Tuesday: Vocabulary and Malala's speech at the United Nations

I will be at the district office on Tuesday.  Here are your two tasks:

1. Take notes on your new set of vocabulary words from Lesson 6. Lesson 6 quizlet

2. Malala Yousafzai, the Pakistani girl who was shot in the head by the Taliban in 2012 for demanding education for girls, gave a speech at the United Nations on her 16th birthday in July, 2013 where she spoke about the importance of education. 

Watch the video below and write a response, attempting to answer the following questions:  What words or phrases stand out to me as I listen?  What is her attitude about education?

Here is the full text of her speech:Malala's speech (video and text)

Please turn it in to the substitute when you are finished.

Monday: Eleanor Roosevelt and the Purpose of Education

Today I described the last part of the Brain Gain unit: a written assessment and a class discussion on the last three texts (#7, #8, and #9).  *remember that there are copies of these texts in our shared google doc folder.

Then, we read alound Text #7 "Good Citizenship: The Purpose of Education" by Eleanor Roosevelt.

Our guiding question is: What is Eleanor Roosevelt's attitude toward education/learning?

and

Wbat information/ideas are described in detail?
What do the author's words cause me to see or feel?

We highlighted/underlined any strong opinions or CLAIMS in the essay, and circled any keywords that we thought were important or that we didn't know.  We also tried writing notes in the margins, putting brackets around multiple sentences that worked together as evidence or example.

THIRD PERIOD FRIDAY

After taking the Vocabulary Test, we had time to work on our triple entry journals that are due today.

Many of you are struggling with finding a golden line. 

Here is an example from Miles.  His book is titled The Prince.

"I haven't saved anything.  All a soldier can do is buy time.  I haven't saved Hadley.  You have to do that.  God help you if you don't" (286). -Colonel Falkenburg

Miles notices the humility in this character. This quote STANDS OUT to him (like it is naturally high-lighted or golden).  He can use this quote to reflect on a big idea and wonder about the nature of heroism and glory.  He can use it to make a prediction about what is going to happen in the text.  Or it might make him notice something about what has happened earlier in the story and see it in a new light.

For full credit, you need to have your partner complete the THIRD COLUMN of your journal.  He/she should write questions and opinions about the summary and the golden line and any answers he or she might have to the journal author's questions.  Then the partner signs his/her comments and passes it back.  Then it is turned in to me.

The Pearl chapters 3 and 4

Today we started class with a vocabulary test on Lesson 5.

You have 20 minutes to read silently in The Pearl to be sure you have read through chapter 4.  You can also use this time to complete your Triple Entry Journal.

Many of you seemed to be unclear about the golden line.  Here is an example of one you could have chosen from Chapter 4:

"Kino," she said huskily, "I am afraid. A man can be killed.  Let us throw the pearl back into the sea" (57).

For starters, I can think of many questions that this quotation inspires:  

             Why is she so afraid?

              What does she mean that "a man can be killed"?

             Why would she want to throw this great fortune back into the sea?  Why is this the best solution?
               Would I feel the same way as Juana if I were in her position?

Also, I can see many BIG IDEAS here:

            Sometimes getting what you want can be a kind of curse.

            Having wealth doesn't necessarily solve your problems; often it creates bigger ones. 

THIRD COLUMN:  Students in class will switch journals so they can respond in the THIRD COLUMN to the golden line or answer any of the student questions from the SECOND COLUMN.

HOMEWORK:  Chapters 5 & 6 (and another triple entry journal) are due next Friday, the 1st.  

Thursday's class: Paragraph review

Today you are going to assess your group's success in writing a paragraph comparing details from two texts.

Use the following rubric to score your group:

1. There is a clear and specific topic sentence.
                                                                    (How many in your group have one?) _____

2. There are two carefully chosen quotations or paraphrases in the paragraph, one from each text.
                                                                    (How many in your group do this?)_____

3. Each quotation or paraphrase has a correct citation at the end of the sentence.
                                                                     (How many in your group do this?) _______

4. There is insightful analysis after EVERY quotation from the text(s).
                                                                       (How many in your group do this?) _______

5. The writer uses a transition to move from one writer to the next.
                                                                 (How many in your group have one?) ______

6. There is a concluding sentence which brings the paragraph to a close.
                                                                   (How many in your group have one?)_______

7. The writer has clearly proofread, so that there are very few grammatical errors.
                                                                   (How many in your group did this?) ______

What is your group's total score? _________

To earn extra credit today, help EVERYONE in your group earn a "YES" for each of the above questions, then turn your paragraphs into me with the checklist attached. 

OUTSIDE READING REMINDER for the week

OUTSIDE READING ASSIGNMENT FOR THE WEEK:

first and fifth periods:  Read chapters 3 and 4 in The Pearl

third period: your self-assigned pages in your choice book

FOR BOTH:  a Triple Entry Journal.  If you lost the assignment, you can find it here: Triple Entry Journals


DUE FRIDAY, October 25.

Tuesday's class: Revising your paragraph

Today we started class by watching a video by Catlyn Tucker.  I have attached it above.

along with a format chart you can use for almost any informative/analytical paragraph you will be asked to write in this class: Informative Paragraph Format

I have put all those SENTENCE FRAMES together in one place to help you in a google doc:
Sentence Frames all together