's Google Doc onto their Assignment Google Doc in order to maintain cohesion when drafting their essay. Students will then read the their previous outline, notes, and research, along with the new material added, to guide their writing and development of a conclusion paragraph. Students will also be instructed on how and where to turn in the final draft of their compare & contrast essay on Google Classroom as well as be guided on how to format their essay for the final verison: MLA, Citation/Sources, Double-Spaced, Times New Roman, 12 Size Font, Title, etc. Students will also be given a rubric to follow as a cheat-sheet guide, so they may guide themselves on how to score a 4 in each category of the compare & contrast essay.
Step 1) Click the PPTX Slides and View Slides 17 - 20.
Step 2) Open the Essay Organizer Outline (Monday's Assignment)
Step 3) Open My Google Doc Here (My Copy)
Step 3) Copy & Paste The Conclusion Example and Paragraph Frame from My Google Doc On To Your Essay Organizer (Monday's Assignment). [To Copy - Ctrl C] [To Paste - Ctrl V]
Step 4) After You've Copied and Pasted, Read The Conclusion Outline, Directions, Examples, and Paragraph Frame.
Step 5) Begin Drafting Your Conclusion Paragraph on the Bottom Of The Essay Organizer; examples and sentence starters are on the bottom of the page.
Step 6) Read the Rubric and Follow the requirements for each grade level to make sure you are writing what the rubric asks.
Step 7) ONLY IF YOU ARE DONE WITH FINAL DRAFT: Turn it in on this Google Doc/Template.
12/7/2020 - 12/8/2020
Zoom Class & Independent
Daily Objective:
Given a blank outline, the students will construct a 5 paragraph compare and contrast essay outline on the benefits and the disadvantages of their chosen technology topics as well as develop the 1st body paragraph using precise language and appropriate vocabulary with 85 percent accuracy.
Warm Up:
None: Students are advised to use class time wisely to work on their essays.
Daily Learning Activity:
Students will read through the outline on Google Docs and take a mental note of how each category in the outline asks them to write certain aspects about their technology devices. Students will use this outline as a way to structure their essays as well as the body paragraph example to guide their writing. This is a draft, not the final version, so do not worry about grammar mistakes. Remember scholars, be specific and detailed as if the person you are writing to knows very little about the subject. You are the expert here teaching me.
Step 1) Click the PPTX Slides and View Slides 11 - 15.
Step 2) Open your T-Chart Graphic Organizer from the previous lesson in Google Classroom
Step 3) Open the Essay Outline (Today's Assignment)
Step 4) Copy & Paste your Thesis/Introduction Paragraph to the outline (Today's Assignment)
Step 5) Read through the structure and format of the essay outline.
Step 6) Read the Body Paragraph Example found in the Google Doc.
Step 7) Begin drafting your Body Paragraphs on the bottom of the Google Doc; there are examples and sentence starters on the bottom of the page to use.
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Digital Agenda: 11/30/20 - 12/4/20
CA Standards: CCSS.ELA-LITERACY.SL.8.1, CCSS.ELA-LITERACY.W.8.7, CCSS.ELA-LITERACY.W.8.8, CCSS.ELA-LITERACY.W.8.2.A, CCSS.ELA-LITERACY.W.8.2.B, CCSS.ELA-LITERACY.W.8.6, CCSS.ELA-LITERACY.W.8.8
Weekly Objective:
This week, we are going to conduct a short research on the benefits and disadvantages of using basic and advanced techology as well as begin brainstorming ideas for our outlines for the compare and contrast essay. Students will be researching at least 3 articles that describe the benefits and disadvantages of technology as well as use multi-media (videos) to gather more information for their compare and contrast essay. The short-essay will count as your final assignment for the semester and students will have the opportunity to work on their writing throughout the last two weeks of school. Students will also be completing a T-Chart Graphic Organizer to scaffold and consolidate their ideas before beginning the writing process next week.
11/30/20 - 12/1/20
Zoom Class & Independent
Daily Objective:
Given a blank T-chart graphic organizer, the students will compare and contrast the benefits and disadvantages of using basic and advanced technology as well as research 3 technology-related articles that support their comparisons with 85 percent accuracy.
Warm Up:
Students will watch a quick recap video about the benefits and disadvantages of using technology as well as engage in a quick 5 minute class discussion about the topic.
Daily Learning Activity: Students will be conducting a short-research on the benefits and disadvantages of technology by finding at least 3 articles relating to the subject. Students will then note down what they found in the articles in the T-Chart Graphic Organizer as well as cite their articles on the bottom of the sheet. Students will skim through each article to find sufficent information about their topic of technology. This is an open-ended assignment so students will have various ways and opportunities to collect their information as well as formulate their ideas as they brainstorm.
Step 1) Click the PPTX Slides found in Google Classroom.
Step 2) Watch the short warm-up video on technology.
Step 3) Click on the assignment tab in Google Classroom to access the T-Chart Graphic Organizer.
Step 4) Complete the T-Chart by noting down what you found when you researched your articles.
Step 5) Remember to cite your articles as well as copy & paste the links to your articles on the bottom of the T-Chart.
12/2/20 - 12/3/20
Zoom Class & Independent
Daily Objective:
Given a blank graphic organizer on Google Docs, the students will synthesize their research findings from the previous T-Chart assignment to narrow down their topics, ideas, facts, and analysis on how the technology they chose has benefits and disadvantages as well as create a thesis statement for their compare and contrast essay with 85 percent accuracy.
Warm Up: None
Students will be using their class time wisely to work on this assignment due to the level of difficulty and amount of work needed to be done.
Daily Learning Activity: Students will be narrowing down their ideas to 2 or 3 technology topics that they plan on writing about in their compare and contrast essays on their essay organizer as well as create a thesis statement relating to the benefits and disadvantages of the technology topics they chose. After choosing your topics, organize the information you researched this week to fit your topics as well as your ideas on what you are going to write in your essay. If you do not have enough information or ideas about your topics, you need to do more research and think about what you are going to write about. Remember to dive deep enough into your topics and use evidence to support your ideas as if the audience, me, knows very little about the subject.
