Bonus opportunity!
• Scroll to the end of this slideshow for your
bonus opportunity. This offer is only good
tomorrow (August 20, 2015).
Bell Ringer
• While I take attendance, please fill out the index
card.
• Write on the purple side.
• Top line: your name & preferred name
• Very next line: Foster
• Very next line: Text Book
• Turn it over and record the following:
• Parents’ names & contact information
• Seating needs (vision, hearing, etc.)
• 2-3 interesting facts about yourself.
Honors
August 19, 2015
Learning target(s): I can define infer; I can be a
good participant (listener and speaker); I can set
goals for my own learning
Agenda:
• 1. Welcome to Honors English 11!
• 2. Define “infer”
• 3. Seminar over rules, syllabus, expectations
• 4. Goals
Homework:
• 1. Goals due Friday
• 2. Bring summer novels, notes tomorrow: be
ready to discuss protagonists
Seminar
• Only inside people talk. (Outside – listen
carefully; I may quiz you later.)
• Take turns and listen so you don’t repeat what
others have said.
• Encourage everyone to participate.
• Topics: Infer what this class will be like based
on the rules and the syllabus. Discuss what
you want this community to be like. What are
your expectations for yourselves, each other,
and Mrs. Polzinetti?
Tally
• If you are keeping a daily record of
anything (participation, being prepared,
listening, not falling asleep, etc.),
remember to make a note of today’s
successes.
2 Goals per Category, First Semester
•
•
•
•
•
•
Listening/Participation
Grammar/Mechanics/Vocabulary
Reading (assigned, for deeper meaning)
Composition (not handwriting)
Formal Speaking
See next slides for suggestions
Sample Goals
• L/P: I will keep dated notes. I will contribute to class regularly (tally).
• G/M/V: I will earn a 90% or higher on all grammar-related activities. I will
demonstrate correct semicolon use in formal and informal writings. I will
use at least 10 vocabulary words in formal and informal writings outside
of vocabulary assignments.
• Reading: I will read on a deeper level and show that in literary analyses
and quizzes. I will analyze literature for symbolism.
• Composition: I will support each major point with 3 details or direct
quotations in major papers. I will use transitions effectively to organize
my essay. I will integrate information from multiple sources in my
research paper. I will use active, interesting verbs. I will use a formal
tone. I will have a clear thesis in my introduction.
• FS: I will use pauses effectively rather than filler words (um, like, so). I
will help my audience remember my main points by using tactics like
acronyms, repetition, or diagrams. I will rehearse my speech multiple
times in front of different people. I will exceed the minimum time limit
with substance.
• What do you notice about the phrasing of these goals? How could a
student prove that he or she met each of these goals? How do these
goals relate to what will be covered in this class?
Review
•
•
•
•
1. What does it mean to infer?
2. What are the expectations for this class?
3. What are the qualities of a good goal?
4. What is your homework?
Bell Ringer
• While I take attendance, please fill out the index
card.
• Write on the blue side.
• Top line: your name & preferred name
• Very next line: Golding
• Very next line: Shakespeare
• Turn it over and record the following:
• Parents’ names & contact information
• Seating needs (vision, hearing, etc.)
• 2-3 interesting facts about yourself.
CP English 11
August 19, 2015
Learning target(s): I can be a good listener. I can
explain what a good speaker does. I can explain
what a good listener does.
Agenda:
• 1. Welcome to English 11
• 2. Turn in Summer Assignment, Part 2
• 3. What to expect
• 4. Goals
Homework:
• 1. Set formal speaking goals
• 2. Work on summer assignment if you didn’t
turn it in yet
Tally
• If you are keeping a daily record of
anything (participation, being prepared,
listening, not falling asleep, etc.),
remember to make a note of today’s
successes.
What makes a good speaker?
What makes a good listener?
https://www.youtube.com/watch?
v=7ZoIGz1Jes8
Success- How Bad Do You Want It?
2 Goals per Category, First Semester
•
•
•
•
•
•
Listening/Participation
Grammar/Mechanics/Vocabulary
Reading (assigned, for deeper meaning)
Composition (not handwriting)
Formal Speaking
See next slides for suggestions
Pair Share
• On the next slide, you will see some sample
goals.
• Discuss the questions at the bottom of the
slide.
