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Mr. Andrew Rowell
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Teacher, Reading 7 Accelerated and Reading 7
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BOB MILLER MIDDLE SCHOOL
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| 2400 COZY HILL CIRCLE, HENDERSON, NV 89052, 89052
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SchoolNotes last updated: Sun Nov 18 22:42:59 CST 2007
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Mr. Andrew Rowell
Bob Miller Middle School
2400 Cozy Hill Circle
Henderson, NV 89052
(702) 799-2260 (Bob Miller Middle School main switchboard)
E-Mail: arowell@interact.ccsd.net
Reading 7 Accelerated and Reading 7
WHAT'S ON THE CALENDAR
(Please Note: This web page should be used as a general guideline for tracking my classes' different activities and specific assignments; changes in the day-to-day and week-to-week assignments and class lessons are an inevitable fact of teaching. In the event that there is ever an overwhelmingly major change in scheduled activities or homework, I will endeavor to note it on this site.)
GREETINGS TO PARENTS AND STUDENTS!!!
Here's hoping that all members of our Miller Middle School Community had a pleasant summer. It's hard to believe that it's "that time again"...in just a few days, we'll be jumping into the 2007-2008 school year!
A copy of my Course Expectations will soon be available through the Bob Miller homepage, as a downloadable PDF document. All students should have a copy of these expectations once they are posted via our school homepage, and students and their families should read through them and be familiar with them.
I welcome all new and returning students and their families to the Bob Miller community, and would be happy to answer any questions you may have. I may be reached through either the school's main phone number or my Clark County School District Interact e-mail address (both listed above).
Regards,
Andrew Rowell
8/21/2007
WE'LL SEE YOU NEXT WEEK!!!
TEACHING NOTES AND SUMMARY FOR WEEK ONE: MONDAY, AUGUST 27TH THROUGH FRIDAY, AUGUST 31ST 2007
Monday 8/27/2007
Reading 7 Accelerated
• Greetings and Welcome
• Students will sign STU43 attendance/enrollment sheets
• Students will work in pairs on “Creative Thinking Unit” plexers exercise while waiting their turn to sign in
• Instructor will review classroom rules with students
• Students will compose short written responses (SWRs) to a prompt about goalsetting and expectations for the 2007-2008 school year
Reading 7
• Greetings and Welcome
• Students will sign STU43 attendance/enrollment sheets
• Students will work in pairs on “Creative Thinking Unit” plexers exercise while waiting their turn to sign in
• Instructor will review classroom rules with students
• Students will compose short written responses (SWRs) to a prompt about goalsetting and expectations for the 2007-2008 school year
Tuesday 8/28/07
Reading 7 Accelerated
• Opening review and notes on rules and procedures (c. 15 minutes)
• Students will resume work on “Creative Thinking Unit” plexers (students will work solo) (10-15 minutes)
• Students and instructor will review plexers; instructor will lead short class discussion of teamwork versus individual work (pros and cons, etc.) (c. 10 minutes)
• Closure: Students may volunteer to share their SWRs from 8/27
Reading 7
• Opening review and notes on rules and procedures (c. 15 minutes)
• Students will resume work on “Creative Thinking Unit” plexers (students will work solo) (10-15 minutes)
• Students and instructor will review plexers; instructor will lead short class discussion of teamwork versus individual work (pros and cons, etc.) (c. 10 minutes)
• Closure: Students may volunteer to share their SWRs from 8/27
Wednesday 8/29/07
Reading 7 Accelerated
• Bellringer: “What is the difference between a rule and a procedure?”
(students write for approximately five minutes)
• Students and instructor will discuss responses to bellringer writing prompt (5-10 minutes)
• Instructor will introduce students to basic day-to-day procedures: Bellringer work, homework turn-in, getting make-up work after an absence, individual work versus group work, etc. --- students will take notes (10-15 minutes)
• Students and instructor will perform “walk-throughs” of sample procedures (5-10 minutes)
• Closure: Students will practice fire drill evacuation (c. 10 minutes)
Reading 7
• Bellringer: “What is the difference between a rule and a procedure?”
(students write for approximately five minutes)
• Students and instructor will discuss responses to bellringer writing prompt (5-10 minutes)
• Instructor will introduce students to basic day-to-day procedures: Bellringer work, homework turn-in, getting make-up work after an absence, individual work versus group work, etc. --- students will take notes (10-15 minutes)
• Students and instructor will perform “walk-throughs” of sample procedures (5-10 minutes)
• Closure: Students will practice fire drill evacuation (c. 10 minutes)
Thursday 8/30/07
Reading 7 Accelerated
• Bellringer: “Why is it important to be able to read things carefully?”
(students write for approximately five minutes)
• Students and instructor will discuss responses to bellringer writing prompt (5-10 minutes)
• Instructor will provide students with overview of new assignment: Students will pick out a personal artifact to which they attach significance and bring it to school to share with the class (overview c. 5 minutes)
• Students will work in pairs on the “Planner Scavenger Hunt”, using their new Bob Miller Middle School 2007-2008 academic planners to look up information for the hunt; students will write out full answers on loose-leaf paper, in ink (15-20 minutes)
• Closure: Students will practice rules and procedures (c. 10 minutes)
Reading 7
• Bellringer: “Why is it important to be able to read things carefully?”
(students write for approximately five minutes)
• Students and instructor will discuss responses to bellringer writing prompt (5-10 minutes)
• Instructor will provide students with overview of new assignment: Students will pick out a personal artifact to which they attach significance and bring it to school to share with the class (overview c. 5 minutes)
• Students will work in pairs on the “Planner Scavenger Hunt”, using their new Bob Miller Middle School 2007-2008 academic planners to look up information for the hunt; students will write out full answers on loose-leaf paper, in ink (15-20 minutes)
• Closure: Students will practice rules and procedures (c. 10 minutes)
Friday 8/31/07
Reading 7 Accelerated
• Bellringer: “What sort of stories and books are your personal favorites? Why do you like them?”
(students write for approximately five minutes)
• Students and instructor will discuss responses to bellringer writing prompt (5-10 minutes)
• Students will resume work in pairs on their “Planner Scavenger Hunt” assignment (15-20 minutes)
• Instructor will distribute copies of the Student Information Sheet form to students; instructor will verbally “walk” students through the form before having them begin work on completing it (c. 5 minutes)
• Closure: Students will fill out their Student Information Sheets while instructor
circulates and surveys; instructor will provide assistance as needed
(c. 10 minutes)
Reading 7
• Bellringer: “What sort of stories and books are your personal favorites? Why do you like them?”
(students write for approximately five minutes)
• Students and instructor will discuss responses to bellringer writing prompt (5-10 minutes)
• Students will resume work in pairs on their “Planner Scavenger Hunt” assignment (15-20 minutes)
• Instructor will distribute copies of the Student Information Sheet form to students; instructor will verbally “walk” students through the form before having them begin work on completing it (c. 5 minutes)
• Closure: Students will fill out their Student Information Sheets while instructor
circulates and surveys; instructor will provide assistance as needed
(c. 10 minutes)
TEACHING NOTES AND SUMMARY FOR WEEK TWO: TUESDAY, SEPTEMBER 4TH THROUGH FRIDAY, SEPTEMBER 7TH 2007
Monday 9/3/2007
NO CLASSES IN HONOR OF LABOR DAY HOLIDAY
Tuesday 9/4/07
Reading 7 Accelerated
• Bellringer: Students will stand along the rear and side walls of the classroom and await their new seating assignments
• Instructor will assign students their new seats (c. 5 minutes)
• Instructor will distribute first vocabulary lesson to students; students will review lesson packet for 1-2 minutes
• Instructor will “walk” students through Vocabulary Lesson One Exercises A and B; students will complete Exercises A and B (c. 15 minutes)
• Students will trade vocabulary lesson packets; students will trade and grade (10-15 minutes); students will return packets to their owners
• While students work in pairs to complete their Planner Scavenger Hunt assignment, instructor will call on students individually for their Vocabulary Lesson One Exercise A and B scores (students work on PSH assignment for 10-15 minutes)
Reading 7
• Bellringer: Students will stand along the rear and side walls of the classroom and await their new seating assignments
• Instructor will assign students their new seats (c. 5 minutes)
• Instructor will distribute first vocabulary lesson to students; students will review lesson packet for 1-2 minutes
• Instructor will “walk” students through Vocabulary List One Exercises 1 and 2; students will complete Exercises 1 and 2 (c. 15 minutes)
• Students will trade vocabulary lesson packets; students will trade and grade (10-15 minutes); students will return packets to their owners
• While students work in pairs to complete their Planner Scavenger Hunt assignment, instructor will call on students individually for their Vocabulary List One Exercise 1 and 2 scores (students work on PSH assignment for 10-15 minutes)
Wednesday 9/5/07
PLEASE NOTE: ASSEMBLY SCHEDULE (SHORT CLASS PERIODS)
Reading 7 Accelerated
• Bellringer: “What do you think is a good definition of a challenge? Why?”
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 3 minutes)
• Students and instructor will review Vocabulary Lesson One Exercises C and D; students will work individually to complete exercises (c. 15 minutes)
• Instructor and students will review vocabulary exercises; students will trade and grade (c. 10 minutes)
• Closure: Students will work on their Planner Scavenger Hunt or read while instructor collects vocabulary exercise scores (c. 5 minutes)
Reading 7
• Bellringer: “What do you think is a good definition of a challenge? Why?”
