Date
|Date |Activities/Lesson |State Standards |
|Mon, August 3 |The teacher introduces herself and the course. |Reading- Strand 2, Concept 1: PO7 |
| |Alliterative Name Game: students introduce themselves by coming up with an adjective to describe them| |
| |that begins with the same letter as their name. Teacher and students spend time learning each others’| |
| |names. | |
| |The teacher hands out the course expectancy sheet, touching on the classroom expectations and | |
| |procedures as well as the purpose and content of the course. Students must thoroughly read the | |
| |expectancy sheet and show it to their parents that night. | |
| |Brown Bag activity introduced: students bring five small items (fitting into a brown lunch bag) that | |
| |describe them to class and present it to their peers. The teacher models the activity. | |
|Tues, August 4 |The teacher responds to students’ questions about the expectancy sheet. |Writing- Strand 1, Concept 1: PO 1 |
| |“Looks Like/Doesn’t Look Like” Activity: students give examples of what behaviors do and do not fit | |
| |the classroom expectations. | |
| |Some students present their Brown Bags. | |
| |Students complete a survey about their preferred reading materials, habits, recent reads, writing | |
| |strengths, and experience. | |
| |Students free write in their notebooks about the first two days of school: what they expected, how | |
| |their experience has or has not met their expectations, their concerns, etc. | |
|Wed, August 5 |The teacher goes over and models correct behavior and procedures for entering the classroom, tardies, |Writing- Strand 3, Concept 3: PO 3 |
| |and making up absences; in partners and small groups, the students practice these procedures. | |
| |Some students present their Brown Bags. | |
| |The teacher gives the students a brief review of the purpose and format of a friendly letter, showing | |
| |them examples. She then gives students a friendly letter from her to them. Part of the letter | |
| |explains their assignment: They will write a properly-formatted, handwritten friendly letter telling | |
| |her about themselves and their families, their concerns about middle school, and anything that would | |
| |help her know or teach them better. They can use their free writing from the previous day to give | |
| |them help. (DUE: Wednesday, August 12) | |
| |Students begin working on their friendly letters. | |
|Thurs, August 6 |The students who have not yet done so present their Brown Bags. | |
| |Students take a short quiz about the classroom expectations and procedures. | |
| |Students work on their friendly letters. | |
|Fri, August 7 |The teacher explains the bell work procedure to students, including its purpose and how often they can|Reading- Strand 1, Concept 4: PO 1 |
| |expect it. | |
| |The students complete a bell work free response about the first week in middle school. | |
| |The teacher gives a short lecture on word roots while students take notes on guided notes sheet; the | |
| |students complete an exercise that asks them to find and explain the meaning of the roots of familiar | |
| |words. | |
| |Students work on their friendly letters, turning in their first draft when they are finished. | |
|Mon, August 10 |Students complete bell work that reviews word roots lecture. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The teacher and students go over the first spelling/vocabulary list (ten words from the same root). | |
| |The teacher explains the weekly tests. The students write the words and definitions in their | |
| |notebooks. | |
| |The teacher introduces and the students begin the Open Hand Drawing: the students, in any way they | |
| |wish, write words that describe them around an outline of their hand. They decorate their hands but | |
| |do not put their names on them; they will be hung for parents to see on Open House night. (DUE: | |
| |Monday, August 17) | |
|Tues, August 11 |Students complete bell work about identity in Walt Whitman’s “Grand is the Seen.” |Reading- Strand 2, Concept 1: PO 2 |
| |The class discusses the poem and their bell work responses. | |
| |The students work on their open hand drawings. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by writing them in pyramids (s, | |
| |sp, spe, spel, spell). | |
| |The students write ten sentences using the words for homework. (DUE: Friday, August 14) | |
|Wed, August 12 |Students complete bell work about how they choose a CD to buy (or download). |Reading- Strand 1, Concept 6: PO 1 |
| |Teacher facilitates a discussion about how to choose a book using Think-Pair-Share and class | |
| |brainstorming. | |
| |The teacher goes over library expectations and procedures and explains the importance of students | |
| |checking out and reading books regularly. | |
| |The students go to the library to return and check out books. | |
|Thurs, August 13 |Students complete bell work questions that ask them to put the spelling/vocabulary words in their |Reading- Strand 1, Concept 4: PO 3 |
| |correct context. | |
| |The students work on their open hand drawings. | |
|Fri, August 14 |Students take the spelling/vocabulary test. |Writing- Strand 3, Concept 1: PO 1 |
| |The teacher introduces the Literacy Autobiography: the students write a four to five paragraph | |
| |personal essay about one “scene” in their lives involving reading or writing, answering one or more | |
| |prompts like: when they began to read, memories they have about reading or writing, texts they have | |
| |enjoyed reading or producing, texts that shaped them, etc. The teacher shares a short literacy | |
| |autobiography as an example. (DUE: Wednesday, August 26) | |
| |The teacher leads students in a free exercise in which students describe sensory details of their | |
| |memories. | |
