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Introductory Week 1

Introductory Week Lessons

Introductory Week 2

Lesson #1 [90 mins.]

Plan type: __X__Full-Detail ____Summary

Content Requirement Satisfied: Intro week day 1

Critical Learning Objectives

SWBAT:Cognitive (know/understand):

1. Students will understand that they are part of a learning community2. Students will know their role as student 3. Know what my role is as their teacher4. Students will know what is expected of them in the classroom5. Students will know 10 other students’ names

Affective (feel/value):6. Students will feel the classroom is a Safe environment7. Students will feel that their opinions are valued

Performance (do):8. Students will be able to recall 3 student names and a corresponding

attribute of that person.9. Students will be able to fill out intro survey

SOL’s: [List with numbers portrayed in the SOL document]10.1 The student will participate in, collaborate in, and report on small-group learning activities.f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

Procedure:

(Italics indicate where the teacher is speaking directly to the students)Beginning Room Arrangement: Regular rows. Each seat will have a number and color on the top that will correspond with an index card I hand students as they walk in the door. This will be how they find their seats for the first week of school.

Kelie Negron, 04/27/13,

Adjust this number so that every students knows every other students’ name


Same question


Is this being assessd?

Introductory Week 3

1. [__7_mins.] Bridge: First Do Now: Grab an agenda, a Syllabus, a sentence strip, and a survey from the table. Then Find your seat and look over the agenda sheet. Work on the box puzzles until the bell rings. Introduction

Hello everyone. I think I was able to introduce myself to everyone when you came in the door but just in case my name is Mrs. Negron and I have to say I am genuinely excited to be beginning this year and I hope that you all are at least somewhat excited to be here. It looks like everyone has been able to match their card to their seats. These seats won’t be permanent but for the remainder of the next few weeks I will ask you to find your seats by using these color cards on the desks, that also means that I would really like them to stay on the desks so please don’t rip them off. So, like I said, my name is Miss Negron and this is (whatever block) 10th grade English. Just checking, but is everyone where they are supposed to be? Good. Then let me run through the attendance list to make sure that I have everyone here on my list. (read. Ask for nick names, etc.) Did I not call anyone’s name? awesome. So are you all ready for school to begin? I hope the summer helped you all recharge.( if the first class of the day) or…How is everything going so far? (if later in the day). [Students respond] I am really looking forward to getting to know all of you and I am going to make a proposition. I want to say that by the end of our third class I will know everyone’s name. It’s going to be hard but that’s going to be my goal this week and I would really like to include all of you in this as well. When you walk in that door you are entering our learning community and we should all know our neighbors. Is this agreeable? Do you think we can achieve this? (student response). Don’t worry. We will be doing a lot of getting to know each other activities that will help. I’m not just going to leave you hanging. For the next minute , to start this going, I want you to turn to your neighbors, introduce yourself, and tell them something about you. It can be a favorite food a color, anything. Please keep it school appropriate. While you do this I’m going to pass around a seating chart and when it gets to you I would appreciate it if you would write you’re name in the desk where you are sitting. Awesome! Lets get started. (introduce myself to the first row. Collect ws). Has everyone had a chance to introduce themselves to the people around them? I had you all grab an agenda sheet. Lets review this. [read through agenda sheet]

2. [_15__] Step 1: Logograph activityNow that we have met those around us I would like you to get into groups of three to work together on this next activity. You all probably noticed that there was a kind of strange picture on the screen when you came in. If you didn’t notice they are pictures that if you say them together sound like “Welcome.” We are going to make these things, called logographs, for our names. Let me show you what I mean with my name. Not too many people have heard of my last name before. It is one of the less common Spanish names that I inherited from my father whose father is Puerto Rican. So sometimes people have trouble figuring how to say it. To help everyone I am going to make a logograph of my name. So the way I go about starting is by breaking up the sounds in my name. Neg-ron…negg rahn. Hmmm. So negg sounds like egg with and n in from so I am going to write “n” in front of a drawing of an egg. Then ron… well ron reminds me of the name of hairy potter’s friend, so I am going to draw a face with red hair and freckles. Underneath my pictures I am going to write the way the sounds match to the pictures. See? Now I would like you, in your groups, to brainstorm how you can show the sounds in each of your names in picture form. Are their any questions? Ok. . There are markers

Introductory Week 4

and crayons and colored pencils on the back table and you already have your piece of blank paper. One person from each group, go and grab some markers, and Begin! You have ten minutes to do so.

