1. Reading is FAME: Explorations Objectives and assignments

2. Day One: 1/5/10 ObjectivesToday, students will… Be introduced to the teacher and each other Understand role of the teacher, as well as their role in the class Understand class rules and expectations Understand Explorations course goals Be introduced to the Explorations board Take the Note-Taking Pre-test

3. Class rules and expectations Rules to know: 1. Respect: · For yourself · For your classmates · For your teacher · For property 2. Responsibility: · For yourself and your actions · For your work · For the way you interact with others Students are responsible for following all rules and procedures, including simple things like when to sharpen pencils, use the bathroom, and procedures for class discussion, which will be explained in class. Following these procedures and rules insures that all students receive the maximum learning experience in class. Procedures to Know 1. Students must bring all required materials to classon a daily basis. 2. Food is not allowed in the classroom (Candy is considered food). Gum will be tolerated as long it stays in the mouth. Drink will be allowed as long as it follows school policy. 3. All inappropriate conversations, language, and noises are to be left outside of the classroom. 4. It is imperative that students stay awake at all times, including video presentations. Those students who choose to sleep will serve detention time. 5. Students are responsible for any assignments missed during an absence. It is the student’s responsibility to ask about missed assignments or check the class blog site. Students will be responsible for receiving any notes taken in class from his/her classmates. 6. All policies in the WRHS Student Handbook are followed—this includes the cell phone and electronic device policy—don’t test me on this.

4. Course Goals In this course, students will… Develop their capacity to read and understand informational text. Actively use reference materials to gather, organize, and analyze information. Improve their ability to identify, define, locate, describe, explain, summarize, compare, contrast, and analyze information. Use information as a basis for stating and defending their personal opinions.

5. Day Two: 1/6/10 Objectives Review class rules and expectations Review goals of the course Take General Knowledge Pre-test Introduce Explorations Board categories and point values

6. Class rules and expectations Rules to know: 1. Respect: · For yourself · For your classmates · For your teacher · For property 2. Responsibility: · For yourself and your actions · For your work · For the way you interact with others Students are responsible for following all rules and procedures, including simple things like when to sharpen pencils, use the bathroom, and procedures for class discussion, which will be explained in class. Following these procedures and rules insures that all students receive the maximum learning experience in class. Procedures to Know 1. Students must bring all required materials to classon a daily basis. 2. Food is not allowed in the classroom (Candy is considered food). Gum will be tolerated as long it stays in the mouth. Drink will be allowed as long as it follows school policy. 3. All inappropriate conversations, language, and noises are to be left outside of the classroom. 4. It is imperative that students stay awake at all times, including video presentations. Those students who choose to sleep will serve detention time. 5. Students are responsible for any assignments missed during an absence. It is the student’s responsibility to ask about missed assignments or check the class blog site. Students will be responsible for receiving any notes taken in class from his/her classmates. 6. All policies in the WRHS Student Handbook are followed—this includes the cell phone and electronic device policy—don’t test me on this.

7. Course Goals In this course, students will… Develop their capacity to read and understand informational text. Actively use reference materials to gather, organize, and analyze information. Improve their ability to identify, define, locate, describe, explain, summarize, compare, contrast, and analyze information. Use information as a basis for stating and defending their personal opinions.

8. Day Three: 1/11/10 Objectives & Assignments: introduce the round schedule for Explorations class Take Summarizing pre-test Tour new library

9. Round Schedule

10. Day Four: 1/12/10 Objectives: Locate and identify sources in class library Identify resources in Writer’s Inc. through scavenger hunt Finalize assessments, if needed (SRI and/or STAR) Assignments: Start Writer’s Inc. Scavenger hunt

11. Day Five: 1/13/10 Objectives: Continue identifying resources in Writer’s Inc. with scavenger hunt. Analyze results of course pre-tests Identify one or two semester goals Assignments: Finish Writer’s Inc. scavenger hunt Set one or two semester goals through grade conferences