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 3 minutes)
• Students and instructor will review Vocabulary List One Exercises 3 and 4; students will work individually to complete exercises (c. 15 minutes)
• Instructor and students will review vocabulary exercises; students will trade and grade (c. 10 minutes)
• Closure: Students will work on their Planner Scavenger Hunt or read while instructor collects vocabulary exercise scores (c. 5 minutes)
Thursday 9/6/07
Reading 7 Accelerated
• Bellringer: “Why do human beings explore? What drives us to discover and try new things, and to go places no one’s been before?”
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students and instructor will read Vocabulary Lesson One Exercise E passage (10-15 minutes)
• Students and instructor will review and complete Exercise E questions; instructor will circulate as class works on questions to provide assistance and ensure on-task behavior (c. 15 minutes)
• Closure: Students will work in pairs to complete their Planner Scavenger Hunt assignment; students will complete PSH for homework
Reading 7
• Bellringer: “Why do human beings explore? What drives us to discover and try new things, and to go places no one’s been before?”
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students and instructor will read Vocabulary List One passage (10-15 minutes)
• Students and instructor will review and complete passage-based questions; instructor will circulate as class works on questions to provide assistance and ensure on-task behavior (c. 15 minutes)
• Closure: Students will work in pairs to complete their Planner Scavenger Hunt assignment; students will complete PSH for homework
Friday 9/7/07
Reading 7 Accelerated
• Bellringer: “What was the main reason you picked the artifact that you did for your artifact share assignment?”
• Students will take turns sharing their individual chosen artifacts with their classmates; students will use their pre-prepared notecards to prompt themselves and to help them field any questions from their peers
• Closure: Instructor will provide students with brief overview of Outside Reading Journals (what they’re for, how to write them, etc.); students will take notes
Reading 7
• Bellringer: “What was the main reason you picked the artifact that you did for your artifact share assignment?”
• Students will take turns sharing their individual chosen artifacts with their classmates; students will use their pre-prepared notecards to prompt themselves and to help them field any questions from their peers
• Closure: Instructor will provide students with brief overview of Outside Reading Journals (what they’re for, how to write them, etc.); students will take notes
TEACHING NOTES AND SUMMARY FOR WEEK THREE: MONDAY, SEPTEMBER 10TH THROUGH FRIDAY, SEPTEMBER 14TH 2007
BE SURE TO CHECK OUT OUR FIRST BOB MILLER MIDDLE SCHOOL FAMILY WRITING NIGHT, THIS WEDNESDAY EVENING, FROM 6 TO 8 PM IN THE BOB MILLER LIBRARY!!!
Monday 9/10/2007
Reading 7 Accelerated
• Bellringer: “How do the artifacts you’re all sharing connect you to memories of your life? Why is this memory connection important?”
• Instructor will cover various brief “housekeeping” issues with class; students will make appropriate notes in their planning agendas (3-5 minutes) These include: First grade postings, missing / late assignments, preparation for supply check this week
• Students will continue to share their individually chosen personal artifacts with their classmates (c. 40 minutes)
• Closure: Students and instructor will recap and discuss student sharing
Reading 7
• Bellringer: “How do the artifacts you’re all sharing connect you to memories of your life? Why is this memory connection important?”
• Instructor will cover various brief “housekeeping” issues with class; students will make appropriate notes in their planning agendas (3-5 minutes) These include: First grade postings, missing / late assignments, preparation for supply check this week
• Students will continue to share their individually chosen personal artifacts with their classmates (c. 40 minutes)
• Closure: Students and instructor will recap and discuss student sharing
Tuesday 9/11/07
Reading 7 Accelerated
• Bellringer: Students will meet instructor in library and take seats for Mr. Hensley’s library orientation
• Students will go through 2007-2008 library orientation (c. 35 minutes)
• Students will have the opportunity to browse school bookfair (10-15 minutes)
Reading 7
• Bellringer: Students will meet instructor in library and take seats for Mr. Hensley’s library orientation
• Students will go through 2007-2008 library orientation (c. 35 minutes)
• Students will have the opportunity to browse school bookfair (10-15 minutes)
Wednesday 9/12/07
Reading 7 Accelerated
• Bellringer: “What has this process of artifact sharing taught you about other people? Has it given you any new insights as to what others your age are like? How different are your peers? How similar?”
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students will continue to share their individually chosen personal artifacts with their classmates (20-25 minutes)
• Students and instructor will read and review Vocabulary Lesson One’s reading comprehension passage (Exercise 1E); students and instructor will complete passage-based questions together (c. 15 minutes)
Reading 7
• Bellringer: “What has this process of artifact sharing taught you about other people? Has it given you any new insights as to what others your age are like? How different are your peers? How similar?”
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students will continue to share their individually chosen personal artifacts with their classmates (20-25 minutes)
• Students and instructor will read and review Vocabulary List One’s reading comprehension passage; students and instructor will complete passage-based questions together (c. 15 minutes)
Thursday 9/13/07
Reading 7 Accelerated
• Bellringer: Students will work in pairs to review one another’s vocabulary packets to ensure their completion and correction
(Students work together for 5-7 minutes)
• Instructor will provide short lecture on strategies for reading for information; students will take notes (c. 10 minutes)
• Students and instructor will use student planning agenda as example source for reading for information; students will take notes (c. 10 minutes)
• Students will begin reading the InTime series article “Are We Really Going to the Moon Again?” (Students read silently for approximately 15 minutes)
• Closure: Students and instructor will discuss first portion of article
(c. 10 minutes)
Reading 7
• Bellringer: Students will work in pairs to review one another’s vocabulary packets to ensure their completion and correction
(Students work together for 5-7 minutes)
• Instructor will provide short lecture on strategies for reading for information; students will take notes (c. 10 minutes)
• Students and instructor will use student planning agenda as example source for reading for information; students will take notes (c. 10 minutes)
• Students and instructor will begin reading (aloud) the InTime series article “Are We Really Going to the Moon Again?” (c. 15 minutes)
• Closure: Students and instructor will discuss first portion of article
(c. 10 minutes)
Friday 9/14/07
Reading 7 Accelerated
• Bellringer: “Trying to accomplish anything new often involves costs and risks. How do you think people should decide how much cost and risk is acceptable when taking on a new challenge?”
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students will resume reading the InTime series article “Are We Really Going to the Moon Again?” (students read silently for approximately 15 minutes)
• Students and instructor will discuss primary ideas and supporting details of article (5-10 minutes)
• Students will begin composing short written responses (SWRs) to InTime article; students should form arguments as to whether or not the United States should make a full commitment to a return to the Moon and follow-up exploration effort aimed at Mars (students will write for balance of period)
• Instructor’s Note: SWRs should run from 3 to 4 paragraphs in length
Reading 7
• Bellringer: “Trying to accomplish anything new often involves costs and risks. How do you think people should decide how much cost and risk is acceptable when taking on a new challenge?”
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students will resume reading the InTime series article “Are We Really Going to the Moon Again?” (students and instructor read aloud for approximately 15 minutes)
• Students and instructor will discuss primary ideas and supporting details of article (5-10 minutes)
• Students will begin composing short written responses (SWRs) to InTime article; students should form arguments as to whether or not the United States should make a full commitment to a return to the Moon and follow-up exploration effort aimed at Mars (students will write for balance of period)
• Instructor’s Note: SWRs should run from 3 to 4 paragraphs in length
TEACHING SUMMARY AND NOTES FOR WEEK FOUR: MONDAY, SEPTEMBER 17TH THROUGH FRIDAY, SEPTEMBER 21ST 2007
Monday 9/17/2007
Reading 7 Accelerated
• Bellringer: “Do you think the United States and other countries will follow through on their plans to return man to the Moon? What about some other proposed missions, such as manned missions to Mars? What is going to happen in the future of manned spaceflight?”
(Students write for 10 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Instructor will distribute bathroom passes to students (2 passes per student)
• Instructor will distribute copies of Classroom Rules and Consequences summary sheet
• Instructor will provide a short summary of in-class silent reading procedures; students will take notes (2-3 minutes)
• Students and instructor will continue reading InTime news article “Are We Really Going to the Moon Again?”; students will take turns reading aloud, while instructor points out examples of key information to which students should pay extra attention (c. 20 minutes)
• Instructor will have student volunteers hand back first vocabulary lesson packets; instructor will provide students with short comments and brief reminders about vocabulary packet completion (3-5 minutes)
• Closure: Final students will share their personal artifacts
Reading 7
• Bellringer: “Do you think the United States and other countries will follow through on their plans to return man to the Moon? What about some other proposed missions, such as manned missions to Mars? What is going to happen in the future of manned spaceflight?”