- Give them a one minute warning and walk the room helping out where needed.

3. [__10_mins.] Step 2: Share

Alright now that everyone has created their logographs we are all going to share them with the class slowly and with a clear voice telling us your name. We will start on the end here and wind our way to the other side. When you present please stand so everyone can match your name with your face. (class presents)

4. [__15_mins] Step 3: BusinessNow that we have heard your names at least once I am going to ask that you try to prop your logograph up so we can see them. Can everyone then take out your Code Of Conduct book (if this is first class hand them out) Now we are going to quickly try and read through our section of the code of conduct so everyone knows how to behave in the school. (I start to read, ask if anyone wants to help. Finish) Are there any questions about what the COC is saying? Basically use common sense and you’ll be ok.

5. [__10__] Step 4: Syllabus Scavenger hunt Lets move on to the Syllabus. Please find your copy in the pile of papers you collected at the beginning. I know that the syllabus isn’t exactly a fun document to read but it is also necessary because it lets you guys know what is expected from you this year. I have decided to mix the process up a little bit and we are going to, instead of reading through it word by word as a class, have a scavenger hunt. You will be able to work in teams of two and the first three teams to complete this hunt (show paper) will get a prize to get you started for the school year. You have a copy of this as well from the beginning of class. Make sure that you keep them flipped over and wait to get started until each of you have a paper in front of you. Your partner will be the person sitting next to you. Ready? Flip.

-review worksheet and go over important parts. Prizes will be school supplies.

6. [__25__] Step 5: Student survey

The next thing we are going to work on is a ‘getting to know you’ survey. (lesson I taught in 4882). Today I would like to get to know about what you all would like to get from this class. TO do this we are going to think of the coming year as a journey and today we are going to be planning our itinerary. Please pull out the Student survey sheet. It is the one with the map on it. Everyone find it?The first part I would like you all to take a look at is the passport. Take the next 3 minutes to fill out this information and draw a little picture of yourself in the box. If you finish early make your drawing look extra special and put your pencil down so I know we should move on. Also you don’t have to fill out the parent info part. [give a thirty second warning and watch for students finishing early.] Now that we have our passports in hand we can begin thinking about the trip we are going to take. On this trip [reading] We are going to travel to far off lands and encounter friend and foes in unforeseen situations. We will work


Use well-Comb as an example. Then model using my name(predrawn). Use sentence strips.


Look up a logograph activity

Introductory Week 5

our way through difficult problems and at the end of the year we will be better for it (or at least have collected a lot of fun stories to tell and stamps to prove them). On the top of the next page is a map representing the world of possibilities you will have for learning this year. I would like you to map out your preferred “itinerary” for the course using the states to represent a genre, a text, or writing preference that you would like to explore this class. Let me show you what I am looking for. [create one in front of the class on the elmo].

There are so many things we can learn and do this year that there just isn’t enough time to get to them all so here is your chance to pick your favorites. If you would like especially to travel through the world of poetry and then move into the sci-fi state, write it down on the map for consideration. I want to know what you would like to learn.You may fill in as many states as you wish as long as they connect Virginia to California. (There are no direct flights in this assignment so make sure you fill in connected states to make it from the start (green) to the end(red). ) Go ahead and take the next ten minutes to fill in the states you would like to travel through on this journey. You can work with the people around you to come up with the genres you can travel through. I know it can be hard to come up with these off of the top of your head. Go ahead and begin.

[give a one minute warning] :

Now that we have an idea of what the journey will look like from point a to point b I would like you consider the little stop you would like to make on the way. We are going to think of these as landmarks. These are going to represent the books or poems or movies even that you are particularly interested in from this genre of literature or even something you would really like to try to write. [read]For five of the states try to think of a “landmark,” something that really interests you within this topic, that you would like to encounter in this class. (For my Itinerary I have Poetry on my map and for my landmark I put Edgar Allen Poe because I have read one or two of his poems and would love to read some more.)Write your own landmarks below and explain why you chose them.

