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CLASS VISION I will with confidence, strive to speak, read, write and think above my level, so that I may grow ESOL levels to exit out of ESOL. I will.

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Presentation on theme: "CLASS VISION I will with confidence, strive to speak, read, write and think above my level, so that I may grow ESOL levels to exit out of ESOL. I will."— Presentation transcript:

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2 CLASS VISION I will with confidence, strive to speak, read, write and think above my level, so that I may grow ESOL levels to exit out of ESOL. I will speak life and hope into my life and others. I believe everyone is capable of achieving excellence, and is capable of going to college. Therefore, I will act like a college student starting today. CLASS MOTTO Today I choose to overcome adversity. By working harder and respecting my peers and school. I will with confidence take Viking pride in myself and education; to achieve my goals, and become whatever I set my mind to. I KNOW the ANSWER, I am and will be the SOLUTION!

3 Standard I will be able to Cite Textual Evidence that supports my analysis of what the text explicitly says and infers. To determine the theme of the text

4 CEP Developmental ESOL 2 Period 3 What actions does the main character take? Why does he take these actions? Use textual evidence to show how the theme is developed over the course of the text. I will use text, graphic organizer, and notes to determine and analyze the theme in “The Experiment by Martin Raim to write a 1 paragraph open ended response. (Response will also include Vocabulary test)

5 Developmental 2 Essential Question: What influences how you act? Hot Question: Do other people actions affect your attitude and decisions in life? Explain How and why?

6 Vocabulary Developmental 2 Orange book page 8 Belief Escape Evidence Experiment Failure Misfortune Mistaken Superstition ( Vocabulary test will be included with CEP Response Complete Frayer Model by 9/9/15 )

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8 Thursday Agenda September 10, 2015 Developmental ESOL 2  1. Attendance  2. Vocabulary Quiz  3. CEP  Learning Target: I will be able to provide the correct definition to text vocabulary, and answer and complete CEP question for “The Experiment.”

9 Tuesday Agenda September 8, 2015 Developmental ESOL 2  1. Attendance  2. Grammar: Are all sentence the same? LevelA book Edit It  3. Turn in Vocabulary Frayer Model  4. Vocabulary Review Kahoots: 303890  5. Small Groups: Be ready to Complete Text guided questions and graphic organizer.  Learning Target: I will be able to analyze and provide textual evidence from the text “The Experiment”, to support the theme of the text.

10 Thursday Agenda September 3, 2015 Developmental ESOL 2  1. Attendance  2. Grammar: Are all sentence the same? LevelA book Write It  3. Continue and finish reading of The Experiment by Martin Raim  Complete Text guided questions and graphic organizer.  Small Groups  Learning Target: I will be able to analyze and provide textual evidence from the text “The Experiment”, to support the theme of the text.

11 Tuesday Agenda September 1, 2015 Developmental ESOL 2  1. Attendance  2. Grammar: Are all sentence the same? LevelA book Try It  3. Continue reading of The Experiment by Martin Raim  Learning Target: I will be able to synthesize the meaning of theme to determine and summarize the theme in the text “The Experiment.”

12 Friday Agenda Developmental ESOL 2  1. Attendance  2. Introduce graphic organizers  3. Continue reading of The Experiment by Martin Raim  Learning Target: I will able to define and explain text vocabulary and theme to select textual evidence that supports the theme of the text “The Experiment”

13 Wednesday Agenda August 26, 2015 Developmental ESOL 2  1. Attendance  2. Journal Entry on educational and life goals (Short & Long term)  3. Share out  4. Whole group discussion on What influences how you act?  5. Title and Picture Analysis on page 11, 12, 15 & 16  6. Begin reading “The Experiment by Martin Raim (If time permits)  Learning Target: I will able to define and explain text vocabulary and theme to select textual evidence that supports the theme of the text “The Experiment” by Martin Raim

14 . BellRinger: Discuss with a partner A: Your short term school goals for this year (Example: Pass FSA ) B: Long term educational goals (Go to Stanford University) C: Short term personal goals (Join an activities club) D: Long term personal goals (Buy my own house by 25 years old) 2. Write your short and long term educational goals on Index card 1 3. Write short and long personal goals on index card 2 Be ready to share out with the class. Goal Journal Entry

15 Developmental ESOL 3 &4 Periods 6& 8

16 CEP Developmental ESOL 3 &4 Periods 6& 8 What influences Rey’s choices in life? What textual evidence supports the development of the theme over the course of the text due to these choices? I will use text, graphic organizer, and notes to determine and analyze the theme in “The Good Samaritan” in a 2 Paragraph response (Response will also include Vocabulary test)

17 Developmental 3 &4 Essential Question: What influences a person’s choices? Hot Question: Do other people’s actions affect your decisions in life? Does a person’s past affect their future?

18 Friday Agenda September 11, 2015 Developmental ESOL 3 &4  1. Attendance  2. Vocabulary Quiz  3. CEP  Learning Target: I will be able to provide the correct definition to text vocabulary, and answer and complete CEP question for “The Good Samaritan.”

