Objectives: Identify conjunctive adverbs; read and comprehend text Directions: Conjunctive adverbs help connect two different ideas together. Copy the.

TUESDAY, APRIL 14, 2015BELL RINGER

Objectives:

Identify conjunctive adverbs; read and comprehend text

Directions:

Conjunctive adverbs help connect two different ideas together. Copy the sentences below and circle the conjunctive adverbs.

1. Ariel has never studied for math class; however, she gets ‘A’s on all of her tests.

2. My textbook is very heavy; therefore, I never bring it with me to school.

GOALS FOR 4TH QUARTERWhat do you want to accomplish in English this quarter?

How could you improve in…. Participation? Group work? Black Ensemble Theatre? Completing work on time? Studying for tests? Putting more effort into writing assignments/essays?

TIME AND TALENT:Think about a skill or talent you have. How long did it take you to learn? How much did you have to practice?

“THE 10,000 HOUR RULE”Directions:

1) Read and annotate (using sticky notes) “The 10,000 Hour Rule”

2) Working in your groups, answer the guided reading questions

3) The last guided reading question asks you to track your activities over the course of a day. Start doing this today, so you can be ready to share your findings in class tomorrow.

SAMPLE ACTIVITY LOG4:30 AM Wake up.

4:00 PMLeave for my classes at Loyola. 

5:00 AM – 6:00 AMGo for a run.

5:00 PM – 7:00 PMGo to class.

6:00 AM – 7:30 AMShower, get dressed, and eat breakfast.

7:00 PMTake the train home.

7:30 AMLeave for school.

7:30 PMEat dinner.

8:00 AM – 8:30 AMSet up for the school day, meet with Ms. Robin. 

8:00 PM – 9:00 PMPlan for the next day of school!

8:30 AM – 3:45 PMTeach! 

REFLECTIONAnnotating Check-in:

On a scale of 1 – 5,

5 being most confident and

1 being least confident,

How would you rate yourself at annotating non-fiction text such as Outliers?

THURSDAY, APRIL 16, 2015BELL RINGER

Objectives:

Use conjunctive adverbs; read and comprehend text

Directions:

Copy the sentences below and fill in the blanks using conjunctive adverbs.

1. He wanted to volunteer at the hospital; _________, he was scared of blood.

2. I have many chores to do today; ____________, I am still making time to go see the concert.

“THE 10,000 HOUR RULE”Directions:

1) Read and annotate (using sticky notes) “The 10,000 Hour Rule”

2) Working in your groups, answer the guided reading questions

3) The last guided reading question asks you to track your activities over the course of a day. Start doing this today, so you can be ready to share your findings in class tomorrow.

TEACHING YOUR PEERSWe will be making groups of 3-4, with at least one person in a group who was here on Tuesday. This person will have the responsibility of teaching the rest of the group what we did.

Teachers should:

1) Summarize what we did (reading, annotating, etc.)

2) Summarize what the story “The 10,000 Hour Rule” was about

3) Go over questions 1-3 on the guided reading handout.

Teacher should NOT:

4) Hand their group their paper and walk away

5) Read their answers out loud so everyone can copy them

MENTOR TEXTWe will be working in groups of 3-4. Each group will be responsible for turning in one sheet of paper at the end of class.

1) In your groups, locate what you believe is Gladwell’s main idea or argument in this chapter. Restate this argument in your own words.

2) Next, your group will be divide into two teams:

TEAM #1: Find one piece of evidence that supports your claim. Cite the quote and page number, and explain what the quote is saying AND how it helps support your claim.

TEAM #2: Find one more piece of evidence that supports your claim. Cite the quote and page number, and explain what the quote is saying AND how it helps support your claim.

*Make sure you link your two pieces of evidence with a transition (this could be a conjunctive adverb)!

SAMPLE CLAIMS

REFLECTIONName one thing you did today to participate in class. If you cannot think of one thing, make a goal for something you will do tomorrow to participate.

FRIDAY, APRIL 17, 2015BELL RINGER

Objectives:

Use conjunctive adverbs; practice writing arguments

Directions:

Copy the sentences below and fill in the blanks using conjunctive adverbs.

1. Daniel is very patient with children; ___________, he is always asked to help babysit.

2. The brakes on my car do not work properly;_________, it is too dangerous to drive it to school.

INTERVIEWSChoosing a quote from your interview for our class board: what should we be looking for?

Questions Who did you choose to interview? Why do you believe they are successful?

EVALUATING EVIDENCE“10,000 Hour Rule” Evidence

CLAIM:

“Countering the 10,000 Hour Rule” Evidence

CLAIM:

REFLECTIONWrite one sentence explaining what you did this week to achieve your goal for 4th quarter.

ACT PRACTICE PASSAGE1) In your groups, find one question everyone (or most

people) got a different answer for.

2) On a sheet of paper, write down the number of the question you’re focusing on, and answer the following questions:

- Why did each group member respond the way they did? What was the reasoning behind their answers?

- As a group, decide which answer you think is correct and explain why.

REFLECTIONDid reviewing the ACT passage with a group help you? Answer YES or NO and then write one sentence explaining why.