Seniors Weeks of 8/20 and 8/27

Teacher: Racquel O’Connor-Mesa	Class: Senior English		Dates: Week of 8-20-12 and 8-27-12
Learning Development:	Performance Objective:  UW.G12.3W.CO3.PO1 Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas. Learning Objective: Write a work-related document (e.g., application, minutes, memo, cover letter, letter of application, speaker introduction, letter of recommendation, technical manual) that: a. presents information purposefully and succinctly to meet the needs of the intended audience b. follows a conventional format Kid-Friendly Language: I can write a work- related document that meets the needs of a particular audience and format. Key Terms: Functional writing, Directions, Information, Real-world tasks, Letters, Memos, Schedules, Directories, Signs, Manuals, Forms, Recipes, Audience, Format Essential Questions: 1. What is a work- related document? How does each work- related document function in the real world? 2. What is audience? How does audience determine the choosing of work – related documents?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Have you ever applied for a job?  Were you required to fill out an application? Did you attach a resume or cover letter? Do you feel these work-related documents were critical in attaining employment?  If you have not applied for a job, why do you think an application, resume, and cover letter would be beneficial to you?
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing  Project-Based  Nonlinguistic Representation x Setting Objectives  Peer Feedback  Generating/Testing Hypothesis		Teacher-Led  Lecture x Discussion  Homework x Practice  Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of 8-20-12 After evaluating two different work applications and evaluating their overall clarity utilizing the Six-traits, students will take interactive notes on how to create a resume and cover letter.  Students will then be given the weekend homework of bringing in a completed employment application of their choice on Monday.  Week of 8-27-12 Students will review their notes and write a 2 paragraph summary covering resume writing and cover letter writing.  Students will then be given class time to create a rough draft resume and cover letter for the employment application they bought in.  Typed resumes and cover letters along with applications will be due on Thursday, 8-27-12.
Guided Practice	Teacher will model correct format of resume and cover letters. Teacher will demonstrate numerous ways to construct work-related documents.
Comprehension Check	Comprehension will be based upon the successful completion of the work-related document project, which includes an application, resume, and cover letter.
Active Participation ·         All Students ·         All the Time	Students will be engaged in a variety of activities ranging from interactive notes, discussion, contemplation, and individual work.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response  Performance Assessment                                           Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will define work-related documents and summarize their importance in attaining employment. Students will be instructed to note the most helpful aspect of writing their work-related documents to the class.
Independent Practice	Students will complete work-related documents.

ACT

If you have not taken the ACT you have 3 opportunities at the Miami High School Library. 

