Week of January 14th, 2008
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This document provides an overview of lesson plans and activities for a literature unit. It includes instructions for students to read passages from books, answer questions about characters' decisions, discuss vocabulary, and play childhood games. Students are asked to write about their first reading experiences and memories of games from their childhood. The document also lists learning objectives like recognizing an author's purpose and using reading strategies to evaluate characters.
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The document outlines the daily lesson plan for an English class. It includes reading assignments from the textbook on Mount Everest and short stories, as well as discussion questions, vocabulary exercises, and instructions for group activities. Students are asked to read passages, analyze literary elements like foreshadowing, and discuss their interpretations in groups. They also complete exercises in their reader's log on vocabulary, grammar, and setting up email.
The Skin I'm In
animated, interactive PowerPoint I created for the NYCDOE as part of a course for teaching reading skills to ESL students with special needs.
Opp raft writing
This document provides questions to ask when interviewing someone about a book they have read. It asks how they experienced the book, describes the main characters and why they do what they do, discusses the book's structure and how the story is told, explores the themes the author addresses and whether symbols are used, and asks about a favorite quote or passage and what question they would ask the author.
1.pptx
The document discusses reading literature through a biographical context. It explains that understanding an author's life experiences, beliefs, and background can help readers better understand the author's works. It provides strategies for analyzing texts through this biographical lens, such as researching an author's beliefs and looking for connections between their life and themes in their writing. The document also notes some limitations of only interpreting works through biography and stresses the importance of multiple approaches to literary analysis.
Week of October 15th
The document summarizes the activities and assignments from Mrs. Navejar's English 10 class for the week of October 15, 2007. They read excerpts from the book "My Left Foot" and watched the movie adaptation. Students created a reader's log and answered questions about the readings. They also analyzed poems like "After Apple Picking" and "Stopping by Woods on a Snowy Evening." The class discussed literary elements like tone, imagery and characterization. Students were responsible for entries in their reader's logs and had spelling, grammar and vocabulary work as well.
Week Of October 15, 2007
The document summarizes the activities and assignments from Mrs. Navejar's English 10 class for the week of October 15, 2007. They read excerpts from the book "My Left Foot" and watched the movie adaptation. Students created a reader's log and answered analysis questions about the excerpt. They also read and discussed the short story "A Visit to Grandmother's" and poems by Robert Frost and analyzed themes, tone, and literary elements. The week concluded with assignments to continue their reader's logs, practice spelling and grammar lessons, and participate in a "think aloud" reading activity.
Want to raise readers be literacy models
The document discusses the results of a survey of 400 teachers and librarians across Texas about their reading habits and literacy practices. The survey found that most educators read only 1-2 books per month on average. This is concerning given that over 6000 books are published annually for K-12 readers. The document argues that to better support students and be strong literacy role models, educators need professional development to find time to read widely from different genres and formats, stay informed about new literature, and understand students' reading preferences. It provides recommendations for creating a literate school environment where reading is modeled and supported.
Discourse Analysis & the teaching of reading
What are the implications of discourse analysis in the teaching of certain skills? Let's find out what discourse analysis has to do with the teaching of reading. There is a lot you can do for your Ss with this information.
Thinking about our thinking wilson county training
This is a full day version of the Thinking About Thinking workshop and includes a segment on writing. I used this in a training in Wilson County, TN.
Dublin Leadership Academy 2015: The Power of Series Books and Wordless Pictu...
The Power of Series Books and Wordless Picture Books in the Reading Workshop--Gretchen Taylor and Franki Sibberson
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Thinking about our thinking wilson county training
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Math Lesson 1- Advisory--grades 10-12--week of september 15th
This math enrichment lesson contains 3 multiple choice questions. The first question asks to simplify an expression. The second question is blank. The third question asks how many diagonals a 10 sided shape will have, providing information that triangles have 0 diagonals, quadrilaterals have 2, and pentagons have 5. It then shows the number of sides and diagonals for shapes from 3 to 10 sides.
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The document provides guidance on how to take effective notes in different contexts. It recommends keeping an organized notebook in advisory class and bringing it to data chats. In classes, the key is to write down important information in your own words, using abbreviations and drawings if helpful. When reading, you should interact with the text by writing notes, asking questions, and connecting ideas. For math, the document advises writing down definitions, sample problems, and the process for solving problems, and keeping notes organized by date and topic. In social studies, Cornell Notes and outlines are common note taking methods.
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This document outlines a lesson plan to teach students time management skills. The goal is for students to learn how to organize their time to prepare for academic success. Students will use time management tools like schedules, calendars, assignment sheets, and goal setting to manage their responsibilities. They will practice applying these skills by ordering a list of tasks and discussing time management strategies. Completing accompanying worksheets will allow students to implement these skills in planning their own schedules.