Step 1) Click the PPTX Slides in Google Classroom and View Slides 7 - 10.
Step 2) Open your T-Chart Graphic Organizer from the previous lesson in Google Classroom.
Step 3) Click the Essay Organizer Chart under assignments and read the prompt and directions.
Step 4) Pick 2 or 3 topics that you wish to talk about in your essays. Narrow down your research findings and information to those
specific topics.
Step 5) Complete the Essay Organizer Chart by noting down the benefits and disadvantages of the technology topics you chose.
Step 6) Begin to draft your Thesis on the bottom of the Google Doc; there are examples and sentence starters on the bottom of the
page. This will prepare you to begin writing next week.
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Digital Agenda: 11/16/20 - 11/20/20
CA Standards: CCSS.ELA-LITERACY.W.8.5, CCSS.ELA-LITERACY.RL.8.5, CCSS.ELA-LITERACY.SL.8.1
Weekly Objective:
This week, are doing multiple activities. First, students are going to finish analyzing the mock essays as well as grade them. After analyzing and grading, students are going to complete a What I Learned Padlet to assess what they learned from comparing and contrasting the mock essays. Students are then playing a Compare & Contrast Quizziz Game to determine comparisons and finishing off with a Catch-Up On Work Day on Thursday.
11/16/20
Zoom Class:
Daily Objective:
Finish analyzing the mock essays as well as grade both of them according to the rubric; students will be writing their analysis and explanations as to why and how each writer scored on the rubric through Padlet. Students will also complete a What I Learned Padlet to assess their knowledge in analyzing mock essays and rubrics.
Warm Up: Quick 5 minute re-cap discussion on the mock essays and rubric.
Daily Learning Activity: Students will need to compare and contrast the mock essays for their conventions, grammar, citations, meaning, and style. Students will also grade the two essays based on the provided rubric to ensure that they understand the subtle differences/similarities in progression between a 1, 2, 3, and 4 on the rubric. Students will also complete a What I Learned Padlet to reaffirm what they learned through analyzing both writers and rubric.
Step 1) Click the PPTX Slides found in Google Classroom
Step 2) Read and Analyze both mock essays (Differences & Similarities)
Step 3) Grade each essay according to the rubric on Padlet (Follow the format on the Padlet Example/Sentence Frame)
Step 4) Complete What I Learned Feedback Padlet
11/17/2020
Indepedent Day & Zoom Class:
Daily Learning Objective: Students will be completing a What I Learned Feedback Padlet to assess and reaffirm their understanding in writing an analysis essay and in grading a rubric. Students will be taking a quizziz game on comparing and contrasting to reinforce their analytical comparing and contrasting skills.
Warm-Up: None
Daily Learning Activity:
Step 1) Complete What I Learned Feedback Padlet
Step 2) Take Quizziz Game - Game Code: 55473464
11/18/2020
Independent Day & Zoom Class:
Daily Learning Objective: Students will be participating in a compare and contrast quizziz game consisting of 13 questions. Students will utilize their analytical skills to read short passages and compare their similarities as well as contrast their differences in terms of theme, meaning, structure, grammar, and language. Students will also be creating a Flipgrid reflection video of themselves sharing their winterbreak plans and what they are most thankful for this year as a teambuilding exercise.
Warm-Up: None
Daily Learning Activity:
Step 1) Take Quizziz Game - Game Code: 55473464 (joinmyquiz.com)
Step 2) Click Here (Flipgrid) or Google Classroom to enter Flipgrid Code: 3dda5af6
Step 3) Enter your school email @teachps.org
Step 4) Create a short reflection video by answering the questions: How are you doing? How is family? What are your plans for Thanksgiving and/or Winterbreak? Are you traveling? What are you excited about? What are you afraid of or worried about? What are you thankful for the most this year? What do you want to learn about next semester? What have you learned this semester in English class or what was one thing that resonated with you throughout the semester?
11/19/2020
Zoom Class:
Daily Learning Objective: Students will be creating a Flipgrid reflection video of themselves sharing their winterbreak plans and what they are most thankful for this year as a teambuilding exercise. Students will then have the opportunity to work on missing assignments or make-up work as the remaining time of class will be devoted to students catching up on their school assignments. **LAST DAY TO TURN IN LATE/MAKE-UP/MISSING ASSIGNMENTS IS NOVEMBER 20TH**
Warm-Up: None
Daily Learning Activity: (Same as above)
Step 1) Take Quizziz Game - Game Code: 55473464 (joinmyquiz.com)
Step 2) Click Here (Flipgrid) or Google Classroom to enter Flipgrid Code: 3dda5af6
Step 3) Enter your school email @teachps.org
Step 4) Create a short reflection video by answering the questions:
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Digital Agenda: 11/9/20 - 11/13/20
Weekly Objective:
This week, students are practicing their analytical compare and contrast skills by examining 2 mock paragraph essays. They will be determing and identifying the structure of two texts in how they differ or are similar in structure, meaning, style, and conventions. Students will be able to distinguish between contrast and similar ideas as well as how the writer introduces information using specific transition words and citations to support their statement as well as grade the mock essays to ensure that students acknowledge the differences in the scores and quality of each piece of writing.
11/9/20
Zoom Class:
Daily Objective:
Given 2 mock essays, the students will compare and contrast both essays to identify and determine how they differ and are similar in terms of structure, meaning, conventions, and style with 85% accuracy.
Warm Up: Compare and contrast the 2 images on slide two of the Google Slides.
Daily Learning Activity: Students will need to compare and contrast the mock essays for their conventions, grammar, citations, meaning, and style. Students will also grade the two essays based on the provided rubric to ensure that they understand the subtle differences/similarities in progression between a 1, 2, 3, and 4 on the rubric.
