Friday, April 4, 2014

Learning Objectives:

I can...

• write thoughtfully on the role of brands
• identify the roles that brands play in teenagers' lives

Opening:

1. Class Journal: 

• Write thoughtfully about the changes you'd like to see in the media.  How could media be changed for "the better"?

2. Share your thoughts on the questions presented on page 130.

• Why do you wear what you wear on 1st Friday or when going out with friends?

Work Period:

3. Read "How do Tweens feel about Brands?" by Patricia Seybold

• Stop when you read "exciting experience" on page 132

Question: How are the attitudes of tweens toward brands similar or different to your own?

4. Independently Read through the bottom of page 133.

• What does the graph in Figure 6.1 communicate?  
• What do the words passionate and positive mean in this context?
• How clear and complete is the graph?
• Examine our goal setting poster vs. the 7th grade Writing goal setting poster.
• Which is more clear and complete?
• How could we more clearly communicate class goals of STAAR?

5. Read page 134 and complete a SOAPSTone in the margins in order to demonstrate your clear understanding of the elements found in this informational text.

Closing:

6. Independent Reading Log #28 due Monday.  THREE "Notes on Reading" entries due as well.

Thursday, April 3, 2014

Learning Objectives:
I can...

• present key concepts and ideas around media
• review the Embedded Assessment expectations

Opening:

1. Return to your small group:

     A. Review your poster

2. Present the key ideas in your poster.

• what key problems are you focused on?
• what are the causes of the problems you've isolated?
• what are potential solutions to the problems you've identified?

Work Period:

3. Review the EA on pages 135-138.

• What are the key "look fors" when I grade your essay?

4. Turn to page 130 and complete the survey.

5. Read "How do Tweens feel about Brands?" by Patricia Seybold

• Stop when you read "exciting experience" on page 132

Question: How are the attitudes of tweens toward brands similar or different to your own?

6. Independently Read through the bottom of page 133.

• What does the graph in Figure 6.1 communicate?  
• What do the words passionate and positive mean in this context?
• How clear and complete is the graph?
• Examine our goal setting poster vs. the 7th grade Writing goal setting poster.
• Which is more clear and complete?
• In order to clearly communicate class goals of STAAR, what would the best representation be?

Closing:

7. Homework: 
   A. Article of the Week.
   B. Read page 134 and complete a SOAPSTone in the margins in order to clearly understand the key elements of this informational text. 

Thursday, March 27, 2014

Learning Objectives:
I can...

• present key concepts and ideas around media
• collaborate with a  small group
• review necessary elements of STAAR
• set goals for STAAR Reading on April 2

Opening:

1. Choices and Consequences Slips

2. Comments, Tips, and Questions about Wednesday

3. Goal Setting Exercise 

4. The Lip Sync Coaxing and Sticking of the Stickers

Work Period:

5. Return to your small group:

     B. Create a poster that visually represents visually a key problem with media that your group has isolated.  

The poster should include:

• a visual representation of a media channel's usage (use pg 115, be clever, be original, be comparative)
• key "problems" or "negative effects" that arise from your media habits (consider all of the articles we've read so far
• key "positive effects" from your media usage
• debatable issues and questions that arise from your data and readings.
• what's commercial mass media's argument for feeding you so well??

Closing:

6. Present posters.

Wednesday, March 24, 2014

Learning Objectives:
I can...

• get a sense of media usage in the classroom
• discuss STAAR style questions
• present key concepts and ideas around media

Opening:

1. Stickers for Wall Chart - Independent Reading/Book Log

2. Find someone in class with similar media habits...what are the pros and cons (positive effects and negative effects) of your media usage?

Work Period:

3. In small groups, where both handout articles are represented

A.  Discuss your responses to last night's guiding questions

B. Create a poster that represents visually a key element of your media usage.  The poster should include:

• a visual representation of a media channel's usage (use pg 115, be clever, be original, be comparative)
• key "problems" or "negative effects" that arise from your media habits (consider all of the articles we've read so far
• key "positive effects" from your media usage
• debatable issues that arise from your data and readings.
• questions for debate
• what's commercial mass media's argument for feeding you so well??

Closing:

4. Present posters and turn in SB Books.  Arrive tomorrow with a goal in mind for the STAAR Reading Test (52 Questions).

Tuesday, March 25, 2014

Learning Objectives:
I can...

