week 1: september 6 - 9 introduction to course and summer reading assignments 10d

Week 1: September 6 - 9

Introduction to Course and Summer Reading Assignments

10D

Tommy Cassandra

Beverly Jamesly

Trevon Yamile

LillianaImani

Jason Joelle

StanEmiliano

Natalie N.

Nathy

Erick

Victor

DavynsLennin

Lorena McHenley

Amanjot

10A BoardRm. 407

Door

Danika CassandraTrevon Yamile

Amanjat

Tommy

Jason JoelleJameslyBeverly

Natalie N.

Nathy

Erick

Victor

Emiliano DavnysStan Lennin

Lorena McHenley

Lilliana Imani

10D Front of Room - BoardRm. 407

Door

Silent Do Now:•Find your notebook in the GREEN BOX and take your assigned seat.•Skip the first page (see board).•On the next page, make the heading of your paper look like the header in blue writing.•Draw a circle on your paper, like the red one on the board.•Inside the circle, write what you want in your life when you grow up. This may be just words or short phrases; you do not need to use complete sentences.• Examples: Broadway dancer, happy, own my own house, three dogs, Senator of

Massachusetts, travel to Spain and South Africa, support my family, learn German, learn how to cook, have a garden, dancing

Garlyn SophieJulian M. Marie

Celeste Loveng

Joey Crystal

Israel LarissaEmilyAlerte

Brunyr Karen A.

Trae

Ricardo Zuri

Kayla

10A - Front of Room - BoardRm. 407

Door

Silent Do Now:•Find your notebook in the GREEN BOX and take your assigned seat.•SKIP THE FIRST PAGE.•Make the heading of your paper look like the header in blue writing on the board.•Draw a circle on your paper, like the red one on the board.•Inside the circle, write what you want in your life when you grow up. This may be just words or short phrases; you do not need to use complete sentences.• Examples: Broadway dancer, happy, own my own house, three dogs, Senator of

Massachusetts, travel to Spain and South Africa, support my family, learn German, learn how to cook, have a garden, dancing

Silent Do Now:• Find your notebook in the GREEN BOX and take your assigned seat.• Skip the first page!!• On the next page, make the heading of your paper look like the

header in black writing on the board.• Draw a circle on your paper, like the green one on the board.• Inside the circle, write what you want in your life when you grow

up. This may be just words or short phrases; you do not need to use complete sentences.– Examples: Broadway dancer, happy, own my own house, three dogs,

Senator of Massachusetts, travel to Spain and South Africa, support my family, learn German, learn how to cook, have a garden, dancing

Thursday, September 8th, 2011 (double block)Objective: by the end of this lesson you will be able to…1. describe and execute the expectations of the “Do Now” procedure (30 minutes)2. describe and explain our class’ BIG goal and how it will help you to achieve your personal goals.3. identify and explain the positive and negative impact of following and not following the routines and procedures of the class on both individuals and the culture of the class4. Describe and execute the expectations for partner work

Agenda:• Do Now … 6 minutes• Our BIG Goal … 5 minutes• “Do Now” Expectations … 15 minutes• Announcements• Partner work expectations … 2 minutes• CW 1.2 Assignment … 20 minutes• In order to innovate in our classroom… activity … 20 minutes• Summarizer … 15 minutes

Thursday, September 8th, 2011 (double block)Objective: by the end of this lesson you will be able to…1. describe and execute the expectations of the “Do Now” procedure 2. describe and explain our class’ BIG goal and how it will help you to achieve your personal goals.3. identify and explain the positive and negative impact of following and not following the routines and procedures of the class on both individuals and the culture of the whole class4. Describe and execute the expectations for partner work

Our Class’ BIG Goal

• We will be INNOVATORS who have the skills and mindsets to be successful in college.

• To do this, we need: – to define who we are and who we want to be.– to develop, through practice, the skills and mindsets to

be thoughtful listeners, critical thinkers, and “idea risk-takers”.

– to communicate our ideas professionally so that others will listen to us.

“Do Now” Expectations• What?

– It is the first thing we do at the beginning of class.– It is a quick assignment (less than five minutes) that requires you to review

yesterday’s lesson or to think about connected knowledge you already know.

• Why does it matter that we do it well?– It helps us prepare our minds for English class. This is not just busy work.– It allows us to get our physical materials ready (pen/paper).– It save us hours of learning time over the course of the year when we transition

from the hallways.

• How?– Each row will have a Row Captain who is responsible for passing out each row’s

“Do Now” notebooks and folders. S/he also collects the “Do Now” materials at the end of every class.

