American Lit. Period 4

Dont forget: If you did not submit your Padlet response to the reading, "How to Be An Active Reader" you may still submit it but now you must have 20 posts. Your posts are similar to dialectical journals. Select a sentence from the article, retype it and respond to it in Padlet. You may also pose questions and identify why you agree with statements in the article.
2. Letter to futureme.org
3. If you did not submit the Dear Ms. Guy letter on Schoology, you still can.

Am. Lit Homework period 5

1. First, finish reading or hearing your Expository Text of the Week. 2. Complete your SOAPS Sheet.
3. Academic Summary for your article. 4. Finish your Anticipation Guide

The Two Americas and The American Dream

American Literature Unit #1 

American Literature periods 4 and 5

Today, you continued to read a story-- Ordeal by Cheque. You will also begin reading an article from a college text entitled, "How to Be An Active Reader." While you read, you will record your reactions to Ordeal by Cheque and The Article.  What does it mean to read? How did you make sense of the text? as well as the main idea of sections or segments, your questions, and connection using an online tool called Padlet.  Here is an unfinished example.  You will sign-up for Padlet, select a background that is clear and appropriate and while reading, you will record and create at least 14 posts in reaction and response to our text.
2. You will also finish your SOAPS and academic response to your Song, Film or TV Show.

TQRP English Language Learner Pre-Assessment Link

Hi there! Please take this short 10 question assessment about English Language Learners and Language Acquisition. I promise-- we will review the answers!
English Language Learners Survey

TQRP Homework

Dear TQRP Participant: Check the "period" or session # below for your homework.  You must upload/email it to MSLRGUY@GMAIL.COM by 9:00 AM on Wednesday, August 1, 2018.

Session #3: Read both the scenarios on Marisol and Miguel. For each scenario, identify the students strengths; weaknesses/opportunities and what you would do to bolster their achievement both ACADEMICALLY and DEVELOPMENTALLY/Socially. Remember, learning a language is a socio-emotional, psychological process and NOT just a linguistic one!

Session #2: We began reading the article, "Changing Course for Long Term English Language Learners". Finish reading the article then respond: (Again):
--How does Marisol transition or turn into Miguel? Use evidence from the article, hint, hint....
--What techniques/strategies can students get so that they WILL NOT transition into Miguel (that is Long Term English Learners)? 
--What is Academic Language and how is it different from "casual" Basic Interpersonal Communication?
2. Explore the handouts on my blog. Then write down the name of one handout or activity that you found that you liked, and how you would use it in your classroom or in the future!

Session #1. Same as session #2 above--simply begin reading from, "What is a long Term English Learner?" on page 30 to page 31--the end.  Then complete all the activities for Session #2

Who Are The English Learners?

1st session Link: https://goo.gl/forms/yq0XpAgAIWFdqkal2