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PLEASE REMEMBER 4 different classes on here ReadingWeek: 5 Aug 28-Sept 1Monday 8/28/2017Trifles quick recall from Thursday of last week.Students must identify parts from the foldable:Theme?–?the central or universal idea of a piece of fiction or the main idea of a nonfiction essayMyth?–?a body of traditional or sacred stories to explain a belief or a natural happeningDialogue?–?the lines spoken between characters in fiction or a play. Dialogue in a play is the main way in which plot, character, and other elements are established.Stage directions?– a playwright’s descriptive comments that provide information about the dialogue, setting, and actions during the play.Protagonist – a story’s main characterAntagonist – a character who opposes the protagonistIn in related media watch THINK PAIR SHARE time ↓↓↓In this production of Glaspell's play, the director chooses to add a scene before the script of the play begins featuring an actor portraying Glaspell herself. Ask students to analyze not only the performance of the play, but also the director's creative choices. Do these changes add something to the original script? How do they help contribute to the play's overall theme?Tuesday 8/29/2017READ the play. Each student will be assigned a character. Discuss what we read. Give the gist and pictures of reading. Underline unknown words and replace with a synonym.Wednesday 8/30/2017 STUDENT ? DAYFinish playing out the play and discussion. As a class, answer and discuss the questions. Have students cite the textual evidence. “R” are higher order thinking for the students.RL.2 ↑↑↑Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Thursday-8/31/2017 Continue discussion and questionsRL.3 ↑↑↑Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL.1 ↑↑↑↑Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.3 ↑↑↑Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Friday-9/1/2017 Finish Trifles. If all finished have students finish answer questions on and work on Story of An Hour Remind students---STORY OF AN HOUR HOMEWORK DUE NEXT WEEK WEDNESDAY:Gist and picture for each paragraphAnalyze the illustration or picture and writing what they seeUnderline unknown words and replace it with synonymsHighlight vocabulary given change with synonymsText evidence-students must identify where they found the answer by underlining it then placing the question number next to itAfter reading, determine what the reason for the title isWe will highlight the first and last sentence of every paragraph 7th WritingWeek 5Monday 8/28/17 – Measuring UpRevise for Consistent Point of View Lesson 2Together as a class, we will work on lesson 2 and do Think Pair Share and clock partners.Tuesday 8/29/17- Revise for use of Simple, Compound, and Complex Sentences Lesson 3 But 1st students will take colorful notes in their ISN.Trifoldable Wednesday 8/30/17 STUDENT ? DAYStudent will continue to work on Lesson 3I will be working with struggling students in station 1 for a more one-to-one (small group) guided work. Other students will then break off into groups sharing each answer. Thursday 8/31/17- we will complete lesson 3 together and see how everyone did. It will be analyzed and a ROUND ROBIN for each answer and justification to their choices. THEN playPLEASE REFER TO LAST PAGE OF LESSON PLAN FOR REST OF THESE BULLSEYE gameFriday 9/1/17- LABDAY-7th MathWEEK 5Monday Aug 285C pg 310 IXL J.1-J11, J13-J14-HomeworkAs a class, we will be discussing scale drawings. We will take notes in our ISN on example and watch the tutorial video provided by McGraw Hill. If we have extra time we will work on IXL J.5 and J7 as a class and we will work on mini boards. Each student will work on mini boards while each team is working on problem. Tuesday 8/29/17IXL J13 and J14 as a class and we will work on mini boards. Each student will work on mini boards while each team is working on problem. Wednesday 8/30/17---- ? day for students Pizzazz Book E pg E31Thursday 8/31/2017Continue from Wednesday and then work on ↓Pizzazz Book E pg E34And if time IXLFriday -9/1/2017 Lab dayIXL J’s and L9-108th mathWEEK 5 Monday Aug 28275-280 Guided practice group 280, Student will write in there ISN examples of functions so they understand the different functions vocabulary: relation, function, domain, range, input, output and vertical line test. Student can determine whether a relation is a function by using ordered pairs, tables, maps, and graphs.-Tuesday Aug 29 Independent practice in class 281 as recall then do THINK PAIR SHARE-1st 15m of class. Then move on to page 289 Linear Functions 1st start off withThen in ISN take examples for the students to refer to. Pg 290Anchor chartWednesday Aug 30 Student ? dayContinue….Once we are done discussing Functions as a class we will have guided practice pg 294. Then the students will attempt independent (thumb drive- bridge_to_algebra_pizzazz)-HOMEWORKThursday Sept 1 Functions IXL Z.1 & Alg Q.4 as a class with mini white boards. Each student will take a turn going up to the IWB and solving the problem. While the student is up there on the IWB others will be at their desk solving the problem on the mini white boards.Friday Sept 2LABDAY-Students are to work on their IXL. As the students are working on the IXL I will be walking around assisting them. ................
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