– Every row will also have a Materials Manager who is responsible for passing out 2-3 material boxes and collecting them at the end of class.

Ms. Breindel will stop time when…

• Everyone has his/her Do Now notebook and folder

• Each pair has a materials box• Everyone is seated in his/her assigned seat with

his/her backpack off their desk• Everyone is in dress code• Everyone has his/her HW out• Everyone has the header on his/her paper• Everyone is SILENTLY reading/writing the Do Now

What will Ms. Breindel be doing during the Do Now?

• Taking time of how long it takes us to be ready• Making sure we are ready for a successful

lesson by ensuring that desks are clear, everyone has their materials, everyone is in dress code

• Mentally preparing for the day’s lesson• Taking attendance

• Row Captains: • Materials Managers:

Silent Do Now (take II):• On the back of your “Do Now”, set-up your header so

it matches the new header on the board• Outside of the circle, write what you don’t want in your

life when you grow up. Again, this may be just words or short phrases; you do not need to use complete sentences.– Examples: snow, small house/apartment, a meaningless job,

drugs, financial debt, someone bossing me around, no friends

Thursday, September 8th, 2011 (double block)Objective: by the end of this lesson you will be able to…1. describe and execute the expectations of the “Do Now” procedure 2. describe and explain our class’ BIG goal and how it will help you to achieve your personal goals.3. identify and explain the positive and negative impact of following and not following the routines and procedures of the class on both individuals and the culture of the whole class4. Describe and execute the expectations for partner work

Silent SummarizerPlease answer the following in complete sentences

and restate the question in your answers.1. Box 2-3 individual goals inside of your “Do Now”

circle that are most important to you.2. What is our class’ BIG goal?3. Choose one individual goal from those you boxed.

Tell me how our class’ BIG goal will help you to achieve this individual goal. (write something you are comfortable sharing These will be posted in our classroom without your name on it)

Announcements

• If you are tardy…• Course Materials• Summer reading• Surveys• Homework due Friday! – Cultural Artifact Bags

Expectations for Partner Work

• Partners will treat each other with kindness and respect– no one will publically complain about having to work with someone else.

• Partner talk will be focused on the topic– partners will not have unrelated, personal conversations.

• Partner talk will be only loud enough for each other to hear– partners will not use loud voices that might distract others.

• Partners will sit with their knees facing one another. • Each partner will contribute to the discussion equally– one person will

not dominate or refuse to participate.

*** Partner work/partner talk will always be graded (individually) based on rubric– this grade will be a part of your citizenship grade for the course. Objectives: By the end of this class, you will be able to…1. Describe and execute the expectations for partner work in English class.

Partner Work Rubric4 3 2 1

Student treats his/her partner with kindness.

Student encourages his/her partner to talk/share/build on his/her ideas and comments.

Student asks his/her partner thoughtful questions.

Student uses a reasonable volume to communicate with partner.

Student remains seated and facing his/her partner and refrains from wandering or engaging in conversation with others.

Student is productive and completes task/assignment.





Student is productive and completes task/assignment





Student is sometimes distracting or distracted by others.

Student does not face partner or engage in meaningful/thoughtful conversation.

Student does not use time wisely and does not complete the task/assignment.

Incorporating our BIG Goal into our classroom

• In order to innovate in our classroom…

• Student actions

• Teacher actions

Silent Do Now:• Read and complete (with

your BEST work) the student survey.

Homework:• Read and annotate the

expectations, absence/lateness policy, and grading policy of the syllabus

• Parent signature on course contract (due Friday!)

• Course materials (due Tuesday!)

Wednesday, September 7, 2011Objective: by the end of this lesson you will be able to… 1. tell me about yourself by taking a student survey2. describe what this course is about and summarize the essential questions and themes of the course3. describe and execute the expectations for partner work in English class4. identify specific routines and procedures for the course that match each of the course expectations described on the opening expectations letter from day one

Garlyn SophieJulian M. Marie

Celeste Loveng

Joey Crystal

Israel LarissaEmilyAlerte

Brunyr Karen A.

Trae

Ricardo Zuri

Kayla

10A - Front of Room - BoardRm. 407

Door

Silent Do Now:•Dress Code and backpacks off desk!•Row Captains – collect your class’ BLUE notebooks from the front•Material Managers – get material boxes for your row (2-3)•Remind yourself of what we did on Wednesday by reading over the Do Now (circle of what you want, outside your circle of what you don’t want) AND the “Day 2: BIG Goal Summarizer” that is located in the right side of your Do Now folder•Think about what you want most in your future. Think about what our BIG Goal was… then•Answer question #3 on the “Day 2: BIG Goal Summarizer”:

Danika CassandraTrevon Yamile

Amanjat

Tommy

Jason JoelleJameslyBeverly

Natalie N.

