3rd Period

Wednesday, May 25, 2016

Oh, and I almost forgot about those TSI tests you took last week...

351 is passing (90%).

If you received a 351 or better, you can skip the remainder of the final and use the score you receive on this test. The top score is 390 (100%)

The following students received over 351, and can stop testing now. Or finish testing, and take the higher score as your Final Exam Grade.

Passers: SR, JR, BR, LR, MP, AO, JN, NL, EL, JG, AG, MC (not necessarily in that order - except SR, who was Top Dogg with a 371).

Reminder: This helps you enroll in College Coursework at one of the Alamo Colleges. Start earning those Associates credits and make admission to a "Big Time" University or "Small Liberal Arts" College much more possible. It's "building your resume" as a high school student.

Monday, May 23, 2016

Please write silently and reflectively for 25-30 minutes. Write on a loose-leaf piece of paper:

Label your paper with the NUMBER Mr. Moreno assigns you, as well as the date: May 23rd. (It is the same number we used back in February, the last time we did this.)

1. What's your story for this year? Use the questions below to guide your thinking. Don't answer all the questions...pick one or two that help you tell your story of the year.

What has been the way you've changed?
What have you come to understand about school that you didn't know last year?
What makes coming to school interesting for you?
What do you like more about Mr. Busse's classroom than you do about other classrooms?
What do you like less?
What choices do you regret from this year?
Do you have any "do-overs"?
What are you most proud of?
What do you hope is different about next year?
How will you be different next year?
What challenges do you think you'll face next year?

Tuesday, May 17, 2016

Open Mic - Tonight at the PTA Meeting: 6:30 in the Cafeteria

Please submit your Class Notebook and Independent Reading Notebook/Projects.

Friday - Show Time for International Day!

Thursday, May 5, 2016

Performances Thursday:

While the group presents, the next group can be outside the room gathering their wits.

Andrew, Jasmine N, Rogelio, and Diego
Laila, Jose C., and Marcus
Mateo, Naome, Michael, Lesli and Brianna

Performances Friday:

Jackey, Ski, Jasmine G., and Maranda
Evan, Asiko, Ethan and Marisol

Evaluation Time:

Audience Evaluation: Have a computer open to the Embedded Assessment Scoring Guide

Loose-Leaf Paper:

"Presentation One: ___________"

Ideas (Group)

Notes:

Structure (Group)

Notes:

Use of Language (Individual)

Notes on _______
Notes on _______
Notes on _______

"Presentation Two: __________"

Ideas (Group)

Notes:

Structure (Group)

Notes:

Use of Language (Individual)

Notes on _______
Notes on _______
Notes on _______

After all presentations are done:

Wednesday, May 4, 2016

Work Day for Groups:

Performances Thursday:

Andrew, Jasmine N, Rogelio, and Diego
Laila, Jose C., and Marcus
Mateo, Naome, Michael, Lesli and Brianna

Performances Friday:

Jackey, Ski, Jasmine G., and Maranda
Evan, Asiko, Ethan and Marisol

Tuesday, May 3, 2016

Evaluation Time:

Audience Evaluation: Have a computer open to the Embedded Assessment Scoring Guide

Loose-Leaf Paper:

"Presentation One: ___________"

Ideas (Group)

Notes:

Structure (Group)

Notes:

Use of Language (Individual)

Notes on _______
Notes on _______
Notes on _______

"Presentation Two: __________"

Ideas (Group)

Notes:

Structure (Group)

Notes:

Use of Language (Individual)

Notes on _______
Notes on _______
Notes on _______

After all presentations are done:

Monday, May 2, 2016

Rely on your team and the Guiding Questions in the Embedded Assessment to Prepare your Presentation.

For those testing Tomorrow and Wednesday - Good Luck! Show your "grit" and stay determined to do well throughout the test.

Everyone not in AP SPanish, be prepared to observe presentations tomorrow, as well as take notes on each presentation.

Friday, April 29, 2016

After this little Opening, today and Monday you will meet exclusively with your Literature Circle to prepare for the Panel Discussion (The sole assessment for this grading period.)

1. Above your Found Poem, label this Section in your Class Notebook
4/29-5/6: Panel Discussion Prep Work:

You found a passage from your Holocaust novel and transformed it into a Found Poem.
Now, prepare a dramatic interpretation of your found poem - you'll read it to your group in about 5 minutes.

