Charting Domonoske's Text

Goal: Take our understanding of Domonoske's text to the next level with "Charting" and "SOAPSTone"

Agenda: 
Reading
Journal
Vocab Matching
Charting the Text
SOAPSTone Form
Intro to Precis

1. Reading 
On Tuesday you got to peruse the classroom library. We are going to start class today with silent reading. The vibe is Starbucks and we are all relaxed strangers reading in a coffee shop.

2. Journal 
Can high schoolers tell the difference between what's real and what's fake in news? Give me your written opinion.

3. Vocab Matching 
Yesterday one table figured out the vocab matching. We're going to start today collaborating in your new tables to try to put the correct vocab word in the missing piece.

4. Charting the Text

• Today we will "Chart the Text" which means we will make a table in our journal that questions what the author says versus what the author does in each section of the text. 
• First, we have to divide the text into chunks. 
• Start with the intro. Draw a line when you think the intro is done. 
• Then find the conclusion. Draw a line above where the conclusion begins (hint: it may not just be one paragraph). 
• Then divide the text where there are logically shifts in the tone (I will help you with this one)

Reminders: 
Have a great weekend. See you Monday.

Survey + Read the New Text

Camila Domonoske NPR Author

Goal: Survey and read Domonoske's article, "Students Have ‘Dismaying’ Inability to Tell Fake News from Real, Study Finds"

Agenda:
Journal
Vocabulary
Matching Vocab
Survey the Text
Read the Text
Vocabulary Context
Dividing the Text

1. Journal
When do you believe you can be fully considered an adult? Explain your thoughts.

2. Vocabulary

• Finish the middle column of the "Key Vocabulary" chart in Google Classroom. 
• I suggest using VisuWords to look up words so you can start to see connections these words have to words you already know. 

3. Matching 

• I will give each table a set of vocabulary words to match with sentences. 
• Your job is to find the word that fits into each blank. 
• We will discuss your results as a class.

4. Survey the Text

• Surveying the text is a process that involves looking at many aspects of a reading before we read it. These aspects can include: 
• Who is the author? Where are they from? What other pieces have they written? 
• When was it published? What was happening in the world at that time? 
• What source was it published in? What kind of audience reads this publication? 
• What proper nouns are included in this text? What might this show about the main topic? 

5. Read the Text 

• You are each getting a copy of Camila Domonoske's article, "Students Have ‘Dismaying’ Inability to Tell Fake News from Real, Study Finds"
• This copy is yours to write on/highlight/mark up in any way you need. 
• Feel free to use any supplies in the table caddy to mark up the text.

6. Vocabulary Context 
Go back to Google Classroom and fill in the third column (quote the text directly where Domonoske uses the word).

7. Dividing the Text

• In preparation for something we will do tomorrow, I'm going to lead you through dividing a text. 
• This will help us to see how an author makes claims using different elements of evidence. 
• We are going to want 8-10 dividing lines, specifically where Domonoske seems to shift her tone or purpose.

Reminders:

• Buy your prom tickets! Prom is February 28th!
• If you checked out a book from the class library (and took it home with you) make sure you use the button to the right on the blog to check it out. You can also use the QR code posted in class near the library.

Vocabulary and New Text

Visuwords.com

Goal: Get started with vocabulary for our next text, survey the text, and begin reading as a class

Agenda:
Journal
Fact or Opinion
Sorting
Defining Fake News
Vocabulary

1. Journal
How do you feel your start to the quarter has been? Tell me about it.

2. Fact or Opinion
Before we start this next text, we need to agree on a shared definition of a fact and a shared definition of an opinion. This will play a major role as this module progresses.

• Think of a time when you and someone else had different interpretations of the facts of a situation.What facts were being interpreted differently? And by whom?
• What did you do to try to convey your interpretation of the facts?
• Think of a time where you had a difference of opinion with a friend, family member, or other person. In this situation, what did you do to resolve your differences of opinion?

3. Sorting

You are also going to sort different scenarios into facts and opinions. I will give each table strips to sort, and your job is to categorize into facts versus opinions. 