(Students write for 10 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Instructor will distribute bathroom passes to students (2 passes per student)
• Instructor will distribute copies of Classroom Rules and Consequences summary sheet
• Instructor will provide a short summary of in-class silent reading procedures; students will take notes (2-3 minutes)
• Students and instructor will continue reading InTime news article “Are We Really Going to the Moon Again?”; students will take turns reading aloud, while instructor points out examples of key information to which students should pay extra attention (c. 20 minutes)
• Instructor will have student volunteers hand back first vocabulary lesson packets; instructor will provide students with short comments and brief reminders about vocabulary packet completion (3-5 minutes)
• Closure: Final students will share their personal artifacts
Tuesday 9/18/07
Reading 7 Accelerated
• Bellringer: “Take a few minutes to think of three reasons why America will return to the Moon, and describe them briefly in your journal; then try to come up with three reasons why America won’t.”
(Students write for 5 minutes)
• Students and instructor will finish reading InTime news article “Are We Really Going to the Moon Again?”; students will take turns reading aloud, while instructor points out examples of key information to which students should pay extra attention (20-25 minutes)
• Students and instructor will briefly discuss conclusion of article (c. 5 minutes)
• Instructor will lead class in commencement of outlining/prewriting of short opinion essay based on reading of InTime news article (5-10 minutes)
• Closure: Students and instructor will review first vocabulary words in anticipation of Wednesday 9/19 quiz
Reading 7
• Bellringer: “Take a few minutes to think of three reasons why America will return to the Moon, and describe them briefly in your journal; then try to come up with three reasons why America won’t.”
(Students write for 5 minutes)
• Students and instructor will finish reading InTime news article “Are We Really Going to the Moon Again?”; students will take turns reading aloud, while instructor points out examples of key information to which students should pay extra attention (20-25 minutes)
• Students and instructor will briefly discuss conclusion of article (c. 5 minutes)
• Instructor will lead class in commencement of outlining/prewriting of short opinion essay based on reading of InTime news article (5-10 minutes)
• Closure: Students and instructor will review first vocabulary words in anticipation of Wednesday 9/19 quiz
Wednesday 9/19/07
Reading 7 Accelerated
• Bellringer: Students will get out their vocabulary word lists and spend bellringer period (approximately 5 minutes) reviewing their words before quiz
• Students will take their first vocabulary quiz (10-15 minutes)
• Students will trade and grade their quizzes; instructor will collect (c. 10 minutes)
• Students will read silently (from their outside reading novels or other materials) (15-20 minutes)
• Closure: Students will begin writing their rough drafts of their short opinion essays on InTime lunar exploration article
Reading 7
• Bellringer: Students will get out their vocabulary word lists and spend bellringer period (approximately 5 minutes) reviewing their words before quiz
• Students will take their first vocabulary quiz (10-15 minutes)
• Students will trade and grade their quizzes; instructor will collect (c. 10 minutes)
• Students will read silently (from their outside reading novels or other materials) (15-20 minutes)
• Closure: Students will begin writing their rough drafts of their short opinion essays on InTime lunar exploration article
Thursday 9/20/07
Reading 7 Accelerated
• Bellringer: Students will free-write in their journals for approximately five minutes
• Students will get out note-taking materials
• Students will watch short video(VHS): “Countdown to the Space Station”; students will take notes as they watch (c. 30 minutes)
• Students and instructor will discuss documentary video---how does the International Space Station “fit in” with other proposed manned space exploration plans and proposals? Also, what sort of questions and ideas does the documentary bring to mind (c. 10 minutes)
• Closure: Students will create two-column note chart for a “Pros and Cons” thinking exercise regarding the International Space Station
Reading 7
• Bellringer: Students will free-write in their journals for approximately five minutes
• Students will get out note-taking materials
• Students will watch short video (VHS): “Countdown to the Space Station”; students will take notes as they watch (c. 30 minutes)
• Students and instructor will discuss documentary video---how does the International Space Station “fit in” with other proposed manned space exploration plans and proposals? Also, what sort of questions and ideas does the documentary bring to mind? (c. 10 minutes)
• Closure: Students will create two-column note chart for a “Pros and Cons” thinking exercise regarding the International Space Station
Friday 9/21/2007
All Classes (Reading 7 Accelerated and Reading 7)
• Bellringer: “If you had to write a ‘catch-all’ paragraph explaining the United States’ main missions and goals in space, what would it say? Please write for 10 minutes today.”
• Students may share their bellringer writing (c. 5 minutes)
• Students will break into pairs and spend approximately 15 minutes sharing and comparing the notes they took on Thursday 9/20’s viewing of short Discovery Channel video documentary pieces on space exploration; students should add their sharing/comparing partners’ notes to their own
• (Students will put their notes away)
• Students will work on their assigned (c. 1 page) opinion-based essays (based on the InTime news article “Are We Really Going to the Moon Again?”; students who have completed their essay drafts may turn these in and read from outside reading materials (c. 20 minutes)
• Closure: Students will gather their materials, straighten up their desks, etc.
TEACHING SUMMARY AND NOTES FOR WEEK FIVE: MONDAY, SEPTEMBER 24TH THROUGH FRIDAY, SEPTEMBER 28TH 2007
Monday 9/24/2007
All Classes (Reading 7 Accelerated and Reading 7)
• Bellringer: “For the past several days we’ve talked about and read about human exploration of space. If, someday, we encounter intelligent extraterrestrial life, how might we be able to figure out how to communicate with that life? How would we go about teaching and learning one another’s languages, systems of numbers, and so on?”
(Students write for 5 minutes)
• Students will receive their new list of vocabulary words (Vocabulary Lesson/List Two); students and instructor will read over and review new words (c. 10 minutes)
• Students will work to complete the first two practice exercises in their vocabulary lesson packets (Exercises 2A and 2B for Reading 7Acc; Exercises 1 and 2 for Reading 7) (15-20 minutes)
• Students will read silently from outside reading books or magazines (c. 15 minutes)
• Closure: Students will gather their materials, straighten up their desks, etc.
Tuesday 9/25/07
Reading 7 Accelerated
• Bellringer: “Right now, you’re in middle school; in just a few years, though, you’re going to graduate from high school and enter young adulthood. Where do you see yourself going to college or learning a trade? What sort of further education and training do you think you’ll need to do the sort of job you think you might want to do?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students and instructor will review Vocabulary Lesson 2 Exercises 2A and 2B; students will trade and grade exercises (c. 10 minutes)
• Students will read silently; instructor will call on individual students for their vocabulary exercise scores (students read for 10-15 minutes)
• Instructor will introduce students to “Me Pennant” assignment; instructor will provide students with rubric and related specifics (c. 10 minutes)
• Closure: Students will begin pre-writing/outlining for expository essay on the history of the space program
Reading 7
• Bellringer: “Right now, you’re in middle school; in just a few years, though, you’re going to graduate from high school and enter young adulthood. Where do you see yourself going to college or learning a trade? What sort of further education and training do you think you’ll need to do the sort of job you think you might want to do?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students and instructor will review Vocabulary List 2 Exercises 1 and 2;
students will trade and grade exercises (c. 10 minutes)
• Students will read silently; instructor will call on individual students for their vocabulary exercise scores (students read for 10-15 minutes)
• Instructor will introduce students to “Me Pennant” assignment; instructor will provide students with rubric and related specifics (c. 10 minutes)
• Closure: Students will begin pre-writing/outlining for expository essay on the history of the space program
Wednesday 9/26/07
GRADE DAY
Reading 7 Accelerated
• Bellringer: Students in Period 1 will fill out their sections of their Grade Day forms; students in Periods 4 and 5 will bring instructor their Grade Day forms and get out writing materials (pen and paper)
• Instructor will complete students’ Grade Day forms (grades, citizenship, comments, etc.)
• Students will complete a short in-class individual writing activity (TBD), to be handed in at the end of the class period
• Once students have completed their short writing activity, they may read silently from their outside reading novels or other materials, write in their journals, or work quietly on other schoolwork
• Closure: Students will gather up their materials while 1-2 student volunteers return completed Grade Day forms
Reading 7
• Bellringer: Students in Periods 3 and 6 will bring instructor their Grade Day forms and get out writing materials (pen and paper)
• Instructor will complete students’ Grade Day forms (grades, citizenship, comments, etc.)
• Students will complete a short in-class individual writing activity (TBD), to be handed in at the end of the class period
• Once students have completed their short writing activity, they may read silently from their outside reading novels or other materials, write in their journals, or work quietly on other schoolwork
• Closure: Students will gather up their materials while 1-2 student volunteers return completed Grade Day forms
Thursday 9/27/07
Reading 7 Accelerated
• Bellringer: “Why is an understanding of the past an important part of preparing for the future?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students and instructor will review Vocabulary Lesson 2 Exercises 2C and 2D; students will trade and grade exercises (c. 10 minutes)
• Instructor will call on students for their vocabulary exercise scores while 1-2 student volunteers distribute copies of new space exploration history handout to the class; students will get out note-taking materials (c. 2 minutes)
• Students will read handout in segments (students read silently); instructor will lead short all-class review and discussion of each segment between readings (total time 25-30 minutes)
• Closure: Instructor will distribute letter-sized tabbed file folders to students; students will label these with their names and begin personalizing them
Reading 7
• Bellringer: “Why is an understanding of the past an important part of preparing for the future?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students and instructor will review Vocabulary List 2 Exercises 3 and 4; students will trade and grade exercises (c. 10 minutes)
• Instructor will call on students for their vocabulary exercise scores while 1-2 student volunteers distribute copies of new space exploration history handout to the class; students will get out note-taking materials (c. 2 minutes)
• Students will read handout in segments (students take turns reading aloud); instructor will lead short all-class review and discussion of each segment between readings (total time 25-30 minutes)
• Closure: Instructor will distribute letter-sized tabbed file folders to students; students will label these with their names and begin personalizing them
Friday 9/28/07
Reading 7 Accelerated
• Bellringer: “Why are symbols important to us? Why is a family crest, a nation’s flag, a religious sign or icon, or some sort of commemorative object significant?”
