Happy Monday! October 1st, 2018 Do Now: Recall a first story or poem you wrote (or a picture that you drew or painted). Write a paragraph about it that you would include in your autobiography. Did you share your work with classmates, parents, or friends? Recall the circumstances of that writing or picture.

Learning Target: Students will have an understanding of their level of proficiency on the skills and standards assessed.   Success Criteria: I can write a multi paragraph essay on a short story including the following elements: Introduction Objective summary Central idea Style (key devices) Conclusion

Pre-Unit Assessment! Good luck! Today’s Agenda Pre-Unit Assessment! Good luck!

Highly Proficient (90-100%) Exit Slip How do you think you did on the pre-assessment today? Highly Proficient (90-100%) Proficient (80-89%) Attempting (70-79%) Beginning (60-69%)

Highly Proficient (90-100%) Happy Tuesday! 10/2/18 Do Now: Did you complete your pre assessment from yesterday? If not, how much more time do you need? If so, how do you think you performed? Highly Proficient (90-100%) Proficient (80-89%) Attempting (70-79%) Beginning (60-69%)

Learning Target: Students will have an understanding of their level of proficiency on the skills and standards assessed.   Success Criteria: I can write a multi paragraph essay on a short story including the following elements: Introduction Objective summary Central idea Style (key devices) Conclusion

Happy Wednesday! October 3rd, 2018 Do Now: How do you think you did on the pre-assessment today? Highly Proficient (90-100%) Proficient (80-89%) Attempting (70-79%) Beginning (60-69%)

Learning Target: Proficient readers use strategies to find the book that is just right for them to read.   Success Criteria: I can determine a just right book based on following a set procedure. I can discuss the books I am interested in and the strategies that I used to select it with my peers.

Today’s Agenda Task One: Selecting a Just Right Book- A Just Right Book is one you can read 25-30 pages in 30-minutes. This means you: Will encounter only 3-5 words on a single page that present a challenge for you. Can read at approximately 1 page in 60-90 seconds. Can read fluently in a first reading with a sense of voice. Read your book for 25-minutes today. As you read, list key devices, crafts, style/structural decisions the author is using (in your notebook). Task Two: Reflecting on today’s book In your notebook: What did you like/dislike about the author’s style of writing? How does the book compare to others you have read? Do you believe this is a ‘just right’ book for you based on the criteria outlined above?

Exit Slip Write down the title and author of the book and how many pages of it you read.

Happy Thursday! 10/4/18 DO NOW: Please summarize (in 5-7 sentences) the book you previewed yesterday.

Learning Target: Proficient readers use strategies to find the book that is just right for them to read.   Success Criteria: I can determine a just right book based on following a set procedure. I can discuss the books I am interested in and the strategies that I used to select it with my peers.

Today’s Agenda Task One: Selecting a Just Right Book- A Just Right Book is one you can read 25-30 pages in 30-minutes. This means you: Will encounter only 3-5 words on a single page that present a challenge for you. Can read at approximately 1 page in 60-90 seconds. Can read fluently in a first reading with a sense of voice. Read your book for 25-minutes today. As you read, list key devices, crafts, style/structural decisions the author is using (in your notebook). Task Two: Reflecting on today’s book In your notebook: What did you like/dislike about the author’s style of writing? How does the book compare to others you have read? Do you believe this is a ‘just right’ book for you based on the criteria outlined above?

Exit Slip Write down the title and author of the book and how many pages of it you read.

Happy Friday! October 5th, 2018 Do Now: Out of the 3 books you have previewed which one do you like the best and why? 4-5 sentences.

Learning Target: Proficient readers use strategies to find the book that is just right for them to read.   Success Criteria: I can determine a just right book based on following a set procedure. I can discuss the books I am interested in and the strategies that I used to select it with my peers.

Today’s Agenda Task One: Selecting a Just Right Book- A Just Right Book is one you can read 25-30 pages in 30-minutes. This means you: Will encounter only 3-5 words on a single page that present a challenge for you. Can read at approximately 1 page in 60-90 seconds. Can read fluently in a first reading with a sense of voice. Read your book for 25-minutes today. As you read, list key devices, crafts, style/structural decisions the author is using (in your notebook). Task Two: Reflecting on today’s book In your notebook: What did you like/dislike about the author’s style of writing? How does the book compare to others you have read? Do you believe this is a ‘just right’ book for you based on the criteria outlined above?

Exit Slip Write down the title and author of the book and how many pages of it you read.

Happy Friday! 10/5/18 Do Now: What was the strategy you used to make the final decision in which book you are reading for this unit?

Learning Target: Proficient readers accumulate text as they read.   Success Criteria: I can write an objective summary of the book that I am reading based on my understanding of the plot.

Today’s Agenda Upon completion of your daily reading you will construct an Objective Summary in your packet. An Objective Summary is: Plot ONLY- no opinion 6 sentences total- 2 sentences beginning of the text 2 sentences middle of the text 2 sentences end of the text Includes only the most important information Is very detailed- not general or vague Read 20-25 minutes Complete your 6 sentence Objective Summary in your packet.