Step 1) Click the PPTX Slides and Follow Along
Step 2) Analyze the Rubric (Notice the different requirements for different grades)
Step 3) Take a look at the Transition Words List and Skim Through It.
Step 4) Read and Analyze the 2 Mock Essays (Differences vs. Similarities)
Step 5) Grade the Essays according to the Rubric
Step 6) Click on the Padlet Link and Answer the Question
Independent Class on 11/10/2020
Daily Learning Objective: Students will be playing a short Compare & Contrast Game on Quizizz where they will be required to identify and determine the differences/similarities between different passages in terms of theme, meaning, style, conventions, writer's purpose, and citations.
Warm-Up: None
Daily Learning Activity:
1) Log-into Google Classroom
2) Click the Quizizz Link and Enter Code: 62241880
*11/11/20 VETERAN'S DAY NO SCHOOL
Zoom Class on 11/12/2020
Daily Learning Objective: Students will be comparing and contrasting 2 mock essays and apply the writing rubric to each essay. Students will grade both essays based on the rubric to determine how effective is each writer in their attempt to write a one paragraph analysis essay; students will also be engaged in a class discussion on how and why these writers scored differently on each category of the rubric.
Warm-Up: None
Daily Learning Activity:
1) Students will compare and contrast both mock essays and grade them according to the writing rubric.
2) Students will engage in a class discussion as to why and how each writer scored differently on the writing rubric.
3) Students will answer an exit-ticket on Padlet: "What was one thing I learned from analyzing the mock essays?"
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Digital Agenda: 11/2/20 - 11/6/20
Weekly Objective:
This week, students are focusing on the CAASPP test in their advisory classes. Students are to remain in their Advisory Class for the entire day (up to 12:30pm) Monday, Tuesday, and Wednesday to complete the tests. Students who finished early will be completing the NWEA Test and/or missing assignments for their classess. As for English, students are going to do a comprehension review on the assessment, "The Brave Little Toaster," we took last week.
11/2/20
Zoom Class at INDIVIDUAL STUDENT ADVISORY ZOOMS
Daily Objective:
Students will spend a majority of the day working on the IAB testing in their individual advisory zoom classes. Go directly to your advisory teacher, and remain there.
Warm Up: None
Learning Activity:
Students should work on their missing assignments or make-up work for the rest of the day.
Zoom Class at INDIVIDUAL STUDENT ADVISORY ZOOMS
11/3/2020
Daily Agenda remains the same.
11/4/20
Zoom Class at INDIVIDUAL STUDENT ADVISORY ZOOMS
11/5/20
Daily Learning Objective: Students will review the assessment on their own in HMH and review what they missed, noticed, and reviewed. After they reviewed their exams, students will then login to Padlet using Google Class or Here and answer the review questions:
- What was one thing that you were surprised or shocked about in the story, "The Brave Little Toaster?"
- What was one thing that you did not know and found out later?
- What were you able to predict in the story before it happened?
Warm-Up: None
Daily Learning Activity:
1) Login to HMH using Google Classroom to access the assessment questions and students' responses.
2) While reviewing, go over the assessment independently and review what you missed, noticed, or figured out.
3) Login to Padlet using Google Classroom or Here.
4) Create a Padlet Box for all 3 questions and answer them in complete sentences.
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Digital Agenda: 10/26/20 - 10/30/20
Weekly Objective:
This week, students will finish analyzing the sci-fi story (paragraphs 31-34), "The Brave Little Toaster," to determine and identify the final resolution to Mr.Toussaint's, the main character, conflict in the story. Students will then take a brief assessment consisting of multiple choice and short-response questions relating to conflicts, events, character aspects, motivation, goals, and desires as well as the climax, resolution, and main theme in the overall story. After the assessment, students will review the entire exam with the teacher in class and on their own during independent study to go over their responses, questions, and the material.
10/26/2020 and 10/27/2020
Zoom Class: https://tinyurl.com/MrYoussefZoom
Daily Learning Objective:
Given the paragraphs 30-34, from the short-story, “The Brave Little Toaster,” the students will analyze how do certain events within the text resolve the story’s main conflict and incident by answering text-dependent questions as well as cite at least 2 pieces of textual evidence to support their statements on how Mr.Toussaint’s decisions propelled drama.
Warm-Up: What is the story's main conflict and how does Mr.Toussaint react to it? (Discussion)
Daily Learning Activity:
1) Login to HMH using Google Classroom to read paragraphs 31-35 from the story, "The Brave Little Toaster."
2) As you read paragraphs 31-35, annotate/highlight words and phrases that relate to events in which Mr.Toussaint tries to resolve
the conflict. These highlights are your textual evidence.
3) Respond to the text-dependent question, "How do these events resolve the story's main conflict?, directly in the HMH
platform. Make sure you include at least 2 pieces of textual evidence to support your statements.
4) Feel free to use the sentence starters found in the Google Slides.
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Independent Class on 10/27/2020 and 10/28/2020
Daily Learning Objective: Students will be taking an assessment consisting of 3 multiple choice questions and 5 short-answer responses about conflicts, events, character aspects, motivation, goals, and desires, as well as the climax, resolution, and main theme in the overall story.
Warm-Up: Students will review their notes, answers to previous questions, and annotations/highlights to help them during the assessment.
Daily Learning Activity:
1) Log-in to HMH using Google Classroom.
2) After you finished reviewing your notes, answers to previous questions, and annotations/highlights, click the arrow on the
right in HMH to go to the multiple choice questions.
3) Once you finish the multiple choice questions, click the arrow on the right to go to the short-response questions. Answer the
questions with complete sentences as well as cite at least 2 pieces of textual evidence to support your statements. Feel free to
use the sentence starters found in Google Slides.
4) Complete both the multiple choice and short-response questions directly in HMH.
