Reading is FAME: Explorations<br />Objectives and assignments<br />
Day One: 1/5/10 ObjectivesToday, students will…<br />Be introduced to the teacher and each other<br />Understand role of t...
Class rules and expectations<br />Rules to know:<br />1.  Respect:  <br />·        For yourself <br />·        For your cl...
Course Goals<br />In this course, students will…<br />Develop their capacity to read and understand informational text.<br...
Day Two: 1/6/10 Objectives<br />Review class rules and expectations<br />Review goals of the course<br />Take General Know...
Class rules and expectations<br />Rules to know:<br />1.  Respect:  <br />·        For yourself <br />·        For your cl...
Course Goals<br />In this course, students will…<br />Develop their capacity to read and understand informational text.<br...
Day Three: 1/11/10 Objectives & Assignments:<br />introduce the round schedule for Explorations class<br />Take Summarizin...
Round Schedule<br />
Day Four: 1/12/10<br />Objectives:<br />Locate and identify sources in class library<br />Identify resources in Writer’s I...
Day Five: 1/13/10<br />Objectives:<br />Continue identifying resources in Writer’s Inc. with scavenger hunt.<br />Analyze ...
Day Six: 1/14/10<br />Review categories and point values on Explorations board<br />Review 5-point questions<br />Share ex...
Day Six Continued:Answering a 5-point question<br />Student Record Sheet: locate question and mark it off<br />Read questi...
Day Seven: 1/15/10<br />Complete a 5-point question independently<br />Locate and fill in question on Student Record Sheet...
Day Eight: 1/19/10<br />Study Skills Lesson<br />Which reference book is best?<br />Review Tuesday/Thursday schedule<br />...
Study Skills Lesson 1: Which Reference Book is Best?<br />Objective:<br />Identify  a variety of reference materials and e...
Types of Reference Materials<br />Dictionary	<br />Thesaurus	<br />Definitions, pronunciations, spelling<br />Other forms ...
Types of Reference Materials<br />Encyclopedia<br />Atlas<br />Almanac<br />Short essays on people, places, things (looks ...
Types of Reference Materials(last one, I promise!)<br />Biographical dictionary<br />Internet	<br />Information on famous ...
Day Nine: 1/20/10<br />Homework due: “Which reference is best?”<br />Review 10 point question on Exploration board<br />Sh...
Day Nine Continued: Answering a 10-point question<br />Student Record Sheet: locate question and mark it off<br />Read que...
Day Ten: 1/21/10<br />Review typical Tuesday/Thursday/day 4 schedule<br />Study Skills Lesson<br />Note-taking guidelines<...
To improve the quality of your notes regardless of the subject matter<br />Objective	<br />
General Guidelines<br />Several ways to take notes<br /> Notes are for YOU<br />Make notes clear and useful to YOU<br /> A...
Day Eleven: 1/22/10<br />Note-taking homework due<br />Review criteria for answering 5-and 10-point questions<br />Grade c...
Day Twelve: 1/25/10<br />Review 15-point questions<br />Share examples of 15 point questions<br />Discuss criteria for ans...
Answering a 15-point question<br />Women: 15-point question: Question 5<br />Mark this on your student record sheet<br />“...
Day Thirteen: 1/26/10<br />Review typical Day 2/Tuesday Schedule<br />Group assignments for Tuesday/Thursday schedule<br /...
Study Skills Introductory and Closing Statements<br />Objective: <br />Define introductory and closing statements<br />Pra...
Introductory Statements<br />I. Introductory Statements<br />A. Appear at the beginning of your<br />		paragraph<br />	B. ...
Closing Statements<br />II. Closing Statements<br />A. Appear at the end of your paragraph<br />	B. Answer the question, “...
Practice: Submerged Vehicles<br />If you think you cannot get out, open a window. Opening a window allows the pressure ins...
Day Fourteen: 1/27/10<br />Homework Due: Introductory and Concluding statements<br />½ of class period: finalize or revise...
Day Fifteen: 1/28/10<br />Review typical Thursday/Day 4 schedule and expectations<br />Study Skills Lesson “Summarizing”<b...
Study Skill: Summarizing<br />Objective:<br />To distinguish between various types of summaries <br />Practice writing sum...
Menu Summary<br />Many restaurants include summaries on their menus to describe the dishes they offer and entice customers...
Menu Summary continued<br />Instead, menu descriptions or summaries are brief, precise, and describe only the most importa...
Movie Summary<br />Movie summaries or synopses are written to provide readers or moviegoers with just enough information t...
Here is an example of a movie summary that is too long:<br />	The Museum of Natural History in New York City is the settin...
A better summary of the movie might be:<br />A newly hired night watchman at New York’s Museum of Natural History experien...