19 Opener: Instructions: Identify the incorrectly spelled word by providing the correct spelling of the word on the line provided. Number four has two spelling errors.* 1. There car was broken down on the side of the road. _______________________ 2. Becca recieved a good grade for her presentation in biology class. ______________ 3. Some recipes require the egg yolk to be seperate from the egg white. ______________________ 4. In most comic books there is a type of villen or nimmesis challenging the hero. ___________________ ___________________

20 Instructions: Identify the incorrectly spelled word by underlining it and then provide the correct spelling of the word on the line provided. Number four has two spelling errors.* 1. There car was broken down on the side of the road. ________________________ Answer: There should be Their 2. Becca recieved a good grade for her presentation in biology class. ________________________ Answer: recieved should be received 3. Some recipes require the egg yolk to be seperate from the egg white. ________________________ Answer: seperate should be separate 4. In most comic books there is a type of villen or nimmesis challenging the hero. ________________________ Answer: villen should be villain, nimmesis should be nemesis

21 Wednesday Agenda September 9, 2015 Developmental ESOL 3 & 4  1. Attendance  2. Opener: Grammar: Misspelled Words  3. Vocabulary Turn in Frayer Model  4. Vocabulary Review: Kahoots  5. Small Groups: Be ready to complete graphic organizer, and begin questions on page 23 1-3.  Learning Target:  I will be able to analyze and provide textual evidence from the text “The Good Samartian," in order to support the theme of the text

22 Developmental 3 &4 What is a Good Samaritan? Vocabulary Review noun1.a person who gratuitously gives help or sympathy to those in distress. Luke 10:30–37. noun 1.an inhabitant of Samaria. 2.good Samaritan. 3.(often lowercase) one who is compassionate and helpful to a person in distress. 4.any of the dialects of Aramaic spoken by the Samaritans in ancient Israel and until recently still spoken in Nablus. adjective 5.pertaining to Samaria or to Samaritans. Blue book page 8 1.Affect 2.Conflict 3.Contribute 4.Disrespect 5.Generation 6.Motivate 7.Privilege 8.Responsible ( Vocabulary test will be included with CEP Response Complete Frayer Model by 9/9/15)

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24 Friday Agenda September 4, 2015 Developmental ESOL 3 & 4  1. Attendance  2. Bellringer:Grammar: Are all sentences the same Level B book. Write It!  4. Continue and finish reading “The Good Samaritan” and Complete graphic organizer during reading.  Begin questions on page 23 1-4.  Learning Target:  I will be able to analyze and provide tetual evidence from the text “The Good Samartian," in order to support the theme of the text

25 Wednesday Agenda September 2, 2015 Developmental ESOL 3 & 4  1. Attendance  2. Bellringer:Grammar: Are all sentences the same Level B book.  4. Continue and finish reading “The Good Samaritan” and complete graphic organizer during reading.  Learning Target: I will be able to synthesize the meaning of theme to determine and summarize the theme in the text “The Good Samartian”

26 Monday Agenda August 31, 2015 Developmental ESOL 3 & 4  1. Attendance  2. Journal Entry answer Essential question  3. Share out  4. Introduce graphic organizer. I Do, We Do, They Do, You Do Teacher will Model how to complete graphic organizer.  4. Begin reading “The Good Samaritan” and complete graphic organizer during the reading.  Learning Target: I will able to define and explain text vocabulary and theme, and become informed about the author Rene Salada Jr. author of “The Good Samaritan”

27 Developmental 3 &4 August 31,2015 Answer Essential Question What influences a person’s choices? 1 paragraph response (5 sentences) in journal or Classwork section of binder. Be ready to share out!

28 Thursday Agenda Developmental ESOL 3 & 4  1. Attendance  2. Journal Entry on educational and life goals (Short & Long term)  3. Share out  4. Introduce and whole group discussion on text vocabulary on page 8 and Theme.  5. Title and Picture Analysis on pages 11, 13,14, 15 &17  6. Getting to know author Rene Salada Jr. author (page 10) and begin reading of “ The Good Samartian”(If time permits)  Learning Target: I will able to define and explain text vocabulary and theme, and become informed about the author Rene Salada Jr. author of “ The Good Samartian”

29 . BellRinger: Discuss with a partner A: Your short term school goals for this year (Example: Pass FSA ) B: Long term educational goals (Go to Stanford University) C: Short term personal goals (Join an activities club) D: Long term personal goals (Buy my own house by 25 years old) 2. Write your short and long term educational goals on Index card 1 3. Write short and long personal goals on index card 2 Be ready to share out with the class. Goal Journal Entry

30 Understanding Theme & Authors http://literarydevices.net/theme/ http://literarydevices.net/theme/ Developmental ESOL Level 3 &4 Blue book page 10 on author Rene Salada Jr.

31 Small Groups Teacher LedIndependentTechnology  Remediation of whole group I Do, We Do, You Do  Independent #1  Independent #2 ESOL Imagine 1 and 2 ESOL 3 & 4 Achiever 3000

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