|Mon, August 17 |Students complete bell work that asks them to review Friday’s prewriting and to choose a topic for |Writing- Strand 1, Concept 1: PO 4 |
| |their literacy autobiography. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and |Writing- Strand 1, Concept 1, PO 5 |
| |definitions in their notebooks. | |
| |The teacher models how to create a web to organize prewriting ideas; the students complete a web for | |
| |their literacy autobiographies. | |
|Tues, August 18 |Students complete bell work responding to Maya Angelou’s quote about reading. They share their |Reading- Strand 2, Concept 1: PO 2 |
| |responses in a class discussion. |Writing- Strand 1, Concept 2: PO 1, 2 |
| |The students work on the first draft of their literacy autobiography. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by making flashcards. | |
| |The students create a crossword puzzle using the words for homework. (DUE: Friday, August 21) | |
|Wed, August 19 |Students complete bell work reflecting on their progress with the literacy autobiography. |Reading- Strand 1, Concept 4: PO 1 |
| |The students continue to work on the first draft of their literacy autobiography. | |
| |The teacher gives a short lecture on prefixes while students take notes on guided notes sheet; the | |
| |students complete an exercise that asks them to find and explain the meaning of the prefixes of | |
| |familiar words. | |
|Thurs, August 20 |Students complete bell work questions that ask them to identify and explain the meaning of the | |
| |spelling/vocabulary words’ prefixes. | |
| |The students continue to work on the first draft of their literacy autobiography. | |
|Fri, August 21 |Students take the spelling/vocabulary test. |Writing- Strand 1, Concept 3: PO 2, 7 |
| |The teacher explains the general procedures for self-evaluation and peer evaluation of drafts. |Writing- Strand 2, Concept 3: PO 2 |
| |The students complete a self and peer evaluation sheet, focusing on using details appropriately and | |
| |developing a unique voice. | |
|Mon, August 24 |Students complete bell work that asks them to reflect on the peer evaluation process so far. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and |Writing- Strand 1, Concept 5: PO 1, 4 |
| |definitions in their notebooks. | |
| |The teacher gives a short lecture on suffixes while students take notes on guided notes sheet; the | |
| |students complete an exercise that asks them to find and explain the meaning of the suffixes of | |
| |familiar words. | |
| |The students continue to work on self and peer evaluations. Students who are finished begin to write | |
| |their final draft. | |
|Tues, August 25 |Students complete bell work that reviews suffixes lecture. |Reading- Strand 1, Concept 4: PO 1, 2, 3 |
| |The teacher leads students in reviewing the spelling/vocabulary words by writing the word roots, | |
| |prefixes, suffixes, and irregularities in different colors. | |
| |The students write a story using all of the vocabulary words for homework. (DUE: Friday, August 28) | |
| |The students finish revisions on literacy autobiographies and work on their final drafts. | |
|Wed, August 26 |Students complete bell work reflection on what they learned from writing their literacy autobiography,|Reading- Strand 1, Concept 5: PO 1 |
| |what the process was like, and what they like about their papers. They will turn this in with their | |
| |autobiographies. | |
| |The class discusses their reflections on the autobiographies. Students are given time to read their | |
| |autobiographies or small pieces of it to the class. | |
| |The students go to the library to return and check out books. | |
|Thurs, August 27 |Students complete bell work questions that ask them to identify and explain the meaning of the |Reading- Strand 3, Concept 2: PO 3 |
| |spelling/vocabulary words’ suffixes. | |
| |The class begins Unit 1–Reading for Life: Informational Texts. In small groups, the students explore | |
| |hands-on examples of consumer, workplace, and public documents. They answer questions about what | |
| |kinds of texts they are, what their purpose is, how they get the readers’ attention, any | |
| |characteristics they share, where they imagine these texts being used, and their familiarity with the | |
| |texts. | |
|Fri, August 28 |Students take the spelling/vocabulary test. | |
| |The small groups from the previous day share what they discovered about their informational texts. | |
| |The teacher will give students a guided notes sheet that sums up the importance of informational texts| |
| |as well as tips for reading and understanding them (e.g., headings, bold or italic words, graphics, | |
| |paragraph breaks). | |
|Mon, August 31 |Students complete a bell work in which they are shown a public document; using their notes, they |Reading- Strand 1, Concept 4: PO 1, 2 |
| |identify the text features and how they help them understand the document’s content. |Reading- Strand 3, Concept 1: PO 1, 6, 10 |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
| |In small groups, the students read and discuss a newspaper article reporting on their city or school | |
| |district’s concerns. The students make inferences about who the article’s audience is and why, and | |
| |answer questions about basic comprehension and how they could find out more information about the | |
| |topic. | |
|Tues, September 1 |Students complete bell work in which they use three of the spelling/vocabulary words in sentences. |Reading- Strand 1, Concept 4: PO 2, 3 |
| |The teacher leads students in reviewing the spelling/vocabulary words by having them fingerspell the | |
| |words and orally practice the definitions. | |
| |The students create a word search using the words for homework. (DUE: Friday, September 4) | |
| |The teacher prepares the students for working in the computer lab the following day by telling them of| |