2. After you each present your dramatic interpretation, refer to the Embedded Assessment's Guiding Questions for help making decisions for your panel discussion.

Some quick notes before you break off with your group:

I will walk around - stop me and hand me your novel with marked pages/passages (sticky notes, please) for what you want PHOTOCOPIED. That way you can make notations about HOW you will read the passages during your presentation.

Use your time wisely.

Consider using technology in a creative way. Even just creating an outline of your presentation in a Word or Excel document. You can project it to the group, allowing us to follow your key ideas - even key passages.

Thursday, April 28, 2016

Learning Objectives:

Transform a prose selection into a "found poem"
Present a dramatic interpretation.

Opening:

1. If you didn't finish, go out to the hall and finish presenting your "Panel Discussion" to another Lit. Circle Group.

2. Finalize - Staple your Notecard to your Page of Notes.

3. Think on this...Anne Frank wrote a diary, as you know. She named her diary "Kitty." Why do you think she did that?

Work Period:
4. Get a computer to share with your seat partner.
Go to Activity 3.12.

Create a Sticky Note with you and your partner's names on it.
With a partner, read silently through the "letter" from Anne Frank to her diary, "Kitty".
After reading, respond to the Key Ideas and Details question in the margins

5. What do you think is a "found poem"?

6. Practice with your partner reading the Found Poem aloud to each other.

Prepare/Rehearse a Choral Reading of the Poem with your partner.

7. When your pair is ready - read the poem to another pair using pacing, inflection, pitch, volume and enunciation.

8. Respond to Questions #4-6 online.

Closing:

Tomorrow and Monday you will meet exclusively with your Literature Circle to prepare for the Panel Discussion.

9. Label a Section in your Class Notebook
Panel Discussion Prep Work:

Find a passage from your Holocaust novel and transform it into a Found Poem.
Prepare a dramatic interpretation of your found poem - you'll read it to your group tomorrow.

Wednesday, April 27, 2016

Learning Objectives:

Analyze and excerpt from a Holocaust narrative and prepare talking points to prepare a panel discussion.
Analyze how dialogue is used in a play to develop character or plot and to determine a theme.

Opening:

1. In your group...Log on to SBD: 3.11 - "The Wrong Side of the Fence"

2. Review the Criteria from the Scoring Guide in the Embedded Assessment as you do a final "tune up" for your presentation. (5 minutes)

3. Prep - Have a notecard with a Word on it:

As you listen to the other group, have the notecard out and take notes specifically on:

Ideas
Structure
Use of Language

4. For our "Model Group", focus on the quality of each speakers' interpretations and evidence, rather than on quality of their voice, etc.

5. Let's share what we wrote on our cards...and reflect on improving our own presentations.

Work Period:
6. Present your "Panel Discussion" to another Lit. Circle Group.

7. After each presentation, reflect on your presentation by sharing your notes with the other group.

8. Finalize - Staple your Notecard to your Page of Notes

Reading a Script:
9. In your group, go to Activity 3.10 (one computer per 2 students):

Create a sticky with both names on it.
Determine who will read which role.
With a partner, read through the play together and mark the text (highlight, underline, etc) where you feel you should add emphasis on:

enunciation
volume
pitch
tone
pacing.

10. When you group members are ready, read the play together using the roles you've determined.

11. Question: When did the tone shift in the play? What caused the shift in tone: setting, character or plot? Explain. (Type your response online)

Closing:

12. Reflect on the script, considering the questions in the margins, as well as the final Writing Prompt.

Tuesday, April 26, 2016

Learning Objectives:

Analyze and excerpt from a Holocaust narrative and prepare talking points to prepare a panel discussion.

Opening:

1. Log on to SBD: 3.11 - "The Wrong Side of the Fence"

2. Place both of your names on a sticky note.

3. Review the Key Ideas and Details questions as a way to refresh yourself on this text.

4. After you review the reading, return to your Literature Circle Groups. Be sure each group has a computer or two.

5. In your Class Notebook:

4/26: "Striped Pajamas" Talking Points.

Prepare for 5 minutes as instructed below:

6. Lit. Circle Group Discussion:

What are some of the key talking points you see your group bringing up?

7. View and Create a SHARED graphic organizer to represent the organization for your panel discussion. (You can use one online if you prefer)

What ideas do you have for an introduction
What might a conclusion look like in a panel discussion?
How will you fit in a 5th group member? What if there are only three of you?

