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AEE:

Roots: Aud, Alter, Ami,


Arch
Superman and Me
Week 8/28 and 8/29 (sub for 8/31)
Periods 4 & 5
 Weekly point sheet
 Cornell Notes
 Exit Slip
 Hunger Games
 Superman and Me
 Reading questions
 Brainstorm Activity
Warm-Up/Do Now Review
In your new weekly points sheet, complete the following:

1. Put in today’s date.

2. Copy and answer the following sentence


frame:

One comprehension strategy I learned last


week was……..
Today’s Objective & Standards
Students will be able to identify roots by takings notes and
completing an exit slip.

Students will be able to identify flashback in a story by


reading a short story and using CATCH annotation.
TODAY’S AGENDA

Activities Time Allowed


Do Now 5 minutes
Hunger Games 20 minutes
Roots Cornell Notes 10 minutes
Roots Tree 20 minutes
Exit Slip 5 minutes
Identity Brainstorm 20 minutes
Anticipation
Activity/Directions
With your partner, brainstorm a list of things you know
about the book/movie
The Hunger Games.
Index Card Reading
Guide
Whenever you read, you will use this Reading Guide to follow
along with the audio or when someone is reading aloud.

Reason #1: The card allows me to see that you are reading.

Reason #2: Following along with the card is a scientifically


proven strategy that improves reading comprehension.

Remember that we are trying to grow your brain!


The Hunger Games
We will read silently The Hunger Games for 15 minutes.

Use your reading guide.

As you read, consider what questions you can generate.

After we read, you will write your questions in our CATCH


reading log.
While reading, think of
questions
Anticipation Expectations
Expectation

Conversation Level 0 – no talking

Help 2 fingers for question


5 fingers for help
Activity Following along to reading

Movement Must be in assigned seat.

Participation Mr. T will walk around making sure


students are using their reading guide.
Teacher Lead
Expectation
Conversation Level 0 –No talking
Help Raise 2 fingers to ask/answer
questions.
Raise 5 fingers for help.
Activity Taking cornell notes
Movement No movement
Participation Writing notes.
Name:
Teacher Name:
Class/Period:
Date: 28 August 2012
[MLA Format]
ROOTS
Class Notes # _______

Roots over What the root means over here!


here!

Summary: These notes were MOSTLY


about…
One essential detail is that…
Another significant detail is that…
AMI, AMIC
Amiable
Amo (Spanish cognate)
Amigo (Spanish cognate)
AMI, AMIC
Amiable
Amicable
Amo (Spanish cognate)
Amigo (Spanish cognate)

Love, friendship
ARCH
Archenemy
Archangel
Monarch
ARCH
Archenemy
Archangel
Monarch

Chief, Leader, Ruler,


AUD
Audio
Audible
Auditorium
AUD
Audio
Audible
Auditorium

Sound
ALTER
Alternative
Alternate
Alteration
ALTER
Alternative
Alternate
Alteration

Other
Name:
Teacher Name:
Class/Period:
Date: 14 August 2012
[MLA Format]
ROOTS
Class Notes # _______

AMI = xx

AUD=

ALTER=

Summary: These notes were MOSTLY


about…
One essential detail is that…
Another significant detail is that…
Check for Understanding
How would you rate your understanding?

1 – I don’t get it. I don’t understand.

2 – I know what to do, but I couldn’t teach someone how to do it.

3 – I know what to do, AND I could teach somehow how to do it.


Pair Work
Expectation

Conversation Level 2
Help Ask 2 before T
Activity Work on Root Tree activity
Movement No movement except to get colors.
Participation Students are participating when
they are completing their trees.
Root Trees

 Each pair will be responsible for create 2 root trees.

 Each root tree MUST contain 4 words using the root word.

 Each root tree MUST have the definitions of each word.

 Each root tree MUST be in color.


Exit Slip
See Handout.
1. Read this sentence.
The couple had promised to try to proceed
with an amicable divorce, but their friends
were skeptical.

What does the word amicable mean?

A without anger
B swift
C legal
D unemotional
Conversation = 0, Movement = 0
Teacher Lead
Expectation

Conversation Level 0

Help Raise 2 fingers to ask/answer questions


Raise 5 fingers for help.
Activity Completing brainstorm activity

Movement No movement

Participation Students will get points for completing


brainstorm.
Mr. T Models
You Do
Using Mr. T’s brainstorm as a model, complete the
brainstorm activity.