| |the expectations for using the computers as well as showing them some of the sites they will be | |
| |searching. | |
|Wed, September 2 |The students spend the period in the computer lab, exploring local government’s, national government |Reading- Strand 1, Concept 6: PO 5 |
| |agencies’, and nonprofit agencies’ websites to individually respond to similar questions as those |Reading- Strand 3, Concept 1: PO 1, 6, 10 |
| |asked on Monday, August 31. | |
|Thurs, September 3 |Students complete bell work about how often they read before using a new product they have purchased. |Reading- Strand 3, Concept 2: PO 1, 2, 3 |
| |The class discusses students’ responses, and the teacher explains what a consumer document is and how | |
| |common they are. | |
| |Together, the teacher and students read through a set of directions that are missing a few steps. | |
| |They discuss what is missing and why those steps are necessary. | |
| |The students create origami figures by following directions and graphics. | |
|Fri, September 4 |Students take the spelling/vocabulary test. |Reading- Strand 3, Concept 2: PO 1, 3 |
| |Role-playing tourists in small groups, the students use copies of New York City’s subway system and | |
| |brochures to answer questions about which line to take to get to various destinations, what time they | |
| |need to arrive, and how much it will cost them. | |
| |Individually, the students write a one-paragraph reflection about using these consumer documents, how | |
| |they understood them, and if they think it would help them if they were traveling. | |
|Mon, September 7 |Labor Day—NO SCHOOL |——— |
|Tues, September 8 |Students complete bell work asking them to write about a part-time job they would like to have and |Reading- Strand 3, Concept 2: PO 3 |
| |what kinds of skills they believe are necessary for them in that job. |Reading- Strand 3, Concept 1: PO 12 |
| |The students discuss their responses. | |
| |The teacher guides students in reading and understanding a job application. | |
| |The students practice filling out a job application. | |
| |The students read an email memo and will analyze what language and tone is appropriate for the | |
| |professional audience and setting. | |
|Wed, September 9 |Students complete bell work reviewing professional language and tone. | Reading- Strand 3, Concept 1: PO 12 |
| |The students receive copies of a memo and will revise it based on its inappropriate use of language |Writing- Strand 1, Concept 3: PO 1 |
| |and tone. | |
| |The students go to the library to return and check out books. | |
|Thurs, September 10 | Students complete bell work in which they create a Venn diagram comparing and contrasting friendly |Reading- Strand 3, Concept 3: PO 3 |
| |and business letters. |Writing- Strand 3, Concept 3: PO 4 |
| |The class reads a business letter aloud and discusses its content, purpose, and formal tone. | |
| |The teacher gives a short lecture about the format of a business letter while students take notes on | |
| |their guided notes sheet. | |
| |The teacher explains the business letter assignment in which students will write a letter of complaint| |
| |or accolade to a business based on an interaction with that business, emphasizing that these letters | |
| |will be sent to the addressees. (DUE: Wednesday, September 23) | |
|Fri, September 11 |Students complete bell work that asks them to think about who the audience of their business letter |Writing- Strand 1, Concept 1: PO 2, 3 |
| |will be and what their purpose is in writing it. |Writing- Strand 1, Concept 2: PO 1, 2 |
| |The teacher will guide students working in pairs to ask each other questions that will help them | |
| |clarify their ideas and purposes. The students will participate in a Think-Pair-Share to compare their| |
| |ideas. | |
| |The students begin work on the first draft of their business letters. | |
|Mon, September 14 |Students complete bell work comparing their response to a gift they loved and one they disliked. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The teacher reviews with students the tone and content of a business letter, reminding students that | |
| |their tone should remain formal and respectful no matter its purpose. | |
| |The students work on the first draft of their business letters. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, September 15 |Students complete bell work matching the spelling words to their definitions. |Reading- Strand 1, Concept 4: PO 5 |
| |The teacher leads students in reviewing the spelling/vocabulary words by constructing a mind map that | |
| |makes connections between word definitions. | |
| |The students draw cartoons for at least five of the words for homework. (DUE: Friday, September 18) | |
| |The students continue to work on the first draft of their business letters. | |
|Wed, September 16 |Students complete bell work explaining the progress they have made with their business letters. | |
| |The teacher and students discuss sentence fluency, looking at good and bad examples of sentence | |
| |beginnings and length. | |
| |The students continue to work on the first draft of their business letters. | |
|Thurs, September 17 |Students complete bell work in which they revise the sentence fluency of a poorly written paragraph. |Writing- Strand 1, Concept 5: PO 1, 2, 3 |
| |The students receive the grading rubric for the business letter, and the teacher discusses her |Writing- Strand 1, Concept 3: PO 1, 6, 7 |
| |expectations. |Writing- Strand 1, Concept 4: PO 1, 4 |
| |The students begin a peer-editing workshop in which partners complete an evaluation sheet that focuses|Writing- Strand 2, Concept 6: PO 7 |
| |specifically on appropriate tone and language as well as spelling accuracy and sentence fluency. | |