8. Rehearse. Review the Scoring Guide in the EA Online. Discuss how you'll come close to Exemplary on this discussion.

Closing:
Present your "Panel Discussion" to another Lit. Circle Group.

Focus on the quality of speakers' interpretations and evidence, rather than on quality of their voice, etc.

Monday, April 25, 2016

Learning Objectives:

Analyze and excerpt from a Holocaust narrative and prepare talking points to prepare a panel discussion.

8^th Grade: Activity 3.11

Diego and Marcus

Lesli and Marisol

Jose C. and Rogelio

Laila and Kimberly

Asiko and Jackey

Jasmine G and Ethan

Layla and Evan

Naome and Jasmine N

Yaressi and Andrew

Michael and Ski

Luis and Fatima

Brianna, Deborah and Mateo

Jose R. and Maranda

Opening:

1. Log on to SBD: 3.11 - "The Wrong Side of the Fence"

2. Place both of your names on a sticky note.

3. Respond to the quickwrite questions (#1-2) online.

Be sure to discuss both questions thoroughly as you write your co-constructed response.

Work Period:
4. Shared Reading

Chunk 1: Paragraphs 1-14 (Respond ALOUD in a discussion to each Key Ideas and Details question - mark the text for evidence that supports your response.)
Chunk 2: Paragraphs 15-25 (Again, respond aloud and mark the text as you discuss it)
Chunk 3: Paragraphs 26-35 (Same)
Chunk 4: Paragraphs 36-62 (Same)

5. After the shared reading, return to your Literature Circle Groups. Be sure each group has a computer or two.

6. In your Class Notebook:

4/25: "Striped Pajamas" Talking Points.

Prepare as instructed below:

7. Discussion: What are some of the key talking points you see your group bringing up?

8. View and Create a graphic organizer to represent the organization for your panel discussion.

What ideas do you have for an introduction
What might a conclusion look like in a panel discussion?

Closing:
Submit your Class Notebook with Independent Reading

Thursday, April 21, 2016

Learning Objectives:

How do I present an oral reading and transform a written draft into talking points for discussion?

UIL Update - Lunch: Ready Writing Coaching Today. Dictionary Skills with Ms. Rosales.

We'll compete in Writing Next Week - I will pull you out of 6th and/or 7th period.

Opening:

1. Log in to 3.9 and create a Sticky Note with you and your partner's name.

2. Review your notes on the film.

3. Prepare a written response to the Writing Prompt in your class notebook: 4/21: Film Response.

Work Period:
4. When you have prepared a draft, rehearse an oral reading of your response.

Present your written response in a group of FOUR. After each oral reading, reflect together on the strengths and weaknesses of your oral response and the ideas you presented.

5. Class Notebook: 4/21: Talking Points #1

Prepare for a class discussion by transforming your response into a few "talking points" about the film.

Theme: "Finding Light in the Darkness

What are your opinions on the film?
What evidence from the film can you cite?

Review the Check your Understanding Prompt online for additional notes

Closing:

Stay in the room for Literature Circle Group

CN - 4/21: Discussions about the Film.

Use your notes, plus these discussion prompts:

Discussion Notes:

Wednesday, April 20, 2016

Another bit of testing...

Tuesday, April 19, 2016

Learning Objectives:

How do I explain how authors use literary elements such as setting, character, plot and mood to develop a theme?
How do I present an oral reading and transform a written draft into talking points for discussion?

UIL Update - Lunch: Writing Coaching Today and Thursday.
We'll compete next week - what's a good day @2:40pm?

Open Mic and Sabor a Fiesta Tonight!!

Take time to copy down a poem onto a loose-leaf paper.

Rehearse!

Opening:

1. Login to SBD 3.2
Return to the quotations about "Light in the Darkness"

Log in to 3.9 and create a Sticky Note with you and your partner's name.
Answer #1 and #2 with your partner:

1. How do you think the theme "light in the darkness" will be portrayed in film?
2. Write a prediction about the conflicts the father might encounter as he tries to convince his son that life in the concentration camp is a game.

Work Period:
2. Introduce Life is Beautiful

4. Prepare a written response to the Writing Prompt online.

5. When you have prepared a draft, rehearse an oral reading of your response.

Read your written response to another pair of students and reflect together on the strengths and weaknesses of your oral response and the ideas you presented.