(Students write for 5 minutes)
• Students and instructor will share and discuss student responses to bellringer writing prompt (c. 5 minutes)
• Students and instructor will review Vocabulary Lesson 2 Exercise 2E; students will trade and grade exercise (10-15 minutes)
• Students will hand in their vocabulary exercise packets and get out note-taking materials
• Students will watch video on the history of United States / NASA flight and mission patches (Total time TBD); students will take notes
• Closure: Students and instructor will review/recap video; instructor will provide short introduction to new “mission patch” assignment
Reading 7
• Bellringer: “Why are symbols important to us? Why is a family crest, a nation’s flag, a religious sign or icon, or some sort of commemorative object significant?”
(Students write for 5 minutes)
• Students and instructor will share and discuss student responses to bellringer writing prompt (c. 5 minutes)
• Students and instructor will review Vocabulary List 2’s Reading Comprehension exercise; students will trade and grade exercise (10-15 minutes)
• Students will hand in their vocabulary exercise packets and get out note-taking materials
• Students will watch video on the history of United States / NASA flight and mission patches (Total time TBD); students will take notes
• Closure: Students and instructor will review/recap video; instructor will provide short introduction to new “mission patch” assignment
TEACHING SUMMARY AND NOTES FOR WEEK SIX: MONDAY, OCTOBER 1ST THROUGH FRIDAY, OCTOBER 5TH 2007
Monday 10/1/2007
Reading 7 Accelerated
• Bellringer: “What is it that drives some people to be pioneers of various kinds? Some of these pioneers lead the way in science, such as astronauts and test pilots, or physicists, chemists, and engineers. Others explore the mysteries of biology, philosophy, art, and religion. These pioneers break new ground. Why do they choose to do this?”
(Students write for 5 minutes)
• Students will continue reading the short article “Four Decades in Space”; students will highlight major ideas and concepts as they read for information; students will read silently (reading time approximately 15 minutes)
• Instructor will call class back together at various points to discuss reading and the key information contained within it (discussion between reading intervals approximately 10 minutes)
• Instructor will break class into groups of four; each group will work together to build on each member’s highlighting and notes, in order to effectively summarize article (c. 20 minutes)
• Instructor will conduct journal checks while students work in their groups
Reading 7
• Bellringer: “What is it that drives some people to be pioneers of various kinds? Some of these pioneers lead the way in science, such as astronauts and test pilots, or physicists, chemists, and engineers. Others explore the mysteries of biology, philosophy, art, and religion. These pioneers break new ground. Why do they choose to do this?”
(Students write for 5 minutes)
• Students and instructor will continue reading the short article “Four Decades in Space”; students will take turns reading aloud (reading time approximately 15 minutes)
• Instructor will intermittently lead short discussion of reading and the key information contained within it (discussion between reading intervals approximately 10 minutes)
• Instructor will break class into pairs; each pair will work together to build on each member’s highlighting and notes, in order to effectively summarize article (c. 20 minutes)
• Instructor will conduct journal checks while students work in their pairs
Tuesday 10/2/07
Reading 7 Accelerated
• Bellringer: “Why are symbols important to us? Why is a family crest, a nation’s flag, a religious sign or icon, or some sort of commemorative object significant?”
(Students write for 5 minutes)
• Groups from Monday 10/1/07 will share their notes and summaries with the class (approximately 20 minutes)
• Students will watch PowerPoint on the history of United States / NASA flight and mission patches; students will take notes on PowerPoint and concurrent discussion (c. 20 minutes)
• Closure: Students and instructor will review/recap PowerPoint
Reading 7
• Bellringer: “Why are symbols important to us? Why is a family crest, a nation’s flag, a religious sign or icon, or some sort of commemorative object significant?”
(Students write for 5 minutes)
• Pairs from Monday 10/1/07 will share their notes and summaries with the class (approximately 20 minutes)
• Students will watch PowerPoint on the history of United States / NASA flight and mission patches; students will take notes on PowerPoint and concurrent discussion (c. 20 minutes)
• Closure: Students and instructor will review/recap PowerPoint
Wednesday 10/3/07
Reading 7 Accelerated
• Bellringer: Students will pair up and review their Vocabulary Lesson 2 words in preparation for vocabulary quiz
(Students review together for approximately 5 minutes)
• Instructor will lead students in short all-class review of Vocabulary Lesson 2 words prior to administering quiz (c. 5 minutes)
• Students will take their vocabulary quiz; students will trade and grade their quizzes (approximately 15 minutes)
• Students will hand in their quizzes
• Instructor will introduce students to new in-class assignment: Each student will create a “7th Grade Mission Patch” which will symbolize his or her primary “missions” for their 2007-2008 school year, and he or she will write a short explanatory passage describing his or her patch and the significance of each of its components; students will take notes on assignment specifics (5-10 minutes)
• Students will begin outlining/prewriting/layout of their Mission Patches and written descriptions (10-15 minutes)
Reading 7
• Bellringer: Students will pair up and review their Vocabulary List 2 words in preparation for vocabulary quiz
(Students review together for approximately 5 minutes)
• Instructor will lead students in short all-class review of Vocabulary List 2 words prior to administering quiz (c. 5 minutes)
• Students will take their vocabulary quiz; students will trade and grade their quizzes (approximately 15 minutes)
• Students will hand in their quizzes
• Instructor will introduce students to new in-class assignment: Each student will create a “7th Grade Mission Patch” which will symbolize his or her primary “missions” for their 2007-2008 school year, and he or she will write a short explanatory passage describing his or her patch and the significance of each of its components; students will take notes on assignment specifics (5-10 minutes)
• Students will begin outlining/prewriting/layout of their Mission Patches and written descriptions (10-15 minutes)
Thursday 10/4/2007
Reading 7 Accelerated
• Bellringer: “What “missions” have you decided---so far---to include in your 7th Grade Mission Patch? Why have you chosen these? As you’ve thought about what to put into your patch, have you gotten any new ideas as to how you are going to accomplish these “missions”?
(Students write for 5 minutes)
• Students will get out their 7th Grade Mission Patch materials; instructor will begin circulating between and among students to assist students as they resume work on their individual patches and accompanying writing (2-3 minutes)
• Students will continue writing, sketching, and drawing individually (15-20 minutes)
• Students will put away their 7th Grade Mission Patch materials and get out individual reading materials (outside reading novels, other books, magazines, etc.) (1-2 minutes)
• Students will read silently (15 minutes)
• Closure: Students will put away their reading and work materials and straighten up their desks and rows; instructor will field any questions students have about their ongoing/pending assignments
Reading 7
• Bellringer: “What “missions” have you decided---so far---to include in your 7th Grade Mission Patch? Why have you chosen these? As you’ve thought about what to put into your patch, have you gotten any new ideas as to how you are going to accomplish these “missions”?
(Students write for 5 minutes)
• Students will get out their 7th Grade Mission Patch materials; instructor will begin circulating between and among students to assist students as they resume work on their individual patches and accompanying writing (2-3 minutes)
• Students will continue writing, sketching, and drawing individually (15-20 minutes)
• Students will put away their 7th Grade Mission Patch materials and get out individual reading materials (outside reading novels, other books, magazines, etc.) (1-2 minutes)
• Students will read silently (15 minutes)
• Closure: Students will put away their reading and work materials and straighten up their desks and rows; instructor will field any questions students have about their ongoing/pending assignments
Friday 10/5/07
NO CLASSES --- STAFF DEVELOPMENT DAY
TEACHING SUMMARY AND NOTES FOR WEEK SEVEN: MONDAY, OCTOBER 8TH THROUGH FRIDAY, OCTOBER 12TH 2007
Monday 10/8/2007
Reading 7 Accelerated
• Bellringer: “Why is knowledge considered to be power?”
(Students write for approx. 5 minutes)
• Students will hand in their Outside Reading Journals (ORJs)
• Students will get out their materials and resume work on their 7th-Grade Mission Patches (artwork---students are working to complete personal “spaceflight” style patch designs representing their personal interests and goals for their “7th-Grade Missions” (20-25 minutes)
• Students will hand in their completed Mission Patches; students who have not completed their patches must do so for homework
• Students will begin writing their short descriptions of their patches; descriptions should run 2-3 paragraphs in length (c. 15 minutes)
• Closure: Students and instructor will recap class activities; instructor will field questions regarding activity and ongoing work for the week
Reading 7
• Bellringer: “Why is knowledge considered to be power?”
