Technical Writing: January
Week 1 Christmas Holidays
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Week 2 |
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Tuesday, January 9 |
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Bellringer |
Quickwrite #1 & DGP#1 |
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Objectives |
Students are introduced to the workplace mechanism description: learning how to label the parts of any device or equipment and how to give instructions. |
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Success Criteria |
Students can receive information and learn how to communicate in a summarized format. Students are also more aware of all the parts of a device.
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Learning intentions |
Students learn how to summarize communications and facilitate directions.
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Lesson Activities |
TSW write about their future goal in an essay assessment Chapter 8 informative reports Mechanism Description activity Students
§Assignment!
Write a mechanism description!
Write a mechanism description of a tool that you use in a hobby.
Please put it in a set of instructions, like a consumer is taking this tool out of the box for the first time.
It can be a fishing rod, a rifle, a skateboard, an Xbox, or a Nintendo. Anything!
Give one page and make it as complete as you can.!
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Homework |
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Thursday, January 11 |
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Bellringer |
Quickwrite #2 & DGP #2 |
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Learning Intentions |
Students can receive information and learn how to communicate in a summarized format. Students can receive information and learn how to communicate in a summarized format. Students are also more aware of all the parts of a device. |
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Success criteria |
Students learn how to summarize communications and facilitate directions. Students can receive information and learn how to communicate in a summarized format. Students are also more aware of all the parts of a device.
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Objectives |
TSW finds scholarly articles on future career students are introduced to the workplace mechanism description: learning how to label the parts of any device or equipment and how to give instructions.
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Lesson Activities |
STAR Test Chapter 8 informative reports lecture
Mechanism Description
§Assignment!
Write a mechanism description!
Write a mechanism description of a tool that you use in a hobby.
Put it in a set of instructions, like a consumer is taking this tool out of the box for the first time.
It can be a fishing rod, a rifle, a skateboard, an Xbox, or a Nintendo. Anything!
Give one page and make it complete as you can!
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Homework |
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Resources |
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Martin Luther King Holiday- Monday, January 15th
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Week 3 |
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Tuesday, January 16 |
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Bellringer |
Quickwrite #3 & DGP#3 |
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Objectives |
Student review for Chapter 8: Mechanism Descriptions Quiz |
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Success criteria |
Students can give directions on how to put something together or take it apart; they can also label a device's operating parts.
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Learning Intentions |
Students exercise test-taking strategies in review for Mechanism Description.
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Lesson Activities |
TSW review for Mechanism Description Quiz in next class Students take grammar assessment in DGP Quiz #3
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Homework |
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Thursday, January 18th |
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Bellringer |
Quickwrite #4 & DGP #4 |
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Objectives |
TSW takes a quiz on Mechanism Description
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Success Criteria |
Students use their notes and skills for following and giving instructions to pass their Mechanism Description quiz.
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| Learning Intentions |
Students take a stakes-style test of Mechanism Description with the DGP Quiz!
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Lesson Activities |
Review Mechanism Description Quiz DGP Quiz Mechanism Description activity due today!
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Homework |
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Resources |
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Week 4 |
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Monday, January 22 |
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Bellringer |
Quickwrite #3 & DGP#3 |
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Lesson Objectives |
Students can create an investigative report |
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Learning Intentions |
Students learn that the workplace often involves accidents or other crises and will learn how to respond to these and write a detailed report. |
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Lesson Activities |
TSW completes investigative reports assignment
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Success criteria Students |
" I can write a detailed report about an accident at my job site and be able to relay important information to my supervisors in record form. |
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Homework |
Investigative report |
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Resources |
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Assessment |
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Tuesday, January 23 |
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Bellringer |
Quickwrite #4 & DGP #4 |
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Lesson Objectives |
Students write a trip report and use the scientific method to solve a problem. |
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Learning Intentions |
Students learn how to write a detailed trip report (regarding travel training and room) and also go over the steps of the scientific method. |
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Success Criteria |
"I can write a trip report for my employer, and I also know the steps of the scientific method. " |
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Lesson Activities |
Students go through the Scientific method process and learn how to write a trip report. Group assignment: Solve and troubleshoot problems using the scientific method to solve problems. |
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Homework |
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Assessment |
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Resources |
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Thursday, January 25 |
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Bellringer |
Quickwrite #5 & DGP #5 |
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Lesson Objectives |
Students can solve problems using the scientific method in a group activity with their peers. |
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Learning Intentions |
Students learn how to communicate and apply scientific methods to solve a problem. |