12. Day Six: 1/14/10 Review categories and point values on Explorations board Review 5-point questions Share examples Discuss criteria for answering 5-point question Answer 5-point question

13. Day Six Continued:Answering a 5-point question Student Record Sheet: locate question and mark it off Read question 5-point cover sheet: explain sections Complete “General Information” section Find relevant resource Research information together Write answer to 5-point question together Turn in written response Demonstrate grading

14. Day Seven: 1/15/10 Complete a 5-point question independently Locate and fill in question on Student Record Sheet Complete “General Information” section of 5-point Cover Sheet Look for relevant resource Research information Write answer on 5-point cover sheet Grade conference Turn in to teacher; grading will be done with you If finished, STUDY DAY! No one is doing NOTHING!

15. Day Eight: 1/19/10 Study Skills Lesson Which reference book is best? Review Tuesday/Thursday schedule Find and complete a 5 point question independently Fill out student record sheet Complete cover sheet “General information” section Find source, answer question Staple answer to completed cover sheet Revise any previous questions PLEASE attach new cover sheet and answer to previously scored answer. HOMEWORK: “Which Reference Book is Best?” worksheet

16. Study Skills Lesson 1: Which Reference Book is Best? Objective: Identify a variety of reference materials and explain which ones are most useful when doing different types of research.

17. Types of Reference Materials Dictionary Thesaurus Definitions, pronunciations, spelling Other forms of words Carecaring Extra information, such as currency charts Synonyms, antonyms, related words

18. Types of Reference Materials Encyclopedia Atlas Almanac Short essays on people, places, things (looks up by last name) Places, populations, landmarks Data (number of people living in Rhode Island who have a college degree) Statistics (Wyoming has the smallest population of any state) Yearly awards (winner of the 2000 World Series, winner of the 1990 Nobel Peace Prize, etc).

19. Types of Reference Materials(last one, I promise!) Biographical dictionary Internet Information on famous people by categories, such as African Americans, women, etc. (look up by last name) Just about everything Pros: current, all topics, immediate Cons: not always reliable, too much information, inefficient searches

20. Day Nine: 1/20/10 Homework due: “Which reference is best?” Review 10 point question on Exploration board Share some examples of 10-point questions Discuss criteria for answering 10-point question Answer a 10-point question

21. Day Nine Continued: Answering a 10-point question Student Record Sheet: locate question and mark it off Read question 10-point cover sheet: explain sections Complete “General Information” section Find relevant resource Research information together Identify and demonstrate process for taking notes Write answer to 10-point question together Turn in written response Demonstrate grading

22. Day Ten: 1/21/10 Review typical Tuesday/Thursday/day 4 schedule Study Skills Lesson Note-taking guidelines Choose and complete one 10-point question due by the end of the hour. Don’t forget to mark off your question on your Student Record Sheet Homework: “Insects and Spiders” article—take notes using the guidelines you learned.

23. To improve the quality of your notes regardless of the subject matter Objective

24. General Guidelines Several ways to take notes Notes are for YOU Make notes clear and useful to YOU Always include a heading on your notes Choose information that you think is important and put information in a useful order Don’t use complete sentences Single words can take the place of phrases Write number words as numerals (one = 1) Use symbols to make notes shorter and note taking faster #, %, @, $, &, =, +, -, ↑, ↓ Use abbreviations to make notes brief w/o, U.S.A., Oct., vocab. Know what the topic or subject is before deciding how to take notes Choose a note-taking format that works best for the topic and for YOU bulleted list T-charts spider web others

25. Day Eleven: 1/22/10 Note-taking homework due Review criteria for answering 5-and 10-point questions Grade conferences Research activities completed Study skills lessons Independent work: choose and complete one 5-point question and one 10-point question Turn in by the end of the hour Don’t forget your student record sheet!