Nathy

Erick

Victor

Emiliano DavnysStan Lennin

Lorena McHenley

Lilliana Imani

10D Front of Room - BoardRm. 407

Door

Silent Do Now:•Dress Code and backpacks off desk!•Row Captains – collect your class’ BLUE notebooks from the front•Material Managers – get material boxes for your row (2-3)•Remind yourself of what we did on Wednesday by reading over the Do Now (circle of what you want, outside your circle of what you don’t want) AND the “Day 2: BIG Goal Summarizer” that is located in the right side of your Do Now folder•Think about what you want most in your future. Think about what our BIG Goal was… then•Answer question #3 on the “Day 2: BIG Goal Summarizer”:

Friday, September 9th, 2011 (double block)Objective: by the end of this lesson you will be able to…1. describe and illustrate “culture” in terms of the seven different aspects of it2. describe their peers’ backgrounds by participating in the Cultural Artifact Bag activity3. List the top ten English Do’s and Don’ts so that we can have a successful year as a class!Silent Do Now:•Row Captains – collect your class’ BLUE notebooks from the front•Material Managers – get material boxes for your row (2-3)•Remind yourself of what we did on Wednesday by reading over the Do Now (circle of what you want, outside your circle of what you don’t want) AND the “Day 2: BIG Goal Summarizer” that is located in the right side of your Do Now folder•Think about what you want most in your future. Think about what our BIG Goal was… then•Answer question #3 on the “Day 2: BIG Goal Summarizer”:• Choose one individual goal from those you boxed. Tell me how our class’

BIG goal will help you to achieve this individual goal. (writer something you are comfortable sharing These will be posted in our classroom without your name on it).

Our Class’ BIG Goal• We will be INNOVATORS who have the skills

and mindsets to be successful in college.• To do this, we need: – to define who we are and who we want to be.– to develop, through practice, the skills and mindsets to

be thoughtful listeners, critical thinkers, and “idea risk-takers”.

– to communicate our ideas professionally so that others will listen to us.

Friday, September 9th, 2011 (double block)Objective: by the end of this lesson you will be able to…1. describe and illustrate “culture” in terms of the seven different aspects of it2. describe their peers’ backgrounds by participating in the Cultural Artifact Bag activity3. List the top ten English Do’s and Don’ts so that we can have a successful year as a class!

Friday, September 9th, 2011 (double block)Objective: by the end of this lesson you will be able to…1. describe and illustrate “culture” in terms of the seven different elements of it2. describe their peers’ backgrounds by participating in the Cultural Artifact Bag activity3. List the top ten English Do’s and Don’ts

Agenda• Do Now• Objectives and Agenda• Announcements / Homework• Vocabulary lesson on “culture”• Cultural Artifact Bags – share out• English 10 Do’s and Don’ts• Finish Expectations/ Routines /Procedures assignment• Summarizer

Announcements / Homework

• Parent Contracts due!• Supplies due Tuesday!


Culture (noun)

OBJECTIVE: SWBAT1. DESCRIBE AND ILLUSTRATE THE WORD “CULTURE”.

MY CURRENT LEVEL OF UNDERSTANDING (CIRCLE ONE):

1 2 3 4

Name: ________________________

Background knowledge – What do you think of when you hear the word culture? What do you think this word means?

Describe culture in your own words (without copying off the slide):

(AFTER LESSON) MY LEVEL OF UNDERSTANDING (CIRCLE ONE):

1 2 3 4

OBJECTIVE: SWBAT1. DESCRIBE AND ILLUSTRATE THE WORD “CULTURE”.CULTURE (NOUN)

Element of culture Drawing/representation of this type of culture

1-2 sentence description or explanation of this

type/drawing1.

2.

3.

4.

5.

6.

7.

Culture[noun]

• There are many different definitions of culture. For some people it may refer to the appreciation of art, literature, food, etc.

• Culture is a powerful concept, yet it is also something that is easily changed and lost because it only exists in our minds. Governments, buildings, and other man-made things are products of culture, not culture itself.

• For our class we will be thinking about culture as:

The shared attitudes, values, goals, practices, and norms that characterizes a group of people.


Seven Elements of Culture[noun]

• Element = things / categories that all cultures have in common

1. Social organization: the way a culture organizes its members into small groups

a) Families: nuclear or extendedb) Social class: a way of ranking people based on their money,

education, occupation, ethnicity, race, etc.