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10/28/2020 and 10/29/2020
Zoom Class: https://tinyurl.com/MrYoussefZoom
Daily Learning Objective: Given an assessment template on Google Docs, students will go over the test answers and responses with the teacher as a whole class as well as participate in a live discussion to review the assessment alongside the teacher. Students will also share their responses on the Google Doc to compare answers and to ensure that all students successfully reviewed the material.
Warm-Up: None
Daily Learning Activity:
1) Login to HMH using Google Classroom to access the assessment questions and students' responses.
2) Teacher will project/share screens and share the Google Doc in Zoom Class for students with the assessment template.
3) Students will discuss and review each question with the teacher as well as share responses in a class discussion.
4) Teacher will write their responses and answers as students respond on the Google Document for students to review.
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Independent Class on 10/28/2020 and 10/29/2020
Daily Learning Objective: Students will review the assessment on their own in HMH and review what they missed, noticed, and reviewed. After they reviewed their exams, students will then login to Padlet using Google Class or Here and answer the review questions:
- What was one thing that you were surprised or shocked about in the story, "The Brave Little Toaster?"
- What was one thing that you did not know and found out later?
- What were you able to predict in the story before it happened?
Warm-Up: None
Daily Learning Activity:
1) Login to HMH using Google Classroom to access the assessment questions and students' responses.
2) While reviewing, go over the assessment independently and review what you missed, noticed, or figured out.
3) Login to Padlet using Google Classroom or Here.
4) Create a Padlet Box for all 3 questions and answer them in complete sentences.
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10/19/20 - 10/23/20
Weekly Objective:
This week students will be analzying key words, phrases, and telling-details in CHUNK 1 (paragraphs 1-9) of the sci-fi story, "The Brave Little Toaster," to determine the setting, plot, and characters' motives as well as cite textual evidence to support their inferences as to identifying the main character's, Mr.Toussaint, conflict with other characters in the story. Students will also be analyzing particular lines in the text to identify dialogues or incidents that propel the action and reveals aspects about Mr.Toussaint's decision making when it comes to solving conflicts and interacting with other characters as the story moves forward.
10/19/2020
Zoom Class: https://tinyurl.com/MrYoussefZoom
Daily Objective: Given the sci-fi story, “The Brave Little Toaster,” the students will be able to analyze particular lines in the text to determine the setting, plot, and character motives as well as cite textual evidence to support their inferences with 85 percent accuracy.
Warm-Up: A quick re-cap class discussion of what has happened in the story, "The Brave Little Toaster," so far.
Daily Learning Activities:
1) Login to HMH using Google Classroom and read paragraphs 1-9 from the short-story, "The Brave Little Toaster." As you are
reading, highlight (in HMH) key details relating to the setting, plot, and character motives. These annotations/highlights will be your textual evidence to support your inferences when you write your statements.
2) Answer the question, "Based on these details, what do you think is the setting of this story?" directly in the HMH text box. Feel
free to use the sentence starters in the Google Slides to help you brainstorm.
3) Answer the question, "What conflict is Mister Toussaint facing in this story? directly in the HMH text box. Feel free to use the
sentence starters in the Google Slides to help you brainstorm.
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Independent Class on 10/19/20
Daily Learning Objective:
Warm-Up:
Daily Learning Activity:
1)
2)
3)
4)
10/7/2020 - 10/9/2020: Unit 1.1 - Gadgets and Glitches (CLICK HERE)
10/12/2020 - 10/16/2020: Unit 1.2 - "The Brave Little Toaster" (CLICK HERE)
10/19/2020 - 10/23/2020: Unit 1.3 - "The Brave Little Toaster (CLICK HERE)
10/26/2020 - 10/29/2020: Unit 1.4 - "The Brave Little Toaster (CLICK HERE)
CA Standards: CCSS.ELA-LITERACY.RL.8.1, CCSS.ELA-LITERACY.RL.8.2, CCSS.ELA-LITERACY.RL.8.6
Weekly Overview: This week, we are reading another autobiographical essay relating to teenagers working and whether or not should they have jobs and a strong work ethic. We are reading Adkison's essay, "Drowning in Dishes, but Finding a Home," and analyzing about his perspective(s) on working as a teenager.
Monday 3/12/21 & Tuesday 3/19/21
Learning Objective: Given the essay, "Drowning in Dishes, but Finding a Home" the students will analyze the text to determine the central idea in terms of its development over the course of the essay as well as how and why does it create mulitple perspectives relating to the narrator's work ethic by completing a graphic organizer with 85 percent accuracy.
Step 1: Open the Reading
Step 2: Open the Graphic Organizer (Under Assignments in GC)
Step 3: Read the First 3 Paragraphs of the Essay, "Drowning in Dishes, but Finding a Home."
Step 4: Respond to the text-dependent questions directly on the Cornell Notes Style Graphic Organizer.
1) How did parents in Adkison’s hometown view the issue of teenagers working part-time jobs?
2) How did Adkison’s personal reason for wanting to work differ from the community’s point of view?
3) After reading the first 3 paragraphs, what can you predict about Adkison’s perspective about working as a teenager? Is
Adkison similar to Morrison?
4) After reading the first 3 paragraphs, what can you predict about Adkison’s perspective about working as a teenager? Is
Adkison similar to Morrison?
Yes, why?
No, why?
Wednesday 3/17/21 & Thursday 3/18/21
Learning Objective: Given the essay, "Drowning in Dishes, but Finding a Home" the students will analyze the different points of view of the characters and narrator to design a storyboard in their portfolio of how and why each perspective creates a tension/conflict, a paradox, and a valuable work-life experience for Adikson as well as cite textual evidence to support their inferences with 85% accuracy.
Step 1: Open the Reading
Step 2: Open the Graphic Organizer/Portfolio (Under Assignments in GC)
Step 3: Continue reading paragraphs 15 - 23 independently of the essay, "Drowning in Dishes, but Finding a Home" before beginning the storyboard.
