Friday, 4/14/17

1st 8:15 - 9:24

2nd 9:29 - 10:35
3rd 10:40 - 11:46

Lunch 11:46 - 12:18

Crew 12:15 - 12:56

4th 1:10 - 2:07
5th 2:12 - 3:25 PLAN

English

LT: I can self-edit my comparative essay for conventions (spelling, capitalization, grammar).
LT: I can transition like a ninja.
(to add when we reach this point) LT: I can write five to ten lines of a found poem that uses
repetition and captures the feelings in Little Rock on September 4, 1957.

Students will format and submit their Final Comparative Essays on Google Classroom as they
come into class. Their essays should be in an easy to read 12 point font and double or 1.5
spaced. Students need to create a creative title for their essay and add a footer with their name,
Comparative Essay, and page numbers. Work should look like an essay (separate paragraphs,
indented). These directions will be on the board for students as they enter class. Once they
have submitted their work, print their essays to Matts printer (Room 130) for our editing
workshop.

Students without complete essays will use workshop to get as far as they can. Their work is due
when workshop time is over, no exceptions. They have been well-supported through this
process with plenty of Helper Docs, workshops, peer checks, and in-class work time.

Once students have their essays printed, editing workshop can begin. Review the norms of
editing workshop before they begin: Sit more than an arms length away from others, read your
work aloud forwards and backwards, mark with a pencil each word as you read or any changes
you need to make, use toobaloos or face a wall/titled table, do not close the closet doors.
Students should be able to brainstorm these norms themselves. Allow 20 minutes for focused
editing workshop time. When students finish working with their hard copy, they should make
those changes on their digital copy. Remind them when they have around 8 minutes left so that
they know to move onto this step soon. Have students start reading aloud at the same time to
get rid of the awkward effect.

After the 20 minutes of editing workshop are complete, regroup students back at their tables.
Let them know we are kicking off a new unit, and their first task is going to be to complete a
puzzle as a group. When they finish the puzzle, they are to record on a group paper the
following notes: What do you notice? What do you wonder? What do you think is happening in
this picture? What is the feeling of this picture? After finishing directions, handout the puzzle and
paper so students can begin. Encourage them to be competitive and complete the puzzle first!
Let students know that if they can identify this image exactly, that they should keep that
information to themselves in order to let their peers grapple. (5-10 minutes)

When most groups have wrapped up their notes on the image, ask students to gather up front
for history time like ninjas (quietly and quickly). Then play the audio recording of Elizabeth
Eckford describing this moment:
https://www.facinghistory.org/resource-library/audio/elizabeth-eckford-her-own-words?backlink=
resource-library/her-own-words-elizabeth-eckford

Debrief as a whole group. How does this make you feel? What is striking about this story? What
do you still wonder?

While still in the front of the room, handout She Walked Alone by Daisy Bates. Read this aloud
as the students follow along. Then, introduce found poetry as our task for the day. Found poetry
is taking words from another text and rearranging them to create something new. The first step
is to find powerful words and phrases in a text. Release students to go back to their desks like
ninjas and highlight 50-100 powerful words from this text in the next three minutes.

After students have highlighted the text, handout class copies of the I Walked Alone poems to
pairs at tables. Ask students to read them in pairs or silently, then share out what they noticed to
the class. Hopefully they pick up on the fact that these examples are found poetry, and that the
poets use repetition. These are the skills we are going to apply. Record their noticing on the
SmartBoard.

Explain that they are now going to write their own found poem from this text, also using a
repeating line. They can change the tense of words and plurals; however, they cannot add new
words. The poem needs to capture the feelings Elizabeth Eckford or witnesses may have had
during this moment. Their goal is to have 10 lines for class by Monday (they can have more),
but they need at least three lines to leave class today (ticket out the door). There is an
assignment on Google Classroom titled Poetry Journal. This is where they will create their
poem and all other poems during this unit. If there is extra time, students can share what they
have created in Authors Chair.

Crew

Freedom Friday! Students who are eligible will get to go outside or enjoy movies/games in
teachers rooms. Non-eligible students will stay in and work on their portfolios. Students have
been shown models of portfolios and academic reflections. Their complete portfolios are due by
the end of April (including revisions).
Not eligible: Jake, Blake, Sam-->showed me third reflection, Desi?, Finn-->needs to be
checked, Lucas-->needs to be checked