1. Monday 9/5/16
Labor day! 
No school!

2. Tuesday 9/6/16
Get your Writer’s Notebook and then clear your desks of everything for a grammar game. 
Word sort:
Find the envelope at the middle of your table and take out all of the words
Work with your team (at your table) to sort out the words. Try to figure out what they have in common.
Review/discuss results of the word sort
Tape a prefix, suffix, root word handout into the grammar section of your Writer’s Notebook and a blank table (you can add more words later…)

3. Tuesday 9/6/16
In your writer’s notebook, set up a new page in Cornell notes format.
Essential question: What can we do to deliberately start and control positive epidemics of our own?
Make sure you have a copy of The Tipping Point at your table.

4. Tuesday 9/6/16
Students read section 2 of the introduction of The Tipping Point and individually fill out Cornell notes– stop after section #2 on page 9.
Discuss / compare notes with partner
Answer the following: What can we do to deliberately start and control positive epidemics of our own?
Be prepared to discuss today’s reading tomorrow. (Go home and work your Cornell notes if you didn’t have time during class today [underline, circle, highlight, make notes to clarify meanings]).
Pre-AP Read A Separate Peace any time remaining.
ELA: Read your outside novel with any time remaining.

5. Wednesday 9/7/16
Half of you sit in the middle section, the rest of you sit on the outside.
Pick up a question mark bookmark and tape it into the front of your Writer’s Notebook
Using your question mark bookmark as a guide, write a synthesis and evaluation question based on yesterday’s reading.

6. Socratic Circles Overview & Practice

7. What does Socratic mean?
The word "Socratic" comes from the name Socrates (ca B.C.), a Classical Greek philosopher who developed a Theory of Knowledge

8. What was Socrates' Theory of Knowledge?
Socrates believed that we already know the answers to many of life's questions and problems; unfortunately, however, we are often unaware of the answers and solutions we possess.
Socrates was convinced that the best way to discover those answers was through the practice of disciplined conversation.
Participants were forced to clarify their knowledge through answering questions
Socrates would pretend he did not know answers and would ask questions so his pupils could get to the answers on their own.

9. What is a Socratic circle?
A Socratic circle (also called Socratic seminar) is a process to try to understand information by creating dialogue in class in regards to a specific text.
In a Socratic circle, participants seek deeper understanding of complex ideas in the text through thoughtful dialogue, rather than by memorizing bits of information.
A Socratic circle is not debate. The goal of this activity is to have participants work together to construct meaning and arrive at an answer, not for one student or group to "win the argument."

10. How does a Socratic Circle work?
Students are randomly divided into two concentric circles: an inner circle and an outer circle.
Students in the inner circle engage in a discussion of the text while the outer circle observes the human behavior and performance of the inner circle.
Following this discussion of the text, the outer circle then assesses the inner circle's performance and offers feedback for the inner circle.
Students in the inner and outer circle then exchange roles and positions within the classroom.
The new inner circle (the students who began in the outer circle) holds a discussion and then receives feedback from the new outer circle

11. What do Socratic Circles look like?

12. What do Socratic Circles look like?

13. ? Were there any parts of the discussion that were confusing?
Outside circle
Write the following information on an index card (put your name on the index card):
+ What went well with the discussion? (Great questions, great ideas, everyone was on task, no awkward moments / conversation flowed smoothly, they went into good depth with the discussion)
- What can be improved next time? (Don’t single students out – invite others to join the conversation, stay on task, go into more depth with discussion, answer all the questions)
? Were there any parts of the discussion that were confusing?

14. Thursday 9/8/16 Get your Writer’s Notebook Grammar practice
Greek and Latin Roots overview:
Let’s look at some of the prefixes, suffixes, and roots from the video (see your list from Tuesday).
Highlight / study these Greek and Latin roots each week and we will be doing review games and quizzes with them. We will keep adding to this list!
Learning to dissect words will help you figure out meaning in any word – whether you know it or not.

15. Thursday 9/8/16
Pick up a definition of Exponential Growth from the outbox (tape it in and read it).
What is your definition of exponential growth and how does that concept apply to what you’ve read so far of the book The Tipping Point?
From your reading so far, define “tipping point” in your own words (review your notes if needed).
Share - #4 first

16. Examples – yawning, fax machines & cell phones sales
Thursday 9/8/16
Clip: (
Discuss connection between The Tipping Point and exponential growth
Read section 3 (pg 9-14) of the intro to The Tipping Point and take Cornell Notes.
Essential question: What 3 things do you need to have epidemic change?
Make sure you take notes on the types of epidemics he lists in section 3.
Example of an idea spreading exponentially:
Discuss…
3 things – contagiousness, little causes have big effects (rock in a pond), change happens not gradually but at one dramatic moment
Examples – yawning, fax machines & cell phones sales

17. Work your notes from yesterday!
friday, 9/9/16
Work your notes from yesterday!
PAP: Read A Separate Peace with any time remaining
ELA: Read your fiction book with any time remaining
Have an awesome weekend!