Novel Summary<br />When authors write summaries of their novels, they highlight the plot and theme of the stories.<br />Yo...
Here is an example of a novel summary:<br />The Freedom Writers’ Diary<br />By Erin Gruwell and the Freedom Writers<br />T...
Guidelines for Writing a SummaryTo write a summary, follow these steps:<br />SKIM the article or text to obtain a general ...
Choosing the Best Summary<br />Summarize this paragraph:<br />Bullies thrive in environments where adults are not present ...
Choosing the best summary, continued<br />Summary A:<br />Threats and rumors spread quickly on the Internet.  Kids can gan...
Day Sixteen: 1/29/10<br />Homework due<br />Grade conferences:<br />Research activities this week <br />Study skills lesso...
Day Seventeen: 2/1/10<br />Review 30-point questions.<br />Share examples<br />Discuss criteria<br />Mark off question on ...
Day 17 continued: 2/1/10<br />30 point question will be finished later.<br />Revise or complete any questions needed from ...
Day Eighteen: 2/2/10<br />Study Skills Lesson<br />Compare/Contrast<br />Homework: Compare/ Contrast independent practice<...
Study Skills Lesson: Compare/Contrast Objective<br />Create compare/contrast charts<br />Organize information based on sim...
Sample Compare and Contrast Chart<br />
How to Compare and Contrast<br />Being Prepared<br />Expect to write compare and contrast essays in a range of academic co...
How to compare and contrast continued<br />Organizing Information: An essential pre-writing task<br />Make sure that the s...
Day Nineteen: 2/3/10<br />Finish 30 point question: Review criteria<br />Group A: Take notes about women’s rights in the U...
Day Nineteen: 2/4/10<br />Finish taking notes/writing 1st 30 point question<br />Choose questions:<br />Two 5-point questi...
Day Twenty and Twenty-One: 2/5/10 and 2/8/10<br />Grade conferences<br />Research Activities<br />Study Skills Lessons<br ...
Day Twenty-two: 2/9/10<br />Work together!<br />Take notes<br />Pay attention to clues so you can issue a warrant!<br />Gr...
Spider Webs<br />Identify the main idea and write it down in the middle of the page (or top)<br />Draw a circle or square ...
Compare and Contrast concept Map<br /><ul><li>Identify the two topics to be compared and contrasted
Construct a T-chart
Write one topic as the heading on the left side of the chart, and the second heading on the right side.
Use shortened notes to write key details.
Draw a box (or separate T-chart) at the bottom of the t-chart (about ¼ of page)
Label left side “similarities”, and the right side “differences”
Review notes to find silmilarities and differences and record them in the appropriate sides of the box. </li></li></ul><li...
Day Twenty-Three: 2/10/10<br />Independent Work Day<br />Progress: Check your goal sheet<br />Are you on track?<br />What ...
Day Twenty-four: 2/11/10<br />If all six research questions are completed, you may play Carmen Sandiego.<br />Review “Conc...
Day 25-28 Week at a Glance <br />
Day Twenty-Five: 2/16/10<br />Return all graded work<br />Take 5 minutes to check that all questions graded are marked on ...
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Explorations Daily Objectives

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  • 1/5/10
  • 1/5/10
  • 1/6/10
  • 1/5/10
  • Monday
  • Wednesday
  • Thursday
  • Friday—scan copy of resource page
  • Tuesday
  • Wednesday—scan copy of resource for question
  • Thursday
  • Ask students to take out a piece of paper and practice note taking during this presentation.
  • Thursday
  • Tuesday
  • Hand out homework: Writing introductory and Closing statements due Wednesday
  • Wednesday
  • Thursday
  • Monday-
  • Re-group: Jigsaw so that half of group A and half of group b now form new groups to share notes and compare/contrast.
