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PART 1:

Whole Class Skeleton Creek Hook: https://www.youtube.com/watch?v=74E7d6YeMbc
Skeleton Creek - summary and pages 1-2

STATIONS
1 Reading - read aloud with Reina, then in partners or independently

2 Screenplay Conferencing and Workshop - Focus on plot details, verb tenses, participles

SDG:
INEQUALITY

GC Objective
FAIRNESS AND DEVELOPMENT

Content Objective
READING
Skeleton Creek:
Independent exposition work
Note and Notice
Three questions in DX

Language Objective
SCREENPLAY
Justification of plot choices
PADLET Confer on verb tenses and participles in

Mini (SIOP linked)
Building Background knowledge: Video, summary, whole group read

Workshop
READ/WRITE depending on screenplay status

Formative (WIDA linked)
Conference notes: Reading, writing, speaking

PART 2: Continue
READ/WRITE depending on screenplay status

SDG

GC Objective

Content Objective

Language Objective

Mini (SIOP linked)

Workshop

Formative (WIDA linked)

HW:
By next Monday, Nov. 6, read the exposition of Skeleton Creek.

You should be able to discuss the exposition with regards to setting, plot, and our two main characters, Ryan and Sarah.

Also, you should be able to discuss the following three questions in an informal book club / socratic seminar:

1. Describe Ryan as he sees himself. Do you think anyone who writes as much as he has will eventually become good at it? What condition is he in? Why is in that condition?

2. Over the last year how has Ryan's journal (and the stories inside it) slowly become intertwined with his real life in Skeleton Creek? How did his quest/journey begin?

3. "Privacy has long been the religion of our town." (p. 17) What does this mean? Why do you think this is important? What is good about living in a small town? What can be a challenge?

Here's a summary of our exciting new novel:

Sarah and Ryan are in deep trouble...and deep into a mystery...something that everyone in their hometown of Skeleton Creek, Oregon, seems to want to keep secret.

The last time the two went out to the creepy old dredge abandoned in the middle of the woods, Ryan ended up in the hospital, and in a cast that has left him stuck at home, forbidden to speak with or contact Sarah anymore. Sarah is intent on unraveling the mystery of the dredge, and also the mystery of what happened to Ryan that night in the woods, because she has footage that no one else has seen.

The story is told in alternating viewpoints and alternating formats. First, you read a chapter of Ryan's journal in the book. Then, at the end of each chapter, there's a website and a password, with which you can go online and continue the story by watching Sarah's video. This exciting new storytelling format will have you riveted as you try to figure out what these detectives will discover next.

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http://www.un.org/en/sections/issues-depth/global-issues-overview/

https://en.unesco.org/sdgs

http://www.padraigbirch.com/sdg-icons/

https://www.eda.admin.ch/content/dam/deza/en/documents/publikationen/Diverses/2015-Agenda%202030-Poster.pdf

https://www.youtube.com/watch?v=Mdm49_rUMgo

https://www.youtube.com/watch?v=qB4cdRgIcB8

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Model and screenwriting

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Beginning to capture the "graphs" to map the elements of each chapter in LBU

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PART 1

SDG: 10 Reduce inequality

GC Objective: Fairness and Development as a theme embedded into screenplay

Content Objective:
Depth in screenwriting - modifiers and directors notes

Language Objective:
Learning to choose modifiers wisely to support how something is said or acted

Mini (SIOP linked)
How to choose modifiers wisely and then justify the intentionality of that choice in the context of characterization, plot, or setting.

How to craft director's notes to paint the picture of the interconnectedness of plot, setting, characterization, and theme

Workshop:
Station 1: Modifiers
Station 2: Director's Notes

Formative (WIDA linked):
Padlet justifying modifier choices, linking to element of fiction and screenwriting

PART 2:  Continue

Conference and Writer's Workshop, focusing on the two elements of today

Independent Book Talk: Skeleton Creek

SDG

GC Objective

Content Objective

Language Objective

Mini (SIOP linked)

Workshop

Formative (WIDA linked)

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PART 1

SDG

GC Objective

Content Objective

Language Objective

Mini (SIOP linked)

Workshop

Formative (WIDA linked)

PART 2

SDG

GC Objective

Content Objective

Language Objective

Mini (SIOP linked)

Workshop

Formative (WIDA linked)

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PART 1

SDG
3, 12

GC Objective
Scientific and technical innovation (addiction: smartphones and mindprobes connection); Identities and relationships (the power of "likes" and what this does to our relationships and identities)

Content Objective
Articulation of a working understanding of the Notice and Note fiction strategies

Language Objective
Analytically linking receptive (reading) to productive (speaking) language through discussing how Notice and Note strategies supported an analysis of the elements of fiction in The Last Book in the Universe

Mini (SIOP linked)
For Station 1: SIOP #1, 3-8
Model and remind how to discuss a Notice and Note bookmark and post-it (linking NN to elements of fiction analysis) -- Confer with students independently
Station 2: SIOP #1 and 2
How to annotate an article in which you are trying to connect themes, characters, and plot events of a book to real life.

Workshop
Station 1:
Notice and Note conferencing - using speaking to

Station 2:
Linking LBU to article one of The Guardian and to his TED talk: https://www.theguardian.com/technology/2017/oct/05/smartphone-addiction-silicon-valley-dystopia

https://www.ted.com/talks/tristan_harris_the_manipulative_tricks_tech_companies_use_to_capture_your_attention

Formative (WIDA linked)
While conferencing, note the following WIDA details regarding
Reading: Ability to read and process -- Vocabulary Usage (technical and content area vocabulary
Speaking: Linguistic Complexity, Vocabulary Usage (technical and content area vocabulary

Side note:  Black Mirror and the "Likes" episode

HW:
Read and watch the following article and TED talk on addictive technology.  Create a compare and contrast chart between the article/TED and The Last Book in the Universe.  You should be looking at elements of technology, society, power, wellbeing and health, relationships, happiness, and so on.

Be prepared to share your comparisons in a mini-Socratic Seminar on Wednesday and Thursday during EAL class.

PART 2

SDG
17 (EAL partnership to create and share this crucial story)

GC Objective
Personal and cultural expression (Screenplays)

Content Objective
Discovering the elements of a screenwriting workshop

Language Objective
Students will brainstorm, discuss, and take notes on what elements exits in a screenplay and set forth a plan for how to divide and conquer this task collectively between four distinct class sections

Mini (SIOP linked)
SIOP #1, 5, 6, 8
Model how to work in a group to brainstorm ideas and pare down a brainstorm into key parts

Workshop
Student-led brainstorm, discussion, and note taking activity

Formative (WIDA linked)
Speaking:
Listen to the group discussion for language forms that convey meaning
Listening:
Linguistic complexity for expansion on related ideas

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Wednesday, October 11 / Thursday, October 12

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Wednesday, October 11 / Thursday, October 12

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PART 1

SDG

GC Objective

Content Objective

Language Objective

Mini

Workshop

https://www.theguardian.com/technology/2017/aug/13/are-smartphones-really-making-our-children-sad

Formative (WIDA linked)

PART 2

SDG

GC Objective

Content Objective

Language Objective

Mini

Workshop

Formative (WIDA linked)

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Sustainable Development Goals to Link w Global Contexts

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Sustainable Development Goals to Link w Global Contexts

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WIDA Reading and Listening for Formative Assessment

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WIDA Reading and Listening for Formative Assessment

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WIDA Speaking and Writing Rubric for Formative Assessment

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WIDA Speaking and Writing Rubric for Formative Assessment

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WIDA Speaking and Writing Interpretive Rubrics