• recognize the representations of males and females in advertising.
• consider elements of SOAPSTone in informational texts
• Compare and Contrast text elements in various informational texts.

Opening:

1.  Show me your ad, then post your AD on the ramp outside.  

2. On page 125, write down the words, phrases and images that come to mind when you view the ads.

3. In your journal respond to the following:

• Identify the "persuaders" used in the ad.
• Are the assertions made in the article "The Price of Happiness: Advertising and Image" accurate based on your reading of the advertisements?
• What is your evidence from the article and the ad? (Take notes on the top of page 125.)

Work Period:

4. Read through your assigned article.

• Mark the text for ideas that seem to support or contradict the previous articles.
• Answer TWO "spinner" questions in your Class Journal based on your text.  Use evidence to support your responses.
• Answer one CROSS-OVER question:
• In both articles, how do the subheadings enhance your understanding of the content of the article?  Use evidence to support your answer.

5. Partner with someone who read the alternative article.

• Share your markings
• Share your responses to the "Spinner" questions.

Closing:

6. Review your Simulation test.  Which "informational" text questions did you miss?  

• Review these questions in the context  of the articles you read today and yesterday.
• Is there anything about the question STEMS that stump you??

Monday, March 24, 2014

Learning Objectives:
I can...

• recognize the techniques that advertisers use for persuasion
• analyze how advertisements are intended to affect emotions
• recognize the representations of males and females in advertising.

Opening:

1. Collection Time:

• Independent Reding Log 
• Class Notebooks
• Reader's Notebook (Notes on Reading; Annotated Bibliography)
• Expository Essay for Extra Credit ("Helping yourself first or others...)

2. Hand back: 

• Article (Poem) of the Week 2.7

3. Update page 115 and 117 to reflect your media intake over the weekend.

4. Show me your ad, then post your AD on the ramp outside.  Then come back inside.

Work Period:

5. Read the first paragraph of the article "How Advertisers Persuade."

• How does these statements true of advertisements they see or hear?

6. Shared Reading: Mark the text every time you identify other "Persuaders".

7. Small groups: 

• Brainstorm and write an example next to each persuader after we are done reading.
• Which are the most effective persuaders?

8. When your group is ready, head outside with your SB book and view the ads.  

• Take notes on the top of page 125.

Closing:

9. Read "The Price of Happiness" on 126-128 and take notes on page 125.  

• Cite textual evidence from the article as you read.
• Are the statements made in the article accurately reflected in the ads you viewed during class?

Friday, March 21, 2014

Learning Objectives:
I can...

• analyze and respond to a poem in a small group setting
• determine elements of SOAPSTone in a non-fiction informational text
• examine the problems in advertising and media identified thus far
• use specific examples as tools for explanation

Reminders:

Assessment due Monday: 

• Annotated Bibliographies due Monday (4 = 70, 5 = 80, 6 = 90)
• "My Growing Vocabulary" and "Book Log" also should be up to date (10%)

Assignments due Monday:

• 24+ "Notes on Reading" 
• Independent Reading Log #26
• Class Journal

Opening:

1. Small group discussions about the poem "New Moon"

Use the text to discuss:

• Why is the poem titled "New Moon"?
• What is the author's tone?

Work Period:

2. Share SOAPSTone responses in small, "expert group" setting.  

3. Provide your "expertise" on the topic you were handed on a sentence strip.

4. Journal entry:

• Is the notion of "ever-cool" something you can relate to?  What brands are "ever-cool" to you or a group of friends that you've observed?

• Respond to the writing prompt on page 118.  "In a well-developed paragraph, identify your concerns, and provide specific examples to show why your concerns are significant.  You may use information from Activity 2.3 and 2.4 for additional support." 

5. When you are done, locate an ad featuring a man, woman or teen.

• Cut out the ad, and glue it onto a construction paper background.

Closing:

6. Copy down THREE "Spinner" questions in your journal.  You will answer these three questions after you read the next text, "How Advertisers Persuade".

Thursday, March 20, 2014

Learning Objectives:
I can...

• determine appropriate responses to STAAR style reading comprehension questions.
• determine how visuals enhance or distract from a text
• use SOAPSTone as a reading strategy for understanding key elements of informational text

Reminder: Reading Notebooks due Monday

Poem of the Week due Tomorrow.

