November 17, 2014
Weekly Happenings - 3rd Six Weeks: Week 2
Monday, Nov. 17
- Lesson Plans Due - 8:30 a.m.
- 4 Grades in Gradespeed by 8:30 a.m.
- Bullying Week
- Sigurdson - Meeting a.m.
- Data Meeting during conference periods
- 8th Basketball vs. Rusk @ North Dallas HS 6:00/7:00 p.m. (Davis)
Tuesday, Nov. 18
- PLC @ 7:50 a.m.
Wednesday, Nov. 19
- Sigurdson - Meeting p.m.
- New Teacher Academy @ 3:50 in Library
Thursday, Nov. 20
- THINK COLLEGE THURSDAYS - Students/Teachers wear college t-shirt/hoodie with jeans
- 8th Grade Lesson draft due
- RLA Dept. LOs & DOLs due by 3:00 p.m.
- Faculty Meeting - 3:50 p.m. in Library
- Issue Report Cards
- Soccer vs. Tasby @ Franklin 6:00/7:00 (Wallace)
- 7th Basketball vs. Franklin @ Medrano - 6:00/7:00 p.m. (Manning)
Friday, Nov. 21
- Faculty Jean Day with Spirit Shirt
- Faculty Breakfast - Sci
- Sigurdson- Meeting a.m.
- Admin meeting 2:00 p.m.
Saturday, Nov. 22
- Saturday School - 8:30 a.m. - 12:30 p.m.
COACH'S CORNER w/ Ms. Manning
CLOSE READING ACROSS CURRICULUM
Here are five strategies you can use in your classroom for Close Reading.
1. Number the paragraphs
Student should be able to site and refer to text. One simple way to do this is by numbering each paragraph, section or stanza in the left hand margin. When students are referring to the text, require them to state which paragraph they are referring to.
2. Chuck the text
Reading can be very overwhelming for ELL students. Breaking up the text into smaller sections (or chucks) makes the page much more manageable for students. It is important to understand that there is no right or wrong way to chunk the text, as long as you can justify why you grouped certain paragraphs together. This is a gradual release process so you will have to model it for your students.
3. Underline and circle …with a PURPOSE
Telling students to underline “the important stuff is too vague”. Instead teach students to underline and circle very specific things. Think about what information you want students to take from the text, and ask them to look for those elements.
Circling specific items is also an effective close reading strategy. Have your students circle “key terms” in the text. I define keys terms as words that: 1. Are defined 2. Are repeated throughout the text. I also asked the students to circle names, power verbs, or figurative language in the text. Providing your students with specific things you want them to underline or circle will focus their attention on that area much better than just saying underline important stuff.
4. Right Margin: What is the author saying?
We must be very specific and give students a game plan for what they will write. This is where the chucking come into play. Ask your students to summarize each chuck. Demonstrate how to write a summary in 10 words or less. The chucking allows the students to look at the text in smaller segments, and summarize what the author is saying in just that small, specific chuck.
5. Left Margin: Dig deeper into the text
Use power verbs to describe what the author is doing.
Examples: Describing, illustrating, arguing
Represent the information with a picture: This is a good way for students to be creative and visually represent the text with a drawing.
Ask Questions: When modeled correctly, students will begin to learn how to ask questions that dig deeper into the text. You can also use these questions as the conversation driver in Socratic Seminar.
Nov. 26 - 28 - Thanksgiving Break
Dec. 2 - Issue Progress Reports
Dec. 16 - 19 - ACP Testing
Dec. 22 - Jan. 2 - Christmas Break