  • AFTER: Create Spider Web of “styles of music” as topic, have students provide subtopic (examples of music styles) and supporting details (examples of musical style: singer, song)
  • Transcript of "Explorations Daily Objectives"

    1. 1. Reading is FAME: Explorations<br />Objectives and assignments<br />
    2. 2. Day One: 1/5/10 ObjectivesToday, students will…<br />Be introduced to the teacher and each other<br />Understand role of the teacher, as well as their role in the class<br />Understand class rules and expectations<br />Understand Explorations course goals<br />Be introduced to the Explorations board<br />Take the Note-Taking Pre-test<br />
    3. 3. Class rules and expectations<br />Rules to know:<br />1.  Respect:  <br />·        For yourself <br />·        For your classmates<br />·        For your teacher<br />·        For property<br /> <br />2.  Responsibility:<br />·        For yourself and your actions<br />·        For your work<br />·        For the way you interact with others<br />Students are responsible for following all rules and procedures, including simple things like when to sharpen pencils, use the bathroom, and procedures for class discussion, which will be explained in class.  Following these procedures and rules insures that all students receive the maximum learning experience in class. <br />Procedures to Know<br />1.      Students must bring all required materials to classon a daily basis.<br />2.      Food is not allowed in the classroom (Candy is considered food).  Gum will be tolerated as long it stays in the mouth. Drink will be allowed as long as it follows school policy.<br />3.      All inappropriate conversations, language, and noises are to be left outside of the classroom.<br />4.      It is imperative that students stay awake at all times, including video presentations.  Those students who choose to sleep will serve detention time.<br />5.      Students are responsible for any assignments missed during an absence.  It is the student’s responsibility to ask about missed assignments or check the class blog site.  Students will be responsible for receiving any notes taken in class from his/her classmates.<br />6.      All policies in the WRHS Student Handbook are followed—this includes the cell phone and electronic device policy—don’t test me on this.<br />
    4. 4. Course Goals<br />In this course, students will…<br />Develop their capacity to read and understand informational text.<br />Actively use reference materials to gather, organize, and analyze information.<br />Improve their ability to identify, define, locate, describe, explain, summarize, compare, contrast, and analyze information.<br />Use information as a basis for stating and defending their personal opinions.<br />
    5. 5. Day Two: 1/6/10 Objectives<br />Review class rules and expectations<br />Review goals of the course<br />Take General Knowledge Pre-test<br />Introduce Explorations Board categories and point values<br />
    6. 6. Class rules and expectations<br />Rules to know:<br />1.  Respect:  <br />·        For yourself <br />·        For your classmates<br />·        For your teacher<br />·        For property<br /> <br />2.  Responsibility:<br />·        For yourself and your actions<br />·        For your work<br />·        For the way you interact with others<br />Students are responsible for following all rules and procedures, including simple things like when to sharpen pencils, use the bathroom, and procedures for class discussion, which will be explained in class.  Following these procedures and rules insures that all students receive the maximum learning experience in class. <br />Procedures to Know<br />1.      Students must bring all required materials to classon a daily basis.<br />2.      Food is not allowed in the classroom (Candy is considered food).  Gum will be tolerated as long it stays in the mouth. Drink will be allowed as long as it follows school policy.<br />3.      All inappropriate conversations, language, and noises are to be left outside of the classroom.<br />4.      It is imperative that students stay awake at all times, including video presentations.  Those students who choose to sleep will serve detention time.<br />5.      Students are responsible for any assignments missed during an absence.  It is the student’s responsibility to ask about missed assignments or check the class blog site.  Students will be responsible for receiving any notes taken in class from his/her classmates.<br />6.      All policies in the WRHS Student Handbook are followed—this includes the cell phone and electronic device policy—don’t test me on this.<br />
    7. 7. Course Goals<br />In this course, students will…<br />Develop their capacity to read and understand informational text.<br />Actively use reference materials to gather, organize, and analyze information.<br />Improve their ability to identify, define, locate, describe, explain, summarize, compare, contrast, and analyze information.<br />Use information as a basis for stating and defending their personal opinions.<br />
    8. 8. Day Three: 1/11/10 Objectives & Assignments:<br />introduce the round schedule for Explorations class<br />Take Summarizing pre-test<br />Tour new library <br />
    9. 9. Round Schedule<br />
    10. 10. Day Four: 1/12/10<br />Objectives:<br />Locate and identify sources in class library<br />Identify resources in Writer’s Inc. through scavenger hunt<br />Finalize assessments, if needed (SRI and/or STAR)<br />Assignments:<br />Start Writer’s Inc. Scavenger hunt<br />