Go ahead and take five minutes to finish up this portion. AS you all are finishing up the last landmark go ahead and move on and answer the last few questions. These will tell me how you like class to be run which I will consider when planning what we do in class.

7. [__8_mins] Closure: passing out necessary paperwork. Exit slip: Write the names of three people in the class and something you learned about them.Please collect your logographs do now’s, your signature from the last page of the scavenger hunt, student survey, and exit slip and pass them to the front. [pass out necessary papers] all of these papers are for your parents to sign and look over and fill out. Please have them back to me by next class. This will count as your homework grade for the day. Thank you for a great class. Enjoy the rest of your dAY.

Methods of Assessment

Introductory Week 6

Do Now: Writing sampleScavenger hunt signature ( Obj: 1,2,3,4) Survey (obj: 1. 6, 7, 9)Exit Slips:( 5, 8)

Differentiated Instruction for one of my profiled students

I won’t yet know much about these students yet so I will give the survey and use those to gage.However I will consider any students IEP’s and make the necessary changes to my instruction to incorporate these special needs.

Materials Needed

1. Intro survey2. Smart board(preferably) or big sheets of paper to write on.3. Syllabus4. Syllabus scavenger hunt5. COC6. PAPER7. PENCILS

In Retrospect:

Introductory Week 7

Materials Appendix:

Welcome to Ms. Negron’s 10th grade English class

Do Now: Grab an agenda, a Syllabus, a sentence strip, and a survey from the table. Then Find your seat and look over the agenda sheet. Read through the agenda sheet. Work on the prompt until the bell rings

Introductory Week 8Block:

Introductory Week 9

Agenda Sheet The First Day of Class

Yay!!!

Today’s objectives:Know 5 different people’s namesKnow what the syllabus statesKnow what the code of conduct asks of youBe able to fill out a student surveyBe able to create a Logograph

To Do List:1. Introduction to the class2. Logograph activity3. Read from the Code of Conduct4. Syllabus Scavenger Hunt5. Student Survey6. Important Documents

Do Now Prompt: (you will be turning this in. Feel free to write it on the back of this page.)

You are an alien visiting earth for the first time. Write about your experience.

Introductory Week 10

Name:Block:Teacher:Date:

Syllabus Scavenger Hunt

Look for the answers to the questions below in your syllabus.

What is your teacher’s name?

How and when can you contact her?

What supplies will you need for this class?

What topics will we cover in this class?

What are the course objectives for this class?

What is the homework policy?


What is the behavior policy?

What is the attendance policy?

What is the technology policy?

How will this class be graded?


I have read and understood the syllabus and understand that I am held accountable for following along with the policies mentioned within.

Print name

Student signature

I have read and understood the syllabus and understand that I am held accountable for following along with the policies mentioned within.

Print name

Student signature


Class PassportName:Date of Birth:Contacts:

Name: Relation:

Home Phone #: Work Phone #:

(Draw a picture of When is best to call them?yourself above) Email:

Imagine that this class is a journey. . .We are going to travel to far off lands and encounter friend and foes in unforeseen situations. We will work our way through difficult problems and at the end of the year we will be better for it (or at least have collected a lot of fun stories to tell and stamps to prove them).

On the top of the next page is a map representing the world of possibilities for learning this year. I would like you to map out your preferred “itinerary” for the course using the states to represent a genre, a text, or writing preference that you would like to explore this class. There are so many things we can learn and do this year that there just isn’t enough time to get to them all so here is your chance to pick your favorites. If you would like especially to travel through the world of poetry and then move into the sci-fi state, write it down on the map for consideration. I want to know what you would like to learn.

You may fill in as many states as you wish as long as they connect Virginia to California. (There are no direct flights in this assignment so make sure you fill in connected states to make it from the start(green) to the end(red). )


For five of the states try to think of a “landmark,” something that really interests you within this topic, that you would like to encounter in this class. (For my Itinerary I have Poetry on my map and for my landmark I put Edgar Allen Poe because I have read one or two of his poems and would love to read some more.)Write your own landmarks below and explain why you chose them.1.

2.

3.

4.

5.


