Happy SPRING! 4/21/14DO NOW: 1. In your WNB, write (3) goals you have for yourself for 4th marking period

2. Write the definition of MAIN IDEA in your own words

ELA 10/Pre-AP Main/Central Idea

Week

Learning Goals- Students will learn to:

Use a strategy to determine the main/central idea or claim that is stated or implied in a text.

Learning Objective-SWBAT complete Pre-test

Standard: RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

CLASS WORK:Unit Pre-Test today & Post-Test Friday

Do your best so I can assess your understanding of main idea/central idea.

Review answers to MCRead & Highlight Examples of Central Idea/Main/Claim Worksheet

Collect

CLASS WORK, con’t AOW 5 Today when you read your AOW 5, I

want you to practice the skills you were asked to do in the Pre-Test and that you will be doing all week.

ADD #4 to DIRECTIONS! [Central/Main

Idea/Claim/AUTHOR’S PURPOSE] Put a * by at least 3 pieces of

EVIDENCE that supports the Author’s Purpose.

Annotate the way you usually do!

Happy Tuesday! 4/22/14DO NOW: (WNB)Summarize the “Examples for Paragraph/Central Idea or Claim” Hand out from yesterday.

What is the hand out about???

Collect books

Session 2 – Tuesday, April 22, 2014Strategy:1. Read the entire paragraph as fast as possible without losing

comprehension.2. Determine the main/central idea or claim in your mind.3. Find a sentence in the paragraph that matches or is similar your

main/central idea or claim.4. Check to see if surrounding sentences act as support.

The fact that electronic computers are now used for data processing has led the general public to believe that it is a mysterious, complicated science and that the computers are giant brains. Both of these ideas are false. A computer is basically just a high-speed adding machine that performs the functions it is told to. If the input data are varied even a little, the computer is unable to operate until it is programmed to accept the variations. The business operations it performs are impressive only because of the extremely high speed of manipulation, but most of these operations have been used for decades. Unlike man, the computer performs repetitive calculations without getting tired or bored.

Session 2 – Tuesday, April 22, 201Strategy:1. Read the entire paragraph as fast as possible without losing comprehension.2. Determine the main/central idea or claim in your mind.3. Find a sentence in the paragraph that matches or is similar your main/central idea or claim.4. Check to see if surrounding sentences act as support.

The fact that electronic computers are now used for data processing has led the general public to believe that it is a mysterious, complicated science and that the computers are giant brains. Both of these ideas are false. [A computer is basically just a high-speed adding machine that performs the functions it is told to.] *If the input data are varied even a little, the computer is unable to operate until it is programmed to accept the variations. The business operations it performs are impressive only because of the extremely *high speed of manipulation, but most of these operations have been used for decades. Unlike man, *the computer performs repetitive calculations without getting tired or bored.

Main Idea Present- Computers outperform humans, but they must be programmed (Supporting Details starred *)

Strategy:

Session 2 – Tuesday, April 22, 2014

The fact that electronic computers are now used for data processing has led the general public to believe that it is a mysterious, complicated science and that the computers are giant brains. Both of these ideas are false. [A computer is basically just a high-speed adding machine that performs the functions it is told to.] *If the input data are varied even a little, the computer is unable to operate until it is programmed to accept the variations. The business operations it performs are impressive only because of the extremely *high speed of manipulation, but most of these operations have been used for decades. Unlike man, *the computer performs repetitive calculations without getting tired or bored.

Constructed Response Question:

Based on the information in the text. How might one respond to the argument that computers could replace all humans in the workplace?

Model Constructed Response-This is NOT a summary!Include Central Idea & Make an Inference! COPY Even though computers will replace

some humans in the workplace, they are limited in what they can do. Computers can outperform humans, but they can only do what humans program them to do, so humans will always be needed in this “Technology Age”. A computer can’t replace a doctor, lawyer, teacher or anyone else who does a “human to human” job.

Session 2 – Tuesday, April 22, 2014

Student Activity : Short Text - Athletics (Paired Learning)

Even as early as middle school athletics, a failing grade will prevent an athlete from being allowed to play. When youth look to high school, college or professional athletes as role models, they understand that those athletes had to make a commitment both on and off the field to excellence. High school athletes won't play if they don't make the grades. Colleges will only recruit athletes that can get accepted into their school, and even once they get on campus athletes can only play if they pass their classes. And while some professional athletes get drafted straight out of high school, most still have to prove themselves as college athletes to get a look. It's a chain that requires at least some dedication to academics to succeed as a money-making athlete. Athletes learn early that if they want to play the game, they have to make the grades.

