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WELCOME BACK!  . Homeroom Agenda: Attendance Schedules + Lunch Numbers Bus needs Code of Conduct: http://www.cms.k12.nc.us/mediaroom/Documents/2013-2014%20Back-to-school%20information/2013-2014%20Code%20of% 20Conduct.pdf Student forms Questions/ Concerns/ Comments

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Welcome back

WELCOME BACK! 

  • Homeroom Agenda:

  • Attendance

  • Schedules + Lunch Numbers

  • Bus needs

  • Code of Conduct: http://www.cms.k12.nc.us/mediaroom/Documents/2013-2014%20Back-to-school%20information/2013-2014%20Code%20of%20Conduct.pdf

  • Student forms

  • Questions/ Concerns/ Comments

  • Identity Quilts/ Sharing


Welcome to english iii travelers

Welcome to english iii Travelers!

I am so excited to be working with all of you!

  • Pick up a packet from the “DAILY WORKSHEET” bin in the front of the room

  • Choose any desk that you would like and get seated quietly.

  • Place all personal belongings except for your packet and a writing utensil under the seat,

  • When the bell rings, you should be silent and ready to begin working. 


Do now freewrite quote response

DO NOW: frEEWRITE/ qUOTErESPONSE

  • At the beginning of every class you will write your objective and the date at the top of a new clean sheet of paper in your “Writer’s Notebook”

  • Objective: SWBAT explain the expectations of English IV. SWBAT apply our class goal to their personal success by completing a goal sheet.

  • You will complete a “DO NOW” every day at the beginning of class

  • Three times a week you will read independently for 10 minutes at the beginning of the class

  • Expectations for DO NOW:

    • Every student is to be writing, no exceptions

    • Work independently and silently

    • Do not stop writing until the timer rings

    • Do not concern yourself with grammar or conventions- just write what comes to mind.

    • Be mindful that you may be sharing your responses with a peer, the class, or Ms. Cohen.


English iii syllabus

English iII syllabus

  • Silently read over the course description and vision.

  • Materials: DUE FRIDAY

    • Paper

    • Writing Utensil

    • Independent Reading Book

    • Composition Book

    • 3 ring binder (at least 1 inch)

    • 5 dividers

      Homework:

    • Posted on the board daily

    • You are expected to write your homework in your student agenda


English iii syllabus1

English iII syllabus

Attendance/ Tardy:

  • 10 absences for the semester

  • CMS/ Garinger Tardy Policy

  • We will move fast in this class. With both the graduation project and our curriculum absences will put you behind!

  • Make-Up work table/ Wiki Page

  • Your responsibility to make up your work and stay after school if you have questions or concerns.

  • Late work: 10 point deduction

  • Late work submission form


English iii syllabus2

English iII syllabus

Writing Utensils:

  • Blue/ Black ink for submitted work

  • Pen/ pencil and highlighter every day

    Grading:

  • School Policy

    Participation:

  • Daily participation and warm-ups

    Timing:

  • Class will start and end on time. I will dismiss you! Do not pack up belongings until I provide that direction.


English iii syllabus3

English iII syllabus

Academic Honesty:

  • A ZERO will be given for any work that does not uphold the standards of the academic honesty policy

    Retakes:

  • If you score below a 77%, you have the option to retake

  • Retakes must occur within five days

    Extra Help:

  • Tutoring: Mondays, Tuesdays, and Thursdays from 2:30-4:30

    Parent Contact

  • Expect me to contact parents!


English iii norms

English iII Norms

  • Make Responsible Choices

  • Follow directions

  • Do your homework

  • Please talk to me if you need help. I am always here.

  • Be prompt, professional, and prepared

  • Materials in hand

  • Personal conversations paused and bathroom business done

  • Remain in your seat unless told otherwise

  • Treat yourself and others with respect

  • GHS Code of conduct

  • Respect school property

  • Keep your hands and objects to yourself

  • Respect others trying to learn. Name calling, fighting, or cursing will not be tolerated.


English iii norms1

English iII Norms

  • Be positive! Embrace the journey:

  • We will learn, discover and grow together

  • Celebrate the small successes and accept challenges as opportunities.