(students write for approx. 5 minutes)
• Students will hand in their Outside Reading Journals (ORJs)
• Students will get out their materials and resume work on their 7th-Grade Mission Patches (artwork---students are working to complete personal “spaceflight” style patch designs representing their personal interests and goals for their “7th-Grade Missions” (20-25 minutes)
• Students will hand in their completed Mission Patches; students who have not completed their patches must do so for homework
• Students will begin writing their short descriptions of their patches; descriptions should run 2-3 paragraphs in length (c. 15 minutes)
• Closure: Students and instructor will recap class activities; instructor will field questions regarding activity and ongoing work for the week
Tuesday 10/9/07
Reading 7 Accelerated
• Bellringer: “Informational literacy is considered to be one of the most crucial sorts of knowledge to have in the 21st Century. Why is this ability to find, sort through, and analyze information so important to your success? Why will it only become more important as time goes by?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Instructor will distribute new list of vocabulary words and related exercise packet to students; instructor and students will briefly review new vocabulary words (5-10 minutes)
• Students will get out their working drafts of their Mission Patch short descriptions and will work to complete drafts; instructor will circulate to answer questions, provide suggestions and feedback, and ensure on-task behavior (c. 20 minutes)
• Students will hand in their Mission Patch description pieces
• Closure: Students will pair up and begin work on their latest assignment---History Book Inventory (student pairs work collaboratively)
(10-15 minutes)
Reading 7
• Bellringer: “Informational literacy is considered to be one of the most crucial sorts of knowledge to have in the 21st Century. Why is this ability to find, sort through, and analyze information so important to your success? Why will it only become more important as time goes by?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Instructor will distribute new list of vocabulary words and related exercise packet to students; instructor and students will briefly review new vocabulary words (5-10 minutes)
• Students will get out their working drafts of their Mission Patch short descriptions and will work to complete drafts; instructor will circulate to answer questions, provide suggestions and feedback, and ensure on-task behavior (c. 20 minutes)
• Students will hand in their Mission Patch description pieces
• Closure: Students will pair up and begin work on their latest assignment---History Book Inventory (student pairs work collaboratively)
(10-15 minutes)
Wednesday 10/10/07
Reading 7 Accelerated
• Bellringer: “Someone once said, ‘A lack of information can kill you.’ What did this person mean by this? How could not having certain information actually be dangerous?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students will pair up once more with their partners from Tuesday 10/9 and resume their work on their History Book Inventory activity; instructor will circulate to provide assistance and to ensure on-task behavior (c. 20 minutes)
• Students will return to their assigned seats and put away their History Book Inventory materials; students will get out their Vocabulary Lesson 3 exercise packets (1-2 minutes)
• Students and instructor will review Vocabulary Lesson 3 Exercises 3A and 3B; students will trade and grade (c. 10 minutes)
• Closure: Students will read silently while instructor calls on students individually for their vocabulary exercise scores
Reading 7
• Bellringer: “Someone once said, ‘A lack of information can kill you.’ What did this person mean by this? How could not having certain information
actually be dangerous?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students will pair up once more with their partners from Tuesday 10/9 and resume their work on their History Book Inventory activity; instructor will circulate to provide assistance and to ensure on-task behavior (c. 20 minutes)
• Students will return to their assigned seats and put away their History Book Inventory materials; students will get out their Vocabulary List 3 exercise packets (1-2 minutes)
• Students and instructor will review Vocabulary List 3 Exercises 1 and 2; students will trade and grade (c. 10 minutes)
• Closure: Students will read silently while instructor calls on students individually for their vocabulary exercise scores
Thursday 10/11/07
Reading 7 Accelerated
• Bellringer: “What do you think is more effective---working on a task by yourself, or working in cooperation with someone else?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students will pair up once more with their partners from Wednesday 10/10 and resume their work on their History Book Inventory activity; instructor will circulate to provide assistance and to ensure on-task behavior (c. 20 minutes)
• Note: Students who have not completed the History Book Inventory activity by
the end of this activity period will complete it for homework
• Students will return to their assigned seats and put away their History Book Inventory materials; students will get out their Vocabulary Lesson 3 exercise packets (1-2 minutes)
• Students and instructor will review Vocabulary Lesson 3 Exercises 3C and 3D; students will trade and grade (c. 10 minutes)
• Closure: Students will read silently while instructor calls on students individually for their vocabulary exercise scores
Reading 7
• Bellringer: “What do you think is more effective---working on a task by yourself, or working in cooperation with someone else?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students will pair up once more with their partners from Wednesday 10/10 and resume their work on their History Book Inventory activity; instructor will circulate to provide assistance and to ensure on-task behavior (c. 20 minutes)
• Note: Students who have not completed the History Book Inventory activity by the end of this activity period will complete it for homework
• Students will return to their assigned seats and put away their History Book Inventory materials; students will get out their Vocabulary List 3 exercise packets (1-2 minutes)
• Students and instructor will review Vocabulary List 3 Exercises 3 and 4; students will trade and grade (c. 10 minutes)
• Closure: Students will read silently while instructor calls on students individually for their vocabulary exercise scores
Friday 10/12/07
Reading 7 Accelerated
• Bellringer: Students will write freely in their journals
(Students write for approximately 5 minutes)
• Students will hand in their “Me Pennants”; instructor will check in pennants while students finish their bellringer free-write and go on to read silently from outside reading materials
• Students will work individually on their Vocabulary Lesson 3 Reading Comprehension exercise (reading and completing passage-based exercise) (20-25 minutes)
• Students will be given the opportunity to share their “Me Pennants” with their classmates (15-20 minutes)
• Closure: Students and instructor will recap class activities and learning of the day
Reading 7
• Bellringer: Students will write freely in their journals
(Students write for approximately 5 minutes)
• Students will hand in their “Me Pennants”; instructor will check in pennants while students finish their bellringer free-write and go on to read silently from outside reading materials
• Students will work individually on their Vocabulary List 3 Reading Comprehension exercise (reading and completing passage-based exercise) (20-25 minutes)
• Students will be given the opportunity to share their “Me Pennants” with their classmates (15-20 minutes)
• Closure: Students and instructor will recap class activities and learning of the day
TEACHING SUMMARY AND NOTES FOR WEEK EIGHT: MONDAY, OCTOBER 15TH THROUGH FRIDAY, OCTOBER 19TH 2007
Monday 10/15/2007
Reading 7 Accelerated
• Bellringer: Students will get out their Vocabulary Lesson 3 exercise packets and work to complete Exercise 3E
(Students work for approx. 10 minutes)
• Instructor’s note: Students who have completed their Lesson 3 exercise packet will read silently from outside reading materials
• Students and instructor will review Vocabulary Lesson 3 Exercise 3E; students will trade and grade (c. 10 minutes)
• Students will work to complete their History Book Inventory while instructor calls on individual students for their Vocabulary Lesson 3 Exercise 3E score; instructor will then circulate to provide assistance and to ensure continued on-task behavior (c. 15 minutes)
• Closure: Students will continue sharing their “Me Pennants” with their classmates (c. 15 minutes)
Reading 7
• Bellringer: Students will get out their materials for supply check by instructor
• Instructor will conduct supply check; students will either read from outside reading materials or write in their journals while supply check is underway (5-10 minutes)
• Students will work to complete their History Book Inventory; instructor will circulate to provide assistance and to ensure continued on-task behavior (15-20 minutes)
• Instructor’s note: Students who have not completed their History Book Inventory by the end of the class period will have to complete it during a subsequent Opportunity Period
• Closure: Students will continue sharing their “Me Pennants” with their classmates (c. 15 minutes)
Tuesday 10/16/07
Reading 7 Accelerated
• Bellringer: “When you read a fiction story, what, to you, is the most important part of that story? Is it the characters? Is it the plot? Is it the ability of the author to create and describe different places and action? Why is this specific element of a story the one you focus on the most?” (Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Instructor will lead students in discussion and review of major fiction traits; students and instructor will work off of fiction trait handout (10-15 minutes)
• Students will begin reading the Anne McCaffrey short story “The Smallest Dragonboy”; students will read silently (10-15 minutes)
• Closure: Students will continue sharing their “Me Pennants” with their classmates (10-15 minutes)
Reading 7
• Bellringer: “When you read a fiction story, what, to you, is the most important part of that story? Is it the characters? Is it the plot? Is it the ability of the author to create and describe different places and action? Why is this specific element of a story the one you focus on the most?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Instructor will lead students in discussion and review of major fiction traits; students and instructor will work off of fiction trait handout (10-15 minutes)
• Students will begin reading the Anne McCaffrey short story “The Smallest Dragonboy”; students and instructor will read aloud (10-15 minutes)
• Closure: Students will continue sharing their “Me Pennants” with their classmates (10-15 minutes)