Exit Slip Since we officially began reading the book we chose today, what do you think was most important about what you read today?

Exit Slip

Happy Thursday! 1/29/16 Do Now: What is the setting of your book? Be specific & write in complete sentences.

Learning Goal: Proficient readers accumulate text as they read.   Learning Objectives: I can write an objective summary of the book that I am reading based on my understanding of the plot.

Today’s Agenda Upon completion of your daily reading you will construct an Objective Summary in your packet. An Objective Summary is: Plot ONLY- no opinion 6 sentences total- 2 sentences beginning of the text 2 sentences middle of the text 2 sentences end of the text Includes only the most important information Is very detailed- not general or vague Read 20-25 minutes Complete your 6 sentence Objective Summary in your packet.

Exit Slip

Do Now: What is the central idea of your book? Happy Thursday! 2/5/15 Do Now: What is the central idea of your book?

Learning Goal: Proficient readers can identify and track the central idea of a text as they read.   Learning Objectives: I can identify and name the central idea of my book. I can support my opinion based on evidence (direct quotes and paraphrases) from the text.

Central Idea definition and examples In your NOTEBOOK- take the following notes: Central idea: Is a synonym for main idea, lesson learned and theme. Should avoid using the names of characters. Should be a complete statement. Is usually inferred; you cannot point to it in the text. Avoid clichés: “the grass is always greener on the other side.”

Examples Examples: Cinderella: Poor Example: Cinderella is the story of a poor, servant girl who has a cruel family but lives happily ever after with Prince Charming. Good example: The story of Cinderella reveals that people who are kind and patient are often rewarded for their good deeds   The Wizard of Oz: Poor example: It is about a girl named Dorothy who meets a lot of strange characters in the land of Oz. Good example: The Wizard of Oz reveals that when people lose sight of reality, they sometimes forget to appreciate the beauty of their everyday lives.

Today’s Agenda As you read you will begin to create a theory: What is the central idea of this book?  You have read quite a bit of your book by now and should begin class by writing your theory/central idea in your notebook now. Your title/header for the page should be ‘Central Idea and Supporting Evidence’ As you read today, collect evidence (you may format the evidence as either direct quotes or paraphrases) that support your theory. DO NOT TAKE TIME TO WRITE THE EVIDENCE DOWN- MARK IT WITH A STICKY NOTE! Read 25-minutes

Today’s Agenda continued…. Go back through the pages you read TODAY and collect 2-4 pieces of evidence to support your theory. Properly format as either direct quotes or paraphrases. Include a one sentence explanation for each piece of evidence: How does this piece of evidence support my theory on the central idea of the text? See worksheet. NOTE: Remember: you began with a theory. After reading, your theory may have changed (maybe you now think your text is about something different). That is acceptable! If this is the case: Revise your theory underneath the original and complete the rest of the assignment in the same manner.

Exit Slip

Happy Friday! 2/6/15 DO NOW: What did you decide your central idea for you book is from yesterday?

Learning Goal and Objective Learning Goal: Proficient readers can identify and track the central idea of a text as they read.   Objectives: I can identify and name the central idea of my book. I can support my opinion based on evidence (direct quotes and paraphrases) from the text.

Today’s Agenda As you read you will begin to create a theory: What is the central idea of this book?  You have read quite a bit of your book by now and should begin class by writing your theory/central idea in your notebook now. Your title/header for the page should be ‘Central Idea and Supporting Evidence’ As you read today, collect evidence (you may format the evidence as either direct quotes or paraphrases) that support your theory. DO NOT TAKE TIME TO WRITE THE EVIDENCE DOWN- MARK IT WITH A STICKY NOTE! Read 25-minutes

Today’s Agenda continued…. Go back through the pages you read TODAY and collect 2-4 pieces of evidence to support your theory. Properly format as either direct quotes or paraphrases. Include a one sentence explanation for each piece of evidence: How does this piece of evidence support my theory on the central idea of the text? See worksheet. NOTE: Remember: you began with a theory. After reading, your theory may have changed (maybe you now think your text is about something different). That is acceptable! If this is the case: Revise your theory underneath the original and complete the rest of the assignment in the same manner.

Exit Slip How far along are you in your book at this point?

Happy Monday! 2/9/15 DO NOW: Have you noticed any author’s craft decisions in your book so far? Which ones? How have they impacted the story?

Daily goal and objective Learning Goal: Proficient readers are aware that authors consciously make a variety of decisions as they write that impact the text in multiple ways.   Objectives: I can identify and name the key devices/structural decisions my author is making in the text. I can explain the impact this device has on the text.