Opening:

1. Update your Media Log 1

2. Introduce Media Log 2.  Fill in ONE memorable ad from the last two days.

3. Discuss all STAAR style prompts in small groups.

Work Period:

4. Complete the "What do you know about Advertising and the Media" Pre-Reading activity on page 118.

5. Discuss Product placement...where are they placed besides in Spiderman?

6. Reintroduce SOAPSTone strategy.

7. Read in chunks, using SOAPSTone as a guide to our thinking.

Closing:

8. Complete the following:

• read the remainder of the text, through 122 (check for understanding at the end of each page)
• finish up the SOAPSTone on page 119

Poem o' the Week due Friday.

Wednesday, March 19, 2014

Learning Objectives:

I can...

• consider media's impact on our daily lives
• understand the value of citations when referring to primary and secondary sources
• read for comprehension and understanding

Note: 

Begin logging Media Usage on page 115.  Due next TUESDAY.

Opening:

1. Discuss the quickwrite in your journal, as well as your "Before Reading" responses.

2. Be sure you logged your media exposure.

Work Period:

3. Read the Article "Just the Facts About Advertising and Marketing to Children"

• What is a "target audience"?  

4. As you read, use metacognitive markers ( * ! ? ) and indicate the 10 most intriguing facts presented.

5. Consider:
How do the subheadings and bullets affect your reading of the article?  Do they hinder or enhance your understanding?

Closing:

6. Complete the "After Reading" column on page 110

7. Read the instructions for Part 2.  Choose some statistics from the article that can be made into a visual representation of the data.  Create one in your class journal.

Cite your source below the graph.

Tuesday, March 18, 2014

Learning Objectives:

I can...

• understand the objectives of the Embedded Assessment
• define and understand the concept of commercialism
• consider media's impact on our daily lives
• understand the value of citations when referring to primary and secondary sources
• read for comprehension and understanding

Note: 

Begin logging Media Usage on page 115.  Due next TUESDAY.

Opening:

1. Preview the key skills and knowledge in the Embedded Assessment.

• What are the key skills you will employ in this essay?
• What knowledge must you have in order to be successful?

2. Create an Bubble Map in your Journal representing the key elements of the EA.

Work Period:

3. Discuss and complete #2-5 on pages 108-109 together.

• Use the media channels discussed on page 109, #4 for the Table on page 115.

4. In your journal, complete the Quickwrite at the bottom of page 109

• What are the positive and negative effects that media exposure might have on you or others?  Explain and use examples.

5. Complete the Before Reading Column on page 110

6. What is plagiarism? How do you correctly refer to the authentic, hard work of others?

Add to your Class Notebook:

Key Vocabulary:

• Primary Sources
• Secondary Sources
• Citations
• Target Audience

7. Read the Article "Just the Facts About Advertising and Marketing to Children"

• What is a "target audience"?  

8. As you read, use metacognitive markers ( * ! ? ) and indicate the 10 most intriguing facts presented.

Closing:

9. Complete the "After Reading" column on page 110

10. Begin logging Media Usage on page 115.  Due next TUESDAY.

Monday, March 17, 2014

Lesson Objectives:
I can…

• revisit Academic Vocabulary from the beginning of the unit on the Holocaust
• consider the new Learning Focus
• read and summarize the Embedded Assessment
• brainstorm problems and solutions

Hand In:

• Independent Reading Log #25
• I.R. Log (Extra Credit)
• Drama of the Week (Extra Credit)

Reminder:

• Annotated Bibliography is due MONDAY, March 23rd to be considered "on time."
• 6 Entries are required for full credit

Opening:
1. Review the Academic Vocabulary from the unit so far

2. How did your learning progress? (See pages 226-227)

3. Read the Learning Focus and discuss key ideas presented.


Work Period:

4. Read through the Embedded Assessment, unpack the key verbs and nouns, and then summarize the key ideas at the bottom of page 265.

5. In your journal, answer the following questions:

• What is a "debatable issue"?
• What are "media channels"?

6. Discuss some debatable issues

7. What problems do we face?

• school issues
• community issues
• State, National, Global issues

Closing:
8. Complete #1 and #2 on page 266. 

Friday, March 7, 2014

Lesson Objectives:

I can…

• Deliver written/oral talking points
• Provide introduction, transitions and conclusion
• Provide insights into how the novel you read enhanced your understanding of the Holocaust

PARKING LOT??? 