  • Not debatable: RESPECT, dress code, cheating, cell phones, mp3 players/ ipods, food/ drinks in class

  • Cell phone and mp3/ iPod policy:

  • 1st time I see or hear it I will ask you to put it away

  • 2nd time I will take it for the day

  • If it becomes a chronic problem or you refuse to give it to me for the class period, administration and parents will be contacted


English iii norms2

English iII Norms

  • Always remember to TRAVEL:

  • T: Talk only when called on

  • R: Raise your hand silently when you have a question or concern

  • A: Actively engage in class discussion and learning

  • V: Value your space. Your must ask permission to leave your seat.

  • E: Eat, drink or chew gum before class.

  • L: Learn from yourself and your peers. Not from electronic devices!


English iii norms3

English iii Norms

  • POSITIVE CONSEQUENCES

  • For English III, “Travel Credits” are redeemable as posted in the classroom and are issued to students who demonstrate the following:

  • Perfect Attendance for One Week

  • Exceptional Participation

  • Receiving an Explorer Award

  • 85% or higher on a quiz

  • 100% on an exit slip

  • 85% or higher on a test/ essay

  • These forms can be found in the make-up section of the room. You are to keep track of these on your own.

  • NEGATIVE CONSEQUENCES

  • 1. First verbal warning

  • 2. Second verbal warning

  • 3. Removal from room and parent contact

  • 4. Administrative referral

  • Major infractions may result in more severe consequences being used immediately at the discretion of the teacher.


Cms graduation project

CMS Graduation Project

  • Paper requirements:

    • 6-8 Pages

    • Five primary/ secondary academic sources

  • Due Dates will be strictly enforced!

  • Additional assistance provided after school and on weekends by appt.


Learning units essential questions

LEARNING UNITS/ ESSENTIAL QUESTIONS


Final word

Final word

  • We have a lot to cover this year: a research project, three major texts, several short stories and articles, and along the way we’ll take a look at the entire development of the United States and the American spirit. We are interacting with what makes our country great and what causes our country to struggle—past and present. Our goal is not simply to absorb but to contribute to this discussion, understanding the society to which we wake up every day. Get ready.


Procedures

Procedures

  • Entering the classroom:

  • Quietly

  • Pick up a daily handout

  • Read the board for instructions on where to place your homework (either in the bin or on your desk)

  • Pick up your ISN from the back of the room and any other materials you need

  • Clear your desk of all materials and begin the DO NOW/ IR

  • You will be marked tardy if you are not in your seat when the bell rings

  • Exiting the classroom:

  • Students are not to pack up until teacher instructs.

  • Teacher dismisses, not the bell.

  • Student must clean up any supplies or trash around desk and return desks to original place.


Bathroom hall passes

Bathroom/ hall passes

  • You will have four bathroom/ hall passes a semester. These passes cannot be used during the first or last 15 minutes of class. That means once you have used all four of these, you will not be allowed to leave the classroom again. I will keep track of this so use these wisely. I understand that emergencies happen, and those will be dealt with separately. You must sign the log near the door when you leave and re-enter the classroom.


What does it take to challenge and change statistics

What does it take to challenge and change statistics?


You are changing statistics

YOU are changing statistics.


We must continue to challenge statistics

WE must continue to challenge statistics.


What does it take to challenge and change statistics1

What does it take to challenge and change statistics?


What is your reaction to these statistics

wHAT IS YOUR REACTION TO THESE STATISTICS?


Think pair share

tHINK-pAIR-sHARE

  • This is something we will do often.

  • You have already “thought” about these statistics in your written response.

  • Now you will talk quietly with a partner for one minute, and then you will share our responses as a class.

  • Find a partner that has the same birthday month as you

  • Share your responses and exchange contact information in case of absences!

  • Be prepared to share what your heard from your partner.


English iii big goal

English III Big goal


Our class mantras

Our Class Mantras

  • “Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” – Malcolm X

  • “There is divine beauty in learning… To learn means to accept the postulate that life did not begin at my bird. Others have been here before me, and I walk in their footsteps. The books I have read were composed by generations of fathers and sons, mothers and daughters, teachers and disciples. I am the sum total of their experiences, their quests. And so are you.” – Elie Wiesel

  • “The reading of these documents enabled me to utter my thoughts, and to meet the arguments brought forward to sustain slavery… The silver trump of freedom had roused by soul to eternal wakefulness. Freedom now appeared to disappear no more forever.”- Frederick Douglass

  • Literacy is opportunity. Embrace the journey!