4. What is Fake News?
On post it notes, you are going to write your answers to these questions and we will have our first official class discussion:

5. Vocabulary

• There is a vocabulary table for you to complete in Google Classroom. 
• I suggest using VisuWords to look up words so you can start to see connections these words have to words you already know. 

Reminders:
If you checked out a book from the class library (and took it home with you) make sure you use the button to the right on the blog to check it out. You can also use the QR code posted in class near the library.

Get to Know the Class Rotations

Objective: Define ERWC and interpret the goals of the course

Agenda: 
Portfolios
ERWC Goal Matrix
Class Rotations
Exit Slips

1. Portfolios

• Your portfolio will be yours for the next 9 weeks. 
• Your portfolios will be where you store your readings and writing assignments.
• Today you will choose a color for the front of your portfolio and write your name in large print on the front.

2. More About You 

• If you weren't here yesterday, Click here to complete the form.
• If you finished the first form, this is a new form you haven't seen that asks you to share a little bit more about your life outside of school. 

3. ERWC Goal Matrix 

I'm passing this document out to you on paper. I want you to start rephrasing and reviewing the goals listed in the left column and if you need help understanding one of the goals, please ask.

4. Class Rotations

• Everyone will be put in groups of 2-3. You will move through the rotations with your groups.
• There are five rotations, each at 10 minutes in length. The rotations are as follows: 
• Syllabus Scavenger Hunt 
• Classroom Scavenger Hunt 
• Chat with the Teacher
• Interview Your Peers
• Book speed dating 
• Each rotation will have instructions and information. You only have ten minutes to complete the task, and you will be receiving credit for the tasks you complete.
• For one of the stations you will need an app called Flipgrid or access to a Chromebook with Flipgrid on it. 
• flipgrid.com/scavhunt

5. Exit Slips 

• I'm going to pass out a post it note to each person. 
• I'm asking you to write one question you have about this class and place it on the check in board next to the laptop cart.
• Green means you feel good about English class
• Yellow means you're feeling somewhat positive, somewhat uneasy about English class
• Red means you have lots of questions about English class 

Reminders: 

Have a great day! I'm happy to have you here. 

Welcome to Q3 ERWC!

Objective: Get to know each other and become familiar with expectations for ERWC

Agenda: 
Name Cards
Goal Setting
Expectations
Binders
Tech Set Up
Exit Slips

1. Name Cards

• I will give everyone an index card. 
• Your job is to write your name LARGELY across one side and decorate that side with symbols that represent you. 
• Leave the back side blank. 
• You will need the blank side throughout the quarter.

2. Goal Setting 

• On the back side of your notecard, write one personal goal and one academic goal you have for yourself this quarter.
• One personal goal I have is…
• One academic goal I have is…
• Do not take up the whole space. We will still need some blank space through the quarter. 
• I will be asking you to introduce yourself and share a goal with the class. 

3. Binders 

• Your binder will be yours for the next 10 weeks.
• Your binders will be where you store your readings and writing assignments.
• Today you will choose a color for the front of your binder and write your name largely on the front. 

4. Expectations 

• We will set our expectations for the next 10 weeks together in tables. 
• After setting expectations in our table groups, we will share with the class to show what we have in common. 

5. Tech Set Up 

• Technology will play a big part in this class.
• This blog is going to be important throughout the quarter so I want to get you all set up today.
• Bookmark this address:
• msdanielerwc.blogspot.com
• Bookmark Google Classroom:
• classroom.google.com
• Join Google Classroom with the join codes I have posted in class 
• Find the ERWC Journal I have already placed in Google Classroom and complete your first brief writing assignment. 

6. About You Form

• I have an "About You" form I'd like you to fill out so I can get to know you more. 
• Click here to complete the form. 

7. Exit Slips 

• I'm going to pass out a post it note to each person. 
• I'm asking you to write one question you have about this class and place it on the check in board next to the laptop cart.
• Green means you feel good about ERWC class
• Yellow means you're feeling somewhat positive, somewhat uneasy about English class
• Red means you have lots of questions about ERWC class