 Constructed Response Question:

Based on the information in the text, what conclusion can be drawn about any young person who aspires to compete in sports at the college or pro level? Write a 2-4 sentence response

Happy Wednesday! 4/23/14Do Now: On a scale of 1-10 with 10 being the highest, how good are you at identifying the central idea in a text when it is explicitly stated (a sentence in the text). Explain!

Collect Books! I need them by Friday!

Happy Wednesday! 4/23/14Do Now: On a scale of 1-10 with 10 being the highest, how good are you at identifying the central idea in a text when it is explicitly stated (a sentence in the text). Explain!

Collect Books! I need them by Friday!

Wednesday, April 23, 2014Strategy:1. Read the entire paragraph as fast as possible without losing

comprehension.2. Determine the main/central idea or claim in your mind.3. Find a sentence in the paragraph that matches or is similar your

main/central idea or claim.4. Check to see if surrounding sentences act as support.5. If no sentence matches your main/central idea it may be implied.

Check to see if sentences in the paragraph support your main/central idea or claim.

Do you wear glasses? Make sure your glasses fit well. The earpieces should be at eye level. Don’t try to adjust the earpieces yourself. Take your glasses for adjustments to the place you bought them. Keep your glasses in a case when you’re not wearing them. This will prevent scratches. Keep the lenses clean. A soft cloth is best for cleaning.

Session 3 – Short text with inferred Central Idea

Strategy:1. Read the entire paragraph as fast as possible without losing

comprehension.2. Determine the main/central idea or claim in your mind.3. Find a sentence in the paragraph that matches/similar your main/central

idea or claim.4. Check to see if surrounding sentences act as support.5. If no sentence matches your main/central idea it may be implied.

Check to see if sentences in the paragraph support your main/central idea or claim. Do you wear glasses? Make sure your glasses fit well. The earpieces

should be at eye level. Don’t try to adjust the earpieces yourself. Take your glasses for adjustments to the place you bought them. Keep your glasses in a case when you’re not wearing them. This will prevent scratches. Keep the lenses clean. A soft cloth is best for cleaning.

Inferred/Implied Main idea- Taking care of eye-glasses involves many steps

Session 4

Do you wear glasses? Make sure your glasses fit well. The earpieces should be at eye level. Don’t try to adjust the earpieces yourself. Take your glasses for adjustments to the place you bought them. Keep your glasses in a case when you’re not wearing them. This will prevent scratches. Keep the lenses clean. A soft cloth is best for cleaning.

Constructed Response Question:

Based on the information in the text, write a 2-4 sentence prediction about what will occur if a irresponsible person owns a pair of glasses.

Model Constructed Response= Central Idea + an Inference

Taking care of glasses involves many steps. A person who is young or not very responsible may have a very difficult time taking care of their eyeglasses and that can get very expensive if they are lost or broken. Glasses may help make people become more responsible since they are a necessity for good vision and most parents can’t afford to constantly replace them.

Session 3– Short Text with Inferred Central Idea

Student Activity : Short Text - Library (Paired Learning)

It was a library. High pieces of furniture, of black violet ebony inlaid with brass, supported upon their wide shelves a great number of books uniformly bound. They followed the shape of the room, terminating at the lower part in huge divans, covered with brown leather, which were curved, to afford the greatest comfort. Light movable desks, made to slide in and out at will, allowed one to rest one’s book while reading. In the centre stood an immense table, covered with pamphlets, amongst which were some newspapers, already of old date. The electric light flooded everything; it was shed from four unpolished globes half sunk in the volutes of the ceiling. I looked with real admiration at this room, so ingeniously fitted up, and I could scarcely believe my eyes.

Constructed Response Question: 

Based on the information in the text, what conclusion can be drawn about the types of activities that will be suitable to conduct in this room? Write a 2-4 sentence Response.

 

Happy Thursday! 4/24/14Do Now: What is the difference between a Summary and a Constructed Response?

Be specific.

Share!

Collect books! I need them by tomorrow.

DO NOW- A summary is when you restate in

your own words what the text is about including the most important details/events.

A constructed response is when you state the central idea of the text and then you make an inference about the text as you answer the question. You come up with a conclusion that isn’t in the text.