Closing:
Prepare for a class discussion

6. What are the key talking points you'd like to bring up in a class discussion about the theme "Light in the Darkness"?

Review the Check your Understanding Prompt online

Monday, April 18, 2016

Learning Objectives:

How do I research a Holocaust victim and prepare a narrative that captures his or her story?
How do I apply an understanding of active and passive voice, by using voice in my narrative?

UIL Update
Open Mic and Sabor a Fiesta

Take time to copy down a poem onto a loose-leaf paper for tomorrow night.

Rehearse!

Opening:

1. Friday, you shared your narratives. Not everyone got to go.

Go to a place that is comfortable with your Literature Circle Group.

Class Notebook: 4/18: Discussion Notes

After you've shared all narratives, go back to your discussion about your novel and find the passages you wish to read aloud to the entire group when you do your presentation.

Work Period:
2. CN: 4/18: Narrative Reflection

How did the creation of your narrative, and reading it aloud to your peers add to your understanding of the Holocaust?

How do you think the theme "light in the darkness" will be portrayed in film? (Respond to #1 online)

4. Introduce Life is Beautiful

Write a prediction about the conflicts the father might encounter as he tries to convince his son that life in the concentration camp is a game (Respond to #2 online)

Let's see what we can see...

Thursday, April 14, 2016

Learning Objectives:

How do I research a Holocaust victim and prepare a narrative that captures his or her story?
How do I apply an understanding of active and passive voice, by using voice in my narrative?

Opening:

1. Yesterday you were asked to write a draft of a narrative.

Class Notebook or Online in SBD

4/13: "Narrative Writing Prompt"

Did you:

Incorporate elements of a narrative?
Focus on capturing the voice of the victim?
Read the narrative back to yourself aloud so that it "sounds right"?

Work Period:
2. Login to 3.8

3. Review your manuscript and mark up your text so that you consider the following key points about oral reading.

4. When you are ready, go to a place that is comfortable with your Literature Circle Group.

Take one or two laptops so that you can view the rubric.
On loose-leaf paper, create one "report" about each reader.

Give each reader a grade (70, 80, 90, 100) and write a little summary of their strengths (proficient) and areas of improvement (emerging).

Closing:

CN: 4/14: Narrative Reflection

How did the creation of your narrative, and reading it aloud to your peers add to your understanding of the Holocaust?

Wednesday, April 13, 2016

Learning Objectives:

How do I research a Holocaust victim and prepare a narrative that captures his or her story?
How do I apply an understanding of active and passive voice, by using voice in my narrative?

Opening:

1. Yesterday you researched. Take about 10 minutes to finalize your research. If you finished by researching last night, I will come around to stamp your notebook/loose leaf.

Work Period:

2. Mini-lesson on Voice. Feel free to look at Activity 3.8.

Active vs Passive Voice

Key Questions:

Why avoid passive voice? When should I use passive voice?
How do I create an "active" narrative voice.
In your narrative, do you want to hide the perpetrators or reveal them?

Conditional and Subjunctive

Key Questions:

How do I use "if" effectively in each?

3. CN: 4/13: Voice Lesson
Using elements of the Holocaust, create a sample of each:

Passive
Active
Conditional
Subjunctive

4. Review elements of a narrative and respond to the prompt:

Class Notebook or Online in SBD

4/13: "Narrative Writing Prompt"

Closing:
4. You'll have a chance to review the elements of effective oral reading tomorrow.

Come in with your final draft of the narrative.

Online or Written (Full Assignment Grade)

Be sure to incorporate elements of a narrative
Focus on capturing the voice of the victim
Read the narrative back to yourself aloud so that it "sounds right".

Tuesday, April 12, 2016

Tuesday, April 11, 2016

Learning Objectives:

How do I research a Holocaust victim and prepare a narrative that captures his or her story?
How do I apply an understanding of active and passive voice, by using voice in my narrative?

Opening:

1. Get online with your seat partner - go to SBD Activity 3.8: Presenting Voices.

2. Respond to #1 with your partner. Hypothesize based on your readings, research and background knowledge.

Think of examples of each.
Which was the largest group? Which was the smallest?

Work Period:

3. Open another tab. Go to www.ushmm.org

Remember Survivors and Victims

Identification Cards

Scroll through until a victim catches your eye.

4. Purpose - To research an individual so that you can see come closer to the victims of the Holocaust

5. Online or in your Class Notebook (If you have room).

With your chosen victim, fill in the information as best as possible. You'll be writing a narrative from the victim's point of view, so the more you get to know him or her, the better you'll be at portraying his or her voice.