Class work/Agenda Today’s Tasks: Independent brainstorm (in your notebook): What are some devices/structural decisions you have noticed your author using throughout your text? Report out and chart (together as class!)   As you read today, use sticky notes to mark pages where you notice the author using different devices/structural decisions

Class work/Agenda Read 20-minutes   After your reading, go back through the pages you marked with sticky notes today (if you are struggling, you may glance back through the pages you have read other days as well). In your notebook (use the header “Style/Structural Decisions”) write down 2-3 key devices /structural decisions that your author is using (reference our brainstorm list!) For each device/decision- give an example from the text to support it (direct quote or paraphrase along with page number) For each example explain why you believe the author is using this key device or structural decision.

Class work/Agenda EXAMPLE: (Song of Solomon- Toni Morrison) On page 59 I noticed the author using the device of dialogue. For example, the author says, “That’s right, you never. And you never going to. That’s one more thrill you are not going to have, a bottle of beer.” I believe the author is using this device to help characterize Railroad Tommy. We understand his values and beliefs from the dialogue.   Sentence Starter: On page _______ I noticed the author using the device of ___________. For example, the author says…(include either a direct quote or a paraphrase of the text) . I believe the author is using this device to _______________________.

Exit Slip How comfortable do you feel with identifying craft decisions? Please explain.

Happy Tuesday! 2/10 DO NOW: At this point, what is the main action in your book? Who are the main characters? Have there been any surprises thus far? 4-5 sentences minimum

Daily goal and objective Learning Goal: Proficient readers are aware that authors consciously make a variety of decisions as they write that impact the text in multiple ways.   Objectives: I can identify and name the key devices/structural decisions my author is making in the text. I can explain the impact this device has on the text.

Class work/Agenda Today’s Tasks:   As you read today, use sticky notes to mark pages where you notice the author using different devices/structural decisions Read 20-minutes

Class work/Agenda After your reading, go back through the pages you marked with sticky notes today . In your notebook (use the header “Style/Structural Decisions”) write down 2-3 key devices /structural decisions that your author is using (reference our brainstorm list!) For each device/decision- give an example from the text to support it (direct quote or paraphrase along with page number) For each example explain why you believe the author is using this key device or structural decision. Sentence Starter: On page _______ I noticed the author using the device of ___________. For example, the author says…(include either a direct quote or a paraphrase of the text) . I believe the author is using this device to _______________________.

Exit Slip What is a style? How does author’s craft decisions affect YOUR author’s writing?

Happy Wednesday! 2/11/15 DO NOW: --Write two sentences from the beginning of the book. --Write two sentences from the middle of the book. --Write two sentences from the end of the book.

Learning Goal: Proficient readers accumulate text as they read.   Learning Objectives: I can write an objective summary of the book that I am reading based on my understanding of the plot.

Today’s Agenda Upon completion of your daily reading you will construct an Objective Summary in your packet. An Objective Summary is: Plot ONLY- no opinion 6 sentences total- 2 sentences beginning of the text 2 sentences middle of the text 2 sentences end of the text Includes only the most important information Is very detailed- not general or vague Read 25 minutes Complete your 6 sentence Objective Summary in your packet.

Exit Slip How prepared are you for the mid unit assessment? Are you finished with your book? If not, how much do you have to go?

Happy Mid Unit Assessment Day! 2/12 DO NOW: How do you think you will perform on your mid unit assessment today? Highly Proficient (90-100%) Proficient (80-89%) Attempting (70-79%) Beginning (60-69%)

Daily Goals and Objectives Learning Goal: Students will have an understanding of their level of proficiency on the skills and standards assessed. Objectives: I can determine the main idea/insight of a text and support it with key details. I can analyze what key device the author is using and for what purpose.

Class work/Agenda Mid- Unit Assessment Answer the following questions with a paragraph of writing for each one: Write an objective summary for your book. Six sentences maximum. What is the central idea of your text so far? (Remember: this is NOT PLOT!) What are two key lines/quotes from your book that helped you determine the major idea/insight? Explain how the quotes support the central idea. What important device is the author using? Explain why it is important to the text. (diction, syntax, repetition, dialogue, description, paragraphing, speaker, tone, etc)

Exit Slip

Happy Day Before Break! 2/13/15 DO NOW: If you are done with your book, pat yourself on the back! If not, how many pages will you be reading over break?!

Daily Goal and Objective Learning Goal: Proficient readers accumulate text as they read.   Learning Objectives: I can complete my packet of the book that I am reading based on my understanding of the plot.

Class work/Agenda Complete book and packet

HAPPY MONDAY! 2/26/18 DO NOW: Please write a paragraph (5-7 sentences) describing your winter break. Some suggestions to mention, food, people you saw, places you went, did you work, did you sleep a lot, etc.

Learning Target and Success Criteria LT: Students will be able to demonstrate proficiency in knowledge and understanding of their completed book. SC: I will be able to complete two projects based on the book I read for the AA reading unit.

Class work Please choose one project B to work on. You are welcome to bring in supplies for your project if I don’t have something you would like to use. Please choose one project C to work on. We will have lap top carts this week. Packets are due TOMORROW, TUESDAY Feb 27th!!!!!!!!!

Mid unit assessment tomorrow