Wednesday 10/17/07
Reading 7 Accelerated
• Bellringer: Students will pair up and review their Vocabulary Lesson 3 words in preparation for their vocabulary quiz
(Students will review together for approximately 5 minutes)
• Instructor will lead students in brief all-class review of vocabulary words (c. 5 minutes)
• Students will take their Vocabulary 3 quiz; students will trade and grade their quizzes (c. 15 minutes)
• Students will continue reading the Anne McCaffrey short story “The Smallest Dragonboy”; students will read silently (c. 15 minutes)
• Closure: Students and instructor will review new list of vocabulary words (Vocabulary Lesson 4); students will receive new word list and corresponding lesson packet (c. 10 minutes)
Reading 7
• Bellringer: Students will pair up and review their Vocabulary List 3 words in preparation for their vocabulary quiz
(Students will review together for approximately 5 minutes)
• Instructor will lead students in brief all-class review of vocabulary words (c. 5 minutes)
• Students will take their Vocabulary 3 quiz; students will trade and grade their quizzes (c. 15 minutes)
• Students will continue reading the Anne McCaffrey short story “The Smallest Dragonboy”; students and instructor will read aloud (c. 15 minutes)
• Closure: Students and instructor will review new list of vocabulary words
(Vocabulary List 4); students will receive new word list and corresponding lesson packet (c. 10 minutes)
Thursday 10/18/07
Reading 7 Accelerated
• Bellringer: Students will get out and review their Vocabulary Lesson 4 homework exercises (Exercises 4A and 4B)
(Students review their homework for approximately 5 minutes)
• Students and instructor will review Vocabulary Lesson 4 Exercises 4A and 4B; students will trade and grade (c. 10 minutes)
• Students will continue reading the Anne McCaffrey short story “The Smallest Dragonboy”; students will read silently; instructor will call on students individually for their vocabulary exercise scores (c. 20 minutes)
• Students will pair up and work to complete short fiction traits identification activity based on their reading of “The Smallest Dragonboy” (c. 15 minutes)
Reading 7
• Bellringer: Students will get out and review their Vocabulary List 4 homework exercises (Exercises 1 and 2)
(Students review their homework for approximately 5 minutes)
• Students and instructor will review Vocabulary List 4 Exercises 1 and 2; students will trade and grade (c. 10 minutes)
• Students will continue reading the Anne McCaffrey short story “The Smallest Dragonboy”; students and instructor will read aloud (c. 20 minutes)
• Students will pair up and work to complete short fiction traits identification activity based on their reading of “The Smallest Dragonboy”; instructor will call on students individually for their vocabulary exercise scores (c. 15 minutes)
Friday 10/19/07
Reading 7 Accelerated
• Bellringer: Students will meet instructor in library and will be seated at various tables, each of which will feature books on Native American tribes from different regions of the historical and present-day United States
(Students will get out their Vocabulary Lesson 4 exercise packets)
• Students and instructor will review Vocabulary Lesson 4 Exercises 4C and 4D; students will trade and grade exercises (c. 5 minutes)
• Instructor will introduce students to short research project on Native American tribes (instructor will “trade off” instruction with Scott Hensley) (c. 10 minutes)
• Students will begin short research project: each student will select a Native American tribe from those represented in books at his or her table, and will begin taking notes on different aspects of that tribe (c. 30 minutes)
• Closure: Instructor and students will recap day’s learning activities
Reading 7
• Bellringer: Students will meet instructor in library and will be seated at various tables, each of which will feature books on Native American tribes
from different regions of the historical and present-day United States
(Students will get out their Vocabulary List 4 exercise packets)
• Students and instructor will review Vocabulary Lesson 4 Exercises 3 and 4; students will trade and grade exercises (c. 5 minutes)
• Instructor will introduce students to short research project on Native American tribes (instructor will “trade off” instruction with Scott Hensley) (c. 10 minutes)
• Students will begin short research project: each student will select a Native American tribe from those represented in books at his or her table, and will begin taking notes on different aspects of that tribe (c. 30 minutes)
• Closure: Instructor and students will recap day’s learning activities
TEACHING SUMMARY AND NOTES FOR WEEK NINE: MONDAY, OCTOBER 22ND THROUGH FRIDAY, OCTOBER 26TH 2007
Monday 10/22/2007
Reading 7 Accelerated
• Bellringer: Students will meet instructor in library and seat themselves at the tables at which they were seated on Friday 10/19; students will get out their Native American Research Project packets and associated note-taking materials
• Students will continue short research project: each student will continue collecting research on his or her selected Native American tribe (c. 35 minutes)
• Instructor’s note: Students should be ready to proceed with the timeline portion of their research notes; instructor will check to ensure that students are making adequate progress
• Students will take notes on proper procedures and protocols for compiling a “Works Cited” page (Mr. Hensley and Mr. Rowell will co-teach this sequence) (c. 10 minutes)
• Closure: Instructor and students will recap day’s learning activities
Reading 7
• Bellringer: Students will meet instructor in library and seat themselves at the tables at which they were seated on Friday 10/19; students will get out their Native American Research Project packets and associated note-taking materials
• Students will continue short research project: each student will continue collecting research on his or her selected Native American tribe (c. 35 minutes)
• Instructor’s note: Students should be ready to proceed with the timeline portion of their research notes; instructor will check to ensure that
students are making adequate progress
• Students will take notes on proper procedures and protocols for compiling a “Works Cited” page (Mr. Hensley and Mr. Rowell will co-teach this sequence) (c. 10 minutes)
• Closure: Instructor and students will recap day’s learning activities
Tuesday 10/23/07
Reading 7 Accelerated
• Bellringer: Students will meet instructor in library and seat themselves at the tables at which they were seated on Monday 10/22; students will get out their Native American Research Project packets and associated note-taking materials
• Students will continue short research project: each student will continue collecting research on his or her selected Native American tribe (c. 30 minutes)
• Students will be allowed to use electronic resources to supplement their printed text-based research; students may access the Internet to find additional material on their individual Native American tribal research subjects
• Instructor’s note: Students should be ready to proceed with the Venn Diagram and continental map portions of their research notes; instructor will check to ensure that students are making adequate progress
• Students will complete Works Cited pages for their three days of total research (c. 15 minutes)
• Closure: Instructor and students will recap day’s learning activities; students will hand in their research packets
Reading 7
• Bellringer: Students will meet instructor in library and seat themselves at the tables at which they were seated on Monday 10/22; students will get out their Native American Research Project packets and associated note-taking materials
• Students will continue short research project: each student will continue collecting research on his or her selected Native American tribe (c. 30 minutes)
• Students will be allowed to use electronic resources to supplement their printed text-based research; students may access the Internet to find additional material on their individual Native American tribal research subjects
• Instructor’s note: Students should be ready to proceed with the Venn Diagram and continental map portions of their research notes; instructor will check to ensure that students are making adequate progress
• Students will complete Works Cited pages for their three days of total research (c. 15 minutes)
• Closure: Instructor and students will recap day’s learning activities; students will hand in their research packets
Wednesday 10/24/07
Reading 7 Accelerated
• Bellringer: Students will get out their Vocabulary Lesson 4 packets and check over their vocabulary exercises 4C and 4D for completion prior to
all-class review and “trade & grade”
(Students work individually for approximately 5 minutes)
• Students and instructor will review Vocabulary Lesson 4 Exercises 4C and 4D; students will trade and grade (c. 10 minutes)
• Students will continue reading the Anne McCaffrey short story “The Smallest Dragonboy”; students will read silently (c. 20 minutes)
• Students will pair up and work to complete short fiction traits identification activity based on their reading of “The Smallest Dragonboy”; instructor will call on students individually for their vocabulary exercise scores (c. 15 minutes)
Reading 7
• Bellringer: Students will get out their Vocabulary List 4 packets and check over their vocabulary exercises 3 and 4 for completion prior to all-class review and “trade & grade”
(Students work individually for approximately 5 minutes)
• Students and instructor will review Vocabulary List 4 Exercises 3 and 4; students will trade and grade (c. 10 minutes)
• Students will continue reading the Anne McCaffrey short story “The Smallest Dragonboy”; students and instructor will read aloud (c. 20 minutes)
• Students will pair up and work to complete short fiction traits identification activity based on their reading of “The Smallest Dragonboy”; instructor will call on students individually for their vocabulary exercise scores (c. 15 minutes)
Thursday 10/25/07
Reading 7 Accelerated
• Bellringer: “How has your study of a Native American people made you reflect on your own ethnic and cultural heritage? What, to you, was the most interesting thing you found out in the course of your research? What was the most surprising thing you discovered?"
(Students will write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (3-5 minutes)
• Students will have the opportunity to share their “Me Pennants” with their classmates (30-40 minutes)
• Closure: Students will read silently from their outside reading novels and/or other materials (time permitting)
Reading 7
• “How has your study of a Native American people made you reflect on your own ethnic and cultural heritage? What, to you, was the most interesting thing you found out in the course of your research? What was the most surprising thing you discovered?"