Sample Goals
• L/P: I will keep dated notes. I will contribute to class regularly (tally).
• G/M/V: I will earn a 90% or higher on all grammar-related activities. I will
demonstrate correct semicolon use in formal and informal writings. I will
use at least 10 vocabulary words in formal and informal writings outside
of vocabulary assignments.
• Reading: I will read on a deeper level and show that in literary analyses
and quizzes. I will analyze literature for symbolism.
• Composition: I will support each major point with 3 details or direct
quotations in major papers. I will use transitions effectively to organize
my essay. I will integrate information from multiple sources in my
research paper. I will use active, interesting verbs. I will use a formal
tone. I will have a clear thesis in my introduction.
• FS: I will use pauses effectively rather than filler words (um, like, so). I
will help my audience remember my main points by using tactics like
acronyms, repetition, or diagrams. I will rehearse my speech multiple
times in front of different people. I will exceed the minimum time limit
with substance.
• What do you notice about the phrasing of these goals? How could a
student prove that he or she met each of these goals? How do these
goals relate to what will be covered in this class?
Suggested Formal Speaking Goals
• I will speak more than the minimum time required.
• I will rehearse at least 3 times before I present and record the dates
on my tally calendar.
• I will use pauses effectively.
• I will make notecards or another guide for myself to use during my
speech.
• I will look at my audience during my presentation.
• I will avoid filler words like “um” or “like” and use pauses effectively
instead.
• I will have an engaging introduction that is creative.
• I will ask the audience if they have any questions when I’m nearly
finished with my presentation.
• I will do something creative that helps my presentation.
Suggested Listening/
Participation Goals
•
•
•
•
•
•
•
•
I will take notes regularly and date them.
I will write down instructions and check them as I finish each part.
I will participate _ times each week and keep a tally on my calendar.
I will ask questions in class when I need help (someone else
probably wants to know, too).
I will take notes over another student’s presentation at his or her
request and keep a copy for myself.
I will not text, sleep, zone out, or have private conversations during
class (keep a tally).
I will be an active group member when we work with partners or
groups (tally).
I will come to class prepared to contribute, i.e. I will have done my
homework and be ready to discuss it (tally, write down questions,
etc.)
Your Goals: 2 per category
• 1. Are they specific? Pick one skill or task for
each goal.
• 2. Do they pertain to what we will do in this
class?
• 3. Are they ambitious, yet realistic?
• 4. How will you be able to prove that you met
these goals?
Review
•
•
•
•
1. What are the qualities of a good speaker?
2. What are the qualities of a good listener?
3. What are the qualities of a good goal?
4. What is your homework?
Bell Ringer
•
•
•
•
•
•
•
•
•
•
While I take attendance, please fill out the index card.
Write on the green side.
Top line: your name & preferred name
Skip a line: McKay
Skip a line: Spielvogel
Skip a line: Sherman
Turn it over and record the following:
Parents’ names & contact information
Seating needs (vision, hearing, etc.)
2-3 interesting facts about yourself.
AP Euro
August 19, 2015
Learning target(s): I can locate key political and physical
features on a map of Europe. I can explain what historians
do and how they view history. I can identify key features
of the Italian Renaissance.
Agenda:
• 1. Welcome to AP European!
• 2. Turn in Summer Work
• 3. Geography Test
• 4. What it means to be a historian
Homework:
• 1. Read McKay, pp. 415-423
• 2. Make a written list of key discussion topics based on
this reading
Historians
1.
2.
3.
•
•
•
•
•
•
•
•
•
Primary & Secondary Sources
Different agendas: PERSIA
Skills:
Historical Causation
Patterns of Continuity & Change Over Time
Periodization
Comparison
Contextualization
Historical Argumentation
Appropriate Use of Historical Evidence
Interpretation
Synthesis
Review
• 1. What do historians do? What will you be
expected to do?
• 2. What is your homework?
Bonus Opportunity!
• 1. Look on my main page – view the Assertive
Discipline/Rules document.
• 2. What is my policy on late work? Is it fair?
Unfair? Explain in a sentence or two.
• 3. What is my policy on retaking tests and
quizzes? Is this fair? Unfair? Explain in a sentence
or two.
• 4. Turn this in tomorrow (August 20) – make sure
your name is on it! I will not accept this late; this
is a one-time offer.