Week of september 30 th
This document provides schedules for English 9, English 10, and sponge classes for the week of September 30th. It outlines activities and assignments for each day, including reviewing terms and stories, note-taking, outlining papers, reading assignments, and tests. Students are expected to complete notes, outlines, reader's logs, and begin drafting papers in English while answering reflection questions in sponge.
Week of september 30 th2
This document provides schedules and lesson plans for English classes at Hamilton High School. On Mondays, Wednesdays and Thursdays, English 9 classes will focus on writing an analytical paper, including reviewing notes, outlining, drafting and revising. English 10 classes will discuss literary elements like themes and characters in short stories, and complete reading comprehension activities. Both classes include daily "sponge" questions to start class discussions.
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This document contains information about classroom procedures and assignments for Mrs. Navejar's English class during the week of September 2nd through September 13th. It outlines the daily sponge questions and assignments for each day, including reading Walter Mitty and completing vocabulary and grammar activities. It also lists the common core standards that will be covered during the unit, such as citing textual evidence, determining themes, and analyzing characters.
Friday, september 20th
The document provides schedules and instructions for English 9, 10, and Reader's Log classes on September 20th. For English 9, students will review learning intentions, terms, and continue reading "The Most Dangerous Game" using context clues and identifying suspense and central conflict. English 10 will review a test, questions, and begin reading "Contents of a Dead Man's Pocket" starting the reader's log. The reader's log directs creating an "Immersed in Words Chart" and connecting, background, literary analysis, reading strategy, and vocabulary sections.
Week of monday , september 9th
This document contains the weekly schedule and lesson plans for English classes at an unspecified school during the week of September 9th. On Mondays, the English 9 class covered point of view, characters, Latin roots, and synonyms. The English 10 class reviewed a short story and focused on foreshadowing, safety instructions, and vocabulary. Subsequent days covered topics like short story analysis, grammar, and comparing/contrasting characters. The schedule provides an overview of the instructional focus for each English class each day that week.
Week of monday, september 9th
This document provides a weekly schedule for English classes during the week of September 9th. On Mondays, English 9 students learned about point of view, character types, Latin roots, subjects and predicates, and synonyms. English 10 students reviewed "The Monkey's Paw" and read "The Bridegroom". Tuesday's English 9 class involved writing stories and reviewing grammar terms, while English 10 practiced identifying subjects and predicates. The schedule outlined activities for each day that week.
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This document contains the lesson plans and instructions for an English 9 class over the course of one week. On the first day, the instructors are introduced and the course expectations and materials are reviewed. Students complete an introductory activity and homework is assigned on punctuation. Subsequent lessons cover assessments, curriculum maps, textbooks, and persuasive writing techniques, with homework assigned each day focusing on language skills.
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The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
Meredith liben processing_the_ela_shifts_presentation[1]
This document provides an overview of a professional development session on processing the Common Core ELA shifts. It discusses the three main instructional shifts required by CCSS: building knowledge through nonfiction, reading and writing grounded in evidence from texts, and regular practice with complex texts. It then covers why each shift is important and provides examples of scaffolding strategies for complex texts. The document outlines the session agenda, which includes analyzing sample texts to determine complexity, working with text-dependent questions, and debriefing lessons learned.
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The document outlines writing portfolio requirements for students including 5 assignments that must be typed: 1) a timed writing on overcoming an obstacle with 3 paragraphs, 2) a summary of a Lancet article, 3) a poetry analysis, 4) a personal essay, and 5) a personal narrative. It provides formatting instructions for typed papers including font, spacing, indentation, and file saving. Students are directed to type and print their papers, saving them with their student ID number and assignment title. Directions are also given for a 4 paragraph personal narrative on a chosen prompt.
Outline of poetry analysis-July 11th
The document provides a sample template for analyzing a poem. It includes sections for an introduction, three body paragraphs analyzing quotes and poetic devices from different stanzas and lines, and a conclusion. The introduction would mention the title, poet, and subject of the poem. Each body paragraph analyzes a quote's meaning and how it conveys the poet's message through devices like imagery and figurative language. The conclusion restates the devices used and how effectively they conveyed the poem's overall meaning.
Safe sleeping reducing
Placing babies on their backs to sleep, using a firm sleep surface, and avoiding soft bedding can help reduce the risk of sudden infant death syndrome (SIDS). The "Back to Sleep" campaign recommends babies always sleep on their backs to lessen the risk of SIDS, which is the sudden and unexplained death of a baby under 1 year of age.
Airway article
This study examined airway covering of infants during bed-sharing compared to cot sleeping through video monitoring in a sleep lab. The study found that most infants (14/20) experienced some airway covering while bed-sharing, compared to only 2/20 while cot sleeping. However, no consistent effects on oxygen saturation or heart rate were observed even during prolonged covering. All covering was initiated by parents and most terminated by parents as well. Some potential compression by parental limbs was observed but of short duration and terminated by infant movement. The study concludes that while airway covering occurs more in bed-sharing, the data does not support the hypothesis that it poses risks to infants.
Tuesday, march 20, 2012
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