Name:
Name:
Agendas
According to the text, “an agenda is a personalized list of tasks that a particular student must complete in a specified time.”
How it works…
▪ The teacher develops an agenda and students either pick one up or are given one
▪ Students determine the order in which they will complete each agenda item
▪ Each student at the elementary school level “complete a daily planning log, which contains the student’s goals for the day toward completing agenda tasks.”
▪ If a student needs teacher assistance, he/she will sign up for a conference with the teacher that day
▪ Students work independently, in assigned groups/partnerships, or in groups/partnerships they have freely chosen
▪ Students AND teachers must initial each task on the agenda
▪ A new agenda is created when the first agenda is complete
Steps to create an agenda:
▪ Determine areas of strength and weakness within an individual unit
▪ Create a task list for students based on this information; be sure to design tasks which utilize the multiple intelligences
▪ Decide on a timeline for the task agenda completion
▪ Provide details/requirements for each task
Benefits of agendas:
▪ Allows time for the teacher to work with individual students or small groups
▪ Allows for differentiation according to tasks AND either heterogeneous or homogeneous grouping
▪ Allows time to observe students, informally assess progress, and alter instruction as necessary
▪ These can be used with block schedules OR at the middle/high school level either once a week, or as an “anchor” activity which can be worked on after all other work is completed
▪ Students have choice in the order in which they complete tasks and receive more responsibility from the teacher for their own learning
Personal Agenda: Pronouns
ELACC6L1; ELACC6L2; ELACC6W4
Personal Agenda for
Starting Date
***Remember to complete your daily planning log; I’ll call you for conferences and instructions.***
|Teacher AND student initials |Task |Special Instructions |
|at successful completion |Must complete the Required Task, and choose any 3 or | |
| |more activities. | |
| |REQUIRED: Show your mastery of each pronoun! |At each pronoun station, read the required |
| |1.Personal/Possessive |pages in HOLT and complete the assigned |
| |2.Reflexive/Intensive |worksheets. Check your answers and give grade |
| |3.Demonstrative |to teacher. |
| |4.Interrogative | |
| |5.Indefinite | |
| |6. Subjective/Objective | |
| |7. Pronoun-Antecedent Agreement | |
| |Write a story from the perspective of a teenager |Create a chart to show 4 examples of each |
| |describing one’s hopes, dreams, and goals. **Must |pronoun used in your story: |
| |have correct pronoun-antecedent agreement.** |1.Personal |
| | |2.Reflexive/Intensive |
| | |3.Demonstrative |
| | |4.Interrogative |
| | |5.Indefinite |
| |Read about pronoun-antecedent agreement (HOLT |Complete at least 2 of the HOLT practice |
| |p.137-142) and make 5 sentence examples leaving the |activities and check your answers. |
| |pronoun/antecedent blank and provide an answer key. |Ex. 11 p. 140 |
| | |Ex. 12 p. 141 |
| | |Ex. 13 p. 141 |
| | |Ex. 14 p. 142 |
| |Create a study guide for the different types of |Include the following in your study guide for |
| |pronouns. Use your grammar book and/internet |EACH pronoun type. |
| |resources to gather information. |-Definition of pronoun |
| | |-Two sentence examples using pronoun |
| | |-Strategy to help you remember |
| |Create a song for memorizing one of the pronoun |Choices are: |
| |types. |1.Personal |
| | |2.Reflexive/Intensive |
| | |3.Demonstrative |
| | |4.Interrogative |
| | |5.Indefinite |
**You will have pop quizzes, so be sure to study, practice, and ask questions!**
PRONOUN PLANNING LOG
*You will turn this in and teacher will check periodically*
|Date: |Task worked on: |What I completed: |
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PRONOUN PLANNING LOG
*You will turn this in and teacher will check periodically*
|Date: |Task worked on: |What I completed: |
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| |MODIFIED AGENDA BASED ON PRETEST AND SELF-ASSESSMENT | |
|Choose the station that you need the most support with based on your pretest score and self-assessment/reflection. |
|Check your answers at that station, and complete the extra practice if you need it. |
|If you feel confident and have less than 3 incorrect answers, you may move to another station. |
|Remember, a station may be REVIEW for you, so you may choose to only do 5 example problems and check your answers and then move on |
|to another category. It is not necessary for you to do all the problems if it becomes redundant or too easy for you! |
|If you have studied, showed mastery, and are confident, sign-up to take the check-up for your pronoun category. |
|If you receive less than a 90% on your checkup, you will be assigned back to the station and a one-on-one conference for review! |
|Once you have shown mastery on all stations, you may begin your 3 choice activities. |
|Teacher AND student initials |Task |Special Instructions |
|at successful completion |Must complete the Required Task, and choose any 3 or | |
| |more activities. | |
| |REQUIRED: Show your mastery of each pronoun! |At each pronoun station, read the required |
| |1.Personal/Possessive |pages in HOLT and complete the assigned |
| |2.Reflexive/Intensive |worksheets. Check your answers and give grade |
| |3.Demonstrative |to teacher. |
| |4.Interrogative | |
| |5.Indefinite | |
| |6. Subjective/Objective | |
| |7. Pronoun-Antecedent Agreement | |
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