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Success Criteria |
"I can work in a group and use the scientific method to solve a problem." |
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Lesson Activities |
Students form groups and receive different problems. Each student uses his or her position to help the group solve the problems and achieve the common goal. Students will construct paper footballs and record the accuracy and distance traveled results with yardsticks. Students will hypothesize whose paper football will be the most accurate and consistently travel the farthest. Then, they test their footballs in the common area and take turns reporting on empirical data involving measurements and accuracy. |
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Homework |
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Resources |
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WEEK 5 |
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Monday, January 29th |
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Bellringer |
Quickwrite #6 & DGP #6 |
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Lesson Objectives |
TSW identifies themes in The Glass Menagerieire |
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Success criteria |
Students can read and make connections to the text. |
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Learning Intentions |
Students learn to read and identify themes in The Glass Menagerie |
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Lesson Activities |
Students will be introduced to modernist themes Read the Glass Menagerie Scene 1 |
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Homework |
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Resources |
MicrosofTeamsms, OnCourse resources, teacher website. |
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Tuesday, January 30th |
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Bellringer |
Quickwrite #7 & DGP #7 |
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Success criteria |
Students can write professional business correspondence. |
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Learning intentions |
Students learn to identify themes in The Glass Menagerie Students learn proper etiquette in all business communication |
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Lesson Objectives |
Will be a |
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Lesson Activities |
Read Scene 1 of The Glass Menagerie Write business correspondence in an email Read a business correspondence email from the supervisor
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Homework |
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Resources |
The Glass Menagerie, Microsoft Outlook |
Technical Writing: February
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WEEK 1 |
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Thursday, February 1st |
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Bellringer |
DGP #8 & Quickwrite # 8 |
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Lesson Activities |
Read The Glass Menagerie Complete Business Correspondence Email Correspondence |
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Learning Intentions |
Students learn how to write and correspond to the appropriate audience |
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Success Criteria |
"I can respond and synthesize appropriate correspondence to fulfill a specific objective successfully." |
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Lesson objectives |
Students write correspondence for the appropriate audience |
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Homework |
OnCourse resources, MicroTeams |
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ResourcesWork |
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Week 2 |
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Monday, February 5th |
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Bellringer |
Quickwrite #1 & DGP#1 |
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Lesson Activities |
students will read scene 3 of The Glass Menagerie students will begin drafting a Letter of Intent for Business email |
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leaning intentions |
students identify themes in the glass menagerie Students will solicit their skills and experience in a Letter of Intent |
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lesson objectives |
students begin drafting skill sets and experience in a letter of intent |
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success criteria |
Students rea,d play with class and keep drafting annotatbibliographyphy |
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Homework |
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Resources |
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Tuesday, February 6th |
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Bellringer |
Quickwrite #2 & DGP #2 |
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Lesson Activities |
Students complete a rough draft of a letter of intent assignment Students peer review each other's rough drafts of letter of intent Students Use Microsoft Word to revise, edit, and publish Letters of intent
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success criteria |
"I can draft a letter of intent and peer review, then use recommendations from my peer review to make edits and revisions to my final publishable draft." |
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learning intentions |
students complete the rough draft and use the writing process to revise and edit for improvements of the letter of intent |
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learning objectives |
students learn how to use the writing process to improve their writing for letter of intent |
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Homework |
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Resources |
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Thursday, February 8th |
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Bellringer |
Quickwrite #3 & DGP #3 |
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Lesson Activities |
Use recommendations from peer review to revise, edit, and write letters of intent for improvements. Begin drafting Resume in Microsoft Word Read The Glass Menagerie Scene 3 |
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Success Criteria |
"I can draft a letter of intent and peer review, then use recommendations from my peer review to make edits and revisions to my final publishable draft. I can begin drafting a resume that exhibits my skill set." |
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learning objectives |
Students use the writing process to publish letters of intent. Students begin drafting a resume and include their experience and skill set. |
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learning intentions |
Students learn to use the writing process to improve writing for letters of intent. Students learn to include their skill set, experience, and education in resumes. |
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Homework |
OnCourse resources, MicroTeams |
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ResourcesWork |
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Mardi Gras Holidays 10-14th
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Week 3 |
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Thursday, February 15 |
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Bellringer |
Quickwrite #4 & DGP #4 |
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Success Criteria |
"I can draft a letter of intent and peer review, then use recommendations from my peer review to make edits and revisions to my final publishable draft. I can begin drafting a resume that exhibits my skill set." |