6. After you've researched, I will do a mini-lesson on Voice.

Active vs Passive Voice

7. Review elements of a narrative and respond to the prompt:

Class Notebook or Online in SBD

4/12: "Narrative Writing Prompt"

Closing:

8. You'll have a chance to review the elements of effective oral reading tomorrow.

Come in with your final draft of the narrative.

Online or Written (Full Assignment Grade)

Be sure to incorporate elements of a narrative
Focus on capturing the voice of the victim
Read the narrative back to yourself aloud so that it "sounds right".

Monday, April 11, 2016

Learning Objectives:

What is the best way to summarize information from the Holocaust Museum and contribute events to a class timeline?
How can I create talking points and deliver them in a collaborative presentation?
How will my literature circle group work together to create a presentation?

Warm-Up:

1. Reminder: You are taking notes on the following topics:

Nazi Rule: Mateo, Jackey, Marisol, Fatima, Deborah, Jose C.

Jews in Prewar Germany: Laila, Diego, Brianna, Kimberly, Asiko, Evan

The "Final Solution": Yaressi, Marcus, Maranda, Rogelio, Jasmine N.

Nazi Camp System: Layla, Jasmine G., Andrew, Lesli, Michael

Rescue and Resistance: Naome, Jose R., Ethan, Ski, Luis

Take notes in a G.O. like that in SpringBoard 3.7 (#8)

Work Period:

2. Presentations #4 and #5

3. After all groups have presented, complete the following reflection in your Class Notebook:

Reflect on your group's collaborative presentation:

What did your group do well?
What will you do differently next time?

4. Literature Circle Groups: "Discussion Notes" due at the end of the class period:

Final discussion using "Roles".
Synthesize - what passages will be the core of your presentation?

Tomorrow we'll look at a great "graphic organizer" for thinking about the delivery of your presentation.

Closing:

Turn in your Class Notebook

Independent Reading goes on...

Thursday, April 7, 2016

Learning Objectives:

What is the best way to summarize information from the Holocaust Museum and contribute events to a class timeline?
How can I create talking points and deliver them in a collaborative presentation?

Warm-Up:

1. In your notebook, last night's homework should be labeled:

CN: 4/7: Script for Presentation

If on notecards - after the presentation, staple them in to your notebook.

Prepare your presentation - everyone must have a role. (10 minutes)

You will focus on words and the vocal delivery of your main points - not on visuals.

What seem to be the "complimentary" points? How can you move from one point to the next smoothly and coherently with a transition?

Rehearse Transitions.

Transfer Key Ideas onto Notecards for a collaborative Timeline.

Create as many notecards as you feel will be helpful to your classmates.

Key Ideas:

Intro needs a "Hook" and a preview
Talking Points need to synthesize information found in research

You don't have to use the subjects as your organization!

There should be some "transition" between each speaker. (Need examples?)

"Though persecution of the Jews was prevalent throughout Germany throughout the 1930s, in 1939, with the beginning of World War II, persecution went from bad to worse..."

Conclusion should summarize key ideas from the presentation, as well as connect the content to the audience.

Work Period:
Presentations:

Nazi Rule: Mateo, Jackey, Marisol, Fatima, Deborah, Jose C.

Jews in Prewar Germany: Laila, Diego, Brianna, Kimberly, Asiko, Evan

The "Final Solution": Yaressi, Marcus, Maranda, Rogelio, Jasmine N.

Nazi Camp System: Layla, Jasmine G., Andrew, Lesli, Michael

Rescue and Resistance: Naome, Jose R., Ethan, Ski, Luis

Take notes in a G.O. like that in SpringBoard 3.7 (#8)

Pages

Wednesday, May 25, 2016

Monday, May 23, 2016

Tuesday, May 17, 2016

Thursday, May 5, 2016

Wednesday, May 4, 2016

Tuesday, May 3, 2016

Monday, May 2, 2016

Friday, April 29, 2016

Thursday, April 28, 2016

Wednesday, April 27, 2016

Tuesday, April 26, 2016

Monday, April 25, 2016

Thursday, April 21, 2016

Wednesday, April 20, 2016

Tuesday, April 19, 2016

Monday, April 18, 2016

Thursday, April 14, 2016

Wednesday, April 13, 2016

Tuesday, April 12, 2016

Monday, April 11, 2016

Thursday, April 7, 2016

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