|Fri, September 18 |Students take the spelling/vocabulary test. |Writing- Strand 1, Concept 4: PO 2 |
| |The class briefly discusses using reference resources to check things like spelling. |Writing- Strand 2, Concept 6: PO 10 |
| |The students continue the peer-editing workshop. | |
|Mon, September 21 |Students complete bell work reflecting on the drafting and revision processes and what work they still| |
| |need to do. | |
| |The students complete a self-evaluation sheet for their business letters. | |
|Tues, September 22 |The students spend the period in the computer lab, where they type the final drafts of their business |Writing- Strand 1, Concept 5: PO 2 |
| |letters and find the address of the business to which they are being sent. Students print two copies | |
| |of their business letters, one to mail and one to turn in to the teacher. | |
|Wed, September 23 |Students complete a bell work evaluation of Unit 1 and their final assessment, the business letter. |Writing- Strand 3, Concept 3: PO 5 |
| |The teacher models how to address an envelope. | |
| |The students address their envelopes and prepare their business letters to be sent. | |
| |The students go to the library to return and check out books. | |
| |*end of Unit 1 | |
|Thurs, September 24 |Conferences—Periods 2, 3, and 4 |Reading- Strand 1, Concept 6: PO 2, 7 |
| |The students watch The Twilight Zone episode “The Hitch Hiker,” and make predictions about how it will| |
| |end. | |
|Fri, September 25 |Conferences—Periods 5, 6, and 7 |Reading- Strand 1, Concept 6: PO 2, 7 |
| |The students watch The Twilight Zone episode “The Hitch Hiker,” and make predictions about how it will| |
| |end. | |
|Mon, September 28 |In Service Day—NO SCHOOL | |
|Tues, September 29 |Students complete bell work about a conflict they had with a friend, describing their relationship, |Reading- Strand 2, Concept 1: PO 1 |
| |the events leading to the conflict, the conflict, and how it was resolved. | |
| |The class begins Unit 2-Analyzing Plot: Telling Stories. The class discusses similarities in the | |
| |structure of their responses. The teacher explains that the events of their responses make up plot. | |
| |The teacher gives a lecture on the different components of plot while students take notes on a graphic| |
| |organizer and a plot diagram. The teacher tells them they will practice diagramming plot and using | |
| |this terms to prepare them for a test on Friday, October 9. | |
|Wed, September 30 |Students complete bell work in which they choose any two different parts of the plot diagram and |Reading- Strand 1, Concept 6: PO 4 |
| |describe their purpose. | |
| |The students review the lecture from the previous day by sharing their responses with one another. | |
| |The class reads the fairy tale, “Cinderella,” aloud. | |
| |The teacher models how to diagram its plot while the students follow along, writing in their own plot | |
| |diagrams. | |
|Thurs, October 1 |Students complete bell work in which they read a passage from a story and identify where it would fit | |
| |in the plot diagram and why. | |
| |The students work in small groups, each with a different version of “Little Red Riding Hood.” The | |
| |groups read the text aloud; they use a large piece of butcher paper to create a plot diagram of the | |
| |text and draw pictures of the story to accompany it. | |
|Fri, October 2 |Students complete bell work in which they read a passage from a story and identify where it would fit |Reading- Strand 1, Concept 6: PO 6 |
| |in the plot diagram and why. | |
| |The small groups use their butcher paper to present their plot diagrams to the class. The class | |
| |discusses the differences in the story versions and where in the plot those differences take place. | |
|Mon, October 5 |Students complete bell work answering what two parts of plot are most important to them. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and |Reading- Strand 2, Concept 1: PO 5 |
| |definitions in their notebooks. | |
| |The teacher explains that they will begin listening to “Rikki-tikki-tavi” by Rudyard Kipling. She | |
| |gives a brief introduction to the text. | |
| |The students begin listening to and reading along with a recording of “Rikki-tikki-tavi.” | |
|Tues, October 6 |Students complete bell work reviewing what happened in the story from the previous day. |Reading- Strand 1, Concept 6: PO 3 |
| |The teacher explains that the class will practice taking reading response notes together while they | |
| |read. She explains what those are and why they are helpful. | |
| |The students continue listening to and reading along with the recording, pausing at times to take | |
| |notes. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by showing them some common | |
| |mnemonics. | |
| |The students write down the mnemonics they are using for the spelling/vocabulary words for homework. | |
| |(DUE: Friday, October 9) | |
|Wed, October 7 |Students complete bell work reviewing what happened in the story from the previous day. | |
| |The students finish listening to and reading along with the recording. | |
| |The students go to the library to return and check out books. | |
|Thurs, October 8 |Students complete bell work reflecting on the climax of “Rikki-tikki-tavi”. |Reading- Strand 2, Concept 1: PO 1 |
| |The class reviews the story. | |
| |Individually, the students work on a plot diagram for “Rikki-tikki-tavi.” | |
| |The teacher models how to complete a plot diagram for the story; the students self-check their | |
| |diagrams and correct them as necessary. | |
|Fri, October 9 |Students take the spelling/vocabulary test. |Reading- Strand 3, Concept 1: PO 2, 9 |
| |Students take a plot diagram test. | |
| |With their plot diagrams in front of them, the class brainstorms the events of the story and how they | |
| |occur in relation to each other. | |