    11. 11. Day Five: 1/13/10<br />Objectives:<br />Continue identifying resources in Writer’s Inc. with scavenger hunt.<br />Analyze results of course pre-tests <br />Identify one or two semester goals <br />Assignments:<br />Finish Writer’s Inc. scavenger hunt<br />Set one or two semester goals through grade conferences<br />
    12. 12. Day Six: 1/14/10<br />Review categories and point values on Explorations board<br />Review 5-point questions<br />Share examples<br />Discuss criteria for answering 5-point question<br />Answer 5-point question<br />
    13. 13. Day Six Continued:Answering a 5-point question<br />Student Record Sheet: locate question and mark it off<br />Read question<br />5-point cover sheet: explain sections<br />Complete “General Information” section<br />Find relevant resource<br />Research information together<br />Write answer to 5-point question together<br />Turn in written response<br />Demonstrate grading<br />
    14. 14. Day Seven: 1/15/10<br />Complete a 5-point question independently<br />Locate and fill in question on Student Record Sheet<br />Complete “General Information” section of 5-point Cover Sheet<br />Look for relevant resource<br />Research information<br />Write answer on 5-point cover sheet<br />Grade conference<br />Turn in to teacher; grading will be done with you<br />If finished, STUDY DAY! No one is doing NOTHING!<br />
    15. 15. Day Eight: 1/19/10<br />Study Skills Lesson<br />Which reference book is best?<br />Review Tuesday/Thursday schedule<br />Find and complete a 5 point question independently<br />Fill out student record sheet<br />Complete cover sheet “General information” section<br />Find source, answer question<br />Staple answer to completed cover sheet<br />Revise any previous questions <br />PLEASE attach new cover sheet and answer to previously scored answer.<br />HOMEWORK: “Which Reference Book is Best?” worksheet<br />
    16. 16. Study Skills Lesson 1: Which Reference Book is Best?<br />Objective:<br />Identify a variety of reference materials and explain which ones are most useful when doing different types of research.<br />
    17. 17. Types of Reference Materials<br />Dictionary <br />Thesaurus <br />Definitions, pronunciations, spelling<br />Other forms of words<br />Carecaring<br />Extra information, such as currency charts<br />Synonyms, antonyms, related words<br />
    18. 18. Types of Reference Materials<br />Encyclopedia<br />Atlas<br />Almanac<br />Short essays on people, places, things (looks up by last name)<br />Places, populations, landmarks<br />Data (number of people living in Rhode Island who have a college degree)<br />Statistics (Wyoming has the smallest population of any state)<br />Yearly awards (winner of the 2000 World Series, winner of the 1990 Nobel Peace Prize, etc).<br />
    19. 19. Types of Reference Materials(last one, I promise!)<br />Biographical dictionary<br />Internet <br />Information on famous people by categories, such as African Americans, women, etc. (look up by last name)<br />Just about everything<br />Pros: current, all topics, immediate<br />Cons: not always reliable, too much information, inefficient searches<br />
    20. 20. Day Nine: 1/20/10<br />Homework due: “Which reference is best?”<br />Review 10 point question on Exploration board<br />Share some examples of 10-point questions<br />Discuss criteria for answering 10-point question<br />Answer a 10-point question<br />
    21. 21. Day Nine Continued: Answering a 10-point question<br />Student Record Sheet: locate question and mark it off<br />Read question<br />10-point cover sheet: explain sections<br />Complete “General Information” section<br />Find relevant resource<br />Research information together<br />Identify and demonstrate process for taking notes<br />Write answer to 10-point question together<br />Turn in written response<br />Demonstrate grading<br />
    22. 22. Day Ten: 1/21/10<br />Review typical Tuesday/Thursday/day 4 schedule<br />Study Skills Lesson<br />Note-taking guidelines<br />Choose and complete one 10-point question due by the end of the hour.<br />Don’t forget to mark off your question on your Student Record Sheet<br />Homework: “Insects and Spiders” article—take notes using the guidelines you learned.<br />
    23. 23. To improve the quality of your notes regardless of the subject matter<br />Objective <br />
    24. 24. General Guidelines<br />Several ways to take notes<br /> Notes are for YOU<br />Make notes clear and useful to YOU<br /> Always include a heading on your notes<br />Choose information that you think is important and put information in a useful order<br />Don’t use complete sentences<br />Single words can take the place of phrases<br /> Write number words as numerals <br />(one = 1)<br />Use symbols to make notes shorter and note taking faster<br />#, %, @, $, &, =, +, -, ↑, ↓<br />Use abbreviations to make notes brief<br />w/o, U.S.A., Oct., vocab.<br />Know what the topic or subject is before deciding how to take notes<br />Choose a note-taking format that works best for the topic and for YOU<br />bulleted list<br />T-charts<br />spider web<br />others<br />
    25. 25. Day Eleven: 1/22/10<br />Note-taking homework due<br />Review criteria for answering 5-and 10-point questions<br />Grade conferences<br />Research activities completed<br />Study skills lessons<br />Independent work: choose and complete one 5-point question and one 10-point question<br />Turn in by the end of the hour<br />Don’t forget your student record sheet!<br />
