In this PowerPOint… Grammar groups Vocabulary.com Virtual Learning Day Digital Portfolio Shared Inquiry Discussion Overview and Expectations Text evidence practice TVFS Quiz 3 Revisit

Advanced english 6 October 2-3 6.4 The student will read and determine the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, affixes, synonyms, and antonyms to expand vocabulary. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. d) Identify and analyze the construction and impact of figurative language. e) Use word-reference materials. f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Describe cause-and-effect relationships and their impact on plot. c) Explain how an author uses character development to drive conflict and resolution. d) Differentiate between first and third person point of view. e) Describe how word choice and imagery contribute to the meaning of a text. f) Draw conclusions and make inferences using the text for support. g) Identify the characteristics of a variety of genres. h) Identify and analyze the author’s use of figurative language. i) Compare/contrast details in literary and informational nonfiction texts. j) Identify transitional words and phrases that signal an author’s organizational pattern. k) Use reading strategies to monitor comprehension throughout the reading process. 6.7 The student will write in a variety of forms, to include narrative, expository, persuasive, and reflective, with an emphasis on narrative and reflective writing. a) Engage in writing as a recursive process. b) Choose audience and purpose. c) Use a variety of prewriting strategies to generate and organize ideas. d) Organize writing to fit mode or topic. e) Write narratives to include characters, plot, setting, and point of view. f) Establish a central idea, incorporating evidence and maintaining an organized structure. g) Compose a thesis statement for expository and persuasive writing. h) Write multiparagraph compositions with elaboration and unity. i) Use transition words and phrases. j) Select vocabulary and information to enhance the central idea, tone, and voice. k) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. l) Revise writing for clarity of content including specific vocabulary and information. 6.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English a) Use subject-verb agreement with intervening phrases and clauses. b) Use pronoun-antecedent agreement to include indefinite pronouns. c) Maintain consistent verb tense across paragraphs. d) Eliminate double negatives. e) Use quotation marks with dialogue. f) Choose adverbs to describe verbs, adjectives, and other adverbs. g) Use correct spelling for frequently used words. h) Use subordinating and coordinating conjunctions. October 2-3

You need: Your Chromebook, Your journal, Your purple portfolio, TO DO TODAY: Discuss grammar groups and Vocabulary.com-A Day Only. Discuss Virtual Learning Day and the digital portfolio. Discuss shared inquiry and text evidence. Practice using text evidence. Review the “Where I’m From” poem and A Day Only revisit TVFS Quiz 3. Have matrix time. You need: Your Chromebook, Your journal, Your purple portfolio, Your planner, A pencil, and The View from Saturday.

Virtual Learning Day English Task: Digital Portfolio Monday, October 8 Staff Day Make-up day from the hurricane Students do not come to school Maximum of 30 minutes per core class and world language=2 ½ hours of work You have until Tuesday, October 16 to complete the work. You may do the work on paper or online. Teachers will have office hours from 8:30-9:30 a.m. to answer questions. English Task: Digital Portfolio You will begin working on your Reader paragraph, which is the first part of your portfolio work. Your task is on Schoology in the folder labeled “Virtual Learning Day”. You may type your paragraph on a Google Doc and submit it electronically, or you may write your paragraph in your journal and turn your journal into your class bin. You may ask questions on the Schoology discussion board during office hours.

Format for Inquiry Inner Circle Outer Circle Two roles: Discusses; uses the book as reference, support, proof Comments must be appropriate, respectful, and focused Does not need raise hands, but avoids interrupting Listens carefully, and builds on the comments of the current speaker, either agreeing or disagreeing respectfully, always supporting points with text evidence Takes turns; avoids dominating the discussion Inner Circle: Does not talk Listens carefully to discussion in the Inner Circle and uses the computer to join the conversation Computer conversation will be part of the grade Outer Circle: Body language How do we know someone wants to speak? Signal: Phrases to use:

Textual Evidence Implicit Implicit Explicit “Ex”-outside Specifically stated in text Details are obvious YOU MUST USE PAGE NUMBERS TO SUPPORT IDEAS USING EXPLICIT TEXTUAL SUPPORT. “Im”-inside Inferences: “Read between the lines” Not specifically stated in text Details are not obvious Have to “uncover” ideas based on what you know about characters, incidents, etc. YOU MUST STILL USE PAGE NUMBERS TO SUPPORT INFERENCES.