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Learning Intentions |
Students learn to use the writing process to improve writing for letters of intent. Students learn to include their skill set, experience, and education in resumes. |
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leaning objectives |
Students use the writing process to publish letters of intent. Students begin drafting a resume and include their experience and skill set. |
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Lesson Activities |
Read The Glass Menagerie Scene 3 Continue Drafting Resume Complete peer review for late finishers |
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Homework |
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Resources |
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Week 4 |
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Monday, February 19th |
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Bellringer |
Quickwrite #5 & DGP #5 |
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Lesson Activities |
Final Resume, Letter of Intent, and Business Email due! Peer Review Draft Due Resume Revise for Final Draft of Resume AR test due
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lesson objectives |
Students use the writing process to publish letters of intent. Students begin drafting a resume and include their experience and skill set. |
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learning intentions |
Students learn to use the writing process to improve writing for letters of intent. Students learn to include their skill set, experience, and education in resumes |
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success criteria |
"I can complete the final drafts of my Letter of Intent, Resume, and Business Email for the Business Email application assignment! I am now more confident in soliciting my skills as a tradesman to companies looking for employment. " |
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Homework |
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Resources |
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Tuesday, February 20 |
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Bellringer |
DGP #6 & Quickwrite #6 |
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Lesson Activities |
Unit 10: Instructions
Read The Glass Menagerie Scene 4
Lecture on Analyzing audience's expectations and steps required for instructions
Last day to turn in Letter of Intent and business Email assignment
AR Test Due
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Learning Intentions |
Students determine the appropriate format for instructions
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Lesson Objectives |
Prepare a clear, concise set of instructions
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Success Criteria |
"I am aware that writing coherent instructions and being able to follow instructions is a key facet of being a working professional!" |
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment |
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Thursday, February 222 |
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Bellringer |
DGP #7 & Quickwrite #7 |
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Lesson Activities |
Unit 10: Instructions
Read The Glass Menagerie Scene 3
Lecture on Analyzing audience's expectations and steps required for instructions
Students begin to create instructions.
AR Test
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Learning Intentions |
Students determine the appropriate format for instructions
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Lesson Objectives |
Prepare a clear, concise set of instructions |
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Success Criteria |
"I am aware that writing coherent instructions and being able to follow instructions is a key facet of being a working professional!"
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Homework |
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Resources |
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WEEK 5 |
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Monday, February 26th |
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Bellringer |
DGP #8 & Quickwrite #8 |
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Success Criteria |
"I know how to compose instructions effectively." |
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Learning Objectives |
Students understand instructions in chronological steps. |
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Learning Intentions |
Students can create instructions using an organized chronological pathway. |
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Lesson Activities |
Students learn the nine steps of creating instructions in lectures. AR Test
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment |
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Tuesday, February 27th |
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Bellringer |
DGP #9 & Quickwrite #9 |
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Success Criteria |
"I know how to apply the explanation for every step it explains." |
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Learning Objectives |
Students understand when it's necessary to apply explanations to instructional steps. |
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Learning Intentions |
Students can create explanations that apply to instructional steps. |
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Lesson Activities |
Students learn how to apply explanations to their chronologically stepped instructions. (Lecture) Assignment: Apply explanations to organized instructions. Scene 4 of Glass Menagerie
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Homework |
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Resources |
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Thursday, February 29th |
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Bellringer |
DGP #10 & Quickwrite #10 |
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Success Criteria |
"I know the process of field testing my instructions." |
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Learning Objectives |
Students understand the process of field testing their instructions |
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Learning Intentions |
Students can create a field test for their instructions |
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Lesson Activities |
Students learn how to create a field test for their instructions. Assignment: Field test your instructions in the experiment and survey.
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Homework |
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Resources |
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Technical Writing- March Week 1 Friday, March 1st - Even day
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WEEK 2 |
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Monday, March 4th |
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Bellringer |
DGP #1 & Quickwrite #1 |
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Success Criteria |
Students complete simple instructions |
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Learning Objectives |
Students understand how to complete a set of simple instructions |
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Learning Intentions |
Students can effectively complete a simple set of instructions for an inexperienced audience. |
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Lesson Activities |
Students write a simple set of instructions
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions for the assignment.