| |The teacher leads the class in discussing how to summarize; together, they write a chronological | |
| |summary of “Rikki-tikki-tavi”. | |
|Mon, October 12 |Fall Break—NO SCHOOL | |
|Tues, October 13 |Fall Break—NO SCHOOL | |
|Wed, October 14 |Fall Break—NO SCHOOL | |
|Thurs, October 15 |Fall Break—NO SCHOOL | |
|Fri, October 16 |Fall Break—NO SCHOOL | |
|Mon, October 19 |Students complete bell work asking them to summarize their Fall Break in 4-6 sentences. Students |Reading- Strand 1, Concept 4: PO 1, 2 |
| |share their responses and the strategies they used to summarize in a Think-Pair-Share Activity. |Reading- Strand 2, Concept 2: PO 1 |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
| |The teacher explains that class will begin reading “Three Skeleton Key” by George G. Toudouze. She | |
| |gives a brief introduction to the text, including showing the class maps of Europe and French Guiana. | |
| |The students complete the first part of a graphic organizer, asking them to use the title, first | |
| |paragraph, and pictures, to make predictions about the text. | |
|Tues, October 20 |Students complete bell work asking them to match spelling/vocabulary words to their definitions. |Reading- Strand 2, Concept 1: PO 1 |
| |The teacher leads students in reviewing the spelling/vocabulary words by playing charades. |Reading- Strand 5, Concept 5: PO 1 |
| |The students make a Memory game using the words and definitions for homework. (DUE: Friday, October | |
| |23) | |
| |The class begins reading “Three Skeleton Key” aloud, pausing to take reading response notes on their | |
| |graphic organizers. | |
|Wed, October 21 |Students complete bell work reviewing what happened in the story from the previous day. |Reading- Strand 2, Concept 1: PO 1 |
| |The students continue reading the story aloud, taking reading response notes on their graphic |Reading- Strand 5, Concept 5: PO 1 |
| |organizers. | |
| |The students go to the library to return and check out books. | |
|Thurs, October 22 |Students complete bell work reflecting on how their predictions have or have not been correct. |Reading- Strand 2, Concept 1: PO 1 |
| |The students finish “Three Skeleton Key”. In small groups, they fill out the last part of their |Reading- Strand 5, Concept 5: PO 1 |
| |graphic organizers, explaining what the conflict was, how it ended, etc. | |
| |Individually, the students work on a plot diagram for the story. | |
|Fri, October 23 |Students take the spelling/vocabulary test. |Writing- Strand 3, Concept 2: PO 2 |
| |The students finish filling out the plot diagram. | |
| |In pairs, the students write a chronological summary of the story in 5-7 sentences. | |
|Mon, October 26 |The teacher and students go over the spelling/vocabulary list. The students write the words and |Reading- Strand 1, Concept 4: PO 1, 2 |
| |definitions in their notebooks. |Writing- Strand 1, Concept 3: PO 3, 4 |
| |Using the summaries the students have already written and the stories they have read, the teacher | |
| |gives a short lecture on organization, including how to find and state the main idea, and | |
| |understanding chronological order. The students take notes on a guided notes sheet. | |
| |The students revise a summary that is disorganized and write a short reflection about how they made it| |
| |better. | |
|Tues, October 27 |Students complete bell work reviewing the organization lecture from the previous day. |Reading- Strand 2, Concept 1: PO 1 |
| |The teacher leads students in reviewing the spelling/vocabulary words by showing them more common | |
| |mnemonics. | |
| |The students write down the mnemonics they are using for the spelling or vocabulary of the words for | |
| |homework. (DUE: Friday, October 30) | |
| |The class begins to watch Alfred Hitchcock’s Rear Window. At the end of class, students begin to fill| |
| |out a plot diagram. | |
|Wed, October 28 |Students complete bell work describing the setting and characters of the film. |Reading- Strand 2, Concept 1: PO 3, 5 |
| |The class continues to watch Rear Window, and fill out more of the plot diagram. | |
|Thurs, October 29 |Students complete bell work describing the rising action of the film and what they think the climax |Reading- Strand 2, Concept 1: PO 1 |
| |will be. | |
| |The class finishes the film and their plot diagrams. | |
|Fri, October 30 |Students take the spelling/vocabulary test. |Reading- Strand 2, Concept: 1 PO 3, 4 |
| |In small groups, the students compare the plot diagrams they made for Rear Window. | |
| |The class discusses the character Jeff’s point of view, both literally and figuratively. The students| |
| |draw a picture of Jeff’s view into one of the other characters’ lives and write a one-paragraph | |
| |explanation of their picture. | |
|Mon, November 2 |Students complete bell work reflecting on how their understanding of story has improved with knowing |Reading- Strand 1, Concept 4: PO 1, 2 |
| |and practicing plot. |Writing- Strand 1, Concept 5: PO 3 |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and |Writing- Strand 3, Concept 2: PO 2 |
| |definitions in their notebooks. | |
| |The teacher explains and hands out directions for Unit 2’s formal assessment. They will create a book| |
| |cover for the AR book they are reading, including a picture on the front cover, a chronological | |
| |summary that leaves off the ending (5-7 sentences), and their opinion of the book (4-6 sentences). | |
| |They will also include a plot diagram of the book. (DUE: Friday, November 6) | |
| |The teacher answers any questions from students. | |
| |The class examines examples of book covers and summaries. | |
| |Students begin working on the first draft of their book covers. | |
|Tues, November 3 |Students complete bell work using spelling/vocabulary words in context. |Writing- Strand 2, Concept 2: PO 1, 2 |