    26. 26. Day Twelve: 1/25/10<br />Review 15-point questions<br />Share examples of 15 point questions<br />Discuss criteria for answering 15-point question<br />Answer a 15-point question<br />Finish any questions not completed from last week, or revise any questions that need revised. <br />Finish grade conferences, if possible.<br />Independent 15-point question will be completed later this week.<br />Objectives<br />
    27. 27. Answering a 15-point question<br />Women: 15-point question: Question 5<br />Mark this on your student record sheet<br />“Harriet Tubman was a U.S. abolitionist. Summarize her life and accomplishments.”<br />Complete “General Information” section of 15-point cover sheet.<br />Identify two relevant reference materials.<br />Research information together using two sources.<br />Take notes from two different sources.<br />Write an answer together.<br />Complete “Student Checklist” together<br />
    28. 28. Day Thirteen: 1/26/10<br />Review typical Day 2/Tuesday Schedule<br />Group assignments for Tuesday/Thursday schedule<br />Study Skills Lesson “Introductory and Concluding Statements”<br />Where in the World is Carmen Sandiego?<br />Review Case Investigation Record<br />Group Teams<br />Play Carmen Sandiego<br />Use Case Investigation Record to attempt to solve the case.<br />Homework: Introductory and Concluding Statements<br />
    29. 29. Study Skills Introductory and Closing Statements<br />Objective: <br />Define introductory and closing statements<br />Practice writing introductory and closing statements<br />
    30. 30. Introductory Statements<br />I. Introductory Statements<br />A. Appear at the beginning of your<br /> paragraph<br /> B. Answer the question, “What will this paragraph discuss?”<br /> C. Avoid using “I” or “You”<br /> D. Do not include opinions<br /> E. Maintain a neutral tone<br />
    31. 31. Closing Statements<br />II. Closing Statements<br />A. Appear at the end of your paragraph<br /> B. Answer the question, “What was the<br /> main idea of this paragraph?”<br /> C. Do not introduce anything new<br /> D. Complement the introductory<br /> statement in terms of content<br /> 1. Avoid expressing your opinion<br /> 2. Maintain a neutral tone<br /> 3. Use different words and/ or<br /> sentence structure than your<br /> introductory statement<br />
    32. 32. Practice: Submerged Vehicles<br />If you think you cannot get out, open a window. Opening a window allows the pressure inside the car to equal the pressure outside the car. If you wait until the car is submerged to try to open a window, you won’t be able to because of the water pressure. If you can’t open a window or if the window is electric, try to break the glass by kicking it or smashing something against it. If you aren’t successful, take a deep breath and open the car door after the car is completely submerged. It’s important to know that the end of the car housing the engine will sink faster because of its weight. This might cause your car to flip. Finally, remember a couple pieces of advice: Don’t rely on an air bubble like you might have seen in the movies, and don’t try to gather your valuables before escaping.<br />Introductory Statement: Knowing how to escape a submerged vehicle can save your life.<br />Concluding Statement: A person in a submerged car is certainly in grave danger, but knowing what to do can mean survival.<br />
    33. 33. Day Fourteen: 1/27/10<br />Homework Due: Introductory and Concluding statements<br />½ of class period: finalize or revise previous questions.<br />Review criteria for answering 5-, 10-, and 15-point questions.<br />Choose and begin the completion of a 5-, 10-, and 15-point question due Friday.<br />
    34. 34. Day Fifteen: 1/28/10<br />Review typical Thursday/Day 4 schedule and expectations<br />Study Skills Lesson “Summarizing”<br />PlayWhere in the World is Carmen Sandiego?<br />Homework<br />
    35. 35. Study Skill: Summarizing<br />Objective:<br />To distinguish between various types of summaries <br />Practice writing summaries<br />
    36. 36. Menu Summary<br />Many restaurants include summaries on their menus to describe the dishes they offer and entice customers to order certain foods.<br />Menu descriptions or summaries do not list ALL of the ingredients in a dish. For example, you would not see…<br />Double B.B.Q. Bacon Cheeseburger<br />1 pound lean ground beef<br />½ c honey barbecue sauce, divided<br />¼ c bread crumbs<br />1-ounce slices Swiss, Cheddar, or American cheese<br />4 slices of bacon, fried and drained<br />4 whole wheat hamburger buns, split<br />Kosher salt and fresh ground pepper<br />
    37. 37. Menu Summary continued<br />Instead, menu descriptions or summaries are brief, precise, and describe only the most important and delicious aspects of an appetizer, entrée, or dessert…<br />Double B.B.Q. Bacon Cheeseburger<br />Our succulent double-decker cheeseburger is topped with crisp bacon and tangy barbecue sauce.<br />Summaries highlight the main elements or distinct features of a dish and give diners the basic information they need to make a choice.<br />
    38. 38. Movie Summary<br />Movie summaries or synopses are written to provide readers or moviegoers with just enough information to make a decision about which films to see, or whether to see a movie at all.<br />When a movie summary or synopses is too long, some people may not take the time to read it and then decide to skip the movie. Others who read a long summary may feel it gave too much of the plot away and decide not to see the movie.<br />
