Freshman English

Unit 3

DO NOW 3-2-15

-New SpringBoard Pages-• Please take your Unit 2 SB pages out of your

binder.• Put them in your folder in the back.• Get your SB book from the front.• Gently remove pages 169-250.• Put these in your binder.

March 2nd, 2015DO NOW

• New SpringBoard pages

Learning Targets

• I can explore my prior knowledge and thinking.

• I can identify the skills and knowledge needed for EA#1.

1. Previewing the Unit2. New Vocabulary3. Unpack EA#1

Homework

• Bring Reading Book

Agenda

Previewing the Unit

• Look through the Table of Contents.– Read activity titles, Goals (blue box), etc.– What is bolded? What is blue?

• With a partner, read the Unit Overview on the first page. Look at the picture on that page.– Talk about the Essential Questions on pg. 172

together (Think, Pair, Share).

Developing Vocabulary

• Look at the vocabulary in the boxes on pg. 170.– Academic Vocabulary– Literary Terms

• Use the Q-H-T strategy to label the words:– Q – a word you have questions about– H – a word you’ve heard, and kind of know– T – a word you could teach to someone else

Unpacking EA#1

• Please read “Unpacking Embedded Assessment 1” on pg. 172.– Underline the skills and knowledge you will need

for this assessment.• In your own words, summarize what you will

need to know to complete this assessment successfully at the bottom of pg. 172.

Reading Party

Date 4 3 2 1Book Choice Consistently reading

same book; reading/grade level appropriate.

Consistently reading same book 85% of time; reading/grade level appropriate.

Reading same book 60% of time; reading/grade level usually appropriate.

Rarely has book; inappropriate reading/grade level; no book.

Behavioral Expectations

Engaged and reading entire time. No talking, distracting, or bothering others. Eagerly shares reading experience, vivid details & interesting facts about book at appropriate times with the class.

Engaged and reading 85% of the time. Rarely talks, distracts, or bothers others. Willingly shares reading experience, details & book info with the class.

Reading 70% of the time. Reminded to get on-task. Sometimes distracting, sleeping, talking, or bothering others. Reluctant to share reading experience with the class.

Mostly off task. Sleeping, doodling, talking, etc. Won’t share reading experience with the class.

March 3rd, 2015DO NOW

• Reading Party

Learning Targets

• I can explore my prior knowledge and thinking.

• I can identify the skills and knowledge needed for EA#1.

1. What is context?2. Photo Slideshow

Homework

•Writing Prompt pg. 175.

Agenda

Context

• Turn to pg. 173, “Developing Context”• With a partner, use the graphic to help

brainstorm what you already know about “context”

CONTEXT

Photo Slideshow

• Use the graphic organizer on pg. 174 to record your observations, reflections, and questions about the series of photos.

#1

#2

#3

#4

#5

#6

After Viewing

• At your table, discuss some of the questions you created about these photos.

• How might any of these pictures and your questions spark a research interest for you?

Homework

• Your homework tonight is to complete the Writing Prompt on pg. 175.

• Your paragraph should be 6+ sentences, and will be you TICKET IN THE DOOR tomorrow.