| |The teacher leads students in reviewing the spelling/vocabulary words by playing Pictionary. |Writing- Strand 2, Concept 5: PO 2, 3 |
| |The students create a mind map using pictures and words to make connections between |Writing- Strand 2, Concept 6: PO 8 |
| |spelling/vocabulary words for homework. (DUE: Friday, November 6) | |
| |The teacher gives students a rubric for their book cover assignment, focusing on organization as well | |
| |as sentence fluency and correct spelling. | |
| |The students continue working on their book covers. | |
|Wed, November 4 |Students complete bell work reflecting on the progress they have made in their book cover assignment. |Writing- Strand 1, Concept 3: PO 7 |
| |The students work in pairs to read each others’ book covers, revising for organization, sentence |Writing- Strand 1, Concept 4: PO 4 |
| |fluency, and spelling. | |
| |The students go to the library to return and check out books. | |
|Thurs, November 5 |Students complete bell work in which they evaluate how their book cover would appeal to someone who |Writing- Strand 2, Concept 3: PO 1 |
| |has not read that book. | |
| |Students work on the final draft of their book cover. | |
|Fri, November 6 |Students take the spelling/vocabulary test. | |
| |In small groups, students present their book covers and share about the book they read, answering | |
| |questions about the book’s plot and what they thought of the book. They turn their book covers in to | |
| |the teacher. | |
| |*end of Unit 2 | |
|Mon, November 9 |Students complete bell work about their favorite book and whether or not they related to the main |Reading- Strand 1, Concept 4: PO 1, 2 |
| |character. |Reading- Strand 1, Concept 6: PO 5 |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and |Writing- Strand 1, Concept 1: PO 6 |
| |definitions in their notebooks. | |
| |The class begins Unit 3-Analyzing Character: Seeing Others, Seeing Ourselves. The class reads “A Rice| |
| |Sandwich” by Sandra Cisneros aloud. When finished, the students write a short journal response, | |
| |focusing on Esperanza’s character. | |
|Tues, November 10 |Students complete bell work reviewing the story from the previous day. |Reading- Strand 1, Concept 4: PO 5 |
| |The teacher leads a discussion on “A Rice Sandwich” in which students, using their journal response | |
| |and bell work, describe Esperanza’s character and make connections between the text and another text | |
| |or their own experiences. | |
| |The teacher gives a short lecture and review of synonyms and antonyms and leads students in reviewing | |
| |the spelling/vocabulary words by discussing the words’ synonyms and antonyms. | |
| |The students create nursery rhymes for the definitions of spelling vocabulary words for homework (DUE:| |
| |Friday, November 13) | |
|Wed, November 11 |Veteran’s Day—NO SCHOOL | |
|Thurs, November 12 |Students complete bell work asking them to identify the roots and affixes of their spelling/vocabulary|Reading- Strand 1, Concept 6: PO 7 |
| |words. |Reading- Strand 2, Concept 1: PO 3 |
| |The teacher gives a short lecture on analyzing character, including direct and indirect | |
| |characterization and making inferences. The teacher refers to the students’ discussion and | |
| |description of Esperanza as an example. Students take notes on a guided notes sheet. | |
| |The teacher reads “The Cat in the Hat” by Dr. Suess to the class. The students complete a plot | |
| |diagram to serve as notes. | |
|Fri, November 13 |Students take the spelling/vocabulary test. | |
| |The class reviews the plot diagrams they wrote the previous day and describe the cat on a character | |
| |wheel notes sheet. | |
| |The class brainstorms how they would describe the children in the story using the same criteria and | |
| |strategies they used for the cat. | |
|Mon, November 16 |Students complete bell work reviewing the difference between direct and indirect characterization. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The class reads “Mother and Daughter” by Gary Soto aloud. The students complete a plot diagram to | |
| |serve as notes. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, November 17 |Students complete bell work reflecting on Yollie’s opinion of her mother and whether or not they agree|Reading- Strand 1, Concept 6: PO 5 Reading- Strand 1, |
| |with it or can relate to it. |Concept 6: PO 7 |
| |The class discusses examples of direct and indirect characterization in the text, and the teacher | |
| |encourages students to make inferences to know more about the characters. | |
| |In small groups, the students begin working on character sketches (on body outlines) of Yollie and | |
| |Mrs. Moreno. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by taking a practice test. | |
| |The students use an online dictionary to find the origin (language and date) of their | |
| |spelling/vocabulary words. (DUE: Friday, November 20) | |
|Wed, November 18 |Students complete bell work reflection about their group work: do members of the group characterize | |
| |Yollie and Mrs. Moreno differently? How? Why? | |
| |The small groups finish their character sketches. | |
| |The groups do a Think-Pair-Share activity to compare their character sketches. | |
| |The students go to the library to return and check out books. | |
|Thurs, November 19 |Students complete bell work describing how knowing a word’s origin helps them (or does not help them) |Writing- Strand 2, Concept 6: PO 1 |
| |understand a word’s definition better. | |
| |The class creates a Venn Diagram comparing the stories and point-of-views in “A Rice Sandwich” and | |
| |“Mother and Daughter”. | |
| |The students take guided notes as the class discusses point of view and how it affects story and | |
| |character development. | |
