Poetry 2.2

Poetry 2.2

Do now: write a 3-line poem about school (needs to be school appropriate)

Objectives:

• identify key characteristics of participants in poetry documentary
• actively watch documentary

Agenda:

1. do now
2. “Hand in” essay- hard copy of writing rubric
3. Continue to watch Louder than a Bomb
4. Summarizer

HW: write a new 3 line poem-- about anything

LOTF 11.1

Do now: Open your essay in Google Drive

Objectives:

• self-edit the introduction and conclusion of essay
• proofread essay
• actively watch documentary on spoken word poetry

Agenda:

1. do now

2. Complete the self-edit checklist for the introduction and conclusion

3. Using the writing rubric, grade your essay.

4. Begin to watch Louder than a Bomb

5. Summarizer

HW: Completed essay due at the beginning of class TUESDAY

LOTF 10.4

LOTF 10.4

Do Now: What is the first sentence of the introduction called?  What are its characteristics?

Objectives:

• self-evaluate writing in order to revise for effectiveness

Agenda:

1. Do now

2. Discuss ORB
3. Discuss Introductions and Conclusions

4. Self-evaluate Body Paragraph #3

5. Begin drafting introduction

6. Summarizer

HW: draft introduction and conclusion for MONDAY

LOTF 10.3

LOTF 10.3

Do Now: How was writing body paragraph #2?  What was the most difficult part?

Objectives:

• self-evaluate writing in order to revise for effectiveness

Agenda:

1. Do now

2. Self-evaluate body paragraph #2 (in writing packet)

3. Begin drafting body paragraph #3

4. Summarizer

HW: Finish drafting Body Paragraph 3 for FRIDAY.  Bring ORB FRIDAY

LOTF 10.2

LOTF 10.2

Do now: How was writing body paragraph #1?  What was the most difficult part?

Objectives:

• self-evaluate writing in order to revise for effectiveness

Agenda:

1. Do now

2. Self-evaluate body paragraph #1 (in writing packet)

3. Begin drafting body paragraph #2

4. Summarizer

HW: Body paragraph #2 due WEDNESDAY

LOTF 10.1

Do Now: Take out your outline. Review and self-evaluate using the checklist.

Objectives:

• define vocabulary words
• identify an outside reading book
• self-evaluate writing in order to revise for effectiveness

Agenda:

1. Do now

2. Trip to library! (ORB)

4. Self-evaluate outline

5. Draft body paragraph #1

6. Summarizer

HW: body paragraph #1 due TUESDAY

Ms. Weems's Agendas

AGENDAS

HOMS 5.3 FRIDAY

HOMS 5.3 FRIDAY

Do Now: What would you like your peer editor to focus on in your vignette?

Objectives:

• give useful feedback for revision;

• use feedback to make good revision choices

Agenda:

1. Do Now

2. Vocab #5

3. ORB- 15 minutes

2. Peer Edit Vignettes: complete the “Vignette Peer Edit” handout for your partner

3. Revise Vignette

4. Summarizer: What is one area you need to focus on for your vignette?

HW: Revise Vignette- final draft due MONDAY

HOMS 5.2

HOMS 5.2

Do Now: In 2-3 sentences, describe a tree using a scary, ominous mood (socrative)

Objectives:

• explain the effect of figurative language & imagery
• select a good writing topic

Agenda:

1. Do Now

2. Review character webs

4. Mood words handout: highlight THREE mood words you could use to describe your experience

5. Senses handout: complete for the 5 senses

6. Plot graphic organizer: complete the SECOND graphic organizer in the “Vignette Graphic Organizer” PDF

7.Summarizer:

HW: rough draft of vignette due FRIDAY.  You will peer edit with a partner on FRIDAY.

HOMS 5.1 TUESDAY

Do now: Make sure your TWO paragraphs are in a GOOGLE DOC in your STUDENT FOLDER.  If the paragraph assignment is not in your student folder, you will not receive credit for it.

Objectives:

• explain the effect of figurative language & imagery
• select a good writing topic

Agenda:

1. Do Now

2. Freewrite: In notability, please write a brief description (4-5 sentences) of a favorite toy, item of clothing, or other object that is special to you in some way. First describe the item in as much detail as possible. Then strive to convey how you FEEL about that object by using figurative language.

3. Review vignette assignment- ask clarifying questions!

4. Select a topic/experience: brainstorm at least THREE experiences, then select one

4. Complete the FIRST graphic organizer in the “Vignette Graphic Organizer” PDF for ONE experience

5. Summarizer: What does it mean to show and not tell in descriptive writing?

HW: Create a list of the various “characters” in your vignette.  Draft two sentences for each character- one sentence describing them physically, one sentence describing their personality

HOMS 4.4 FRIDAY

HOMS 4.4 FRIDAY

Do now: What was the most challenging part of drafting the paragraph?  (opening sentence, finding evidence, explanation sentences, etc.)

Objectives:

• revise opening sentences based on peer feedback
• understand the requirements of an effective explanation sentence
• understand the importance of sequencing of evidence

Agenda:

1. do now
2. Vocab #4- define, create sentence, draw
3. ORB- 15 minutes
4. Peer Editing
5. Using the feedback from the peer editing sheet, revise your paragraph
6. Draft the second paragraph
7. Summarizer: what do you have left to finish? How comfortable do you feel about being able to complete both paragraphs for Tuesday?

HW: Finish both paragraphs for TUESDAY

HOMS 4.3 WEDNESDAY

HOMS 4.3 WEDNESDAY

Do now: share your opening sentences with a partner

Objectives:

• revise opening sentences based on peer feedback
• understand the requirements of an effective explanation sentence
• understand the importance of sequencing of evidence

Agenda:

1. do now
2. finish checking opening sentences with teacher
3. review explaining sentences for quotes
4. organize order of quotes
5. if time, start to draft paragraphs
6. Summarizer: Turn to a partner and tell them the order of your quotations and WHY you chose that order.