English iii big goal1

English iII big goal

  • “College bound” means 100% of students will be on a path to be accepted to college.

  • What does “college ready” mean?

    http://www.youtube.com/watch?v=PtWahLuaJDI&feature=related

  • College English 101 Syllabus

  • Complete Chart on Handout


English iii big goal mindsets

ENGLISH III BIG GOAL: MINDSETS


English iii big goal2

English iII big goal


Personal big goal

Personal Big goal

  • Now you should work independently completing your own big goal pyramid.


Closing

Closing

  • Share writing responses from the beginning of class.

  • Why is our goal important?


Exit slip

Exit slip

  • Students are to treat these as they would an exam.

  • Work independently and silently.

  • Any cheating, wandering eyes, etc.. is an automatic zero. No warnings.

  • Do your best!

  • Reminders: Student Survey, Parent Survey, and Signed Syllabus sheet Due Friday

  • Materials Due Monday

  • Exit Procedure


Literacy as opportunity

Literacy as opportunity…

  • Enter the class quietly.

  • Pick up your daily handout from the front table.

  • Place your daily packet and writing utensil on the desk. All other personal belongings should be placed under your desk.

  • Once the bell rings, silently begin your do now assignment.

  • Objective:

  • SWBAT formulate during and post reading questions through a close read of “Learning to Read” by Frederick Douglass in order to make inferences and draw conclusions. SWBAT work in groups to prepare written responses using textual evidence.


Norms procedures expectations review

Norms/ procedures/ expectations review

  • Reviewing Exit Slip from yesterday


Do now

DO NOW

  • Complete the anticipation guide on the front of your packet.

  • You have 8 minutes to write your reactions to the facts listed.

  • Expectations:

    • Every student is to be writing, no exceptions

    • Work independently and silently

    • Do not stop writing until the timer rings

    • Do not concern yourself with grammar or conventions- just write what comes to mind.

    • You will be sharing your responses.


Do now1

DO NOW

  • Pass your paper to the right and respond RESPECTFULLY to your peer’s initial reaction.

  • Repeat the passing of papers.

  • Class Share


How is literacy or the ability to effectively read and write a basic need for opportunity

How is literacy, or the ability to effectively read and write, a basic need for opportunity?

  • In international comparisons of performance on reading assessments, U.S. eleventh graders have placed very close to the bottom.

  • Between 1983 and 1999, more than 10 million Americans reached the 12th grade without having learned to read at even a basic level. In the same period, more than 6 million Americans dropped out of high school altogether.

  • So strong is the link between literacy and being a useful member of society that some states use 3rd grade-level reading statistics as a factor in projecting future prison construction.

  • 44 million adults in the US cannot read well enough to read a simple story to a child.


How is literacy or the ability to effectively read and write a basic need for opportunity1

How is literacy, or the ability to effectively read and write, a basic need for opportunity?

  • More than 20% of adults read at or below a fifth-grade level far below the level needed to earn a living wage.

  • The reading proficiency gap widens by nearly 10% at each level of school from elementary to middle to high school amongst African-America, Latino, and low-income students.

  • Nearly half of urban African-American and Latino students are dropping out of school. Of those who do stay in and graduate, it is estimated that nearly one in five remains functionally illiterate.


Frederick douglass learning to read and write

Frederick Douglass“Learning to Read and Write”

https://www.youtube.com/watch?v=Su-4JBEIhXY


Frederick douglass learning to read and write1

Frederick Douglass“Learning to Read and Write”

  • As we read, underline any section of the text that you find unfamiliar or confusing.


Frederick douglass learning to read and write2

Frederick Douglass“Learning to Read and Write”

  • Return to the areas of the text that you underlined.

  • Write questions in the text that address your confusion:

  • i.e. What does a word mean? Why did the author include this detail?

  • You must write at least five questions.


Frederick douglass learning to read and write3

Frederick Douglass“Learning to Read and Write”

  • With a partner, share the questions that you have posed.


Frederick douglass learning to read and write4

Frederick Douglass“Learning to Read and Write”

  • Class Questions:


Group work

Group Work

  • Students are to be working in groups of four

  • Each person will stand and swivel their desk. (Model)

  • The moving of desks is to be done silently.