| |The teacher gives a short lecture on when capitalization should be used. The students practice | |
| |correct capitalization on hand-outs. | |
|Fri, November 20 |Students take the spelling/vocabulary test. | |
| |The teacher continues the capitalization lecture, reviewing other situations when capital letters need| |
| |to be used. | |
| |The students revise an incorrect paragraph and practice correct capitalization on their own writing. | |
|Mon, November 23 |Students complete bell work in which they revise a paragraph for incorrect capitalization. |Writing- Strand 2, Concept 6: PO 1 |
| |The class begins reading “Antaeus” by Borden Deal aloud. | |
| |Individually, the students answer comprehension and reflection questions about the text. | |
|Tues, November 24 |Students complete bell work in which they are asked to compare themselves either to T.J. or the |Reading- Strand 1, Concept 5: PO 1 |
| |narrator and explain the similarities. |Reading- Strand 2, Concept 2: PO 1 |
| |In small groups, the students finish reading “Antaeus”. | |
| |The teacher assigns each group a different character, including T.J., the narrator, Blackie (who | |
| |represents the rest of the gang), and the factory owner. The groups create a life-size character | |
| |sketch (on body outlines) of their character. | |
| |The groups also use the computers in the classroom to research various aspects of the text, including | |
| |the character Antaeus in Greek mythology, the Great Depression, and the author’s biography. | |
|Wed, November 25 |Students complete bell work responding to the research they have completed and how they think those |Writing- Strand 2, Concept 6: PO 1 |
| |elements impact their character and the story. | |
| |The students continue to work in their small groups. | |
| |Together, they write 8-10 sentences about their character, his point of view, and how the culture and | |
| |setting they researched impact this character. | |
|Thurs, November 26 |Thanksgiving—NO SCHOOL | |
|Fri, November 27 |Thanksgiving—NO SCHOOL | |
|Mon, November 30 |Students complete bell work reviewing their notes and responses to “Antaeus” and reflect on one |Reading- Strand 1, Concept 4: PO 1, 2 |
| |important aspect of the story that has affected them. | |
| |Back in their small groups, the students review and finish any work. | |
| |The groups begin informally presenting their character sketches, research, and written explanation to | |
| |the class. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, December 1 |Students complete bell work explaining how their culture and neighborhood, city, or state, affects who|Reading- Strand 2, Concept 2: PO 1 |
| |they are. | |
| |The class discusses the bell work and how culture and setting also affect a story and its characters. | |
| |The rest of the groups give their presentations. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by playing Sparkle, adding | |
| |definitions as well. | |
| |The students use a dictionary to find another definition for the spelling/vocabulary words and write | |
| |dictionary entries with multiple definitions of each word for homework. (DUE: Friday, December 4) | |
|Wed, December 2 |Students complete bell work writing sentences using the spelling/vocabulary words in context. |Reading- Strand 1, Concept 4: PO 2 |
| |The teacher explains the persuasive writing assignment, in which students will pretend to be one of |Writing- Strand 3, Concept 4: PO 1 |
| |the characters in “Antaeus” and will write to another character, persuading him to take or to not take| |
| |certain actions. (DUE: Monday, December 14) | |
| |The teacher answers any student questions about the assignment. | |
| |The students go to the library to return and check out books. | |
|Thurs, December 3 |Students complete bell work in which they write any questions or concerns they have about the writing |Writing- Strand 1, Concept 1: PO 1, 3, 7 |
| |assignment. | |
| |The teacher addresses student questions and concerns. | |
| |The teacher leads students in a prewriting activity to help students determine which character to be | |
| |and to whom they will write. The students look back on their bell work responses from the previous | |
| |week to remind them which character they identified with most and what moments of the story were more | |
| |important to them. | |
| |The students discuss their ideas with a partner. | |
| |The students begin focusing their ideas by free writing about an important scene from their | |
| |character’s point of view. They will have 15 minutes to write. | |
| |The teacher leads a short discussion on who the audience of the paper will be. The students use five | |
| |minutes to read their free writing and will revise it based on their intended audience, considering | |
| |the language and arguments the audience would find convincing. | |
|Fri, December 4 |Students take the spelling/vocabulary test. |Writing- Strand 1, Concept 2: PO 1 |
| |The students use their bell work from the previous week and their prewriting activities from the | |
| |previous day to begin drafting their persuasive arguments. | |
|Mon, December 7 |Students complete bell work explaining why they think a specific audience can change how someone |Reading- Strand 1, Concept 4: PO 1, 2 |
| |writes; they consider if the audience impacts their writing. |Writing- Strand 2, Concept 1: PO 2 |
| |The class discusses the bell work. |Writing- Strand 2, Concept 3: PO 1 |
| |Students continue working on the first drafts of their arguments. | |
| |The teacher discusses the grading expectations for this assignment: part of students’ grades will | |
| |come from their peers using a rubric they create together. Since the assignments will be anonymous | |
| |when graded, the students will not complete a peer review but a self-evaluation when they are finished| |