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Wednesday, March 6th |
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Bellringer |
DGP #2 |
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Success Criteria |
Students can publish a final draft of the complex instructions after participating in a peer review. |
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Learning Objectives |
Students use suggestions and recommendations to apply to their own set of directions. |
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Learning Intentions |
Students learn how to use a peer review to improve their own set of directions. |
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Lesson Activities |
Students complete complex instructions with caution/warning to protect mechanisms and prevent bodily injury. Students participate in a peer review with a questionnaire Students then type up the final publishable draft and submit it to the course using suggestions and recommendations from peer review. |
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Homework |
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Resources |
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Friday, March 8th |
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Bellringer |
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Success Criteria |
"I can write both simple and complex instructions for an inexperienced audience. I also know how to participate in a peer review and provide suggestions. And recommendations for other students' sets of instructions. I also know how to add caution and warning signals." |
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Learning Objectives |
Students complete the final draft of complex instructions |
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Learning Intentions |
Students learn how to complete a finalized draft for complex instructions. |
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Lesson Activities |
Students complete the final publishable draft for the complex instructions set.
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HomeworkComplete |
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Resources |
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Week 3 |
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Tuesday, March 12th |
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Bellringer |
Quickwrite #3 DGP #3 |
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Success Criteria |
"I can determine how a recommendation report is used and adjust the structure to accommodate the reader." |
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Learning Objectives |
Students can devise criteria for evaluation after determining the problem and possible solutions.
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Learning Intentions |
Students learn to organize a recommendation report using the appropriate format.
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Lesson Activities |
Students read scene 6, part I of The Glass Menagerie, and answer the study guide questions.
Students receive instruction on recommendation reports- take notes Students receive the assignment: Create Rough Draft for Recommendation Reports Begin peer review for early finishers
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Homework |
OnCourse resources, MicroTeams |
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Resources |
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Thursday, March 14th |
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Bellringer |
Quickwrite #4 DGP #4 |
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Success Criteria |
"I can determine how a recommendation report is used and adjust the structure to accommodate the reader."
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Learning Objectives |
Students can devise criteria for evaluation after determining the problem and possible solutions.
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Learning Intentions |
Students learn to organize a recommendation report using the appropriate format.
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Lesson Activities |
Students read scene 6, part II of The Glass Menagerie, and answer the study guide questions.
Students receive instruction on recommendation reports- take notes Students receive the assignment: Create Rough Draft for Recommendation Reports Begin and finish a peer review with the peer. Begin typing your publishable draft.
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Homework |
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Resources |
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Week 4 |
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Monday, March 18th |
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Bellringer |
No Bellringer |
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Success Criteria |
"I can do research and choose equipment which matches the criteria for my career." |
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Learning Objectives |
Students understand how to complete a solicited recommendation report |
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Learning Intentions |
Students can match criteria to equipment recommendations. |
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Lesson Activities |
Students research equipment for criteria in occupational solicited recommendation reports.
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions for the assignment.
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Tuesday, March 19th |
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Bellringer |
Quickwrite #4 DGP #4 |
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Success Criteria |
"I can create a rough draft copy of my solicited recommendation report and begin working on a peer review with a writing partner." |
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Learning Objectives |
Students learn how to use a peer review to improve their rough draft solicited recommendation report. |
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Learning Intentions |
Students can write solicited recommendations and apply improvements, revisions, and editing to their final typed product. |
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Lesson Activities |
Students draft solicited recommendation reports Students participate in peer review Students take peer review and apply edits and revisions
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Homework |
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Resources |
OnCourse resources,aPowerPointinThursday |
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Thursday, March 21st |
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Bellringer |
Quickwrite #5 DGP #5 |
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Success Criteria |
"I can use the peer review's recommendations to revise, edit, and add final touches to solicited recommendation reports." |
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Learning Objectives |
Students use recommendations from peer review to improve their solicited recommendation report |
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Learning Intentions |
Students can complete a final draft of the solicited recommendation report |
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Lesson Activities |
Students draft solicited recommendation reports
Students participate in peer review
Students take peer review and apply edits and revisions
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HomeworkComplete |
complete solicited recommendation report |
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Resources |
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Week 5 |
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Monday, March 25th |
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Bellringer |
Quickwrite # Success |
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ss Criteria |
Students complete draft of Business email-reply with resume aletteroer of inte.nt |
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Learning Objectives |
Students understand how to complete a resume and letter of intent |
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Learning Intentions |
Students can reply to a company with ra esume and letter of intent in a formal ema.il |
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Lesson Activities |
Students will reply to email with formal language
Students work on llettersof intent
Student work on resume
Lecture on informative reports for ChaPTER 8
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directionforto the assignment.