WHO'S GOING TO BE THERE?

Opening:

1. Quick Turn-in of Article of the Week

2. Quick Hand-Out of Drama of the Week (Make-Up grade for a low Article of the Week grade from the 3rd 9 Weeks.)

Work Period:

3. Presentation #4

4. Feedback #4

5. Presentation #5

6. Feedback #5

7. Presentation #6

8. Feedback #6

Closing:
9. Share thoughts and feelings; turn in the novels.

Homework: Annotated Bibliographies are due on March 24th!

Thursday, March 6, 2014

Lesson Objectives:

I can…

• Deliver written/oral talking points
• Provide introduction, transitions and conclusion
• Provide insights into how the novel you read enhanced your understanding of the Holocaust

Opening:

1. Quick opening by Mr. Busse to discuss the "Observation" side of the presentations.  

2. Quick draw for who will go first and who will go second.

Work Period:

3. Presentation #1

4. Feedback #1

5. Presentation #2

6. Feedback #2

7. Presentation #3

8. Feedback #3

Closing:
7. Share thoughts and feelings; turn in the novels.

Homework: Article of the Week with Poem pairing due Friday.

Wednesday, March 4, 2014

Lesson Objectives:

I can…

• prepare written/oral talking points
• determine introduction, transitions and conclusion

Opening:

1. Work to perfect your presentation tomorrow.

2. Discuss the flow of your ideas.

• which passages relate to similar insights?
• who will introduce the novel and the group members?
• how will group members all get the chance to speak and read in front of the large group?
• who will close our your presentation?

Work Period:

4. In your group, prepare your talking points about the novel.

• What are the key insights your gained about the Holocaust through the literature you chose?
• How does the passage each member has chosen enhance your understanding of the Holocaust?
• How can you effectively orally read the passages so that we understand the power of the language and the content of the message?
• How will you work through the various talking points and passages so that it flow naturally in front of an audience?

5. Finalize a "cue to cue" for your presentation.  Try a Flow Map.

• Introduction of Group
• Order of talking points and passages
• Transitions (relate to previous speaker)
• Conclusion

Closing:

6. Determine the order of presentations.

Homework: Prepare for your oral reading.  Work toward perfecting the following:

• pitch
• volume
• tempo
• phrasing
• enunciation

Tuesday, March 4, 2014

Lesson Objectives:

I can…

• review Embedded Assessment
• make meaning of passages for oral reading
• prepare written/oral talking points
• determine introduction, transitions and conclusion

Opening:

1. Review AoW2.6 and Independent Reading Logs; Discuss Grades.

2. Turn in Independent Reading Log #24.

3. Find page 259 and let's think aloud through the steps.

Work Period:

4. In your group, prepare your talking points about the novel.

• What are the key insights your gained about the Holocaust through the literature you chose?
• How does the passage each member has chosen enhance your understanding of the Holocaust?
• How can you effectively orally read the passages so that we understand the power of the language and the content of the message?
• How will you work through the various talking points and passages so that it flow naturally in front of an audience?

5. Prepare a "cue to cue" for your presentation.  Try a Flow Map.

• Introduction of Group
• Order of talking points and passages
• Transitions (relate to previous speaker)
• Conclusion

Closing:

6. Determine the order of presentations.

Homework: Prepare for your oral reading.  Work toward perfecting the following:

• pitch
• volume
• tempo
• phrasing
• enunciation

Monday, March 3, 2014

Learning Objectives:

I can…

• read with inflection
• respond to selected passages
• rehearse a reading and explanation

Opening:

1. Turn in Reading Log #24

2. Pass out Article of the Week 2.6, number paragraphs and stanzas, and write a prediction for both the passage and the poem.

3. Pass out new reading Log (#25 + Bonus Week)

Work Period:

4. Choose a significant passage from the novel (a paragraph or two).

5. Take time to review the expressive reading criteria on page 251 in SpringBoard.

6. Practice reading your passage orally in your small group so you can get comfortable saying the words aloud.

7. Once you have rehearsed, practice reading orally to one of the members of your group.

• The listener should NOT have a copy of the passage.
• The listener should complete page 251 while listening.

8. Give and discuss feedback with your partner; have each partner, in turn, set an individual oral reading goal in his or her class journal.