    39. 39. Here is an example of a movie summary that is too long:<br /> The Museum of Natural History in New York City is the setting for this laugh-out-loud comedy starring America’s favorite funnyman Ben Stiller. Stiller stars as Larry Daley, an unemployed, don-on-his-luck divorced dad. Needing to pay the bills, Larry takes a job as night watchman at the museum. On his first nightshift, Larry discovers that this is not an ordinary job or museum.<br /> As Larry strolls the hallways, he is shocked to see the exhibits come to life. The giant dinosaur skeleton at the museum’s entrance steps off its pedestal and runs the hallways, chasing Larry and wreaking havoc. A statue of President Teddy Roosevelt (played to perfection by comic legend Robin Williams) and his horse comes to life, as does a whole army of miniature Roman soldiers and American cowboys. Larry can’t believe his eyes or who he is bumping into, including Christopher Columbus (who Larry is slow to recognize), Attila the Hun, and Sacagawea. <br />Larry soon learns that an Egyptian artifact with magical powers is responsible for bringing all the museum’s inhabitants to life—but only between sundown and sunup, when the museum is closed. Three other night watchmen, played by the veteran actors Dick Van Dyke, Mickey Rooney, and Bill Cobbs, know about the artifact’s special powers. This trio of elderly guards attempts to steal the artifact from the museum and it’s up to Larry and his museum “friends” to stop them. If they fail, all of the animals and exhibits will never come to life again. <br /> Directed by Shawn Levy and based on the children’s book by Milan Trenc, this film delivers action and laughs that will appeal to moviegoers of any age.<br />
    40. 40. A better summary of the movie might be:<br />A newly hired night watchman at New York’s Museum of Natural History experiences the shock of his life when he sees the museum’s animals and exhibits spring to life.<br />
    41. 41. Novel Summary<br />When authors write summaries of their novels, they highlight the plot and theme of the stories.<br />You will often see a summary about a book on its back cover. This summary provides a brief overview of the content and helps readers decide if they want to read the entire story.<br />
    42. 42. Here is an example of a novel summary:<br />The Freedom Writers’ Diary<br />By Erin Gruwell and the Freedom Writers<br />This 320-page paperback is a collection of diary entries written by high school students from the Los Angeles area. Each entry provides a glimpse into their lives and struggles, including gang violence, addictions, and homelessness. Despite such challenges, the students, with the help of a very determined teacher, find the strength and courage to overcome their hardships and achieve.<br />
    43. 43. Guidelines for Writing a SummaryTo write a summary, follow these steps:<br />SKIM the article or text to obtain a general understanding of the information it contains.<br />REREAD the entire article or text carefully, highlighting key words and phrases.<br />TAKE NOTES on the main ideas and the details that support them. As you take notes:<br />Use your own words.<br />State the main idea in the first sentence.<br />Include only important information such as names, dates, places, etc.<br />Keep the information in the order in which it is presented.<br />WRITE THE SUMMARY using information taken from your notes.<br />EVALUATE YOUR SUMMARY for appropriate length and content; include the most important information.<br />Now: Try choosing the best summary for the following paragraph.<br />
    44. 44. Choosing the Best Summary<br />Summarize this paragraph:<br />Bullies thrive in environments where adults are not present and where there is little help or support for victims. Cyberspace, or the online world, is such an environment. Almost any verbal, social, sexual, or emotional bullying that can be done face to face is being done online, often anonymously. Rumors are spread. Threats are being made. Reputations are ruined. The ease and speed of the Internet allows bullies to taunt their victims again and again before an audience of thousands. Cyberbullies create Web sites and blogs to post ugly comments and unflattering pictures. They use e-mail to spread rumors and send cruel jokes. They use instant messaging to embarrass or exclude others. Even cell phones are used to send threats in the form of text messages. The protective barriers of time and place that once shielded victims from constant torment no longer exist. Anyone, anywhere, at any time, can be victimized.<br />
    45. 45. Choosing the best summary, continued<br />Summary A:<br />Threats and rumors spread quickly on the Internet. Kids can gang up on others using instant messages, e-mails, blogs, cell phones, and other technology.<br />Summary B:<br />Bullies can attack their victims any time and any place because of the Internet. For instance, bullies use Web sites and blogs to make fun of others. They spread rumors using e-mail, and they make threats by sending text messages on cell phones. Bullies can attack their victims verbally, socially, sexually, or emotionally, and they can ruin other people’s reputation. Bullies can get away with their attacks because bystanders don’t intervene to help victims and adults are not present.<br />Summary C:<br />Cyberbullies are using the Internet and other technologies to threaten, harass, and humiliate their victims. The speed of the Web and the lack of adult supervision means bullies can spread rumors and make hateful comments quickly, anonymously, and constantly.<br />Answer: This is not the best summary. It is too brief and lacks critical details. For example, the word “bullies” or “cyberbullies” is not used. This summary does not capture the true meaning of the paragraph.<br />Answer: This is not the best summary. This summary includes too many details from the original paragraph and is almost as long. This summary should be shorter and focus on the main ideas.<br />Answer: Of the three summaries, this is the best. It is effective because it describes the main points, accurately captures the meaning of the paragraph, and does not include unimportant details.<br />