While you are thinking about making this journey, I would like you to consider whom you will bring along for the ride. (Please check the best answer) Do you prefer:

☐ Working in groups? ☐Or alone?☐As a whole class or ☐ in partners?

Would you like to: ☐have a tour guide? Or ☐be the one leading this expedition?

Even the most exciting adventure needs a good amount of rest and relaxation. What sorts of things do you like to do in your free time? What items would you bring along? (I like to listen to music to relax so my IPod would be on the top of my list)

Is there anything that I should know about you as we start our trip that might help me help you as a student?



Plan type: __x__Full-Detail ____Summary

Content Requirement Satisfied: Intro week, Mini-Inquiry



1. Students will know student names2. Students will know that Progress occurs through process

2. How to set goals for the future

Affective (feel/value):8. Students will feel comfortable working with other students in pairs

Performance (do):

3. Name 10 students names and some corresponding attributes of that person.

4. Set tentative goals for the end of the year.SOL’s:


Procedure:

(Italics indicate where the teacher is speaking directly to the students)

Beginning Room Arrangement: The room will be set up with desks in rows facing each other like in a speed dating set up. They will know were to sit based on their index cards and colors from the first day of class.

[_35__mins.] Bridge: Do Now: Find where your seat has moved. Try to solve the logographs on your agenda sheet (they will be the student created ones of names that I will have copied shrunk and fit to the page.) accompanied by a list of first names of students in our class.

Hi everybody. You all brought your signed paperwork and have it ready for me right? Remember those should all be in your personal folders on the table up front. These papers are important and if they aren’t in those folders today you aren’t off the hook. On that note, if you forgot to drop them in today please do so now and remember that if they aren’t in by the bell that you don’t get credit. I’m going to call roll real quick and get things moving because I am sure you all are wondering why the seating arrangement is so different today. Lets look at the agenda sheet that you should have grabbed on the way in. The second point on the to do list says what? [speed dating] You wondered about the strange seating? This is what its for.

We will be working in pairs and groups this year for many different projects. One of these projects will be coming up in the next couple of weeks. We also made a deal last class to get to know everybody in the classroom by the end of the third class. This activity is going to help us get better acquainted with each other and at the same time see who we get along with best in pairs. This row will move seats and the other will stay seated. Find the scorecard you picked up on the way in. You will use this record how well you encounters go, jot down what you have in common, what you don’t and then rate how well you think you could work with them. When you are thinking about these though, try not to base these decisions on how well you get along but rather how well you will work together. At the end of the activity you will pick your three best matches and write a paragraph explaining why you picked them. Does everybody know what we are going to be doing? On the agenda sheet there are question starters to help you if you can’t think of what to say. You will have two minutes to talk to your first match. Ready? Go.

Times up. Mark your thoughts on your card and those who are moving shift to the right. [repeat till students are back to their own seats] Take the next five minutes to think about your conversations and pick your top three and explain why you picked them. Try to make smart decisions. [give thirty second warning]. Turn these papers upside down and pass them to the left.

[_3__mins] Step 1: Go over how to move DesksNow that we have gotten to talk to everyone in class I want to go over how to move desks. For the sake of our ears and those of our neighbors next door we are going to practice moving desks as quietly as possible. Its not too difficult to do this, just simply lifting the chair slightly as you move it back in place. Lets practice. The desks should be in the right area. Try to put


them where they were the first day. If you don’t remember work with your peers and work it out. Lets get this done quickly so we can move on to the next activity.

1. [_15__mins.] Step 2: Think pair share with surveyTake a moment to congratulate yourselves. You have just brought yourselves one step closer to the goal of learning everyone’s name. Please turn to the page in your agenda packet that has the survey question on it. In the next few minutes I want you to read through these statements and circle where on the scale you stand in relation to how you feel towards the message conveyed. I can see that everyone is almost finished so try and make you last decisions and turn to a partner and talk about the statements. What were the similarities you had? The differences? Take the next few minutes to discuss. (walk around the class listening in on conversations, adding depth to discussions etc) In thirty seconds we are going to discuss as a class. What sorts of things did you notice? Did anyone put the exact same answers as their partner? Why do you think this is? (Continue discussion… lead towards how we might not have enough information within our class to determine the answer)

2. [__3__mins] Step 3: introduce mini-inquiryWe came up with such varied result in class I wonder what would happen if we went out and asked different people these questions if the answers would be any different. What do you guys think? Would asking adults result in different answers than asking kids? What do you all think? Well here is what I am proposing. For homework tonight… I want you to ask your parents these questions and then in lunch go ahead and ask some of your friends. Lets see what happens.