(Students will write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (3-5 minutes)
• Students will have the opportunity to share their “Me Pennants” with their classmates (30-40 minutes)
• Closure: Students will read silently from their outside reading novels and/or other materials (time permitting)
Friday 10/26/07
NO CLASSES IN HONOR OF NEVADA DAY
END OF FIRST QUARTER
TEACHING SUMMARY AND NOTES FOR WEEK TEN: MONDAY, OCTOBER 29TH THROUGH FRIDAY, NOVEMBER 2ND 2007
BEGINNING OF SECOND QUARTER
Monday 10/29/2007
Reading 7 Accelerated
• Bellringer: “Today we begin the second quarter of the school year. As you look back on the first quarter, what do you think has been your greatest accomplishment in school so far this year? What didn’t go as well as you would have liked? Have you changed any of your expectations for this new quarter of school?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Instructor will make a few beginning-of-quarter announcements, and will let students know generally what to expect for the new school week (c. 5 minutes)
• Students will finish reading the Anne McCaffery short story “The Smallest Dragonboy”; students will read silently (10-15 minutes)
• Instructor’s note: Students who have finished “The Smallest Dragonboy” will read silently from their outside reading novels or other materials
• Students and instructor will briefly discuss story (c. 5 minutes)
• Closure/closing activity: Students will work in pairs on a short fiction element identification exercise, using the fiction elements handout they were previously given (10-15 minutes)
Reading 7
• Bellringer: “Today we begin the second quarter of the school year. As you look back on the first quarter, what do you think has been your greatest accomplishment in school so far this year? What didn’t go as well as you would have liked? Have you changed any of your expectations for this new quarter of school?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Instructor will make a few beginning-of-quarter announcements, and will let students know generally what to expect for the new school week (c. 5 minutes)
• Students and instructor will briefly discuss the Anne McCaffery short story “The Smallest Dragonboy” (c. 5 minutes)
• Students and instructor will review fiction elements handout previously distributed to students; instructor will provide directions for work on new reading-based paired activity (c. 10 minutes)
• Students will work in pairs on fiction element activity (10-15 minutes)
• Closure: Students will put away their work and present their classroom materials
for supply check
Tuesday 10/30/2007
Reading 7 Accelerated
• Bellringer: Students will get out their Vocabulary Lesson 4 exercise packets and check over their Exercise 4E responses prior to all-class review and trade-and-grade
(Students work for 5 minutes)
• Students will trade their Vocabulary Lesson 4 exercise packets for review and trading and grading (c. 1 minute)
• Students and instructor will review Reading Comprehension section of Vocabulary Lesson 4; students will trade and grade (c. 10 minutes)
• Students will swap exercise packets back to their proper owners and get out their fiction elements exercise materials (c. 1 minute)
• Students will resume work in pairs on their fiction elements identification exercise; instructor will call on students individually for their Vocabulary Lesson 4 Exercise 4E scores (Students work for 10-15 minutes)
• Students will put away their fiction elements exercise work and read silently from their outside reading novels and/or other independent reading materials (15 minutes)
Reading 7
• Bellringer: Students will get out their Vocabulary List 4 exercise packets and check over their Reading Comprehension responses prior to all-class review and trade-and-grade
(Students work for 5 minutes)
• Students will trade their Vocabulary List 4 exercise packets for review and trading and grading (c. 1 minute)
• Students and instructor will review Reading Comprehension section of Vocabulary List 4; students will trade and grade (c. 10 minutes)
• Students will swap exercise packets back to their proper owners and get out their fiction elements exercise materials (c. 1 minute)
• Students will resume work in pairs on their fiction elements identification exercise; instructor will call on students individually for their Vocabulary List 4 reading comprehension exercise scores (Students work for 10-15 minutes)
• Students will put away their fiction elements exercise work and read silently from their outside reading novels and/or other independent reading materials (15 minutes)
Wednesday 10/31/2007
HALLOWEEN
Reading 7 Accelerated
• Bellringer: Students will review their Vocabulary Lesson 4 words prior to taking their vocabulary quiz (students may review solo or in pairs)
(Students review for 5 minutes)
• Students will hand in their Vocabulary Lesson 4 packets and clear their desks
• Students will take their Vocabulary Lesson 4 quiz (10-12 minutes)
• Students will trade and grade their quizzes (2-3 minutes); instructor will collect
• Students will work individually on a short in-class “ghost story” based on an instructor-provided general prompt (20-25 minutes)
• Closure: Instructor will collect “ghost stories”; students will clean up and straighten up their desks and rows (c. 5 minutes)
Reading 7
• Bellringer: Students will review their Vocabulary List 4 words prior to taking their vocabulary quiz (students may review solo or in pairs)
(Students review for 5 minutes)
• Students will hand in their Vocabulary List 4 packets and clear their desks
• Students will take their Vocabulary List 4 quiz (10-12 minutes)
• Students will trade and grade their quizzes (2-3 minutes); instructor will collect
• Students will work individually on a short in-class “ghost story” based on an instructor-provided general prompt (20-25 minutes)
• Closure: Instructor will collect “ghost stories”; students will clean up and straighten up their desks and rows (c. 5 minutes)
Thursday 11/1/2007
Reading 7 Accelerated
• Bellringer: “As we’ve discussed before, having an idea of where we come from, whether it’s individually or as a nation, is an important part of our identity. With this in mind, what could you tell someone about where America came from? How did our country begin?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students will receive copies of new historical background handout: “They Fanned the Flame”; students will read handout’s featured article silently and highlight what they individually consider to be the main ideas and key supporting details of the article (Students read and highlight for 10-15 minutes)
• Students and instructor will discuss “They Fanned the Flame” (c. 10 minutes)
• Students will receive copies of additional historical background handout: “New Taxes and a Massacre”; students will read handout silently and highlight main ideas and key supporting details (c. 10 minutes)
• Closure: Students and instructor will discuss “New Taxes and a Massacre”
Reading 7
• Bellringer: “As we’ve discussed before, having an idea of where we come from, whether it’s individually or as a nation, is an important part of our identity. With this in mind, what could you tell someone about where America came from? How did our country begin?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (c. 5 minutes)
• Students will receive copies of new historical background handout: “They Fanned the Flame”; students and instructor will take turns reading handout aloud, and students will highlight what they individually consider to be the main ideas and key supporting details of the article (10-15 minutes)
• Students and instructor will discuss “They Fanned the Flame” (c. 10 minutes)
• Students will receive copies of additional historical background handout: “New Taxes and a Massacre”; students and instructor will again take turns reading aloud; students will highlight main ideas and key supporting details (c. 10 minutes)
• Closure: Students and instructor will discuss “New Taxes and a Massacre”
Friday 11/2/07
Reading 7 Accelerated
• Bellringer: “Based on what we read in class yesterday, what are some of your thoughts about the conditions that led to the Revolutionary War? Do you think the Colonies had sufficient reasons to decide to break away from Great Britain?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (5-10 minutes)
• Students will receive their new list of vocabulary words: Vocabulary Lesson 5
• Students and instructor will review new words (c. 5 minutes)
• Students will work individually on Vocabulary Lesson 5 Exercises 5A and 5B (10-15 minutes)
• Students will swap their vocabulary packets with neighbors; students and instructor will review Vocabulary Lesson 5 Exercises 5A and 5B, and students will grade one another’s exercises (c. 10 minutes)
• Instructor will distribute copies of a short biography of author Esther Forbes to students; students will read biography silently while instructor calls on individual students for their Vocabulary Exercise 5A and 5B scores (5-10 minutes)
Reading 7
• Bellringer: “Based on what we read in class yesterday, what are some of your thoughts about the conditions that led to the Revolutionary War? Do you think the Colonies had sufficient reasons to decide to break away from Great Britain?”
(Students write for 5 minutes)
• Students and instructor will share and discuss responses to bellringer writing prompt (5-10 minutes)
• Students will receive their new list of vocabulary words: Vocabulary Lesson 5
• Students and instructor will review new words (c. 5 minutes)
• Students will work individually on Vocabulary Lesson 5 Exercises 5A and 5B (10-15 minutes)
• Students will swap their vocabulary packets with neighbors; students and instructor will review Vocabulary Lesson 5 Exercises 5A and 5B, and students will grade one another’s exercises (c. 10 minutes)
• Instructor will distribute copies of a short biography of author Esther Forbes to students; students will read biography silently while instructor calls on individual students for their Vocabulary Exercise 5A and 5B scores (5-10 minutes)
TEACHING SUMMARY AND NOTES FOR WEEK ELEVEN: MONDAY, NOVEMBER 5TH THROUGH FRIDAY, NOVEMBER 9TH 2007
Monday 11/5/2007
Reading 7 Accelerated
• Bellringer: “What do you think it would have been like to live in the 1770s?
Would things have been harder, or easier? What do you think day-to-day activities were? How did people work? How did they play?”
(Students write for 5 minutes)
• Instructor will distribute copies of new vocabulary exercise packet (Vocabulary Lesson 5); students will work individually on the first two practice exercises (Exercises 5A and 5B) (c. 15 minutes)
• Students will read silently from their outside reading novels (15 minutes)
• Students will receive copies of short biographical piece on Esther Forbes; students will read piece and highlight key information; students and instructor will discuss biography (c. 15 minutes)
Reading 7
• Bellringer: : “What do you think it would have been like to live in the 1770s? Would things have been harder, or easier? What do you think day-to-day activities were? How did people work? How did they play?”