    46. 46. Day Sixteen: 1/29/10<br />Homework due<br />Grade conferences:<br />Research activities this week <br />Study skills lessons<br />Computer activities<br />Work on 5-, 10-, and 15- point questions if still needed OR<br />Revise any work returned this week if needed.<br />This weeks’ questions should be turned in by the end of the hour.<br />
    47. 47. Day Seventeen: 2/1/10<br />Review 30-point questions.<br />Share examples<br />Discuss criteria<br />Mark off question on Student Record sheet.<br />Identify what the question is asking.<br />Discuss sections of 30-point cover sheet.<br />Identify two relevant reference materials.<br />30 point question info<br />Women-30 point-question 8<br />
    48. 48. Day 17 continued: 2/1/10<br />30 point question will be finished later.<br />Revise or complete any questions needed from last week. <br />Complete weekly conferences if needed<br />
    49. 49. Day Eighteen: 2/2/10<br />Study Skills Lesson<br />Compare/Contrast<br />Homework: Compare/ Contrast independent practice<br />Carmen Sandiego<br />Use headphones<br />Work together<br />Don’t forget to fill out Case Investigation Record<br />
    50. 50. Study Skills Lesson: Compare/Contrast Objective<br />Create compare/contrast charts<br />Organize information based on similarities and differences between two objects.<br />
    51. 51. Sample Compare and Contrast Chart<br />
    52. 52. How to Compare and Contrast<br />Being Prepared<br />Expect to write compare and contrast essays in a range of academic courses, including English, history, geography, science, and art. Also, tests and quizzes often include compare and contrast essays and questions.<br />As a reader, look for signal words that indicate a writer is making a comparison or a distinction (“compare”, “contrast”, “alike”, “similarities”, and “differences”).<br />
    53. 53. How to compare and contrast continued<br />Organizing Information: An essential pre-writing task<br />Make sure that the same characteristic is compared/contrasted for all subjects (when applicable)<br />Use a basic compare and contrast chart for two subjects.<br />Extend or enhance the compare and contrast chart when you have more than two subjects (see example).<br />Brainstorm as many characteristics as possible—some may not be “researchable”.<br />Fill in the compare and contrast chart as you brainstorm/research.<br />View this as a work in progress<br />Add characteristics that you may have overlooked, and discard characteristics that seem too trivial.<br />
    54. 54.
    55. 55. Day Nineteen: 2/3/10<br />Finish 30 point question: Review criteria<br />Group A: Take notes about women’s rights in the United States<br />Group B: Take notes about women’s rights in Afghanistan<br />Re-group: Compare/Contrast <br />Write answer to question together.<br />Complete “Student checklist” <br />Turn in completed answers<br />
    56. 56. Day Nineteen: 2/4/10<br />Finish taking notes/writing 1st 30 point question<br />Choose questions:<br />Two 5-point questions<br />Two 10-point questions<br />One 15-point question<br />One 30-point question<br />All questions are due by Friday, February 12<br />Make a plan! Fill out Student goal sheet and turn in by end of the hour.<br />If all this is done while staying on-task, Ms. Bentham can choose to let you play Carmen Sandiego.<br />
    57. 57. Day Twenty and Twenty-One: 2/5/10 and 2/8/10<br />Grade conferences<br />Research Activities<br />Study Skills Lessons<br />Computer Activities/ cooperation<br />Mid-round checks with goal sheet.<br />Work on questions still needed:<br />Two 5-point questions<br />Two 10-point questions<br />One 15-point question<br />One 30-point question<br />REVISE any others needed<br />
    58. 58. Day Twenty-two: 2/9/10<br />Work together!<br />Take notes<br />Pay attention to clues so you can issue a warrant!<br />Graphic Organizer: Concept Maps (spider maps, compare and contrast, flow chart, etc).<br />Objective: <br />To understand and recognize different ways of organizing notes<br />To choose an effective method of taking notes<br />To practice spider web method of note taking<br />Carmen Sandiego<br />Study Skills<br />
    59. 59. Spider Webs<br />Identify the main idea and write it down in the middle of the page (or top)<br />Draw a circle or square around the main idea<br />Identify subtopics<br />Draw lines out from the subtopic, then draw circles or squares around subtopic<br />Repeat the previous step until all subtopics are written down and circled.<br />Identify any supporting details, and draw lines connecting them to appropriate subtopic<br />Keep notes short and brief (no complete sentences!)<br />
    60. 60. Compare and Contrast concept Map<br /><ul><li>Identify the two topics to be compared and contrasted
    61. 61. Construct a T-chart
    62. 62. Write one topic as the heading on the left side of the chart, and the second heading on the right side.