[_10__min] Step 4: You all are at an interesting time in your lives. You are going to school, and taking in all of this new information and trying to figure out what to do with it. In a few years you will be graduating and moving on to bigger and better things. You have a world of possibilities that lie before you of only you reach out and grab them. You are growing up and becoming something new. The way you feel about these statements sets up the way you go through your day, how you approach school, and look at your future. My hope for all of you is to approach school with the idea that you can always learn more, and grow from your experiences. I know you may think this is far-fetched or cliché, but I genuinely believe in each and every one of you to reach out and take hold of your dreams. [_20__min} Step 5: To practice this we are going to take a minute and visualize our futures. On a piece of paper write down some of them. Please remember to make them school appropriate. (3mins)

a. What sorts of goals did you record? (3 mins). [write a list on the board]b. It looks like we have quite a few “reach”ers in this class. Lets pick one of

these and work it out together and try to make a plan for how we can make these dreams come reality. (students pick) ooo good choice. Ok so when you go on a trip what is the first this you do after setting your destination? Lets think of reaching our goal as travelling. {students respond} Right we pack or make a list of what we need. So to get to this goal, what do we need? [students call out suggestions] ok so then how to we go about getting some of these things? [students} (7 mins) So of these actions what has priority? What has to happen


first? [create list] ok and what would be a reasonable amount of time within which we could reach this goal? [students] so then we break it down and look. We have a plan. I know that if I wanted to achieve this then in the next few days I would need to start thinking about this.

c. Now I would like you all to talk the next ten minutes to create one of these goal plans with your own personal goals. And no it cannot be the one we just worked on together.

[_5__mins] Closure: Have students set up the speed dating formation for the next class. Reminder of mini survey homework. Exit slip: you have spent a lot of time getting to know your peers today. What are three things that surprised you to learn about your peers? Do you feel like you got closer to our class goal today? Do you feel like you know more names than last class?

Methods Of Assessment

Speed dating scorecard (1,4,)Logograph match game = Formative (1,4)

Differentiated Instruction for one of my profiled students

I won’t yet know much about these students yet so I will give the survey and use those to gage.However I will consider any students IEP’s and make the necessary changes to my instruction to incorporate these special needs.

Materials Needed

Speed dating partners worksheetAgenda Worksheet

In Retrospect:


Materials Appendix:

Surprise!

Seats are a little bit different today. Find the seat with your index card on it and don’t forget to

grab an agenda sheet!

Do Now: Try to solve the logographs on your agenda sheet


Agenda sheet

Todays Objectives

To List:1. Agenda sheet2. Speed “Dating” 3. Survey discussion4. Investigation activity5. Goal setting activity for the end of the year. (discussion about

norms?)

Try to remember your classmates’ names and match them to their logographs. –they would be displayed below-


Survey

You can be anything you want to be 1 2 3 4 5

Strongly Agree Neutral Disagree Strongly Agree Disagree

Talent is innate, something you are born with. 1 2 3 4 5 Strongly Agree Neutral Disagree Strongly

Agree Disagree

I am the way I am. 1 2 3 4 5 Strongly Agree Neutral Disagree Strongly

Agree Disagree

Anything is possible. 1 2 3 4 5 Strongly Agree Neutral Disagree Strongly

Agree Disagree

Intelligence is a constant. You can learn more but it does not change your intelligence. 1 2 3 4 5 Strongly Agree Neutral Disagree Strongly

Agree Disagree

“Practice makes perfect” 1 2 3 4 5 Strongly Agree Neutral Disagree Strongly

Agree DisagreeIf you work hard enough you can do anything 1 2 3 4 5 Strongly Agree Neutral Disagree Strongly

Agree D isagree


Potential Workshop Partner Scorecard

Name Rating Notes

Pick #1:

Pick #2:

Pick #3:



Plan type: ____Full-Detail __x__Summary

Content Requirement Satisfied: Intro week, Hook to the Unit



10.Start to know student namesStudents will understand the concept of metamorphoses. Students will know how to relate texts to their real lives

Affective (feel/value):Students will feel like they are in the process of a change, a metamorphoses.