9.  In your journal, describe why you choose the passage.  This is a rough draft for the Embedded Assessment.

10.  Return to your small group and complete the poster you began on Friday.

Closing:

11. Practice reading your passage aloud at home, as well as reciting your explanation of its significance.

Friday, February 28, 2014

Learning Objectives:
I can...

• Collaborate in a small group
• Discuss the conclusion of a Holocaust novel
• Synthesize a novel into a visual display of key ideas, characters, themes and language

Be prepared to show Mr. Busse your Notes on Reading for this Semester.  You should have 12-18 entries by now.

Opening:
1. Share final double entry journals and role sheets.

Work Period:
2. With your group, create a synthesis poster.  Think about including the following:

²Creative arrangement of key

quotes

²Symbolic art/visuals

²Probing questions

²Interpretive statements

²Title and author

Sample:



3. Prepare for Monday by being ready to re-examine the SpringBoard Embedded Assessment for this unit of study.

Closing:
4. Be sure to be present next week for the group creative process and presentation.  

Independent Reading Logs are due Monday

Monday through Thursday, February 24-27, 2014

Benchmark Testing in Math, Reading, Social Studies and Science

Friday, February 21, 2014

I can...

• use a Role Sheet to share a variety of concepts and ideas
• engage in a literature based discussion
• reflect on what strengths and weaknesses exist in the literature circle group

Independent Reading #24 due Monday (10-15 entries in Notes on Reading)

Opening:
1. Discuss the Article of the Week

2. Share Double-Entry Journals

• respond to one another's choice of text and responses

Work Period:
3. Have a text-based literature circle discussion about the 5th Chunk of your Holocaust novel.

• Follow through on the roles and suggestions made in the SB book for how to conduct the Lit. Circle.

4. Discuss connections to your research and create a purple Connection card.

5. Determine key passages from your reading and FLAG them with sticky notes.

6. Write a reflection about the group interactions.  Complete a sentence or two about your own goals and challenges, as well as the entire page for group's goals and challenges.

7. Hand in all Role Sheets and the group's reflection.

Closing:

7. Hand out new role sheets for next Friday's Literature Circle.

Homework: 
Respond to the "Check Your Understanding" Expository Writing Prompt in the packet.  

• Use MEAL to draft a response that explains how specific dialogue is used to develop character(s) or plot, and to reveal theme.

Thursday, February 20, 2014

I can...

• analyze how dialogue is used in a play to develop character or pot
• analyze how dialogue is used to reveal theme

Independent Reading #24 due Monday (10-15 entries)

Opening:
1. Reminder: Article of the Week due Friday.

2. Respond to the First Question in the packet "Dramatic Tone Shifts."

Work Period:
3. Prepare for a production of the scene from the play "The Diary of Anne Frank."

4. During production of the scene, consider tone, diction, pitch, volume and pauses.

5. Present the play in an appropriate tone.

Closing:

Homework: 

Respond to the "Check Your Understanding" Expository Writing Prompt in the packet.  

• Use MEAL to draft a response that explains how specific dialogue is used to develop character(s) or plot, and to reveal theme.

Wednesday, February 19, 2014

Lesson Objectives:

I can…

• Work with a partner to present research
• Use correct presenting voice and body movements during a presentation
• Be an active listener

Opening:

1. Get with your partner to finalize your presentation.

2. Randomly choose the order in which you will present. (Some may volunteer to go first, this is fine.

Work Period:

3. Present your Person of the Holocaust to the group.

4. Listen actively as others present. Take notes in your Class Notebook:

a.     Who is the person?

b.     What is there story within the Holocaust?

c.     What was their fate?

Closing:

5. Turn in your narratives/Stamp if in your Class Notebook and we’ll grade later.

Make sure you are ready for Lit. Circles on Thursday.

Tuesday, February 18, 2014

Learning Objectives:

I can…

• Research a specific person
• Plan a presentation with a partner
• Create a narrative using research

Opening:

1. Discuss the research that is going to happen.
2. Create the information chart in your class journals.
3. Get into your assigned partners.

Working Period:

4. Pick your person

5. Begin research at www.ushmm.org

6. Fill in your chart, each person must have the information.

7. Plan your presentations.

Closing:

Homework: Create a narrative using the person you were given. Think of the novels and short stories we have been reading. Make the connections in your narrative.