<p> Lesson Plans for 8/20/12 – 8/24/12</p><p>Monday, 8/20 DLT: I can describe guidelines for collegial discussion</p><p>Bell Work: http://www.englishforeveryone.org/Topics/Reading%20Comprehension.htm</p><p>Target vocabulary: collaboration, collegial discussion, active/passive participation</p><p>Activity: All classes will collaborate on the Lost at Sea Survival Game. Individually, students will rank 5 items to take with them in a life boat, then students will gather in groups to come to a consensus about which 5 items the group will take. At the end of the activity (time 10 minutes), we will come back as a class and discuss what each group decided. Reinforce collaboration. Introduce collegiality by discussing how members worked together, how they participated, etc., eliciting the ideas of active/passive participation, collegiality (hint: remember “equal” and “eg” in collegiality) vs. dominance, consensus. </p><p>Formative Assessment: Exit slip 1. What behaviors might a passive learner exhibit?</p><p>2. How does a student show active learning?</p><p>Tuesday, 8/21 Pre-test from EOC</p><p>Wednesday, 8/22 DLT: 1. I can identify a protagonist and antagonist in a literary text. 2. I can apply active participation strategies, such as taking Cornell Notes.</p><p>Bell Work: http://www.englishforeveryone.org/Topics/Reading%20Comprehension.htm</p><p>Target vocabulary: protagonist, antagonist</p><p>Activity: Introduce Cornell Notes. Students will set up their own papers for note taking. We will begin by reviewing the previous target vocabulary and taking notes on what they mean, examples from class, etc. Introduce the terms protagonist and antagonist on their note sheet. Read “The Follower” by Jack Gantos. Identify the protagonist and antagonist in the story, noting them on their Cornell Notes. Time permitting, Disney Characters activity. Sort characters according to protagonist and antagonist.</p><p>Formative Assessment: character sort or Cornell Notes, depending on time Lesson Plans for 8/20/12 – 8/24/12</p><p>Thursday, 8/23</p><p>DLT: I can define and identify the aspects of text’s structure (6 elements of plot).</p><p>Bell Work: http://www.englishforeveryone.org/Topics/Reading%20Comprehension.htm</p><p>Target vocabulary: plot, exposition, narrative hook, rising action, climax (technical/exciting climax, and epiphany come later), falling action, resolution/denouement</p><p>Activity: Review Plot Diagram Power point, reinforce with Cornell Notes and drawing the plot diagram in their Cornell Notes. Re-read “The Follower,” and have students draw the events on the plot diagram. Will discuss how the hook actually comes first in the story. The climax is not very exciting: Mom grounds boy. Finish for homework.</p><p>Formative Assessment: drawings of “The Follower” plot diagram</p><p>Friday, 8/24/12</p><p>Learning Target: CCS SL1: I can express my own ideas clearly, persuasively, and tactfully to a group of my peers.</p><p>Bell Work: http://www.englishforeveryone.org/Topics/Reading%20Comprehension.htm</p><p>Instructional Activity: Writing Prompt: Write a short story about this picture. Your story has to have a protagonist, antagonist, plot, and must contain references to activity, passivity, collegiality, and collaboration.</p><p>Formative Assessment: WFA 1</p>