MONDAY, JANUARY 2, 2012
Objective – SWBAT analyze author’s purpose, examine
an extended metaphor, identify themes in different
forms of text.
Warm up - By Another Name apostrophe worksheet
Agenda –
1. Analyze SB pgs 80-88
- Highlight text
- Draw a visual to represent the references
of the extended metaphor of water
Homework – Writing prompt, SB page 88
ANALYZE THE TEXT:



First, read the entire text, to get a general idea of the
author’s purpose.
Next read through the text again, specifically looking
for:

references to the extended metaphor of water/river/flowing
stream, etc. Highlight this information in BLUE.

References to the ending of the giver, and why she chose to
end it the way she did. Highlight this in another way,
perhaps underlining.
Draw a visual of the extended metaphor of
water, using textual evidence from the speech.
Include information about the author’s purpose
for choosing to use the theme of flowing water.
TUESDAY, JANUARY 3, 2012
Objective – SWBAT explore the components of the Utopia project. Reflect on
motivation and learning as it pertains to standardized testing.
Warm up - Answer the following questions in complete sentences on a separate sheet
of paper to turn in:
1.
After reviewing your testing data with Mrs. Lucero, how do you feel about your
progress since last year’s EOG?
2.
What strategies work well for you during testing?
3.
What areas of test taking would you like to improve?
4.
Is there anything about the classroom environment that either positively or
negatively influences your ability to do your best during testing?
5.
Is there anything you think Mrs. Lucero could do or not do that would help you be
more successful in class?
6.
Are there any other issues you’d like to mention that you are concerned about in
class?
Agenda –
1. Fishbowl activity on the benefits /drawbacks of testing
2. Powerpoint overview of project
3. Partner edit letters written for homework.
Homework – Write a paragraph reflection on our fishbowl discussion of
testing issues. What do you agree and/or disagree with? Is there anything
you would have liked to say during the discussion that you didn’t get a
chance to say?
FISHBOWL RULES:
STUDENTS SHOULD ONLY STATE
SUPPORTED IDEAS, AGREE WITH A
SPEAKER AND ADD SUPPORTING
INFORMATION, DISAGREE WITH A
SPEAKER AND OFFER REFUTING
INFORMATION, OR CONNECT
CONTRIBUTIONS.
NO ONE MAY INTERRUPT A SPEAKER.
NO ONE MAY SPEAK A SECOND TIME
UNTIL EVERYONE HAS HAD A CHANCE.
Fishbowl discussion on data/testing
Positive contributions
Fishbowl
#1
Fishbowl
#2
Fishbowl
#3
Negative/neutral
FISHBOWL #1:
CLASSROOM ENVIRONMENT
HOW DOES THE CLASSROOM
ENVIRONMENT AFFECT LEARNING?
WHO IS RESPONSIBLE FOR
ESTABLISHING A POSITIVE CLASSROOM
ENVIRONMENT?
WHAT ARE SOME WAYS THAT STUDENTS
CAN HELP DEVELOP A POSITIVE
ENVIRONMENT WHERE ALL STUDENTS
CAN LEARN MOST EFFECTIVELY?
FISHBOWL #2:
TESTING AND DATA
WHAT ARE SOME BENEFITS OF
STANDARDIZED TESTING?
WHAT ARE SOME NEGATIVE ASPECTS OF
STANDARDIZED TESTING?
IS STANDARDIZED
EVERYONE?
TESTING FAIR FOR
ARE STUDENTS TESTED TOO MUCH?
AGREE/DISAGREE: FORMATIVE
TESTS ARE
NOT VERY IMPORTANT BECAUSE STUDENTS
ARE NOT GRADED.
FISHBOWL #3:
CLASSROOM
PREPARATION FOR
TESTING
SHOULD EVERYONE
USE THE SAME
STRATEGIES WHEN TESTING?
WHAT ARE SOME STRATEGIES THAT ARE
HELPFUL FOR EVERYONE?
TESTING CAN OFTEN BE BORING… HOW
CAN YOU MOTIVATE YOURSELF TO DO WELL?
WHAT ARE SOME STRATEGIES FOR PEOPLE
WHO ARE NERVOUS TESTERS?
WEDNESDAY, JANUARY 4, 2012
Objective – SWBAT compare and contrast Utopian
societies in The Giver and Harrison Bergeron. Work
cooperatively to develop project timeline for Utopia project.
Warm up - Read Harrison Bergeron
Agenda –
1. Answer questions, and be prepared to
discuss with group
2. Discuss project goals/timeline - Staple
timeline to front of packet!
3. Discuss library time for Thursday
Homework – Complete a Venn Diagram for The Giver
and Harrison Bergeron, comparing and contrasting
the 2 Utopian societies.
WEDNESDAY, JANUARY 4, 2012
Listen to the read aloud of "Harrison Bergeron" by Kurt
Vonnegut... http://youtu.be/6aAH_G5hcAg
Follow along in the text, when completed you answer
questions and discuss with your group.
Things to think about:
 Are we truly equal? Come up with evidence to defend your
argument from both literature and provide some real life
connections.
 What handicaps would the government provide you with?
DISCUSSION QUESTIONS FOR
HARRISON BERGERON
1.
2.
3.
4.
5.
6.
7.
How did the government bring George’s
intelligence down to average?
Why were the ballerinas masked and weighted?
Why was Harrison Bergeron arrested, and how
did he die?
What is the climax of the story… why?
What is the main conflict of the story, and what
type of conflict is it?
What is this story trying to say about equality
(sameness)?
How are the ideas in this story similar to the
ideas in The Giver?