26. Day Twelve: 1/25/10 Review 15-point questions Share examples of 15 point questions Discuss criteria for answering 15-point question Answer a 15-point question Finish any questions not completed from last week, or revise any questions that need revised. Finish grade conferences, if possible. Independent 15-point question will be completed later this week. Objectives

27. Answering a 15-point question Women: 15-point question: Question 5 Mark this on your student record sheet “Harriet Tubman was a U.S. abolitionist. Summarize her life and accomplishments.” Complete “General Information” section of 15-point cover sheet. Identify two relevant reference materials. Research information together using two sources. Take notes from two different sources. Write an answer together. Complete “Student Checklist” together

28. Day Thirteen: 1/26/10 Review typical Day 2/Tuesday Schedule Group assignments for Tuesday/Thursday schedule Study Skills Lesson “Introductory and Concluding Statements” Where in the World is Carmen Sandiego? Review Case Investigation Record Group Teams Play Carmen Sandiego Use Case Investigation Record to attempt to solve the case. Homework: Introductory and Concluding Statements

29. Study Skills Introductory and Closing Statements Objective: Define introductory and closing statements Practice writing introductory and closing statements

30. Introductory Statements I. Introductory Statements A. Appear at the beginning of your paragraph B. Answer the question, “What will this paragraph discuss?” C. Avoid using “I” or “You” D. Do not include opinions E. Maintain a neutral tone

31. Closing Statements II. Closing Statements A. Appear at the end of your paragraph B. Answer the question, “What was the main idea of this paragraph?” C. Do not introduce anything new D. Complement the introductory statement in terms of content 1. Avoid expressing your opinion 2. Maintain a neutral tone 3. Use different words and/ or sentence structure than your introductory statement

32. Practice: Submerged Vehicles If you think you cannot get out, open a window. Opening a window allows the pressure inside the car to equal the pressure outside the car. If you wait until the car is submerged to try to open a window, you won’t be able to because of the water pressure. If you can’t open a window or if the window is electric, try to break the glass by kicking it or smashing something against it. If you aren’t successful, take a deep breath and open the car door after the car is completely submerged. It’s important to know that the end of the car housing the engine will sink faster because of its weight. This might cause your car to flip. Finally, remember a couple pieces of advice: Don’t rely on an air bubble like you might have seen in the movies, and don’t try to gather your valuables before escaping. Introductory Statement: Knowing how to escape a submerged vehicle can save your life. Concluding Statement: A person in a submerged car is certainly in grave danger, but knowing what to do can mean survival.

33. Day Fourteen: 1/27/10 Homework Due: Introductory and Concluding statements ½ of class period: finalize or revise previous questions. Review criteria for answering 5-, 10-, and 15-point questions. Choose and begin the completion of a 5-, 10-, and 15-point question due Friday.

34. Day Fifteen: 1/28/10 Review typical Thursday/Day 4 schedule and expectations Study Skills Lesson “Summarizing” PlayWhere in the World is Carmen Sandiego? Homework

35. Study Skill: Summarizing Objective: To distinguish between various types of summaries Practice writing summaries

36. Menu Summary Many restaurants include summaries on their menus to describe the dishes they offer and entice customers to order certain foods. Menu descriptions or summaries do not list ALL of the ingredients in a dish. For example, you would not see… Double B.B.Q. Bacon Cheeseburger 1 pound lean ground beef ½ c honey barbecue sauce, divided ¼ c bread crumbs 1-ounce slices Swiss, Cheddar, or American cheese 4 slices of bacon, fried and drained 4 whole wheat hamburger buns, split Kosher salt and fresh ground pepper

37. Menu Summary continued Instead, menu descriptions or summaries are brief, precise, and describe only the most important and delicious aspects of an appetizer, entrée, or dessert… Double B.B.Q. Bacon Cheeseburger Our succulent double-decker cheeseburger is topped with crisp bacon and tangy barbecue sauce. Summaries highlight the main elements or distinct features of a dish and give diners the basic information they need to make a choice.

