EXAMPLE TEMPLATE FOR THREE DAY CYCLE: BELLRINGER BACKGROUND PRESENTATION PRACTICE CLOSURE EVAL/ PROJECTS ESSENTIAL QUESTIONS GRAMMAR WARM-UP STUDENTS READ STUDENTS CREATE GRAMMAR DAY 1 THEIR STUDENTS DIVIDE A SIMPLE ALICE EXIT QUESTION: CHOMP EQ: WHAT ARE GRAMMAR WARM-UP CHARACTERISTIC INTO LITERATURE WORLD WITH CHOMP AND SIMILIARITIES AND DIFFERENCES APPLY GRAMMAR CHECKLIST FOR CIRCLE GROUPS AND CHARACTERS AND WRITE DOWN EDITING OF BETWEEN HAIKU AND CONVENTIONS TO EDIT HAIKU POETRY. ASSIGN THEMSELVES SPEAKING “TEXT” TRHEE SENTENCES TANKA POETRY? SENTENCES BY CORRECTING THEY APPLY THE THEIR ROLES (SEE LIT USING THREE CHARACTERISTICS BRAINSTORMING SENTENCES ON BOARD IN TEXTUAL FEATURES CIRCLE WORKSHEET). CHARACTERISTICS OF HAIKU POETRY. WH-QUESTIONING WHAT IS AN ALICE THEIR BINDERS AND SHARING TO THRE DIFFERENT FROM THE HAIKU PLACE THE THREE NOTE-TAKING WORLD? OUT WITH THE CLASS. TEXTS AND CHECKLIST. CHARACTERISTICS ORGANIZER IDENTIFY WHICH STUDENTS BEGIN . WITH A CHARACTER HAIKU CHECKLIST VOCABULARY: STUDENTS GO THE CHOMP, IS/ARE HAIKU ALICE TUTORIAL “SAY” IN ALICE. WITH EXAMPLES EMOTIONS CHOMP GRAMMAR AND POETRY. STUDENTS TOUR FOR BUILDING FEELINGS WORK ON 5 SENTENCES SUPPORT THEIR AN ALICE WORLD. METER ABOUT FRAGMENTS. REEASONS WITH FOCUS: CHOOSING A HAIKU STUDENTS SHARE OUT TEXTUAL EVIDENCE. BACKGROUND, TANKA ANSWERS. PUTTING IN OBJECTS, AND MAKING THEM WORLD www.chompchomp.com/ DIFFERENTIATION: MOVE WITH THE BACKGROUND STUDENTS ASK SIMPLE COMMANDS. OBJECTS PROGRAMMING ABOUT DIRECTIONS DIFFERENTIATION: “HAIKU” POETRY. ANIMATION STUDENTS EDIT THE BOTH OTHER CAMARA VIEWS FOLLOWING SENTENCES: STUDENTS AND DUMMY TEACHER ANSWER METHODS QUESTIONS. EVENTS STUDENTS HAVE AN ORGANIZER WHERE THEY NOTE-TAKE. STUDENTS GO TO CLASS SITE ON EDMODO.COM TO ACCESS ANY MATERIALS.
EXAMPLE TEMPLATE FOR THREE DAY CYCLE: ESSENTIAL QUESTIONS BELLRINGER BACKGROUND PRESENTATION PRACTICE CLOSURE EVAL/ PROJECTS DAY 1 EQ: WHAT ARE SIMILIARITIES AND DIFFERENCES BETWEEN HAIKU AND TANKA POETRY? WHAT IS AN ALICE WORLD? VOCABULARY: EMOTIONS FEELINGS METER HAIKU TANKA WORLD BACKGROUND OBJECTS PROGRAMMING DIRECTIONS ANIMATION CAMARA VIEWS DUMMY METHODS EVENTS STUDENTS GO TO CLASS SITE ON EDMODO.COM TO ACCESS ANY MATERIALS. GRAMMAR WARM-UP GRAMMAR WARM-UP APPLY GRAMMAR CONVENTIONS TO EDIT SENTENCES BY CORRECTING SENTENCES ON BOARD IN THEIR BINDERS AND SHARING OUT WITH THE CLASS. STUDENTS GO THE CHOMP, CHOMP GRAMMAR AND WORK ON 5 SENTENCES ABOUT FRAGMENTS. STUDENTS SHARE OUT ANSWERS. www.chompchomp.com/ DIFFERENTIATION: STUDENTS EDIT THE FOLLOWING SENTENCES: STUDENTS READ THEIR CHARACTERISTIC CHECKLIST FOR HAIKU POETRY. THEY APPLY THE TEXTUAL FEATURES TO THRE DIFFERENT TEXTS AND IDENTIFY WHICH IS/ARE HAIKU POETRY. STUDENTS SUPPORT THEIR REEASONS WITH TEXTUAL EVIDENCE. DIFFERENTIATION: STUDENTS ASK ABOUT “HAIKU” POETRY. BOTH OTHER STUDENTS AND TEACHER ANSWER QUESTIONS. STUDENTS HAVE AN ORGANIZER WHERE THEY NOTE-TAKE. STUDENTS DIVIDE INTO LITERATURE CIRCLE GROUPS AND ASSIGN THEMSELVES THEIR ROLES (SEE LIT CIRCLE WORKSHEET). STUDENTS BEGIN ALICE TUTORIAL TOUR FOR BUILDING AN ALICE WORLD. FOCUS: CHOOSING A BACKGROUND, PUTTING IN OBJECTS, AND MAKING THEM MOVE WITH THE SIMPLE COMMANDS. STUDENTS CREATE A SIMPLE ALICE WORLD WITH CHARACTERS AND SPEAKING “TEXT” USING THREE CHARACTERISTICS FROM THE HAIKU CHECKLIST. . EXIT QUESTION: WRITE DOWN TRHEE CHARACTERISTICS OF HAIKU POETRY. PLACE THE THREE CHARACTERISTICS WITH A CHARACTER “SAY” IN ALICE. GRAMMAR CHOMP CHOMP AND EDITING OF SENTENCES BRAINSTORMING WH-QUESTIONING NOTE-TAKING ORGANIZER HAIKU CHECKLIST WITH EXAMPLES