Performance (do):Name students and corresponding attributes of that person.Students will complete Whitman poem

SOL’s: [List with numbers portrayed in the SOL document]

Procedure: (Italics indicate where the teacher is speaking directly to the students)

Beginning Room Arrangement:Rowed seating

1. [__10_mins.] Bridge: Do Now: Think back to the classroom goals we created last class. Pick something you have to work on in class. Brainstorm how you will go about it. (exp: I talk too much in class so I will try to listen more…etc] Go over agenda sheet. Have students stand in a circle at the front of the room. Let them know that we are going to plan another name game. Show them the soft nerf ball. Let them know that for this activity they are going to gently toss the ball to a person while calling out their name. You can only call on a person once per round until the ball has made it to every student. When they finish the first round throw another ball into the mix. Have them return to their seats.

2. [_10__mins.] Step 1: Pull out mini-inquiry. Discuss. The class will work together to come to a conclusion on growth and what the class believes. The will compile data


and form hypothesis as to the differences and will take a…lean towards growth mindset…target acquisition. Discuss what we can do to create a growth mindset within our classroom. The conversation will talk about how we will be learning a lot and taking in information, making difficult decisions and questioning everything. The amount of work, learning, and thought that will go into this year will inevitable result in intellectual growth.

3. [__5_min] Step 2: Segway into the idea that we have grown so much already from when we first entered school. Have them think back to their days in kindergarten when they were learning to read and write still. Think about how much had changed, their preferences, thoughts, besides even the physical attributes alone. Pull out The Very hungry Caterpillar by Eric Carle. Ask them for instance do they remember reading this book? Ask what they thought about it. Students will record their pre-reading thoughts on the agenda sheet/paper.

4. [__10_mins.] Step 3: The teacher than Reads The Very Hungry Caterpillar by Eric Carle. Think pair share of pre-reading thoughts of the story and post reading. Did the book live up to their memories? What is their opinion about it now?

5. [__10_min] Step 4: Talk with the class about metamorphosis as a concept. The teacher should examine with the class the process through which a caterpillar goes through to become a butterfly. These should be somewhat broad in that the caterpillar takes in a lot of food then goes off for a while and when in the close walls of the cocoon becomes a beautiful butterfly. Work with the students to explore what else goes through a “metamorphosis.” Guide them to see their own metamorphosis that they are, and already have, gone through.

6. [_30__min] Step 5: Read Wordsworth poem “There was a child went forth.” (10 minutes for reading)

a. Discuss what the poem is saying. Work with the kids to see how as the boy is walking he is experiencing all of these new things and they all come together to make up who he is. Have them compare this to The Very Hungry Caterpillar and Metamorphosis to the conclusion that the boy consumes his experiences in the way the caterpillar eats the different foods. (five minutes)

b. Have them complete the “madlib” version of the poem. Model how to start the assignment and then turn them loose. Give them ten minutes to complete the poem.

c. Ask for a few brave students to share their poems. Teacher shares her poem with the class as well. (five)

7. [__10_mins] Closure: Look around you assessment. Name as many people as you can. Exit Slip: Did you meet the class goal? Do you know everyone’s name? How could we meet this goal more efficiently?


Methods of Assessment

Differentiated Instruction to accommodate one or more of my profiled students:Scaffolding the reading and writing assignments to work from simple to more complex as the class goes on. This should aid my two ELL students in the process.

Materials NeededAgenda SheetPoem outline for Walt Whitman’s “ A child went forth” found at: http://wps.ablongman.com/wps/media/objects/11566/11843712/ch11/11.7.There_Was_a_Child_Went_Forth_Walt_Whitman_Revision_Frame_Guide_and_Student_Model.pdfThe Very Hungry Caterpillar by Eric Carle

In Retrospect:

Materials Appendix:

http://wps.ablongman.com/wps/media/objects/11566/11843712/ch11/11.7.There_Was_a_Child_Went_Forth_Walt_Whitman_Revision_Frame_Guide_and_Student_Model.pdf