38. Movie Summary Movie summaries or synopses are written to provide readers or moviegoers with just enough information to make a decision about which films to see, or whether to see a movie at all. When a movie summary or synopses is too long, some people may not take the time to read it and then decide to skip the movie. Others who read a long summary may feel it gave too much of the plot away and decide not to see the movie.

39. Here is an example of a movie summary that is too long: The Museum of Natural History in New York City is the setting for this laugh-out-loud comedy starring America’s favorite funnyman Ben Stiller. Stiller stars as Larry Daley, an unemployed, don-on-his-luck divorced dad. Needing to pay the bills, Larry takes a job as night watchman at the museum. On his first nightshift, Larry discovers that this is not an ordinary job or museum. As Larry strolls the hallways, he is shocked to see the exhibits come to life. The giant dinosaur skeleton at the museum’s entrance steps off its pedestal and runs the hallways, chasing Larry and wreaking havoc. A statue of President Teddy Roosevelt (played to perfection by comic legend Robin Williams) and his horse comes to life, as does a whole army of miniature Roman soldiers and American cowboys. Larry can’t believe his eyes or who he is bumping into, including Christopher Columbus (who Larry is slow to recognize), Attila the Hun, and Sacagawea. Larry soon learns that an Egyptian artifact with magical powers is responsible for bringing all the museum’s inhabitants to life—but only between sundown and sunup, when the museum is closed. Three other night watchmen, played by the veteran actors Dick Van Dyke, Mickey Rooney, and Bill Cobbs, know about the artifact’s special powers. This trio of elderly guards attempts to steal the artifact from the museum and it’s up to Larry and his museum “friends” to stop them. If they fail, all of the animals and exhibits will never come to life again. Directed by Shawn Levy and based on the children’s book by Milan Trenc, this film delivers action and laughs that will appeal to moviegoers of any age.

40. A better summary of the movie might be: A newly hired night watchman at New York’s Museum of Natural History experiences the shock of his life when he sees the museum’s animals and exhibits spring to life.

41. Novel Summary When authors write summaries of their novels, they highlight the plot and theme of the stories. You will often see a summary about a book on its back cover. This summary provides a brief overview of the content and helps readers decide if they want to read the entire story.

42. Here is an example of a novel summary: The Freedom Writers’ Diary By Erin Gruwell and the Freedom Writers This 320-page paperback is a collection of diary entries written by high school students from the Los Angeles area. Each entry provides a glimpse into their lives and struggles, including gang violence, addictions, and homelessness. Despite such challenges, the students, with the help of a very determined teacher, find the strength and courage to overcome their hardships and achieve.

43. Guidelines for Writing a SummaryTo write a summary, follow these steps: SKIM the article or text to obtain a general understanding of the information it contains. REREAD the entire article or text carefully, highlighting key words and phrases. TAKE NOTES on the main ideas and the details that support them. As you take notes: Use your own words. State the main idea in the first sentence. Include only important information such as names, dates, places, etc. Keep the information in the order in which it is presented. WRITE THE SUMMARY using information taken from your notes. EVALUATE YOUR SUMMARY for appropriate length and content; include the most important information. Now: Try choosing the best summary for the following paragraph.

44. Choosing the Best Summary Summarize this paragraph: Bullies thrive in environments where adults are not present and where there is little help or support for victims. Cyberspace, or the online world, is such an environment. Almost any verbal, social, sexual, or emotional bullying that can be done face to face is being done online, often anonymously. Rumors are spread. Threats are being made. Reputations are ruined. The ease and speed of the Internet allows bullies to taunt their victims again and again before an audience of thousands. Cyberbullies create Web sites and blogs to post ugly comments and unflattering pictures. They use e-mail to spread rumors and send cruel jokes. They use instant messaging to embarrass or exclude others. Even cell phones are used to send threats in the form of text messages. The protective barriers of time and place that once shielded victims from constant torment no longer exist. Anyone, anywhere, at any time, can be victimized.

