10 Minutes of Independent Reading Tardy Bell Activity

Monday October 31, 2016 Today you will need: Pencil Novel Text “The Life You Can Save” “The Life You Can Save” Text-Based Questions

Monday October 31, 2016 Today’s Agenda Word Generation 1.11 Lesson “The Life You Can Save” Writing Prompt Assessment Review Packet Social Skills Lesson Exit Ticket

Mummies: Who Owns The Dead? Ponder It!

Word Generation Weekly Focus Words diversity enhance migration presume reveal

Diversity part of speech: noun definition: variety; range forms: diversities, diverse, diversify Example: Some people believe diversity is important in schools because it helps students learn to appreciate and accept differences. Word Association Model Word: diversity Association: Outcast United Reason: The players and coach of the Refugee soccer team all had diverse backgrounds and experiences.

Enhance part of speech: verb definition: to improve forms: enhances, enhancing, enhanced, enhancement Example: At the beginning of the school year, teachers enhance the learning environment by adding colorful borders, charts, and posters. Word Association Model Word: enhance Association: Your hairstyle Reason: (Think about the association and create your own reasoning in your group.)

Migration part of speech: noun definition: movement from one place to another forms: migrations, migrate, migrating, migrant, immigrate, emigrate Example: Birds experience migration during certain times of the year. Word Association Model Word: migration Association: (Discuss the possible associations to the word migrant based on the reason.) Reason: These people are migrant because they have no home and often move from place to place.

Word Association Model Word: presume Association: Reason: part of speech: verb definition: to suppose; to guess forms: presumes, presumed, presumption, presumptive Example: I presumed he would be just like his brother because they were raised in the same family. Word Association Model Word: presume Association: Reason:

Word Association Model Word: reveal Association: Reason: part of speech: verb definition: to uncover; to show; to expose forms: reveals, revealing, revealed, revelation Example: If someone tells you a secret, you should not reveal it. Word Association Model Word: reveal Association: Reason:

Reciprocal read paragraphs one and two.

What elements do you think scientists considered when presuming the age of mummies? Use the word presume or a form of the word in your responses. Turn and Talk

Reciprocal read paragraph three.

How might revelations about mummies enhance our understanding of human migration patterns? Use the focus words in your responses. Turn and Talk

Reciprocal read the rest of the article.

Based on these diverse perspectives, what do you think should be done with mummies when they are discovered? Use the word diverse or a form of the word in your responses. Turn and Talk

Mummies: Who Owns The Dead? Talk It Out!

Criteria for Success At the end of today’s lesson, we will determine what triggers our off task behaviors in the classroom and how to prevent them to create a positive learning environment.

LESSON Overcoming 21 Off-task triggers

Fold a piece of paper so that you have three columns. Label the first column “Off-Task Behaviors” and brainstorm with your group. Off-Task Behaviors

Now figure out what triggers each off-task behavior. Write the trigger in the second column. Off-Task Behaviors Leaving the group and talking to other groups. Off-Task Trigger Getting up to sharpen pencil or use wastebasket during discussion.

Based on the trigger, what does your group need to do to avoid it? Off-Task Behaviors Leaving the group and talking to other groups. Off-Task Trigger Getting up to sharpen pencil or use wastebasket during discussion. Solution Sharpen pencils before class; toss trash after meeting.

To keep your group on task, members should review this chart before each discussion so the triggers are turned off!

Thank your group members for a great meeting AND staying on task!

Reflection Think about your behavior in the classroom, what off task triggers and behaviors prevent you from being an active member of our learning community? Write a brief self-reflection on your triggers and behaviors. Explain your triggers and that they causes. Explain how you can use what you learned in the lesson today to prevent the off task triggers and behaviors.

Criteria for Success At the end of today’s lesson, we will self-select a writing prompt related to the text, The Life You Can Save, and write an informative or argumentative piece to demonstrate our understanding of the text.

Group Task “The Life You Can Save” Revisit the text and answer your given text-based questions using the R.A.C.E. strategy. Remember: Restate the question Answer the question Cite evidence from the text Explain and extend your answer Group 1 – Question 1 Group 2 – Question 2 Group 3 – Question 3 Group 4 – Question 4 Group 5 – Question 5 Group 6 – Question 6 Group 7 – Question 7

Informative Essays v. Argumentative Essays Review Lesson https://prezi.com/f9xymf6sfrki/informative-vs-argumentative/#

Choice Writing Prompts Informative Essay What, specifically, does the author propose that the reader do to help fight extreme poverty? Use evidence from the text and the rubric to respond to the prompt. Your essay should be 3 or more paragraphs. Argumentative Essay Does saving someone’s life require something spectacular? What evidence from this text or other text support your claim? Use evidence from the text and the rubric to respond to the prompt. Your essay should be 3 or more paragraphs.

Informative Text Assessment Review Packet Homework

Reflect on your writing experience today. Exit Ticket Reflect on your writing experience today. What went well with your writing? What made writing your paper difficult today?