2. Customs and Traditions: the written and unwritten ‘rules’ and expectations of behavior in a culture

a) Gender roles– the rules/expectations for the way men and women are expected to behave.

b) Food– the types of food eaten, the ways food is eaten/served.

c) Danced) Holiday Traditions and Celebrationse) Rites of passage– marriage, birth, coming-of-age.




3. Language: the way that beliefs and customs are passed down and communicated.

4. Arts and Literature: a) These things serve to teach about a culture’s valuesb) They promote cultural pride and unity




5. Religion: the belief a group of people have about God or why we are here.

6. Forms of government: how a group of people govern themselves for a country, state, or city

7. Economic Systems: a) These things serve to teach about a culture’s valuesb) They promote cultural pride and unity


Illustrating YOUR Three Elements of Culture --- FILL OUT BEFORE SHARING

Directions: Sketch/illustrate or diagram the three objects you brought in for your cultural artifact bag. Underneath each of your three illustrations, write a caption:

• explaining why you brought it in• identifying which cultural element it represents and why• explaining how it represents your culture.

Objective: By the end of this class, you will be able to…Identify and describe “culture”.

1: 2: 3:

Your illustration:

Caption:

Expectations for Partner Work

• Partners will treat each other with kindness and respect– no one will publically complain about having to work with someone else.

• Partner talk will be focused on the topic– partners will not have unrelated, personal conversations.

• Partner talk will be only loud enough for each other to hear– partners will not use loud voices that might distract others.

• Partners will sit with their knees facing one another. • Each partner will contribute to the discussion equally– one person will

not dominate or refuse to participate.

*** Partner work/partner talk will always be graded (individually) based on rubric– this grade will be a part of your citizenship grade for the course. Objectives: By the end of this class, you will be able to…1. Describe and execute the expectations for partner work in English class.

Partner Work Rubric4 3 2 1



Student asks his/her partner thoughtful questions.



Student is productive and completes task/assignment.





Student is productive and completes task/assignment





Student is sometimes distracting or distracted by others.

Student does not face partner or engage in meaningful/thoughtful conversation.

Student does not use time wisely and does not complete the task/assignment.

Cultural Artifact Bag ProtocolDirections: For this activity you will be working in small groups of three to share out your cultural

artifacts. You will follow the below guidelines in order to facilitate the discussion. You will individually, be graded on the Citizenship Rubric.

Guidelines:1. Decide who will share first.2. The presenter describes each of his/her three objects that s/he has brought.3. Each of the other group members make respectful predictions / guesses / ideas about how

the object relates to the presenter’s culture. They also identify what element of culture this represents and write these in their graphic organizers.

4. The presenter confirms/corrects and explains how the object connects to his/her culture.5. Do the same protocol for the other two objects.6. THEN… Presenter --- explain how you would define your culture. Group members --- add on

if you think anything else adds to his/her definition. Write this definition down on your notecard!

7. Do the same protocol for the other group members.Friday, September 9th, 2011 (double block)Objective: by the end of this lesson you will be able to…1. describe and illustrate “culture” in terms of the seven different aspects of it2. describe their peers’ backgrounds by participating in the Cultural Artifact Bag activity3. List the top ten English Do’s and Don’ts so that we can have a successful year as a class!

Illustrating Your Group’s Elements of Culture

Directions: Sketch/illustrate or diagram the one object for each of your group members. Name the object, write whose it is, and draw a representation. Underneath each of your three illustrations, write a caption:

• explaining why you brought s/he brought it in• identifying which cultural element it represents and why• explaining how it represents his/her culture.

Objective: By the end of this class, you will be able to…Identify and describe “culture”.

1: 2: 3:

Person:

Your illustration:

Caption:

Groups!• Group 1: Trevon, Yamile, Cassandra, Jamesly• Group 2: Amanjat, Lilliana, Imani, Tommy• Group 3: Lorena, McHenley, Natalie N, Erick• Group 4: Jason, Joelle, Emiliano, Beverly• Group 5: Nathy, Victor, Davnys, Lennin

Summarizer – on your notecard

• Based off of today’s activity and the three objects you brought in,– How would you define your culture?• Be specific!• Give at least three characteristics and explain why!• Write at least three sentences!


Agenda• Do Now• Objectives and Agenda• Announcements / Housekeeping• Vocabulary lesson on “culture”• Cultural Artifact Bags – share out• English 10 Do’s and Don’ts• Finish Expectations/ Routines /Procedures assignment• Summarizer

week 1: september 6 - 9 introduction to course and summer reading assignments 10d

Documents

room board

door slide

dancing slide

d slide

minutes cw

green box

partner work slide

senator of massachusetts