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Tuesday, March 26th |
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Bellringer |
Quickwrite #4 |
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Success Criteria |
Students complete abstract and mechanism ddescription |
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Learning Objectives |
Students understand how mechanism description |
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Learning Intentions |
Students can write instructions |
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Lesson Activities |
sTUDENfinishish mechanism description |
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Homework |
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Resources |
OnCourse resource, aPowerPointinThursday |
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Thursday, March 28th |
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Bellringer |
Quickwrite #5 |
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Success Criteria |
Students will be assessed on Chapter 8 informative reports |
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Learning Objectives |
Students read Chapter 1 ,ThOutsidersrs |
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Learning Intentions |
SStudentsanswer questions on the study guide |
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Lesson Activities |
Chapter 8 test informative reports |
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HomeworkComplete |
te sthe tudy guide foChapterer 1 |
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Resources |
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Easter Holidays March 29th-Week 1-April 7th
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Week 2 |
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Monday, April 8th |
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Bellringer |
DGP #1 & Quickwrite #1 |
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Success Criteria |
Students take the STAR assessment in Renaissance and match or show growth in theLexileile Students complete the Chapter 1 study guide for the outsiders.
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Learning Objectives |
Students Identify family themes in The Outsiders |
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Learning Intentions |
Students exhibit growth in their reading lexile scores and practice their ACT reading skills. Students complete the Chapter 1 study guide |
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Lesson Activities |
AR test
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions for the assignment.
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Tuesday, April 9th |
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Bellringer |
DGP #2 & Quickwrite #2 |
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Success Criteria |
Students take notes on The Outsiders and American family values and themes attached to novel
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Learning Objectives |
Students read Chapter 1 of Outsiders and can identify themes and answer study guide. |
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Learning Intentions |
Students read chapter 1 |
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Lesson Activities |
Studenwillwil take the Unit test
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Homework |
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Resources |
OnCourse resources, aPowerPointinThursday |
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Thursday, April 11th |
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Bellringer |
DGP #3 & Quickwrite #3 |
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Success Criteria |
Students can listen to THe Outsiders chapter 1 |
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Learning Objectives |
Students learn the faculties and themes of ThOutsidersrs |
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Learning Intentions |
Students can complete the study guide and listen to The Outsiders Chapter 1 |
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Lesson Activities |
Students will read THe Outsiders chapter 1 complete the Chapter 1 study guide. |
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Homework |
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Resources |
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Week 3 |
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Monday, April 15 |
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Bellringer |
no journal or DGP |
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Success Criteria |
Students can read their AR and prepare for the AR test and STAR test
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Learning Objectives |
Students work on AR for AR test |
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Learning Intentions |
Students can read their AR and strengthen their readership |
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Lesson Activities |
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions for the assignment.
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Tuesday, April 16 |
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Bellringer |
Quickwrite #4 & DGP #4 |
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Success Criteria |
Students take notes on The Outsiders and American family values and themes attached to novel
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Learning Objectives |
Students work on study guides for Chapters 1-2
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Learning Intentions |
Students can read The Outsiders and identify American family values-themes
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Lesson Activities |
Students read Chapter 2 of The Outsiders
Students work on the study guide students
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Homework |
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Resources |
OnCourse resources, PowerPoint on Thursday |
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Thursday, April 18 |
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Bellringer |
Quickwrite #5 & DGP 5 |
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Success Criteria |
Students take notes on The Outsiders and American family values and themes attached to a novel.
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Learning Objectives |
Students work on study guides for Chapters 3
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Learning Intentions |
Students can read The Outsiders and identify American family values-themes |
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Lesson Activities |
students read Chapter 3 of The Outsiders
Students work on the study guide students
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Homework |
Craft thesis statement and create an outline |
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Resources |
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WEEK 4 |
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Monday, April 22 |
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Bellringer |
Quickwrite # Success |
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ss Criteria |
Students can read Bram Stoker's Dracula and IdentifGothic-erara themes |
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Learning Objectives |
Students work on study guides for Chapter 3 |
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Learning Intentions |
Students can read Dracula and identify GGothic-erathemes |
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Lesson Activities |
Students will read Dracula-5th of May-The Castle
Students work the on study guide
SStudentswork on in-class vampire journal
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directionforto the assignment.