45. Choosing the best summary, continued Summary A: Threats and rumors spread quickly on the Internet. Kids can gang up on others using instant messages, e-mails, blogs, cell phones, and other technology. Summary B: Bullies can attack their victims any time and any place because of the Internet. For instance, bullies use Web sites and blogs to make fun of others. They spread rumors using e-mail, and they make threats by sending text messages on cell phones. Bullies can attack their victims verbally, socially, sexually, or emotionally, and they can ruin other people’s reputation. Bullies can get away with their attacks because bystanders don’t intervene to help victims and adults are not present. Summary C: Cyberbullies are using the Internet and other technologies to threaten, harass, and humiliate their victims. The speed of the Web and the lack of adult supervision means bullies can spread rumors and make hateful comments quickly, anonymously, and constantly. Answer: This is not the best summary. It is too brief and lacks critical details. For example, the word “bullies” or “cyberbullies” is not used. This summary does not capture the true meaning of the paragraph. Answer: This is not the best summary. This summary includes too many details from the original paragraph and is almost as long. This summary should be shorter and focus on the main ideas. Answer: Of the three summaries, this is the best. It is effective because it describes the main points, accurately captures the meaning of the paragraph, and does not include unimportant details.

46. Day Sixteen: 1/29/10 Homework due Grade conferences: Research activities this week Study skills lessons Computer activities Work on 5-, 10-, and 15- point questions if still needed OR Revise any work returned this week if needed. This weeks’ questions should be turned in by the end of the hour.

47. Day Seventeen: 2/1/10 Review 30-point questions. Share examples Discuss criteria Mark off question on Student Record sheet. Identify what the question is asking. Discuss sections of 30-point cover sheet. Identify two relevant reference materials. 30 point question info Women-30 point-question 8

48. Day 17 continued: 2/1/10 30 point question will be finished later. Revise or complete any questions needed from last week. Complete weekly conferences if needed

49. Day Eighteen: 2/2/10 Study Skills Lesson Compare/Contrast Homework: Compare/ Contrast independent practice Carmen Sandiego Use headphones Work together Don’t forget to fill out Case Investigation Record

50. Study Skills Lesson: Compare/Contrast Objective Create compare/contrast charts Organize information based on similarities and differences between two objects.

51. Sample Compare and Contrast Chart

52. How to Compare and Contrast Being Prepared Expect to write compare and contrast essays in a range of academic courses, including English, history, geography, science, and art. Also, tests and quizzes often include compare and contrast essays and questions. As a reader, look for signal words that indicate a writer is making a comparison or a distinction (“compare”, “contrast”, “alike”, “similarities”, and “differences”).

53. How to compare and contrast continued Organizing Information: An essential pre-writing task Make sure that the same characteristic is compared/contrasted for all subjects (when applicable) Use a basic compare and contrast chart for two subjects. Extend or enhance the compare and contrast chart when you have more than two subjects (see example). Brainstorm as many characteristics as possible—some may not be “researchable”. Fill in the compare and contrast chart as you brainstorm/research. View this as a work in progress Add characteristics that you may have overlooked, and discard characteristics that seem too trivial.

55. Day Nineteen: 2/3/10 Finish 30 point question: Review criteria Group A: Take notes about women’s rights in the United States Group B: Take notes about women’s rights in Afghanistan Re-group: Compare/Contrast Write answer to question together. Complete “Student checklist” Turn in completed answers

56. Day Nineteen: 2/4/10 Finish taking notes/writing 1st 30 point question Choose questions: Two 5-point questions Two 10-point questions One 15-point question One 30-point question All questions are due by Friday, February 12 Make a plan! Fill out Student goal sheet and turn in by end of the hour. If all this is done while staying on-task, Ms. Bentham can choose to let you play Carmen Sandiego.