Teacher Model Text Part 1 Late Night Treat for Sky Gazers On Tuesday, the first total lunar eclipse in three years will be visible across the U.S. April 14, 2014 By Stephanie Kraus with TIME and AP reporting Attention all sky gazers: get ready for a beautiful moon to grace the night sky. [Tonight, the first total lunar

eclipse in more than three years will be visible throughout North and South America.] And, it’s in color. According to NASA, the total lunar eclipse will take place on the night of April 14–15. Most of the United States

will be able to view it, National Public Radio reports. *It will last 78 minutes, beginning at 3:06 a.m. Eastern Daylight Time and ending at 4:24 a.m. The U.S. Naval Observatory’s page has a handy link that allows you to input your city and figure out exactly when you’ll see the eclipse. People in the United States will not be able to witness a full lunar eclipse in its entirety again until 2019.

What You Need To Know  In a total lunar eclipse the Earth blocks the Sun’s light from reaching the Moon. The moon becomes dimly lit in an orange or red glow for about an hour, NASA says. Because of its color, it is often called a “Blood Moon.” That's from light around the edges of the Earth—essentially sunrises and sunsets — splashing on the lunar surface and faintly lighting up the moon, says Alan MacRobert, senior editor at Sky & Telescope magazine.

While a lunar eclipse last for a few hours, a total solar eclipse lasts for only a few minutes at any given place. *Unlike solar eclipses, lunar eclipses are completely safe to watch. So, stargazers do not need special glasses to protect their eyes.

Over the next 18 months, there will be three more blood moons: October 8, 2014; April 4, 2015; and September 28, 2015. But scientists say blood moons are not common. Astronomers have a name for four complete lunar eclipses in a row that happen in six-month intervals—it's called a tetrad, NASA says. The tetrad has happened only three times in over 500 years. Before the dawn of the 20th century, there was a 300-year period when there were no tetrads at all.

*"The most unique thing about the 2014–2015 tetrad is that all of them are visible for all or parts of the U.S.A.," longtime NASA eclipse expert Fred Espenak said in a statement.

Teacher Model Text Part 2 NASA’s Mission There’s one downside to Tuesday’s lunar eclipse—it could damage a NASA spacecraft that’s been

circling the moon since fall. The robotic orbiter is called Lunar Atmosphere and Dust Environment Explorer or LADEE (la-dee) for short. The science-collecting part of the mission was planned to finish in March but it went overtime. The orbiter was not designed to handle a lengthy eclipse. Scientists don't know if it will be able to withstand the cold temperature in the long eclipse. Even if it freezes up, LADEE will crash into the far side of the moon the following week as planned, after successfully completing its science mission. Scientists expect LADEE's final day to occur on or before April 21.

NASA has set up a live web chat starting at 1 a.m. Eastern Daylight Time on Tuesday to answer questions about the eclipse.

Constructed Response: Based on the text selection predict how some people may have reacted to the “Blood Moon” lunar eclipse. Remember to include the Central Idea + make an inference based on the evidence presented.

Model Constructed ResponseCentral Idea + Make an Inference On April 14, 2014, the first total lunar

eclipse in more than three years occurred and was visible in North and South America. Because this kind of eclipse is rare and because of the orangeish-red glow, people like teachers, scientists or those interested in science were probably excited about this event. Since it started at 3:06am, the most dedicated people stayed up late to see it, but many saw pictures on Facebook in the morning.

Session 4– Session Thursday, April 24, 2014Longer Text with a stated Central Idea

Student Activity : Longer Text - School Food Article (Paired

Learning) On Tuesday, the White House and the U.S. Department of Agriculture laid out new limits for promoting junk food and sugary drinks in schools. The rules ban advertisements for unhealthy foods on school grounds during the school day. The ad ban includes sugary drinks that account for more than 90 percent of unhealthy ads in school. An ad for regular Coca-Cola, for example, would be banned from a scoreboard at a high school football game. But, ads for Diet Coke and Dasani water, owned by the same company, would be allowed.The new rules are part of the first lady’s “Let’s Move” campaign to fight childhood obesity. Her goal is to get kids to eat healthier—like the new rules that require healthier cafeteria food. The marketing limits come after new USDA regulations that put a limit on the calorie, fat, sugar, and sodium in most school food items. The healthier food rules are criticized by people who think the government should not control what kids eat and by some students who don't like the healthier foods.“The idea here is simple—our classrooms should be healthy places,” First Lady Michelle Obama said in a statement. “Because when parents are working hard to teach their kids healthy habits at home, their work shouldn’t be undone by unhealthy messages at school.”

