1. Junior/Senior English May 13 and 14
Goal: To review for the Smarter Balanced Test, To improve our narratives by sharing them with one another and giving and receiving feedback.
AGENDA:
Announcements
Smarter Balanced Test Review
Peer Editing of Narratives
Writing time

2. Announcements
Seniors VANI form and college acceptance letters need to be turned in asap.
Act Six Scholarship application is open! Due October 27. actsix.org
All 10th/11th graders will be taking the new Smarter Balanced tests and locations/proctors will be posted around the school this week. Testing will begin at 8am. Please bring snacks and homework/book. Students will remain in the testing room after they have completed the test. 11th graders should bring EARBUDS/HEADPHONES for the computer testing.
UW Tacoma Dreams Big. Workshop for girls interested in the STEM fields. University of Washington - Tacoma: William Phillip Hall Commerce Street  Saturday, May 16, 2015 from 12:00 PM to 5:00 PM
Seniors: get your graduation tickets from Ms. Toy

3. Monday/Tuesday
Wednesday/Thursday
May 11/12
Writers’ Workshop on Narratives
May 13/14
Smarter Balanced Lesson
May 18/19
Smarter Balanced Test
Monday: (Periods 1 and 2) All seniors plus 2 juniors present their narratives
Tuesday: (Periods 3 and 4) All seniors plus 5 juniors present their narratives
May 20/21
Wednesday: (Periods 5 and 6)
Thursday: (Periods 7 and 8)
Writers’ Workshop Finishing Touches
May 26 (May 25 Holiday)
Students present their narratives
May 27 and 28

4. Homework Seniors: Be prepared to present your story next week.
Juniors: Be prepared to present your story either next week or the following week.

5. Peer Editing
Find two people with whom to share stories and peer editing. Fill out the peer editing sheet for your classmate.
Take this seriously.

6. Smarter Balanced Review
Marshmallow Experiment:
Prompt: All of the sources provide information about the overall outcomes of the marshmallow experiment. Which source would be most relevant to students researching how effective the marshmallow experiment was at predicting future behavioral issues? Justify your answer and support it with information from the source. Identify the source of each piece of information by title or number.
Your Task: As a group, look at the answers given and assign a score from a low of 0 to a high of 2 to each answer.

7. What scores did you give?
What is the criteria for a score of 2? A score of 1? A score of 0?
0= J H B C
1= A I E L
2= D F G K

8. Correct Scores:

9. 1. Source #1 is the most relevant to students researching how effective the marshmallow experiment was at predicting behavioral issues. • Source #1 is the only source that shows a follow-up to the initial marshmallow experiment. • Source #1 gives information about the initial test subjects-notably the subjects who rang the bell-struggling with behavioral problems.   Student chooses Source #1 as the source with the most relevant information to students researching how effective the marshmallow experiment was at predicting future behavioral issues. Student justifies answer with at least two pieces of information from the source. Source is cited. 2
Student chooses Source #1 as the source with the most relevant information to students researching how effective the marshmallow experiment was at predicting future behavioral issues.
Student uses cited evidence to support point. 1
Other