57. Day Twenty and Twenty-One: 2/5/10 and 2/8/10 Grade conferences Research Activities Study Skills Lessons Computer Activities/ cooperation Mid-round checks with goal sheet. Work on questions still needed: Two 5-point questions Two 10-point questions One 15-point question One 30-point question REVISE any others needed

58. Day Twenty-two: 2/9/10 Work together! Take notes Pay attention to clues so you can issue a warrant! Graphic Organizer: Concept Maps (spider maps, compare and contrast, flow chart, etc). Objective: To understand and recognize different ways of organizing notes To choose an effective method of taking notes To practice spider web method of note taking Carmen Sandiego Study Skills

59. Spider Webs Identify the main idea and write it down in the middle of the page (or top) Draw a circle or square around the main idea Identify subtopics Draw lines out from the subtopic, then draw circles or squares around subtopic Repeat the previous step until all subtopics are written down and circled. Identify any supporting details, and draw lines connecting them to appropriate subtopic Keep notes short and brief (no complete sentences!)

61. Construct a T-chart

62. Write one topic as the heading on the left side of the chart, and the second heading on the right side.

63. Use shortened notes to write key details.

64. Draw a box (or separate T-chart) at the bottom of the t-chart (about ¼ of page)

65. Label left side “similarities”, and the right side “differences”

67. Day Twenty-Three: 2/10/10 Independent Work Day Progress: Check your goal sheet Are you on track? What do you need to do to stay on target or get caught up? Reminder: All work should be turned in on Thursday by end of the hour!!

68. Day Twenty-four: 2/11/10 If all six research questions are completed, you may play Carmen Sandiego. Review “Concept Map” homework Understand that your web may look different than the example or your peers. Work on research Carmen Sandiego Research Time

69. Day 25-28 Week at a Glance

70. Day Twenty-Five: 2/16/10 Return all graded work Take 5 minutes to check that all questions graded are marked on your Student Record Sheet Put all graded work in the middle section of your binder Progress Reports How did you do these past two weeks for: Study Skills Carmen Sandiego Research Questions Discuss criteria for 50 point question Science and Technology, question 1 Give 3 sources Worldbook Online “Armstrong, Neil” Worldbook Online “Lindbergh, Charles” History in the United States pg. 822 Homework: Highlight your assigned article, focusing on your subject’s CAREER and ACCOMPLISHMENTS Round 0 Work 50 point question

71. Day Twenty-Six: 2/17/10 5 W’s graphic organizers Objective: Practice using the “5 W’s and How” note-taking method Focus attention on key facts and main ideas to avoid wasting time Share note information: make sure you understand the person’s notes!! Analysis: Who made the bigger impact? Start deciding! Take notes on Case Investigation Record Pay attention to clues and time! Be sure to mark where you ended your session 5 points: time ran out 8 points: issued warrant, but not caught 10 points: issued warrant, caught subject Study Skills Carmen Sandiego

72. Day Twenty-Seven: 2/18/10 Goal Setting Objective: To understand the purpose of setting goals To practice goal setting with Round 1 questions Pick Round 1 Questions: Make sure that you have at least 1 question from EACH topic! (arts, geography, government, history, leaders, science & technology, women) 2 5-point questions 3 10-point questions 2 15-point questions 1 30-point questions 1 50-point questions Turn in Goal sheet and cover sheets Take notes Pay attention to clues Study Skills Carmen Sandiego

74. Day twenty-Eight: 2/19/10 Turn in Goal sheet and 9 round one question cover sheets if not turned in on Thursday Finish 50 point question. Notes should already be finished You should have at LEAST 3 paragraphs Revise/Finish any remaining round 0 questions. Turn in any finished questions by end of hour. Turn in any questions not finished as well. Attach any work already completed for unfinished questions. Be sure to mark revised questions on top of page

75. 2/23/10Objectives and assignments Practice writing effective summaries: Note-taking practice; attention to details Homework: write summary using highlighted notes from class. Carmen Sandiego Objectives Assignments