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Tuesday, April 23 |
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Bellringer |
Quickwrite #10 |
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Success Criteria |
Students can read Bram Stoker's Dracula and IdentifGothic-erara themes |
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Learning Objectives |
Students work on study guides for CChapters1-2 |
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Learning Intentions |
Students can read Dracula and identify GGothic-erathemes |
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Lesson Activities |
Lecture on Gothic literature
Students will read Dracula-7th of May
Students work on the study guideStudentst work onin-classs vampire journal
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Homework |
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Resources |
OnCourse resources,aPowerPointinThursday |
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Thursday, April 25 |
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Bellringer |
Quickwrite #11 |
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Success Criteria |
Students can read Bram Stoker's Dracula and identify era themes |
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Learning Objectives |
Studentsreadd Chapter 3, 8th of May, answer study guide question,s and build their vampire sto.ry |
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Learning Intentions Students |
s can read Dracula and identifyGothic-eraa themes |
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Lesson Activities |
Lecture on Gothic literature
Students will read Dracula-8tHh of May-The Castle
Students work the on study guide
SStudentswork on iin-classvampire journal
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Homework |
Craft thesis statement and creaan te outline |
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Resources |
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Week 5 |
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Monday, April 29th |
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Bellringer |
DGP #1 and Quickwrite #1 |
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Lesson Activities |
Introduction to Researched Argument Essay Identify your targeted audience Identify your audience's mainstream news diet Identify your audience's MSM/Legacy Media's narrative and talking points Begin writing the outline for the essay
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Homework |
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Resources |
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Technical Writing: May
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Week 1 |
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Wednesday, May 1st |
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Bellringer |
DGP #2 Quickwrite # 2 |
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Lesson Activities |
TSW will work on their outline for the Researched Argument Paper and PresentatioFinish\
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Homework |
OnCourse resources, MicroTeams |
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Resources |
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Week 2 |
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Monday, May 6th |
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Bellringer |
DGP #3 and Quickwrite #3 |
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Lesson Activities |
TSW completed their outline for the Researched Argument Paper Submit results for Devil's Advocate activity Accelerated Reader |
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Homework |
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Resources |
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Tuesday, May 7th |
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Bellringer |
Complete DGP #4 and Quickwrite #4 |
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Lesson Activities |
TSW begin drafting their first rough draft for Researched Argument Paper and Presentation
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Homework |
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Resources |
OnCourse Resources, MicroTeams |
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Thursday, May 9th |
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Bellringer |
Complete DGP #3 Respond to Quickwrite #3 |
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Lesson Activities |
TSWcompletede their first drafting,g "Audience Strateg,y" forthe Researched Argument Paper TSWwill be introduced to the PECHA KUCHA RESEARCHED ARGUMENT PRESENTATION TSW work on their Presentations during class time
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Homework |
OnCourse resources, MicroTeams |
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Resources |
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Week 3 |
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Tuesday, May 14th |
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Bellringer |
DGP #4 and Quickwrite #4 |
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Lesson Activities |
TSWcompletede their first drafting,g "Audience Strateg,y" fothe r Researched Argument Paper TSW Continue working onthe Presentation for next week |
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Homework |
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Resources |
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Thursday, May 16th |
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Bellringer |
DGP #5 and Quickwrite #5 |
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Lesson Activities |
TSW turn in the first draftofr "Audience Strateg.". Due by the end of class. TSW continues working on their Presentations during class time
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Homework |
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Resources |
OnCourse Resources, MicroTeams |
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WEEK 4 |
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Monday, May 20th |
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Bellringer |
Complete DGP #6 Respond to Quickwrite #6 |
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Lesson Activities |
TSW work on second drafting for full Researched Argument Paper TSW Continue presenting during class time
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Homework |
OnCourse resources, MicroTeams |
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Resources |
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Wednesday, May 22nd |
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Bellringer |
DGP #7 and Quickwrite #7 |
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Lesson Activities |
TSW completed their second drafting forthe Researched Argument Paper TSW Continue working on the Presentation for next week |
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Homework |
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Resources |
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