The Short Version
All classes are writing the Performance Task for Collection 1: From the four pieces we have read, we have learned that immigrants face challenges and make adjustments when they live in America.
This essay is a very large grade.
Students are required to write a piece exactly like this for the Smarter Balance test!
These are the Requirements for the Essay so far.
Here are some Outline Suggestions.
Section 1 has the outline due by Monday.
Sections 2 & 3 will be outlining on Monday.
Sections 2 & 3 have a Buzzword quiz on Monday.
The sooner students create and share a Google Doc with me, the more help I can give them!
They should share with mrbozhb@gmail.com.
The Long Version
Here is what we did in class this week. Although these are on my site, I thought I would just paste them here at the bottom so you can see how it all fits together.
posted 4 hours ago by Bradford Bosler
Section 1
Learning Objectives:
Students will Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.In other words, students will be determining what they need to complete the performance task.
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
I have grouped the students so they can use each other to discuss the requirements of the performance task. There is so much students could write about. I found that when Mrs. Jamison and I discussed the requirements, we were better able to see what they essay will look like.
Assessment/Important Upcoming dates
11/6- By the end of the week, I would like to have read over your rough draft.
11/9 Final draft of the performance task is due using Google Docs.
11/12- Test on Unit 4
Here are the requirements for the Immigrats Performance Task
| November 6, 2015
Today’s Agenda
1. Warm-up Commas #1
2. Buzzword Quiz
5. Outline for the performance task:
a. Create a Google Doc
b. Share editing with mrbozhb@google.com
c. Today's goal is organization and outlining. How are you going to discuss what we have learned about immigrants from all four pieces?
d. Outline Suggestions
e. The outline is a grade!
Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.
Vocabulary
Unit 4 Homework
Monday 11/2- Make pictionaries
Tuesday 11/3- Choosing the Right Word
Wednesday 11/4- Synonyms and Antonyms
Thursday 11/5- One Quizlet task
Monday 11/9- Completing the Sentence
Tuesday 11/10- Finish Unit
Wednesday 11/11- One Quizlet task
Thursday 11/12- Test on Unit 4
Homework
See schedule above
|
These are the Common Core Standards discussed throughout the performance task.
CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CC.8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories
CC.8.W.2.b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CC.8.W.2.c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CC.8.W.2.e Text Types and Purposes: Establish and maintain a formal style.
CC.8.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.
Sections 2 & 3
Learning Objectives:
Students will: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Whole Group Lesson
Power Thinking is a technique to teach students how to organize supports for their essay. Basically it is helping them create a hierarchy for outlining.
Small Group work and/or Lesson Concept clarification.
Assessment/Important Upcoming dates
Practice your buzzwords for a pop quiz
| November 6, 2015
Today’s Agenda
1. Warm-up Commas #1
2. Practice your buzzwords for a pop quiz
3. List the challenges and adjustments fromA Place to Call Home so they can use them in their performance task.
4. Power Thinking for the performance task
Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.
Vocabulary
Outlining
|
|
posted Nov 5, 2015, 3:31 AM by Bradford Bosler [ updated Nov 5, 2015, 3:50 AM ]
Section 1
Learning Objectives:
Students will Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.In other words, students will be determining what they need to complete the performance task.
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
I have grouped the students so they can use each other to discuss the requirements of the performance task. There is so much students could write about. I found that when Mrs. Jamison and I discussed the requirements, we were better able to see what they essay will look like.
Assessment/Important Upcoming dates
11/6- By the end of the week, I would like to have read over your rough draft.
11/9 Final draft of the performance task is due using Google Docs.
11/12- Test on Unit 4
Here are the requirements for the Immigrats Performance Task
| November 5, 2015
Today’s Agenda
1. Warm-up #28: Jackie Joyner-Kersee
2. Enter Synonyms and Antonyms into responders
3. Collect A Place to Call Home notes4. Practice your buzzwords for a pop quiz tomorrow. Shhhh!
5. Brainstorm for the performance task:
a. Create a Google Doc
b. Share editing with mrbozhb@google.com
c. Today's goal is organization and outlining. How are you going to discuss what we have learned about immigrants from all four pieces?
d. Outline Suggestions
(We will be writing the performance task this week!)
Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.
Vocabulary
Unit 4 Homework
Monday 11/2- Make pictionaries
Tuesday 11/3- Choosing the Right Word
Wednesday 11/4- Synonyms and Antonyms
Thursday 11/5- One Quizlet task
Monday 11/9- Completing the Sentence
Tuesday 11/10- Finish Unit
Wednesday 11/11- One Quizlet task
Thursday 11/12- Test on Unit 4
Homework
See schedule above
|
These are the Common Core Standards discussed throughout the performance task.
CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CC.8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories
CC.8.W.2.b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CC.8.W.2.c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CC.8.W.2.e Text Types and Purposes: Establish and maintain a formal style.
CC.8.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.
Sections 2 & 3
Learning Objectives:
Students will: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Whole Group Lesson
Power Thinking is a technique to teach students how to organize supports for their essay. Basically it is helping them create a hierarchy for outlining.
Small Group work and/or Lesson Concept clarification.
Assessment/Important Upcoming dates
Practice your buzzwords for a pop quiz
| November 5, 2015
Today’s Agenda
1. Warm-up #28: Jackie Joyner-Kersee
2. Practice your buzzwords for a pop quiz
3. List the challenges and adjustments fromA Place to Call Home so they can use them in their performance task.
4. Power Thinking
Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.
Vocabulary
Outlining
|
|
posted Nov 4, 2015, 3:45 AM by Bradford Bosler [ updated Nov 4, 2015, 4:02 AM ]
Section 1
Learning Objectives:
Students will Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.In other words, students will be determining what they need to complete the performance task.
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
I have grouped the students so they can use each other to discuss the requirements of the performance task. There is so much students could write about. I found that when Mrs. Jamison and I discussed the requirements, we were better able to see what they essay will look like.
Assessment/Important Upcoming dates
11/6- By the end of the week, I would like to have read over your rough draft.
11/9 Final draft of the performance task is due using Google Docs.
11/12- Test on Unit 4
Here are the requirements for the Immigrats Performance Task
| November 4, 2015
Today’s Agenda
1. Warm-up #22: Buzzword-misconstrue
2. Enter Choosing into responders
3. Collect A Place to Call Home notes
4. Brainstorm for the performance task:
Today's goal is to figure our the main discussion points. How are you going to discuss what we have learned about immigrants from all four pieces?
(We will be writing the performance task this week!)
Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.
Vocabulary
Unit 4 Homework
Monday 11/2- Make pictionaries
Tuesday 11/3- Choosing the Right Word
Wednesday 11/4- Synonyms and Antonyms
Thursday 11/5- One Quizlet task
Monday 11/9- Completing the Sentence
Tuesday 11/10- Finish Unit
Wednesday 11/11- One Quizlet task
Thursday 11/12- Test on Unit 4
Homework
See schedule above
|
These are the Common Core Standards discussed throughout the performance task.
CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CC.8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories
CC.8.W.2.b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CC.8.W.2.c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CC.8.W.2.e Text Types and Purposes: Establish and maintain a formal style.
CC.8.W.2.f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.
Sections 2 & 3
Learning Objectives:
Students will: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Whole Group Lesson
I will lead the students through a thorough analysis of the reading selection for the recent benchmark. It is very difficult. I sure hope they pay attention!
Small Group work and/or Lesson Concept clarification.
Assessment/Important Upcoming dates
| November 4, 2015
Today’s Agenda
1. Warm-up #22: Buzzword-misconstrue
2. Review the benchmark test the students took last week. We will use this picture to discuss the imagery. I will have the students draw the features in the river using this drawing.3. List the challenges and adjustments from A Place to Call Home so they can use them in their performance task.
Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.
Vocabulary
Text features:
Heading
Subtitle
Bulleted List
Graphic aids
Circle graph
Bar graph
|
|
posted Nov 3, 2015, 3:32 AM by Bradford Bosler [ updated Nov 3, 2015, 4:38 AM ]
Section 1
Learning Objectives:
Students will read for a purpose. There are over 50 facts in the article. The students do NOT have to know every single fact. The purpose for reading this piece is to give them supports for their performance task.