HW: finish draft of first prompt

HOMS 4.2 TUESDAY

HOMS 4.2 TUESDAY

Do Now: What does it mean to be empowered?  How does Esperanza turn discouragement into empowerment?

Objectives:

• select effective pieces of evidence to support a topic sentence
• draft effective explaining sentences for evidence

Agenda:

1) Do Now

2) review expectations for Cinderella archetype paragraph

3) create google doc

4) Draft opening sentences

5) find 3 pieces of evidence for each prompt

6) summarizer: (In Socrative) Where did you look for evidence (quotes) for your paragraphs? Which vignettes?

HW: finish finding 3 pieces of evidence for each prompt

HOMS 4.1 MONDAY

Do Now: Define “discouragement” and “empower”

Objectives:

• identify the challenges facing women on Mango street
• identify the Cinderella archetype in the novel; and
• begin to brainstorm ways in which Ciseneros changes the archetype

Agenda:

1) Do Now

2) Individual or in pairs: complete the “Women on Mango Street” chart

3) Final stories- important points, etc.

4) Review Cinderella archetype-- discuss paragraph assignment, complete charts

5) Summarizer: (In Socrative) Which part of the Cinderella Archetype paragraph do you think will be the most difficult for you? What is going to be easy?

HW: In a new notability note, 2 examples of discouragement and 2 examples of empowerment from HOMS

HOMS 3.4 FRIDAY

HOMS 3.4 FRIDAY

Do Now: How does Esperanza cope with her fears or discouragement? How do other women on Mango Street cope with their fears and discouragement?

Objectives:

• to use the six habits to make inferences about life for women on Mango Street
• demonstrate mastery of vocabulary words
• read independently

Agenda:

1) Do Now

2) Vocab quiz

3) ORB- 15 minutes

4) Finish/share creative writing stories

5)In pairs, find one quote for each question

• In what ways does Esperanza seem to admire Sally?
• Esperanza says that people talk about Sally. What do you infer about the kinds of things they say?
• How are Sally and Esperanza both similar and different?

6) Class: Present answers to questions

7) Summarizer: How do you predict Sally’s life will end up? Why?

HW: Read and annotate “Bums in the Attic,” (94) “The Three Sisters,” (111) "Alicia & I Talking,” (114) “A House of My Own,” (116) “Mango says Goodbye Sometimes” (117)

HOMS 3.3 WEDNESDAY

HOMS 3.3 WEDNESDAY

Do now: Time for creative writing! Clear your desks of everything but a writing utensil

Objectives:

• authors use vivid language in creative writing to express meaning

Agenda:

1. do now
2. Round Robin writing!
3. Share stories
4. Summarizer

HW:  Vocab quiz on weeks 1-3 FRIDAY. Read and annotate “Rafaela Who Drinks Coconut…,” “Sally,” “Minerva Writes Poems, “A Smart Cookie,” and “What Sally Said” for FRIDAY

HOMS 3.2 TUESDAY

HOMS 3.2 TUESDAY

Do Now: Esperanza says, "I am an ugly daughter. I am the one nobody comes for" (88).  What is this an allusion to?

Objectives:

• To use the six habits to identify how and why Cisneros uses the cinderella archetype in HOMS
• to identify quotes that illustrate aspects of Esperanza’s character

Agenda:

1) Do Now

2) In the movies there is always one with red red lips who is beautiful and cruel... Her power is her own. She will not give it away.

3) In pairs, answer the following question in socrative:

• Based on what she says in “Beautiful & Cruel,” which of the following does Esperanza see in her future?
• A. She will wait for a Prince Charming type of man to come and rescue her from Mango Street.
• B. Instead of waiting, she will go out and choose her own Prince Charming, like her sister, Nenny.
• C. She won’t bother with Prince Charming at all. She will rescue herself.

4) In pairs, complete the House on Mango Street Focus Chart for "Elenita...," “The First Job,” “Four Skinny Trees,” and “Beautiful and Cruel”

5) Summarizer: How and why does Esperanza personify the trees?

HW: Read and annotate “Rafaela Who Drinks Coconut…,” (87)“Sally,” (89) “Minerva Writes Poems" (92), “A Smart Cookie,” (98) and “What Sally Said” (100) for FRIDAY

HOMS 2.4 Monday

HOMS 2.4 MONDAY

Do Now: How is coming of age sometimes frightening or discouraging?

Objectives:

• To identify the characteristics of the Cinderella archetype
• To use the six habits to identify how and why Cisneros uses the Cinderella archetype in HOMS

Agenda:

1) Do Now

2) What is life like for the main character at the beginning of these stories? What are they all hoping for?How do these stories always end? (10 min)

3) In pairs, discuss the following question: Are these stories and their endings realistic? Does real life work this way? (Socrative)

4) Review "The Family of Little Feet" (5 min)

5) Independent work: Create a new note in notability (in HOMS) Type the answers to the following questions (10 min):

• How does this story imitate the Cinderella story, especially in the beginning? Find a quotation.
• How does Cisneros change the ending? Find a quotation.
• Why do you think she did this? What point might she be trying to make?

6) Think-Pair-Share answers

7) Summarizer:  Why do you think Cisneros (the author) chose to imitate and then change the Cinderella story in "The Family of Little Feet"? What point might she be trying to make about fairy tales and/or real life? (5 min)

HW: Reread “The First Job,” (61)“Four Skinny Trees,” (82) and “Beautiful and Cruel” (96)