Step 4: Complete the storyboard portfolio by providing a description of each image, whether it creates tension/conflict, a paradox, or a valuable work-life experience for Adikson.
Step 5: Then cite textual evidence to support your summaries of each image block.
Digital Agenda: 12/7/20 - 12/11/20
CA Standards: CCSS.ELA-LITERACY.W.8.2, CCSS.ELA-LITERACY.W.8.2.A, CCSS.ELA-LITERACY.W.8.2.B, CCSS.ELA-LITERACY.W.8.2.C, CCSS.ELA-LITERACY.W.8.2.D, CCSS.ELA-LITERACY.W.8.2.E,
Weekly Objective:
This week, students are writing their compare and contrast essay on the benefits and disadvantages of using basic and advanced techology. Students will be drafting their body paragraphs as well as their conclusions on an essay outline through Google Doc; Students will format and organize their essays according to the outline to ensure students learn the skill and the process of writing compare and contrast essays. The short-essay will count as your final assignment for the semester and students will have the opportunity to work on their writing throughout the last week of school. Students are encouraged to come to tutoring hours Mondays - Thursdays 1pm - 3pm (extended hours) for assistance as well as email me ([email protected]) for any questions.
12/9/2020 - 12/8/2020
Zoom Class & Independent
Daily Objective:
Given a blank outline and a Rubric, along with notes from the previous T-Chart and Essay Organizer, the students will develop their conclusion paragraph to support their explanations in their 5 paragraph compare & contrast essay while still maintaining a formal style as well as submit the final draft on a separate Google Doc with 85% accuracy.
Warm Up:
Students will watch a quick 3 minute video on how a conclusion paragraph is developed as well as engage in a short-verbal discussion on the key ingredients to writing a concluding paragraph; students will also verbally respond to video-dependent questions relating to the steps for building a conclusion for their compare & contrast essay.
Daily Learning Activity:
Students will first copy & paste the steps, instructions, examples, and paragraph frame of how to build a conclusion paragraph from the teacher's Google Doc onto their Assignment Google Doc in order to maintain cohesion when drafting their essay. Students will then read the their previous outline, notes, and research, along with the new material added, to guide their writing and development of a conclusion paragraph. Students will also be instructed on how and where to turn in the final draft of their compare & contrast essay on Google Classroom as well as be guided on how to format their essay for the final verison: MLA, Citation/Sources, Double-Spaced, Times New Roman, 12 Size Font, Title, etc. Students will also be given a rubric to follow as a cheat-sheet guide, so they may guide themselves on how to score a 4 in each category of the compare & contrast essay.
Step 1) Click the PPTX Slides and View Slides 17 - 20.
Step 2) Open the Essay Organizer Outline (Monday's Assignment)
Step 3) Open My Google Doc Here (My Copy)
Step 3) Copy & Paste The Conclusion Example and Paragraph Frame from My Google Doc On To Your Essay Organizer (Monday's Assignment). [To Copy - Ctrl C] [To Paste - Ctrl V]
Step 4) After You've Copied and Pasted, Read The Conclusion Outline, Directions, Examples, and Paragraph Frame.
Step 5) Begin Drafting Your Conclusion Paragraph on the Bottom Of The Essay Organizer; examples and sentence starters are on the bottom of the page.
Step 6) Read the Rubric and Follow the requirements for each grade level to make sure you are writing what the rubric asks.
Step 7) ONLY IF YOU ARE DONE WITH FINAL DRAFT: Turn it in on this Google Doc/Template.
12/7/2020 - 12/8/2020
Zoom Class & Independent
Daily Objective:
Given a blank outline, the students will construct a 5 paragraph compare and contrast essay outline on the benefits and the disadvantages of their chosen technology topics as well as develop the 1st body paragraph using precise language and appropriate vocabulary with 85 percent accuracy.
Warm Up:
None: Students are advised to use class time wisely to work on their essays.
Daily Learning Activity:
Students will read through the outline on Google Docs and take a mental note of how each category in the outline asks them to write certain aspects about their technology devices. Students will use this outline as a way to structure their essays as well as the body paragraph example to guide their writing. This is a draft, not the final version, so do not worry about grammar mistakes. Remember scholars, be specific and detailed as if the person you are writing to knows very little about the subject. You are the expert here teaching me.
Step 1) Click the PPTX Slides and View Slides 11 - 15.
Step 2) Open your T-Chart Graphic Organizer from the previous lesson in Google Classroom
Step 3) Open the Essay Outline (Today's Assignment)
Step 4) Copy & Paste your Thesis/Introduction Paragraph to the outline (Today's Assignment)
Step 5) Read through the structure and format of the essay outline.
Step 6) Read the Body Paragraph Example found in the Google Doc.
Step 7) Begin drafting your Body Paragraphs on the bottom of the Google Doc; there are examples and sentence starters on the bottom of the page to use.
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Digital Agenda: 11/30/20 - 12/4/20
CA Standards: CCSS.ELA-LITERACY.SL.8.1, CCSS.ELA-LITERACY.W.8.7, CCSS.ELA-LITERACY.W.8.8, CCSS.ELA-LITERACY.W.8.2.A, CCSS.ELA-LITERACY.W.8.2.B, CCSS.ELA-LITERACY.W.8.6, CCSS.ELA-LITERACY.W.8.8
Weekly Objective:
This week, we are going to conduct a short research on the benefits and disadvantages of using basic and advanced techology as well as begin brainstorming ideas for our outlines for the compare and contrast essay. Students will be researching at least 3 articles that describe the benefits and disadvantages of technology as well as use multi-media (videos) to gather more information for their compare and contrast essay. The short-essay will count as your final assignment for the semester and students will have the opportunity to work on their writing throughout the last two weeks of school. Students will also be completing a T-Chart Graphic Organizer to scaffold and consolidate their ideas before beginning the writing process next week.