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
.
Assessment/Important Upcoming dates
11/6- By the end of the week, I would like to have read over your rough draft.
11/9 Final draft of the performance task is due using Google Docs.
11/12- Test on Unit 4
Here are the requirements for the Immigrats Performance Task
| November 3, 2015
Today’s Agenda
1. Warm-up #22: Buzzword- Rebellion
2. Review words for unit 4 vocab Draw pictionaries and collect.
3. "A Place to Call Home" assignment
4. Take test on responder
5. Brainstorm for the performance task:
Today's goal is to figure our the main discussion points. How are you going to discuss what we have learned about immigrants from all four pieces?
(We will be writing the performance task this week!)
Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.
Vocabulary
Unit 4 Homework
Monday 11/2- Make pictionaries
Tuesday 11/3- Choosing the Right Word
Wednesday 11/4- Synonyms and Antonyms
Thursday 11/5- One Quizlet task
Monday 11/9- Completing the Sentence
Tuesday 11/10- Finish Unit
Wednesday 11/11- One Quizlet task
Thursday 11/12- Test on Unit 4
Homework
See schedule above
|
These are the Common Core Standards discussed throughout this unit.
CC.8.R.L.1 I will be able to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CC.8.R.L.2 I will be able to determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
CC.8.R.L.3 I will be able to analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.CC.8.R.L.4 I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.CC.8.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CC.8.R.I.7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Sections 2 & 3
Learning Objectives:
Students will evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
Assessment/Important Upcoming dates
| November 3, 2015
Today’s Agenda
1. Warm-up #22: Buzzword- Rebellion
2. Skim and Scan3. Begin Text Features in A Place to Call Home informational text.
Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.
Vocabulary
Text features:
Heading
Subtitle
Bulleted List
Graphic aids
Circle graph
Bar graph
|
|
posted Nov 2, 2015, 5:16 AM by Bradford Bosler [ updated Nov 2, 2015, 5:53 AM ]
Section 1
Learning Objectives:
Students will read for a purpose. There are over 50 facts in the article. The students do NOT have to know every single fact. The purpose for reading this piece is to give them supports for their performance task.
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
.
Assessment/Important Upcoming dates
11/6- By the end of the week, I would like to have read over your rough draft.
11/9 Final draft of the performance task is due using Google Docs.
11/12- Test on Unit 4
Here are the requirements for the Immigrats Performance Task
| November 2, 2015
Today’s Agenda
1. Warm-up #21: Buzzword- Recede
2. Review words for unit 4 vocab (See scehdule below.)
3. "A Place to Call Home" assignment
4. Take test on responder
(We will be writing the performance task this week!)
Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.
Vocabulary
Unit 4 Homework
Monday 11/2- Make pictionaries
Tuesday 11/3- Choosing the Right Word
Wednesday 11/4- Synonyms and Antonyms
Thursday 11/5- One Quizlet task
Monday 11/9- Completing the Sentence
Tuesday 11/10- Finish Unit
Wednesday 11/11- One Quizlet task
Thursday 11/12- Test on Unit 4
Homework
See schedule above
|
These are the Common Core Standards discussed throughout this unit.
CC.8.R.L.1 I will be able to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CC.8.R.L.2 I will be able to determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
CC.8.R.L.3 I will be able to analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.CC.8.R.L.4 I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.CC.8.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
CC.8.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CC.8.R.I.7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Sections 2 & 3
Learning Objectives:
Students will evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
Assessment/Important Upcoming dates
| November 2, 2015
Today’s Agenda
1. Warm-up #21: Buzzword- Recede
2. Skim and Scan3. Begin Text Features in A Place to Call Home informational text.
Performance Task: At the end of this collection students will write an expository essay focusing on the challenges immigrants face and the adjustments immigrants make.
Vocabulary
Text features:
Heading
Subtitle
Bulleted List
Graphic aids
Circle graph
Bar graph
|
|