How can you make your inquiry responses strong?

A3: What does a strong inquiry answer need? Text evidence to support idea/answer Be confident in your response. Add information; don’t just repeat answers. Reasoning, support, justification Explain your answer. Signal: Okay sign

A7: What does a strong inquiry answer need? Details Page numbers Different people contributing Speak so that everyone can hear you. Have a clear explanation. Speak respectfully. Stay on topic. Build on others’ answers. Discuss; don’t argue. Leave answers open-ended. Don’t interrupt. Have everyone participate. Have deeper meanings. Use facts to back up opinions. Signal: Hold pencil in air

B3: What does a strong inquiry answer need? Text evidence Page numbers and author’s last name On topic Clear voice; speak loudly. Have self-control. Detailed response Signal: Index finger in the air Be respectful.

B7: What does a strong inquiry answer need? Saying important/critical information Using text evidence Positive body language Page numbers Don’t interrupt. Stay on topic, focused, and relevant. Be prepared. Include everyone. Signal: Thumb up

Inquiry Practice How does TVFS fit with our concept map? Why do you think the author chose to have Ms. Olinski paralyzed? How does it affect TVFS? Why does the author put a character like Hamilton Knapp in her novel? How does it affect TVFS? How does being part of The Souls change Noah, Nadia, Ethan, and Julian? What is the significance of the city and school being named Epiphany? How is the author using Epiphany's identity as a force in the novel?

Work with your group to answer the question at your table. Inquiry Practice Work with your group to answer the question at your table. Add any answer you think the question needs. Add any textual support each answer needs. Discuss the question with your group.

How do your experiences and relationships act as forces to shape your identity? Identity: noun; the fact of being who or what a person or thing is “Where I’m From” Poem A short poem about you 4-5 stanzas at minimum Must include figurative language, vivid verbs, awesome adjectives, sensory details, and imagery Final copy will be submitted through Schoology. Grammar, usage, mechanics, and spelling count on the final. items from around the house items from the yard items found in the neighborhood family/friends sayings by family/friends family traditions beliefs hobbies foods that recall family gatherings childhood memories Where are you from? Go beyond physical places to capture the small moments.  Aim for quantity and specificity—as many things, places, occasions, and people you can recall. You might begin by describing some of the following in your brainstorming: Explain the guidelines and review the assignment, as well as the rubric on the next slide.

“Where I’m From” Rubric Rough draft due Thursday, October 4 (A) and Friday, October 5 (B)-We will be doing peer review that day via Google Drive. Please have your rough draft ready to go at the beginning of class. Review the rubric and what is expected from the rough draft.

Reflection TVFS Quiz 3 Wrap-up TVFS quiz 3 Revisit Reflection How do you think you did on this quiz? Why? What made this quiz easy or hard? If you didn’t finish in the time allotted, what slowed you down? If you DID finish in the time allotted, why do you think you were able to do so? TVFS Quiz 3 Wrap-up Use Quiz 2 feedback to guide Quiz 3 wrap-up. The end of last class felt rushed, so take some time to edit and to resubmit Quiz 3. You have the time allotted.

Interest Inventory on Schoology MATRIX Time Finish first: Reading Inventory (RI) on Clever Show Mrs. Fritzinger your score when you are finished. Interest Inventory on Schoology Greek and Latin Roots: due TODAY! You may use dictionaries or online resources. Turn in your sheet to your class bin when you are finished. “Where I’m From” Poem Brainstorm and plan first. Type your rough draft on Google Docs-due Thursday, October 4 (A) and Friday, October 5 (B) for peer review. TVFS: due Tuesday, October 9 (A) and Wednesday, October 10 (B). Add text evidence to the papers on the back board. Read chapters 5-12. Work on shared inquiry questions. If you finish everything else: Vocabulary.com