DO NOW RESOURCE 1 RESOURCE 5 RESOURCE 6
DIGITAL AGENDA Week of 9.07.15
Check In/Do Now:
Immediately upon entering the classroom, students will:
Tuesday: complete link check on Ouchi Resource Lab site (http://ouchiresourcelab.weebly.com); Complete a parallel structure worksheet & quick vocabulary mini-assessment (Period 1)
Wednesday: complete GOOGLE Form @ http://tinyurl.com/ndzt24o (Period 6)
Thursday: Kahoot! or GOOGLE Form @ http://tinyurl.com/nb5nbmz in lieu of Kahoot! exam.
Friday: Kahoot! or complete GOOGLE Form @ http://tinyurl.com/nb5nbmz in lieu of Kahoot! exam.
STANDARDSCACCS Standard(s):
WORKING IN A GROUP
WG 1.0~ While engaged in classroom activities, the student exhibits group-maintenance and interpersonal skills.
PARTICIPATION
P 1.4~ Staying focused during individual activities.
WRITING
W.9–10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W 9.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
SPEAKING & LISTENING
SL.9–10.1~ Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LISTENING
L.9–10.1~ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9–10.2~ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Essential Question (s):
· Am I on target to reach my goals?
· How can I ensure that I reach at least 75% of my S.M.A.R.T. goals this week?
· How do I further enhance my strengths to ensure my success in school and in life?
· In what ways can I balance my weaknesses & enhance my strengths by internalizing Executive Functioning skills concepts?
· Do I have a growth mindset or a fixed mindset?
· How do I exercise impulse control in order to ensure that I reach my goal(s)?
Student Objective(s):
By the end of the semester,
SWBAT:
· learn how to plan & prioritize in order to complete at least 50% more of their classwork & homework.
· strengthen control of their weak Impulse Control in order to curb behavior referrals by 50% or more.
· play up their strengths using their preferred modalities (Visual, Auditory, Kinesthetic/Tactile) in order to complete all classes with a grade of “C” or better.
· take ownership of their education in order to complete all classes with a grade of “C” or better.
· embrace productive failure theory 50% of the time by realizing that failing once does not mean they have failed and that they can bounce back.
Assessment and Student Reflection:
· GOOGLE Form (DO NOW & CFU)
· Kahoot!
· GOOGLE Sheets (Exit Slip)
WHOLE GROUP
Tuesday
Students Will:
· review cognitive dissonance, productive failure, & I.E.P. goals
· discuss task initiations & impulse control weaknesses & how to overcome them
· introduce The Pareto Principle (80/20 Rule)
· review concepts from English class
Wednesday
· review cognitive dissonance, productive failure, & I.E.P. goals
· discuss task initiations & impulse control weaknesses & how to overcome them
· introduce The Pareto Principle (80/20 Rule)
· review concepts from English class
·
Thursday: Students will review concepts from English class & discuss “Eating That Frog” by Brian Tracy.
Friday: Students will review concepts from English class & discuss “Eating That Frog” by Brian Tracy.
DIRECT STATION / COLLABORATIVE STATION / INDEPENDENT STATION
Tuesday- Wednesday: Grade Check & S.M.A.R.T. goal setting & classwork from English class..
Thursday-Friday: Classwork from Kessler & Newbill’s class / Tuesday- Friday: Students will complete work from CORE classes collaboratively’. / Tuesday- Friday: Students will complete work from CORE classes.
WRITING
GRADES 9/10
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
GRADES 11/12
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
LISTENING & SPEAKING
GRADES 9/10
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
GRADES 11/12
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
READING
GRADES 9/10
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.RL.9-10.10
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
GRADES 11/12
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.10
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.RL.11-12.10
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
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