A Healthy Message

According to the USDA, companies are spending $149 million a year on marketing to kids in schools. But, the big industry giants like Coca-Cola and PepsiCo are supporting the new rules. Many have already started to advertise their own healthier products. For schools, junk food ads like a Coca-Cola scoreboard could be taken down over time—not replaced overnight. The next time the school needed to replace its scoreboard, it would have to get one with a healthier message.“The new standards ensure that schools remain a safe place where kids can learn and where the school environment promotes healthy choices,” Agriculture Secretary Tom Vilsak said in a statement.The new USDA plans announced today also aim to help feed hungry kids in need. They would allow the highest-poverty schools to serve breakfast and lunch to all students for free. The White House says that will help feed about 9 million kids in 22,000 schools. The rules will help guide schools on ways to create standards for foods and physical activity. They would require parents and the community to be involved in those decisions.

Constructed Response Question:Based on the information in the article, write a 2-4 sentence response elaborating on why it is logical to conclude that schools will provide its students with healthier food and drink choices in the future.

 

Constructed ResponseCentral Idea + Make an Inference  Constructed Response

Question: Based on the information

in the article, write a 3-4 sentence response elaborating on why it is logical to conclude that schools will provide its students with healthier food and drink choices in the future.

 

Paired StudentText-Bracket [Central Idea] & * Evidence (3) Keeping Schools Healthy The White House sets new limits on advertisements for unhealthy snacks

and drinks in schools February 25, 2014        By Denver Nicks & David Winograd for TIME, with

AP reporting [On Tuesday, the White House and the U.S. Department of Agriculture laid

out new limits for promoting junk food and sugary drinks in schools.] *The rules ban advertisements for unhealthy foods on school grounds during the school day. The ad ban includes sugary drinks that account for more than 90 percent of unhealthy ads in school. An ad for regular Coca-Cola, for example, would be banned from a scoreboard at a high school football game. But, ads for Diet Coke and Dasani water, owned by the same company, would be allowed.

The new rules are part of the first lady’s “Let’s Move” campaign to fight childhood obesity. Her goal is to get kids to eat healthier—like the new rules that require healthier cafeteria food. *The marketing limits come after new USDA regulations that put a limit on the calorie, fat, sugar, and sodium in most school food items. The healthier food rules are criticized by people who think the government should not control what kids eat and by some students who don't like the healthier foods.

“The idea here is simple—our classrooms should be healthy places,” First Lady Michelle Obama said in a statement. “Because when parents are working hard to teach their kids healthy habits at home, their work shouldn’t be undone by unhealthy messages at school.”

Paired Student Text part 2 A Healthy Message 

According to the USDA, companies are spending $149 million a year on marketing to kids in schools. But, the big industry giants like Coca-Cola and PepsiCo are supporting the new rules. Many have already started to advertise their own healthier products.* For schools, junk food ads like a Coca-Cola scoreboard could be taken down over time—not replaced overnight. The next time the school needed to replace its scoreboard, it would have to get one with a healthier message.

* “The new standards ensure that schools remain a safe place where kids can learn and where the school environment promotes healthy choices,” Agriculture Secretary Tom Vilsak said in a statement.

The new USDA plans announced today also aim to help feed hungry kids in need. They would allow the highest-poverty schools to serve breakfast and lunch to all students for free. The White House says that will help feed about 9 million kids in 22,000 schools. The rules will help guide schools on ways to create standards for foods and physical activity. They would require parents and the community to be involved in those decisions.

Good News  Obesity rates among toddlers in the U.S. have dropped greatly over the last 10 years. According to a survey done by the Centers for Disease Control (CDC), there has been a 43 percent decrease. The obesity rate for American children in the two to five-year-old age group dropped from 14 percent in 2003-2004 to just above 8 percent in 2011-12.

“This confirms that at least for kids, we can turn the tide and begin to reverse the obesity epidemic,” said CDC Director Tom Frieden.

The exact reasons for the drop in obesity are unknown. But, the CDC mentions less sugary drinks and better nutrition and physical education programs at day care centers as possible causes.

First Lady Michelle Obama responded to the CDC report saying she was “thrilled at the progress we’ve made over the last few years in obesity rates among our youngest Americans.”