When complete, raise your hand and Mr. T will check your
work.
Clean Up/Homework
Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
Clean-Up / Homework
Directions
Complete your points sheet for today:
Hunger Games
Roots Notes
Roots Trees
Brainstorm Activity
 Notes for lesson/materials needed
Warm-Up/Do Now Review
In your new weekly points sheet, complete the following:

1. Put in today’s date.

2. Copy the following sentence in your second


box:

DO NOW WAS COMPLETED SEPARATELY.


Today’s Objective & Standards
Students will be able to apply CATCH annotation to a text
by working in pairs to complete a CATCH annotation
graphic organizer.
So What?
How does what we learn today help us in the
real world?
TODAY’S AGENDA

Activities Time Allowed


How many sentences? 10 minutes
Pair Work – Complete CATCH from 15 minutes
previous day’s reading.
Read Hunger Games and complete 15 minutes
CATCH.
Clean Up 5 minutes
Anticipation Expectations
Expectation

Conversation Level 2 –

Help 2 fingers for question


5 fingers for help
Activity Work in partners to complete activity.

Movement Must be in assigned seat.

Participation Mr. T will walk around making sure


students are completing activity.
Anticipation
Activity/Directions
In rows, each pair will be given a root word that we’ve studied.

Students will get 2 minutes to come up with as many sentences


using words that have the root in it.

After 2 minutes, students will pass their paper behind them.


THE HUNGER GAMES
In pairs, you will be given a page number and section to
complete.

Work for 10 minutes, then we will share.


WHILE READING,
THINK OF QUESTIONS
I Do/Activity 1
Check for Understanding
How would you rate your understanding?

1 – I don’t get it. I don’t understand.

2 – I know what to do, but I couldn’t teach someone how to do it.

3 – I know what to do, AND I could teach somehow how to do it.


We Do/Activity 2
Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
We Do/Activity 2 Directions/Notes
We Do/Activity 2
Check for Understanding

How would you rate your understanding?

1 – I don’t get it. I don’t understand.

2 – I know what to do, but I couldn’t teach someone how to do it.

3 – I know what to do, AND I could teach somehow how to do it.


You Do/Activity 3
Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
You Do/Activity 3 Directions/Notes
You Do/Activity 3
Check for Understanding

How would you rate your understanding?

1 – I don’t get it. I don’t understand.

2 – I know what to do, but I couldn’t teach someone how to do it.

3 – I know what to do, AND I could teach somehow how to do it.


Exit Slip/Review
Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
Exit Slip/Review Directions
Clean Up/Homework
Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
Clean-Up / Homework
Directions
 Notes for lesson/materials needed
Warm-up/Do Now
Expectations
Expectations
Conversation
Help
Activity
Movement
Participation
Warm-Up/Do Now Review
Today’s Objective & Standards
So What?
How does what we learn today help us in the
real world?
TODAY’S AGENDA

Activities Time Allowed


Anticipation Set 10 minutes
I Do – Chunk #1 20 minutes
We Do – Chunk #2 20 minutes
You Do – Chunk #3 20 minutes
Exit Slip/Review 10 minutes
Clean Up/Homework 10 minutes
Anticipation Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
Anticipation
Activity/Directions
I Do/Activity 1
Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
I DO/ACTIVITY 1
DIRECTIONS/NOTES
I Do/Activity 1
Check for Understanding

How would you rate your understanding?

1 – I don’t get it. I don’t understand.

2 – I know what to do, but I couldn’t teach someone how to do it.

3 – I know what to do, AND I could teach somehow how to do it.


We Do/Activity 2
Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
We Do/Activity 2 Directions/Notes
We Do/Activity 2
Check for Understanding

How would you rate your understanding?

1 – I don’t get it. I don’t understand.

2 – I know what to do, but I couldn’t teach someone how to do it.

3 – I know what to do, AND I could teach somehow how to do it.


You Do/Activity 3
Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
You Do/Activity 3 Directions/Notes
You Do/Activity 3
Check for Understanding

How would you rate your understanding?

1 – I don’t get it. I don’t understand.

2 – I know what to do, but I couldn’t teach someone how to do it.

3 – I know what to do, AND I could teach somehow how to do it.


Exit Slip/Review
Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
Exit Slip/Review Directions
Clean Up/Homework
Expectations
Expectation

Conversation

Help

Activity

Movement

Participation
Clean-Up / Homework
Directions

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