11/30/20 - 12/1/20
Zoom Class & Independent
Daily Objective:
Given a blank T-chart graphic organizer, the students will compare and contrast the benefits and disadvantages of using basic and advanced technology as well as research 3 technology-related articles that support their comparisons with 85 percent accuracy.
Warm Up:
Students will watch a quick recap video about the benefits and disadvantages of using technology as well as engage in a quick 5 minute class discussion about the topic.
Daily Learning Activity: Students will be conducting a short-research on the benefits and disadvantages of technology by finding at least 3 articles relating to the subject. Students will then note down what they found in the articles in the T-Chart Graphic Organizer as well as cite their articles on the bottom of the sheet. Students will skim through each article to find sufficent information about their topic of technology. This is an open-ended assignment so students will have various ways and opportunities to collect their information as well as formulate their ideas as they brainstorm.
Step 1) Click the PPTX Slides found in Google Classroom.
Step 2) Watch the short warm-up video on technology.
Step 3) Click on the assignment tab in Google Classroom to access the T-Chart Graphic Organizer.
Step 4) Complete the T-Chart by noting down what you found when you researched your articles.
Step 5) Remember to cite your articles as well as copy & paste the links to your articles on the bottom of the T-Chart.
12/2/20 - 12/3/20
Zoom Class & Independent
Daily Objective:
Given a blank graphic organizer on Google Docs, the students will synthesize their research findings from the previous T-Chart assignment to narrow down their topics, ideas, facts, and analysis on how the technology they chose has benefits and disadvantages as well as create a thesis statement for their compare and contrast essay with 85 percent accuracy.
Warm Up: None
Students will be using their class time wisely to work on this assignment due to the level of difficulty and amount of work needed to be done.
Daily Learning Activity: Students will be narrowing down their ideas to 2 or 3 technology topics that they plan on writing about in their compare and contrast essays on their essay organizer as well as create a thesis statement relating to the benefits and disadvantages of the technology topics they chose. After choosing your topics, organize the information you researched this week to fit your topics as well as your ideas on what you are going to write in your essay. If you do not have enough information or ideas about your topics, you need to do more research and think about what you are going to write about. Remember to dive deep enough into your topics and use evidence to support your ideas as if the audience, me, knows very little about the subject.
Step 1) Click the PPTX Slides in Google Classroom and View Slides 7 - 10.
Step 2) Open your T-Chart Graphic Organizer from the previous lesson in Google Classroom.
Step 3) Click the Essay Organizer Chart under assignments and read the prompt and directions.
Step 4) Pick 2 or 3 topics that you wish to talk about in your essays. Narrow down your research findings and information to those
specific topics.
Step 5) Complete the Essay Organizer Chart by noting down the benefits and disadvantages of the technology topics you chose.
Step 6) Begin to draft your Thesis on the bottom of the Google Doc; there are examples and sentence starters on the bottom of the
page. This will prepare you to begin writing next week.
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Digital Agenda: 11/16/20 - 11/20/20
CA Standards: CCSS.ELA-LITERACY.W.8.5, CCSS.ELA-LITERACY.RL.8.5, CCSS.ELA-LITERACY.SL.8.1
Weekly Objective:
This week, are doing multiple activities. First, students are going to finish analyzing the mock essays as well as grade them. After analyzing and grading, students are going to complete a What I Learned Padlet to assess what they learned from comparing and contrasting the mock essays. Students are then playing a Compare & Contrast Quizziz Game to determine comparisons and finishing off with a Catch-Up On Work Day on Thursday.
11/16/20
Zoom Class:
Daily Objective:
Finish analyzing the mock essays as well as grade both of them according to the rubric; students will be writing their analysis and explanations as to why and how each writer scored on the rubric through Padlet. Students will also complete a What I Learned Padlet to assess their knowledge in analyzing mock essays and rubrics.
Warm Up: Quick 5 minute re-cap discussion on the mock essays and rubric.
Daily Learning Activity: Students will need to compare and contrast the mock essays for their conventions, grammar, citations, meaning, and style. Students will also grade the two essays based on the provided rubric to ensure that they understand the subtle differences/similarities in progression between a 1, 2, 3, and 4 on the rubric. Students will also complete a What I Learned Padlet to reaffirm what they learned through analyzing both writers and rubric.
Step 1) Click the PPTX Slides found in Google Classroom
Step 2) Read and Analyze both mock essays (Differences & Similarities)
Step 3) Grade each essay according to the rubric on Padlet (Follow the format on the Padlet Example/Sentence Frame)
Step 4) Complete What I Learned Feedback Padlet
11/17/2020
Indepedent Day & Zoom Class:
Daily Learning Objective: Students will be completing a What I Learned Feedback Padlet to assess and reaffirm their understanding in writing an analysis essay and in grading a rubric. Students will be taking a quizziz game on comparing and contrasting to reinforce their analytical comparing and contrasting skills.
Warm-Up: None
Daily Learning Activity:
Step 1) Complete What I Learned Feedback Padlet
Step 2) Take Quizziz Game - Game Code: 55473464
11/18/2020
Independent Day & Zoom Class:
Daily Learning Objective: Students will be participating in a compare and contrast quizziz game consisting of 13 questions. Students will utilize their analytical skills to read short passages and compare their similarities as well as contrast their differences in terms of theme, meaning, structure, grammar, and language. Students will also be creating a Flipgrid reflection video of themselves sharing their winterbreak plans and what they are most thankful for this year as a teambuilding exercise.
Warm-Up: None
Daily Learning Activity:
Step 1) Take Quizziz Game - Game Code: 55473464 (joinmyquiz.com)
Step 2) Click Here (Flipgrid) or Google Classroom to enter Flipgrid Code: 3dda5af6
Step 3) Enter your school email @teachps.org
Step 4) Create a short reflection video by answering the questions: How are you doing? How is family? What are your plans for Thanksgiving and/or Winterbreak? Are you traveling? What are you excited about? What are you afraid of or worried about? What are you thankful for the most this year? What do you want to learn about next semester? What have you learned this semester in English class or what was one thing that resonated with you throughout the semester?