October 27, 2012

February 09, 2013

June 06, 2013

Register now! WWW.ACT.ORG

Senior Lessons for Weeks 8-13-12, 8-20-12, 8-27-12

Teacher: Racquel O’Connor-Mesa	Class: Senior English		Dates: Week of August 13, 2012- Week of August 20, 2012- Week of August 27, 2012
Learning Development:	Performance Objective:  UW.G12.3R.C2.PO1 Analyze how patterns of organization, hierarchical structures, repetition of key ideas, syntax, and word choice influence the clarity and understandability of functional text. Learning Objective: Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text. Kid-Friendly Language: I can examine how the six traits influence the understandability of functional text. Key Terms: Organization, Structure, Repetition, Ideas, Syntax, Word choice, Clarity, Understandability, Functional text Essential Questions: 1. What is organization? How does the author apply organizational technique to produce clarity within functional text? 2. What is a hierarchical structure? How does the author apply different types of hierarchical structures techniques to produce clarity within functional text? 3. What is repetition of key ideas? How does the author apply repetition techniques to produce clarity within functional text? 4. What is syntax? How does the author apply syntax technique to produce clarity within functional text? 5. What is word choice? How does the author apply word choice techniques to produce clarity within functional text?
Bloom’s Level	Low  Knowledge  Comprehension	Middle  Application		High  Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Write down a time when you have ever seen an instruction manual, diagram, or application and been confused by its directive? Explain why it was so confusing in a paragraph utilizing as many details as you can recall.  If this has happened to you on more than one occasion, select one to describe in detail, but list the others underneath your paragraph.
Instructional Strategies	Student-Led x Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of 8-13-12 Students will take interactive notes on PowerPoint presentation reviewing the six traits of writing and functional text.  The teacher will lead a class discussion regarding why certain traits are essential to understanding the functionality of functional text. Students will break into cooperative groups and analyze 4 different types of functional text and score each utilizing a 6-trait rubric, noting the most effective and ineffective trait on each sample. Students will then create an effective piece of functional text and present it to their classmates, who will then evaluate the functional text utilizing a 6 trait rubric. Week of 8-20-12 Students will complete various applications Monday-Wednesday, and then break into cooperative groups to discuss its overall effectiveness based on their prior knowledge of the 6-traits. Week of 8-27-12 Students will be placed in cooperative groups and will be the opportunity to look at various cookbooks and the techniques utilized to increase effectiveness based on the 6-traits.  Students will then design their own recipe in a cookbook utilizing the most effective strategies they have previously evaluated.
Guided Practice	Teacher will model how to use a rubric when evaluating functional text.  The teacher will also give example through class-led discussion in the most effective techniques authors of functional text utilize. The teacher will complete the first day application with the students to decrease confusion.
Comprehension Check	The students’ comprehension will be assessed through the successful completion of interactive notes, cooperative group rubric evaluations, application evaluations, and recipe presentation.
Active Participation ·         All Students ·         All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing rubric attributes, application completion, and project presentation.				Covert   Overt x  Combination
Assessment	Selected Response                                                     Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will summarize the importance of promoting the functionality of functional text through the 6-traits.  Students will recall the initial functional text evaluations noting effective and ineffective strategies.  Students will celebrate their learning by bringing in the recipe they created for the class cookbook to share with their classmates.
Independent Practice	Students will take interactive notes, complete applications, and evaluate functional text utilizing a rubric.

Junior Lessons for Weeks of 8-13-12 and 8-20-12

Teacher: Racquel O’Connor-Mesa	Class: Junior English		Dates: Week of 8-13-12 Week of 8-20-12
Learning Development:	Performance Objective:  UW.G11.2R.C1.PO1 Identify, analyze, and apply knowledge of the structure and elements of literature. Learning Objective: Evaluate the author’s use of literary elements: theme, point of view, characterization, setting, plot. Kid-Friendly Language: I can use the literary elements employed by the author when analyzing various works. Key Terms: Theme, Point of view, Characterization, Setting, Plot Essential Questions: What are the literary elements? How does an author effectively use those elements to connect to the reader personally?
Bloom’s Level	Low  Knowledge  Comprehension	Middle  Application		High  Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Think of your favorite literature character of all time.  Write one paragraph explaining what made this character so special.  Also note the piece of literature this character is from, if they were the main character, and any other specific characterization traits pertaining to this character that you are aware.
Instructional Strategies	Student-Led x Identifying Similarities & Differences x Summarizing  Project-Based  Nonlinguistic Representation  Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion  Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of 8-13-12 Students will take interactive notes regarding characterization and discuss different ways authors portray characters and different types of characters in literature.  The class will then read Bernice Bobs Her Hair, written by F. Scott Fitzgerald. While reading, students will note various characterization methods and label the characters in the story.  Upon the completion of the reading, students will be placed in cooperative groups and create a chart identifying the characters’ traits and conflicts within the story, determine what criteria establishes the character to be dynamic, and connect the criteria to additional elements within the work. Students will present charts to the class for peer evaluation. Week of 8-20-12 Students will summarize the short story Bernice Bobs Her Hair, written by F. Scott Fitzgerald by completing a plot diagram which will include theme identity, point of view, and setting.  Students will also write a paragraph summary of the characterization of one of the characters in the story.  The teacher will model how to write a character analysis.  Students will complete the character analysis independently.
Guided Practice	Teacher will guide cooperative groups when completing their characterization charts as well as character analysis.
Comprehension Check	Cooperative group charts and character analysis will serve as the determinant in comprehension.
Active Participation ·         All Students ·         All the Time	Students will be engaged in a variety of activities ranging from interactive notes, cooperative groups, character analysis, and internal character evaluation.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response  Performance Assessment                                           Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will break into teacher selected cooperative groups and summarize either Theme, Point of view, Characterization, Setting, and Plot.  Students will then present their mastery of the subject matter to the class.
Independent Practice	Students will complete character analysis after expectations are modeled.