(Students write for 5 minutes)
• Students will get out their copies of the pre-Revolutionary War history handout “New Taxes and a Massacre”; students will resume working in pairs to find at least three concrete details related to each of the six people, terms, and events that were cited on the board on Friday 11/2 (c. 15 minutes)
• Instructor will distribute copies of new vocabulary exercise packet (Vocabulary List 5); students will work individually on the first two practice exercises (Exercises 1 and 2) (c. 15 minutes)
• Students will receive copies of short biographical piece on Esther Forbes; students and instructor will read piece aloud and highlight key information; students and instructor will discuss biography (c. 15 minutes)
Tuesday 11/6/07
Reading 7 Accelerated
• Bellringer: Students will copy a chart of several Greek and Latin roots from a master copy displayed on the document camera; instructor will review roots with class
(c. 10 minutes)
• Students and instructor will read beginning of Johnny Tremain (instructor will read first portion aloud while students follow with copies of text; students will then continue reading silently on their own) (15 minutes)
• Students and instructor will review Vocabulary Lesson 5 Exercises 5A and 5B; students will trade and grade (c. 10 minutes)
• Students will read silently from either their outside reading novels or copies of Johnny Tremain; instructor will call on students individually for their vocabulary exercise scores (15 minutes)
Reading 7
• Bellringer: Students will copy a chart of several Greek and Latin roots from a master copy displayed on the document camera; instructor will review roots with class
(c. 10 minutes)
• Students and instructor will read beginning of Johnny Tremain (instructor will lead off reading aloud; students will then take turns reading aloud (15 minutes)
• Students and instructor will review Vocabulary List 5 Exercises 1 and 2; students will trade and grade (c. 10 minutes)
• Students will read silently from either their outside reading novels or copies of Johnny Tremain; instructor will call on students individually for their vocabulary exercise scores (15 minutes)
Wednesday 11/7/07
Reading 7 Accelerated
• Bellringer: Students and instructor will review Vocabulary Lesson 5 Exercises 5C and 5D; students will trade and grade exercises
(c. 10 minutes)
• Students will read a short article on Colonial-era child work: “Children Have Always Worked”; students will read silently while instructor calls on each student for his or her vocabulary exercise scores (c. 10 minutes)
• Students will watch first portion of the historical video “Winter of the Red Snow”; students will take notes (c. 30 minutes)
Reading 7
• Bellringer: Students and instructor will review Vocabulary List 5 Exercises 3 and 4; students will trade and grade exercises
(c. 10 minutes)
• Students will read a short article on Colonial-era child work: “Children Have Always Worked”; students will read silently while instructor calls on each student for his or her vocabulary exercise scores (c. 10 minutes)
• Students will watch first portion of the historical video “Winter of the Red Snow”; students will take notes (c. 30 minutes)
Thursday 11/8/07
Reading 7 Accelerated
• Bellringer: Students and instructor will review Vocabulary Lesson 5 Exercise 5E; students will trade and grade exercise
(10-15 minutes)
• Students will read Johnny Tremain silently; instructor will call on students individually for their exercise scores (15 minutes)
• Students will resume watching the historical video “Winter of the Red Snow”; students will take notes
Reading 7
• Bellringer: Students and instructor will review Vocabulary List 5 Reading Comprehension; students will trade and grade exercise
(10-15 minutes)
• Students will read Johnny Tremain silently; instructor will call on students individually for their exercise scores (15 minutes)
• Students will resume watching the historical video “Winter of the Red Snow”; students will take notes
Friday 11/9/07
Reading 7 Accelerated
• Bellringer: Students will review their Vocabulary Lesson 5 words prior to taking their vocabulary quiz; students may review alone or in pairs
(Students review for approximately 5 minutes)
• Students and instructor will conduct a brief all-class review of vocabulary words (c. 5 minutes)
• Students will take their vocabulary quiz; students will trade and grade their quizzes (10-15 minutes)
• Students will finish watching the historical video “Winter of the Red Snow” (10-15 minutes)
• Closure: Students will clean out and reorganize the Reading 7Acc portion of their binders
Reading 7
• Bellringer: Students will review their Vocabulary List 5 words prior to taking their vocabulary quiz; students may review alone or in pairs
(Students review for approximately 5 minutes)
• Students and instructor will conduct a brief all-class review of vocabulary words (c. 5 minutes)
• Students will take their vocabulary quiz; students will trade and grade their quizzes (10-15 minutes)
• Students will finish watching the historical video “Winter of the Red Snow” (10-15 minutes)
• Closure: Students will clean out and reorganize their Reading 7 binder sections
TEACHING SUMMARY AND NOTES FOR WEEK TWELVE: MONDAY, NOVEMBER 12TH THROUGH FRIDAY, NOVEMBER 16TH 2007
Monday 11/12/2007
NO SCHOOL IN OBSERVANCE OF VETERANS’ DAY
Tuesday 11/13/2007
NO CLASSES --- STAFF DEVELOPMENT DAY
Wednesday 11/14/2007
Reading 7 Accelerated
• Bellringer: Students will reproduce a new list of Greek and Latin roots, using three-column note format and copying material from document camera projection
(Students work for approximately 5 minutes)
• Students and instructor will review new list of roots; students will suggest contemporary English words derived from those roots, to be used as modern examples (in the third column of notes) (c. 5 minutes)
• Students will watch the final segment of the short history docudrama “The Winter of Red Snow”; students will take notes (c. 10 minutes)
• Students will resume reading the novel Johnny Tremain; students will read silently (c. 20 minutes)
• Closure: Students and instructor will discuss novel (character introduction, plot, described environment, relation to actual historical situations and events, etc.)
Reading 7
• Bellringer: Students will reproduce a new list of Greek and Latin roots, using three-column note format and copying material from document camera projection
(Students work for approximately 5 minutes)
• Students and instructor will review new list of roots; students will suggest contemporary English words derived from those roots, to be used as modern examples (in the third column of notes) (c. 5 minutes)
• Students will watch the final segment of the short history docudrama “The Winter of Red Snow”; students will take notes (c. 10 minutes)
• Students will resume reading the novel Johnny Tremain; students will read silently while listening to audio narrative (c. 20 minutes)
• Closure: Students and instructor will discuss novel (character introduction, plot, described environment, relation to actual historical situations and events, etc.)
Thursday 11/15/07
Reading 7 Accelerated
• Bellringer: Students will receive copies of two short historical articles (one on Colonial-era metalsmithing and the other on the history of child labor); students will read the first article silently
(Students will read for approximately 5 minutes)
• Students and instructor will briefly discuss article (5-10 minutes)
• Students will resume reading Johnny Tremain silently (20-25 minutes)
• Closure: Students and instructor will discuss reading
Reading 7
• Bellringer: Students will receive copies of two short historical articles (one on Colonial-era metalsmithing and the other on the history of child labor); students and instructor will read aloud
(Students and instructor will read for approximately 10 minutes)
• Students and instructor will briefly discuss article (5-10 minutes)
• Students will resume reading Johnny Tremain silently while listening to audio narrative (20-25 minutes)
• Closure: Students and instructor will discuss reading
Friday 11/16/07
Reading 7 Accelerated
• Bellringer: Students will read the short article on the history of child labor they received on Thursday 11/15; students will read article silently
(Students will read for approximately 5 minutes)
• Students and instructor will briefly discuss article (5-10 minutes)
• Students will resume reading Johnny Tremain silently (20-25 minutes)
• Students will begin writing short “diary entries” chronicling a day in the life of a young person their age living in the American Colonies in the 1770s (balance of class period --- 10-15 minutes)
Reading 7
• Bellringer: Students will read the short article on the history of child labor they received on Thursday 11/15; students and instructor will read aloud
(Students and instructor will read for approximately 10 minutes)
• Students and instructor will briefly discuss article (5-10 minutes)
• Students will resume reading Johnny Tremain silently (20-25 minutes)
• Students will begin writing short “diary entries” chronicling a day in the life of a young person their age living in the American Colonies in the 1770s (balance of class period --- 10-15 minutes)
TEACHING SUMMARY AND NOTES FOR WEEK THIRTEEN: MONDAY, NOVEMBER 19TH THROUGH FRIDAY, NOVEMBER 23RD 2007
Monday 11/19/2007
Reading 7 Accelerated
• Bellringer: Students will meet instructor in library
• Students and instructor will meet up with members of Mrs. Teemant’s and Mrs. Hoover’s Reading 7 (7Acc and 7GL) classes to learn and perform a selection of Colonial-era folk dances (classes will all work collaboratively)
(Balance of class period --- c. 45 minutes)
Reading 7
• Bellringer: Students will meet instructor in library
• Students and instructor will meet up with members of Mrs. Teemant’s and Mrs. Hoover’s Reading 7 (7Acc and 7GL) classes to learn and perform a selection of Colonial-era folk dances (classes will all work collaboratively)
(Balance of class period --- c. 45 minutes)
Tuesday 11/20/07
Reading 7 Accelerated
• Bellringer: Students will work on writing their short “A Day In The Colonies” fiction pieces
(Students will write for approximately 10 minutes)
• Students will resume reading Johnny Tremain (students read silently) (20-25 minutes)
• Instructor and students will discuss novel (c. 10 minutes)
Reading 7
• Bellringer: Students will work on writing their short “A Day In The Colonies” fiction pieces
(Students will write for approximately 10 minutes)
• Students will resume reading Johnny Tremain (students read silently) (20-25 minutes)
• Instructor and students will discuss novel (c. 10 minutes)
Wednesday 11/21/07
Reading 7 Accelerated
• Bellringer: “How much of history do you think happens ‘by accident’?”
(Students write for 5 minutes)
• Students will resume reading Johnny Tremain (students read silently) (c. 30 minutes)
• Students will spend the last portion of class working in pairs on a “summary tree” activity based on their reading of the article “New Taxes and a Massacre” (c. 15 minutes)
Reading 7
• Bellringer: “How much of history do you think happens ‘by accident’?”
(Students write for 5 minutes)
• Students will resume reading Johnny Tremain (students read silently) (c. 30 minutes)
• Students will spend the last portion of class working in pairs on a “summary tree” activity based on their reading of t | |
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