11/19/2020
Zoom Class:
Daily Learning Objective: Students will be creating a Flipgrid reflection video of themselves sharing their winterbreak plans and what they are most thankful for this year as a teambuilding exercise. Students will then have the opportunity to work on missing assignments or make-up work as the remaining time of class will be devoted to students catching up on their school assignments. **LAST DAY TO TURN IN LATE/MAKE-UP/MISSING ASSIGNMENTS IS NOVEMBER 20TH**
Warm-Up: None
Daily Learning Activity: (Same as above)
Step 1) Take Quizziz Game - Game Code: 55473464 (joinmyquiz.com)
Step 2) Click Here (Flipgrid) or Google Classroom to enter Flipgrid Code: 3dda5af6
Step 3) Enter your school email @teachps.org
Step 4) Create a short reflection video by answering the questions:
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Digital Agenda: 11/9/20 - 11/13/20
Weekly Objective:
This week, students are practicing their analytical compare and contrast skills by examining 2 mock paragraph essays. They will be determing and identifying the structure of two texts in how they differ or are similar in structure, meaning, style, and conventions. Students will be able to distinguish between contrast and similar ideas as well as how the writer introduces information using specific transition words and citations to support their statement as well as grade the mock essays to ensure that students acknowledge the differences in the scores and quality of each piece of writing.
11/9/20
Zoom Class:
Daily Objective:
Given 2 mock essays, the students will compare and contrast both essays to identify and determine how they differ and are similar in terms of structure, meaning, conventions, and style with 85% accuracy.
Warm Up: Compare and contrast the 2 images on slide two of the Google Slides.
Daily Learning Activity: Students will need to compare and contrast the mock essays for their conventions, grammar, citations, meaning, and style. Students will also grade the two essays based on the provided rubric to ensure that they understand the subtle differences/similarities in progression between a 1, 2, 3, and 4 on the rubric.
Step 1) Click the PPTX Slides and Follow Along
Step 2) Analyze the Rubric (Notice the different requirements for different grades)
Step 3) Take a look at the Transition Words List and Skim Through It.
Step 4) Read and Analyze the 2 Mock Essays (Differences vs. Similarities)
Step 5) Grade the Essays according to the Rubric
Step 6) Click on the Padlet Link and Answer the Question
Independent Class on 11/10/2020
Daily Learning Objective: Students will be playing a short Compare & Contrast Game on Quizizz where they will be required to identify and determine the differences/similarities between different passages in terms of theme, meaning, style, conventions, writer's purpose, and citations.
Warm-Up: None
Daily Learning Activity:
1) Log-into Google Classroom
2) Click the Quizizz Link and Enter Code: 62241880
*11/11/20 VETERAN'S DAY NO SCHOOL
Zoom Class on 11/12/2020
Daily Learning Objective: Students will be comparing and contrasting 2 mock essays and apply the writing rubric to each essay. Students will grade both essays based on the rubric to determine how effective is each writer in their attempt to write a one paragraph analysis essay; students will also be engaged in a class discussion on how and why these writers scored differently on each category of the rubric.
Warm-Up: None
Daily Learning Activity:
1) Students will compare and contrast both mock essays and grade them according to the writing rubric.
2) Students will engage in a class discussion as to why and how each writer scored differently on the writing rubric.
3) Students will answer an exit-ticket on Padlet: "What was one thing I learned from analyzing the mock essays?"
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Digital Agenda: 11/2/20 - 11/6/20
Weekly Objective:
This week, students are focusing on the CAASPP test in their advisory classes. Students are to remain in their Advisory Class for the entire day (up to 12:30pm) Monday, Tuesday, and Wednesday to complete the tests. Students who finished early will be completing the NWEA Test and/or missing assignments for their classess. As for English, students are going to do a comprehension review on the assessment, "The Brave Little Toaster," we took last week.
11/2/20
Zoom Class at INDIVIDUAL STUDENT ADVISORY ZOOMS
Daily Objective:
Students will spend a majority of the day working on the IAB testing in their individual advisory zoom classes. Go directly to your advisory teacher, and remain there.
Warm Up: None
Learning Activity:
Students should work on their missing assignments or make-up work for the rest of the day.
- If you finished the IAB/CAASPP Testing and the NWEA Test, then work on your missing assignments for my class and/or your other classes.
Zoom Class at INDIVIDUAL STUDENT ADVISORY ZOOMS
11/3/2020
Daily Agenda remains the same.
11/4/20
Zoom Class at INDIVIDUAL STUDENT ADVISORY ZOOMS
11/5/20
Daily Learning Objective: Students will review the assessment on their own in HMH and review what they missed, noticed, and reviewed. After they reviewed their exams, students will then login to Padlet using Google Class or Here and answer the review questions:
- What was one thing that you were surprised or shocked about in the story, "The Brave Little Toaster?"
- What was one thing that you did not know and found out later?
- What were you able to predict in the story before it happened?
Warm-Up: None
Daily Learning Activity:
1) Login to HMH using Google Classroom to access the assessment questions and students' responses.
2) While reviewing, go over the assessment independently and review what you missed, noticed, or figured out.
3) Login to Padlet using Google Classroom or Here.
4) Create a Padlet Box for all 3 questions and answer them in complete sentences.
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Digital Agenda: 10/26/20 - 10/30/20
Weekly Objective:
This week, students will finish analyzing the sci-fi story (paragraphs 31-34), "The Brave Little Toaster," to determine and identify the final resolution to Mr.Toussaint's, the main character, conflict in the story. Students will then take a brief assessment consisting of multiple choice and short-response questions relating to conflicts, events, character aspects, motivation, goals, and desires as well as the climax, resolution, and main theme in the overall story. After the assessment, students will review the entire exam with the teacher in class and on their own during independent study to go over their responses, questions, and the material.