  • Students desks must be touching.

  • While in groups, you must use a whisper voice and only discuss the material or assignment. Any student or group that is off task will automatically lose their participation points for that day.

  • Although students are working in groups, each student is expected to be answering questions


Windowpanes

WINDOWPANES

  • Teacher Modeling

  • Choose which question you will be responding to and write that in the center of your “window”

  • On the top of the “window”, make an inference (WHAT’S THAT?) in response to your question.

  • On each side of your “window” include at least one piece of evidence from the text that supports your inference. Be sure to cite!

  • On the bottom, analyze (WHAT’S THAT?) the evidence and inference and write a paragraph in response to the question.


College ready writing expectations

College ready writing expectations

  • Avoid using “I”, instead try “readers”, “audience”, etc.

  • Make sure you have a clear thesis statement at the beginning of your paragraph that expresses your response to the quote or to the question- What is the value of literary

  • Make sure you have two pieces of support/ examples

  • Make sure to use complete sentences and proper grammar and spelling


Homework exit

Homework/ Exit

  • Due tomorrow:

    • Student Survey/Parent Survey

    • Signed Syllabus sheet

    • Current Event Article

      Exit procedure:

    • Students are not to pack up until teacher instructs.

    • Teacher dismisses, not the bell.

    • Student must clean up any supplies or trash around desk and return desks to original place.


One day till thursday

ONE DAY TILL THURSDAY!

  • Enter the class quietly.

  • Turn in your student survey, parent survey, and signed syllabus to the homework bin.

  • Sit in the same seat you were in yesterday.

  • What should be on your desk?

  • Current Event HW

  • Writing utensil

  • Paper

  • Frederick Douglass piece from yesterday

  • Objective:

  • SWBAT identify the central themes in Martin Luther King Jr.’s “I Have a Dream Speech” through a close read and paraphrase of the text.


Welcome back

  • In a complete paragraph, compare and contrast the theme relayed in one of the quotes below to the theme in Frederick Douglass’s autobiography. Which theme is more powerful? Why? Be sure to use evidence from the excerpt to support your comparison.

  • Reading makes immigrants of us all.It takes us away from home, but more important,it finds homes for us everywhere.~ Hazel Rochman ~

  • “A book is the most effective weapon against intolerance and ignorance.” – Lyndon Baines Johnson

  • When I look back, I am so impressed againwith the life-giving power of literature. If I were a young person today, trying to gain a sense ofmyself in the world, I would do that again by reading,just as I did when I was young.~ Maya Angelou ~

  • In a very real sense, people who have read good literaturehave lived more than people who cannot or will not read.It is not true that we have only one life to lead; if we can read,we can live as many more lives and as many kinds of lives as we wish.~ S. I. Hayakawa ~

  • The more that you read,the more things you will know.The more that you learn,the more places you'll go.~ Dr. Seuss ~

  • “Once you learn to read, you will be forever free.” – Frederick Douglass


Gallery walk

Gallery walk

  • You will SILENTLY walk around the room and read the completed window panes from yesterday.

  • You are to provide “glows” and “grows” for three of your peers work.

  • When the music is turned off, you are to return to your seats.

  • This activity will count as part of your participation credit for today.


What did we come up with

WHAT DID WE COME UP WITH?

Overall class “Glows” and “Grows”

Share short response


The why for today

The why for today…

  • Defining our overall question for the semester:

  • Understanding the American Dream through the study of American literature

  • Class goal connection


What is your american dream

WHAT IS YOUR AMERICAN DREAM?

  • Develop a definition for the American Dream. Choose a member of your group that will be sharing this definition with the class.

  • Expectations:

    • Students are to be working in groups of four

    • Each person will stand and swivel their desk. (Model)

    • The moving of desks is to be done silently.

    • Students desks must be touching.

    • While in groups, you must use a whisper voice and only discuss the material or assignment. Any student or group that is off task will automatically lose their participation points for that day.

    • Although students are working in groups, each student is expected to be participating.


What is the american dream

WHAT IS THE AMERICAN DREAM?


American dream for whom

“American DREAM…FOR WHOM”

  • While watching complete video notes.


I have a dream

“I hAVE A DREAM”

  • One of the main components of the American Dream is understanding the value of having the freedom to dream.

