1. In this PowerPoint… Virtual Learning Day and Advisory
Text support, Greek and Latin roots, and TVFS Quiz 3 Review
Writing pre-assessment revisit
“Where I’m From” peer review

2. Advanced English 6 October 4-5
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 4-5

3. To Do Today: You need: Your Chromebook, Your journal,
Your purple portfolio,
Your planner,
A pencil, and
The View from Saturday.
Review the Virtual Learning Day, Advisory, Greek and Latin roots, TVFS Quiz 3 (progress reports), and textual support for inquiry questions.
Discuss the writing pre-assessment.
Peer review “Where I’m From” poems.
Have matrix time.

4. First Virtual Learning Day
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. on Monday, October 8 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 or me.

5. Advisory Thursday, October 11
You will go to your first bell class with your Chromebook right away.
Class starts promptly at 8:35 and ends at 9:35.
You will go through your regular schedule the rest of the day, just shortened briefly.
Write your room down in your planner right now:
Latin I: Go to your regular classroom.
Spanish I: Go to your regular classroom.
French I: Go to your regular classroom.
Art: Go to your regular classroom.
P.E.: Last names A-M go to your regular classroom. Last names N-Z go to Art (D204).

6. Word examples (derivatives) and spelling count!
Greek and Latin Roots
What do you notice?
Look at the directions.
Word examples (derivatives) and spelling count!

7. TVFS Chapters 3-4 Quiz
Why is Ethan glad he will have a teacher who is new to Epiphany Middle School? 
How does the team get its nickname of “The Souls”? 
Ethan says, “Sometimes silence is a habit that hurts” (70). What does he mean? 
Why does Julian suggest the Souls choose Ms. Olinski as their project? 
Julian is a magician who performs tricks, but what is the real magic that he performs for Epiphany? 
List several incidents from TVFS that reveal Hamilton Knapp’s true character. 
Ethan asks the Souls, “If you could live one day of your life all over again, what day would it be?” (91). How would you answer? Why? 

8. 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:

9. How can you make your inquiry responses strong?

10. 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

11. 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?

12. What do you notice about the answers?
Inquiry Practice
What do you notice about the answers?
You need to add reasons for why you chose that text evidence, not just page numbers.
Your answers need to be on topic.

13. Writing Pre-Assessment: What does exemplary writing look like?
Glue the rubric into your journals.
Go to the writing pre-assessment on Schoology.
Analyze your pre-assessment according to the rubric.
Highlight what you think you would get if it were being graded as we discuss the rubric.

14. Communication: Mechanics/Spelling
Exemplary
Accomplished
Practitioner
Novice
Position Statement
Position statement clearly expresses agreement or disagreement with one of the two statements in the prompt.
Position statement expresses agreement or disagreement with one of the two statements in the prompt.
Position statement vaguely expresses agreement or disagreement with one of the two statements in the prompt.
Position statement is missing or overly confusing/vague.
Organization
Evidence appears as a clear, concise, and logical progression of ideas.
Evidence appears as a logical progression of ideas.
Some evidence appears as a logical progression, but order is sometimes confusing, and most information is not connected.
Evidence appears in random order, confusing the audience.
Evidence
Supporting evidence clearly, appropriately, and fully elaborates on and connects to the position statement.
Supporting evidence is clear and appropriate but may not fully elaborate on and connect to the position statement.
Supporting evidence is present but is insufficient to fully elaborate on the position statement.
Supporting evidence is irrelevant and/or missing.
Communication: Mechanics/Spelling
The analysis is free of most errors in grammar, usage, and mechanics and is free of all spelling errors.
The analysis is generally free of errors in grammar, usage, mechanics, and spelling.
The analysis has some errors in grammar, usage, mechanics, and spelling.
The analysis has significant errors in grammar, usage, mechanics, and spelling that hinder the reading of the text.

15. HIGHLIGHT YOUR POSITION STATEMENT.

16. ORGANIZATION: How have you done this before? Is it important?
What should it look like?

17. EVIDENCE:
R.O.S.E.

18. R EAD. What have you read that can support your statement? Novels?
Articles?
Magazines?

19. O
BSERVATIONS.
What have you SEEN or witnessed that makes you believe your statement to be true or false?
Use specific examples.

20. S What have you learned in other classes?
TUDIES.
What have you learned in other classes?
Science. Math. Foreign language. Social Studies. English.

21. E
XPERIENCES.
What has happened in your life that makes you believe your statement to be true?
What experiences back up your statement?

22. COMMUNICATION (G.U.M.S.):
Grammar
Usage
Mechanics
Spelling

23. Writing Goals What is a goal? How do you write a good goal? Specific
Measurable
Actionable
Realistic
Time-bound
S.M.A.R.T.
Write a SMART goal for the rubric strand where you think you need the most work.

26. 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.

27. “Where I’m From” Rubric
We are doing peer review of the rough drafts today.
Review the rubric and what is expected from the rough draft.

28. Peer Review
On Google Docs, share your “Where I’m From” rough draft with your peer review partner.
Fill out the peer review sheet on Schoology about your partner’s poem. Share it with your partner, and submit it to Mrs. Fritzinger on Schoology.
Final poems are due Thursday and Friday, October 11 (A) and 12 (B). You may have matrix time after the peer review.

29. Matrix Time “Where I’m From” Final Poem TVFS Other
Look at your partner’s peer review feedback.
Type your final copy on Google Docs-due Thursday, October 11 (A) and Friday, October 12 (B).
Work through the checklist and self-assess on the rubric.
Turn in your rubric, checklist, and final poem to Schoology.
“Where I’m From” Final Poem
Read chapters 5-12.
Work on shared inquiry questions due Tuesday, October 9 (A) and Wednesday, October 10 (B).
TVFS
Finish any make-up work.
Other