10/26/2020 and 10/27/2020
Zoom Class: https://tinyurl.com/MrYoussefZoom
Daily Learning Objective:
Given the paragraphs 30-34, from the short-story, “The Brave Little Toaster,” the students will analyze how do certain events within the text resolve the story’s main conflict and incident by answering text-dependent questions as well as cite at least 2 pieces of textual evidence to support their statements on how Mr.Toussaint’s decisions propelled drama.
Warm-Up: What is the story's main conflict and how does Mr.Toussaint react to it? (Discussion)
Daily Learning Activity:
1) Login to HMH using Google Classroom to read paragraphs 31-35 from the story, "The Brave Little Toaster."
2) As you read paragraphs 31-35, annotate/highlight words and phrases that relate to events in which Mr.Toussaint tries to resolve
the conflict. These highlights are your textual evidence.
3) Respond to the text-dependent question, "How do these events resolve the story's main conflict?, directly in the HMH
platform. Make sure you include at least 2 pieces of textual evidence to support your statements.
4) Feel free to use the sentence starters found in the Google Slides.
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Independent Class on 10/27/2020 and 10/28/2020
Daily Learning Objective: Students will be taking an assessment consisting of 3 multiple choice questions and 5 short-answer responses about conflicts, events, character aspects, motivation, goals, and desires, as well as the climax, resolution, and main theme in the overall story.
Warm-Up: Students will review their notes, answers to previous questions, and annotations/highlights to help them during the assessment.
Daily Learning Activity:
1) Log-in to HMH using Google Classroom.
2) After you finished reviewing your notes, answers to previous questions, and annotations/highlights, click the arrow on the
right in HMH to go to the multiple choice questions.
3) Once you finish the multiple choice questions, click the arrow on the right to go to the short-response questions. Answer the
questions with complete sentences as well as cite at least 2 pieces of textual evidence to support your statements. Feel free to
use the sentence starters found in Google Slides.
4) Complete both the multiple choice and short-response questions directly in HMH.
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10/28/2020 and 10/29/2020
Zoom Class: https://tinyurl.com/MrYoussefZoom
Daily Learning Objective: Given an assessment template on Google Docs, students will go over the test answers and responses with the teacher as a whole class as well as participate in a live discussion to review the assessment alongside the teacher. Students will also share their responses on the Google Doc to compare answers and to ensure that all students successfully reviewed the material.
Warm-Up: None
Daily Learning Activity:
1) Login to HMH using Google Classroom to access the assessment questions and students' responses.
2) Teacher will project/share screens and share the Google Doc in Zoom Class for students with the assessment template.
3) Students will discuss and review each question with the teacher as well as share responses in a class discussion.
4) Teacher will write their responses and answers as students respond on the Google Document for students to review.
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Independent Class on 10/28/2020 and 10/29/2020
Daily Learning Objective: Students will review the assessment on their own in HMH and review what they missed, noticed, and reviewed. After they reviewed their exams, students will then login to Padlet using Google Class or Here and answer the review questions:
- What was one thing that you were surprised or shocked about in the story, "The Brave Little Toaster?"
- What was one thing that you did not know and found out later?
- What were you able to predict in the story before it happened?
Warm-Up: None
Daily Learning Activity:
1) Login to HMH using Google Classroom to access the assessment questions and students' responses.
2) While reviewing, go over the assessment independently and review what you missed, noticed, or figured out.
3) Login to Padlet using Google Classroom or Here.
4) Create a Padlet Box for all 3 questions and answer them in complete sentences.
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10/19/20 - 10/23/20
Weekly Objective:
This week students will be analzying key words, phrases, and telling-details in CHUNK 1 (paragraphs 1-9) of the sci-fi story, "The Brave Little Toaster," to determine the setting, plot, and characters' motives as well as cite textual evidence to support their inferences as to identifying the main character's, Mr.Toussaint, conflict with other characters in the story. Students will also be analyzing particular lines in the text to identify dialogues or incidents that propel the action and reveals aspects about Mr.Toussaint's decision making when it comes to solving conflicts and interacting with other characters as the story moves forward.
10/19/2020
Zoom Class: https://tinyurl.com/MrYoussefZoom
Daily Objective: Given the sci-fi story, “The Brave Little Toaster,” the students will be able to analyze particular lines in the text to determine the setting, plot, and character motives as well as cite textual evidence to support their inferences with 85 percent accuracy.
Warm-Up: A quick re-cap class discussion of what has happened in the story, "The Brave Little Toaster," so far.
Daily Learning Activities:
1) Login to HMH using Google Classroom and read paragraphs 1-9 from the short-story, "The Brave Little Toaster." As you are
reading, highlight (in HMH) key details relating to the setting, plot, and character motives. These annotations/highlights will be your textual evidence to support your inferences when you write your statements.
2) Answer the question, "Based on these details, what do you think is the setting of this story?" directly in the HMH text box. Feel
free to use the sentence starters in the Google Slides to help you brainstorm.
3) Answer the question, "What conflict is Mister Toussaint facing in this story? directly in the HMH text box. Feel free to use the
sentence starters in the Google Slides to help you brainstorm.
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Independent Class on 10/19/20
Daily Learning Objective:
Warm-Up:
Daily Learning Activity:
1)
2)
3)
4)
10/7/2020 - 10/9/2020: Unit 1.1 - Gadgets and Glitches (CLICK HERE)
10/12/2020 - 10/16/2020: Unit 1.2 - "The Brave Little Toaster" (CLICK HERE)
10/19/2020 - 10/23/2020: Unit 1.3 - "The Brave Little Toaster (CLICK HERE)
10/26/2020 - 10/29/2020: Unit 1.4 - "The Brave Little Toaster (CLICK HERE)