  Inferred/Implied Central Idea?_______________________________________________________ _______________________________________________________________________________  Constructed Response Question: Based on the information in the article, write a 2-4 sentence response

elaborating on why it is logical to conclude that schools will provide its students with healthier food and drink choices in the future.

 

TGIF! April 25, 2014 DO NOW: Read and follow the directions. 1. Write your full name in the middle of a

clean page in your WNB in capital letters. 2. Underline your middle name 3 times. 3. Circle your first name. 4. Write the date in the upper-right hand

side of page. 5. Write something you are looking forward

to this weekend in the lower left side of page in a complete sentence. Draw a smiley face at the end of the sentence.

Reminders! Collect AOW 5 & QOW 6 Grades are updated! Weebly will be updated by Saturday! I still need novels! If you didn’t finish or hand in yesterday’s

packet (“Keeping Schools Healthy”), I need it

ASAP. No phones, food, drinks or back packs

allowed in class!

Teacher Modeled Text “Words for Teenagers”

Northland College principal John Tapene has offered the following words from a judge who regularly deals with youth. “Always we hear the cry from teenagers, ‘what can we do, where can we go?”

“My answer in this: Go home, mow the lawn, wash the windows, learn to cook, build a raft, get a job, visit the sick, study your lessons and after you’ve finished, read a book. *Your town does not owe you recreational facilities and your parents do not owe you fun.

[“The world does not owe you a living, you owe the world something.]*You owe it your time, your energy and talent so that no one will be at war, in sickness and lonely again. In other words, grow up stop being a cry baby, get out of your dream world and develop a backbone not a wishbone. *Start behaving like a responsible person. You are important and you are needed. It’s too late to sit around and wait for somebody to do something someday. Someday is now and that somebody is you!”

Class Work-Same Skills, Different Text!

Do 1-3 with your partner-Do #4 Independently

1. Read “What Students Need to Hear”.

As you are reading, think about what the Central Idea could be.

2. [Bracket CI] It is explicitly stated today.

3. Star (*) 3+ supporting details/evidence

4. Complete 2- part Constructed Response

Happy Monday! 4/28/14DO NOW: Start/finish Friday’s work (“Words for Teenagers” & “What You really Need to Hear”)

If it is complete and handed in, you may begin AOW/QOW (1st & 6th) Due Fri

Collect books & last week’s AOW/QOW

Class Work: Central Idea Week Part 2 Student Text: from Lincoln: His Own

President Read text in pairs. WARNING! It is a

longer, historical, more difficult text-more ACT-ish!

[Central Idea] Star (*) 3 lines of supporting evidence Constructed Response

Happy Tuesday! 4/29/14 DO NOW: Write a paragraph

about anything (school appropriate, please).

Bracket your [Central Idea] and

star (*) 3 important details/lines that support your central idea.

CLASS WORK- Implied/Inferred CI

1. Read “A Bad Boy Makes Good” with a partner.

2. Come up with an inferred central idea and write in on the lines.

3. Star (*) at least 3 lines that support your central idea.

4. Do the Constructed response independently!

Happy Wednesday! 4/30/14DO NOW: Write a paragraph about anything (school appropriate, please).

EXCHANGE WITH A PARTNER and have them bracket your [Central Idea] and star (*) 3 important details/lines that support your central idea.

CLASS WORK- Implied/Inferred CI (Just like Yesterday) 1. Read “Huck Finn” passage to yourself. 2. Come up with the Implied/Inferred

Central Idea 3. Star (*) at least 3 lines that support

your central idea. 4. Constructed Response (Central Idea +

Make an Inference) 5. Answer the ACT style Qs on the back.

Use Process of Elimination.

Happy May! 5/1/14

DO NOW: Write a paragraph about anything (school appropriate, please).

EXCHANGE WITH A PARTNER and have them bracket your [Central Idea] and star (*) 3 important details/lines that support your central idea.

CLASS WORK-Central Idea Post-Test

1. Complete CI Post-Test.

Do your BEST! Good Luck!

2. Complete Narrative Reading packet

TGIF! May 2, 2014 DO NOW: Write a half page

reflection on 4th marking period so far.

How are you doing in all of your classes?

What kinds of grades do you have? Why?

What are you doing right or wrong? Where do you want to be gradewise

by June? What is your plan for success?

Class Work 1. Collect AOW/QOW 2. Inference Pre-Test 2. Expository Reading Passages 3. Pass back & File Papers 4. Use extra time to complete

missing work