  • Review of Homework

  • http://vimeo.com/67224181


I have a dream1

“I hAVE A dREAM”

  • While listening follow the same process of close reading as yesterday:

  • Underline any areas of confusion

  • Write questions in margin

  • Class discussion of question and significance of speech


College ready writing expectations1

College ready writing expectations

  • Avoid using “I”, instead try “readers”, “audience”, etc.

  • Make sure you have a clear thesis statement at the beginning of your paragraph that expresses your response to the quote or to the question- What is the value of literary

  • Make sure you have two pieces of support/ examples

  • Make sure to use complete sentences and proper grammar and spelling


Independent response

Independent Response

How would MLK define the American dream? What was his dream? Use evidence from his speech to support your response.

Analyze the effectiveness of MLK’s speech. What rhetorical devices does he choose to use? Are these used effectively?


Homework exit1

Homework/ Exit

  • Due tomorrow:

    • Socratic Seminar Prep

      Exit procedure:

    • Students are not to pack up until teacher instructs.

    • Teacher dismisses, not the bell.

    • Student must clean up any supplies or trash around desk and return desks to original place.


Happy friday

Happy friday! 

  • DUE: Current Event Article/ Surveys/ Syllabus in the homework bin

  • DO NOW: Independent Reading Procedure

  • Three times a week

  • Reading Logs

  • Reading Grades

  • Book Reviews


Reading diagnostic

Reading diagnostic

  • WHY?


Socratic seminar

sOCRATIC seminar

  • Socrates = Greek Philosopher

  • A discussion/debate between individuals

  • Individuals guide discussion by asking each other questions and responding to questions asked

  • Okay, but… WHY a Socratic Seminar?

  • Socratic Seminars are used in college classes – they help us become higher level thinkers and communicators!


What is a socratic seminar

What is a Socratic Seminar?


How will i be graded

How will I be graded?

  • Listening skills

  • Speaking (CITING THE TEXT, offering strong ideas, relating to other speakers)

  • 3) Asking quality questions

  • 4) Understanding the reading

  • Pre and post reflections

  • Look over rubric!

  • THIS WILL COUNT AS A TEST GRADE!


Written responses

Written responses


Asking higher level questions

Asking Higher Level Questions

  • Doesn’t have an “easy” answer

    • Cannot answer with “yes” or “no”

    • Responder has to argue for one side or another

  • Starts with “why” or “how”

  • Uses textual support

  • Text-to-text OR text-to-world connections


  • Norms of discussion

    Norms of Discussion


    Socratic seminar1

    SOCRATIC SEMINAR

    • Fishbowl Procedure

    • Inner Circle:

      • Discusses Question

  • Outer Circle:

    • Listening/ Tracking Peer’s Work

    • Taking Notes

    • Preparing Questions

  • Peer Evaluations


  • Homework i have a dream speech

    Homework: “I Have A DREAM” SPEECH

    • Write your own “I Have a Dream” speech.

    • Your speech should be at least one page written.

    • Your speech must address a specific dream that you have and answer the following questions:

    • Why is that dream important to you and to America?

    • How can that dream be accomplished?

    • How are you going to motivate people to join this cause?

    • What does this have to do with your definition of the American dream?


    Welcome back1

    Welcome back!

    • DUE: SUPPLIES and “I HAVE A DREAM” SPEECH (Both on your desk)

    • DO NOW: Independent Reading and Reading Journal


    Binder and writer s notebook set up

    Binder and Writer’s notebook Set-up

    • Your binder should not have any loose papers. All papers are to be organized in the rings of the binder. Our class syllabus should be the first thing in your binder. Dividers separate the binder into five sections:

      • Classwork and Notes

      • Vocabulary

      • Chapter Questions/ Homework

      • Assessments (Quizzes, Exit Slips)

      • Trackers


    Binder and writer s notebooks set up

    Binder AND WRITER’S NOTEBOOKS SET-UP


    Literary analysis rubric

    Literary analysis rubric


    Writing diagnostic

    Writing diagnostic


    Presentation of speeches

    PRESENTATION OF SPEECHES

    • As you watch the Booker T. Washington Speech consider the following questions:

    • What does he use to appeal to his audience?

    • What is his presentation style?

    • What presentation skills can you emulate?

    • “I Have a Dream” Student Presentations


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