    63. 63. Use shortened notes to write key details.
    64. 64. Draw a box (or separate T-chart) at the bottom of the t-chart (about ¼ of page)
    65. 65. Label left side “similarities”, and the right side “differences”
    66. 66. Review notes to find silmilarities and differences and record them in the appropriate sides of the box. </li></li></ul><li>Flowcharts<br />Best for organizing materials that has several steps or stages<br />Write main idea and write it down at the top of the page.<br />Draw a circle or square around main idea.<br />Identify 1st step, write it down under the main idea.<br />Draw a circle or square around 1st step.<br />Use an arrow to connect the main idea and the first step.<br />Continue to identify most important steps and write them down IN ORDER they occur.<br />You may label arrows with descriptive words for clarity.<br />Write brief summary below flow chart.<br />Keep steps short and brief (use abbreviations and symbols; no complete sentences).<br />
    67. 67. Day Twenty-Three: 2/10/10<br />Independent Work Day<br />Progress: Check your goal sheet<br />Are you on track?<br />What do you need to do to stay on target or get caught up?<br />Reminder: All work should be turned in on Thursday by end of the hour!!<br />
    68. 68. Day Twenty-four: 2/11/10<br />If all six research questions are completed, you may play Carmen Sandiego.<br />Review “Concept Map” homework<br />Understand that your web may look different than the example or your peers.<br />Work on research<br />Carmen Sandiego<br />Research Time<br />
    69. 69. Day 25-28 Week at a Glance <br />
    70. 70. Day Twenty-Five: 2/16/10<br />Return all graded work<br />Take 5 minutes to check that all questions graded are marked on your Student Record Sheet<br />Put all graded work in the middle section of your binder<br />Progress Reports<br />How did you do these past two weeks for:<br />Study Skills<br />Carmen Sandiego<br />Research Questions<br />Discuss criteria for 50 point question<br />Science and Technology, question 1<br />Give 3 sources<br />Worldbook Online “Armstrong, Neil”<br />Worldbook Online “Lindbergh, Charles”<br />History in the United States pg. 822<br />Homework: Highlight your assigned article, focusing on your subject’s CAREER and ACCOMPLISHMENTS<br />Round 0 Work<br />50 point question<br />
    71. 71. Day Twenty-Six: 2/17/10<br />5 W’s graphic organizers<br />Objective: <br />Practice using the “5 W’s and How” note-taking method<br />Focus attention on key facts and main ideas to avoid wasting time<br />Share note information: make sure you understand the person’s notes!!<br />Analysis: Who made the bigger impact? Start deciding!<br />Take notes on Case Investigation Record<br />Pay attention to clues and time!<br />Be sure to mark where you ended your session<br />5 points: time ran out<br />8 points: issued warrant, but not caught<br />10 points: issued warrant, caught subject<br />Study Skills<br />Carmen Sandiego<br />
    72. 72. Day Twenty-Seven: 2/18/10<br />Goal Setting<br />Objective: <br />To understand the purpose of setting goals<br />To practice goal setting with Round 1 questions<br />Pick Round 1 Questions:<br />Make sure that you have at least 1 question from EACH topic! (arts, geography, government, history, leaders, science & technology, women)<br />2 5-point questions<br />3 10-point questions<br />2 15-point questions<br />1 30-point questions<br />1 50-point questions<br />Turn in Goal sheet and cover sheets <br />Take notes<br />Pay attention to clues<br />Study Skills<br />Carmen Sandiego<br />
    73. 73.
    74. 74. Day twenty-Eight: 2/19/10<br />Turn in Goal sheet and 9 round one question cover sheets if not turned in on Thursday<br />Finish 50 point question.<br />Notes should already be finished<br />You should have at LEAST 3 paragraphs <br />Revise/Finish any remaining round 0 questions.<br />Turn in any finished questions by end of hour.<br />Turn in any questions not finished as well. <br />Attach any work already completed for unfinished questions.<br />Be sure to mark revised questions on top of page<br />
    75. 75. 2/23/10Objectives and assignments<br />Practice writing effective summaries:<br />Note-taking practice; attention to details<br />Homework: write summary using highlighted notes from class.<br />Carmen Sandiego<br />Objectives <br />Assignments<br />

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