| |with their rough drafts. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, December 8 |Students complete bell work explaining what argument types or strategies are most successful in |Writing- Strand 2, Concept 1: PO 1, 3 |
| |persuading them of something. |Writing- Strand 1, Concept 3: PO 7 |
| |The students discuss the bell work and, with the teacher’s guidance, create a rubric for the writing |Writing- Strand 1, Concept 4: PO 4 |
| |assignment. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by solving a Scramble puzzle. | |
| |From the spelling/vocabulary assignments they have done through the semester, the students choose one | |
| |activity to complete for homework. (DUE: Friday, December 11) | |
| |The students continue working on their first drafts. | |
|Wed, December 9 |Students complete bell work reflecting on the progress they have made with their first drafts and | |
| |explaining what they need to work on to make their arguments more effective. | |
| |The students continue working on their first drafts. | |
|Thurs, December 10 |Students complete bell work reflecting on how helping to create the grading rubric has helped or |Writing- Strand 1, Concept 3: PO 7 |
| |challenged their drafting process. |Writing- Strand 1, Concept 4: PO 4 |
| |The teacher gives students a copy of the finalized rubric. | |
| |The students who have finished their first draft begin a self-evaluation that follows the rubric as | |
| |well as ideas and content (ie, the argument and supporting details), capitalization, and spelling. | |
|Fri, December 11 |Students take the spelling/vocabulary test. |Writing- Strand 1, Concept 5: PO 4 |
| |The students complete the self-evaluation. | |
| |The students begin writing their final copy, putting a numerical code on the front instead of their | |
| |name. | |
|Mon, December 14 |The students turn in their persuasive writing assignment. |Writing- Strand 1, Concept 3: PO 7 |
| |The teacher exchanges student papers, and students read and grade each other’s work using the rubric. |Writing- Strand 1, Concept 4: PO 4 |
| |The class discusses how they felt being involved in the grading process. | |
| |The class begins to watch Frank Capra’s It’s a Wonderful Life. | |
|Tues, December 15 |The class continues watching the film and working on a plot diagram. |Reading- Strand 2, Concept 1: PO 1 |
|Wed, December 16 |The class continues watching the film and working on a plot diagram. |Reading- Strand 2, Concept 1: PO 3 |
| |Individually, the students write 5-7 sentences about George Bailey’s character and how he develops. | |
|Thurs, December 17 |The class finishes watching It’s a Wonderful Life and completes their plot diagrams. | |
| |*end of Unit 3 | |
|Fri, December 18 |NO STUDENTS | |
|Mon, January 4 |The teacher welcomes the students back from Winter Break. |Writing- Strand 1, Concept 2: PO 7 |
| |The class discusses their winter break and what they did during that time. | |
| |The teacher reviews the classroom expectations and procedures with the students. | |
| |The students write a response to the prompt: “If you could be anywhere in the world right now, where | |
| |would you be?” The students read their responses to a partner and do a Think-Pair-Share activity in | |
| |which they compare responses and describe what they enjoy about their partner’s writing. | |
|Tues, January 5 |The students participate in a team-building activity in which they work on a puzzle in small groups |Writing- Strand 1, Concept 1: PO 1 |
| |but must interact with other classmates to solve it. | |
| |Individually, the students write a reflection on the last semester: what they liked, did not like, | |
| |what their strengths and weaknesses were, how they felt at the end of the semester, and how they feel | |
| |coming back for the spring semester. | |
| |In pairs or small groups, students randomly select a classroom expectation or procedure. They begin | |
| |planning a skit to show the class appropriate classroom behavior. | |
|Wed, January 6 |The students continue working on their skits. | |
| |Half of the groups present their skits. | |
| |The teacher discusses the usefulness of goals and how to set attainable goals. | |
|Thurs, January 7 |The class discusses goal-setting to review the previous day. The students write two-three goals for | |
| |the semester following the guidelines of attainable goals; the goals can be for anything they want, | |
| |though one should be for the language arts class. | |
| |The teacher discusses students’ goals as she walks around, understanding why these goals are important| |
| |to them and what she can do in the classroom to help them attain the goals. | |
| |The students who have not yet done so prepare and present their expectations and procedures skits to | |
| |the class. | |
|Fri, January 8 |The teacher goes over the semester’s readings and assignments with the students. They discuss the | |
| |AIMS test, which is scheduled in April, and how they will do some test preparation in class. The | |
| |teacher tells the students that they will pick up from where they left off, beginning a new unit on | |
| |Monday. | |
| |The students complete their goals, and the teacher finishes discussing them with individual students. | |
| |The students fill out and color an “All About Me” worksheet. | |
|Mon, January 11 |Students complete bell work describing their favorite book or movie and the issues it addresses. |Reading- Strand 2, Concept 1: PO 2, 6 |
| |The class begins Unit 4-Analyzing Theme: Looking at the World through Literature. The teacher gives a|Reading- Strand 1, Concept 4: PO 1, 2 |
| |short lecture on theme: what it is, what it is not. She uses the students’ bell work to discuss | |
| |examples. | |
| |The teacher reads aloud “The Little Engine that Could” by Watty Piper, and models for students how to | |
| |find theme, diving into a few layers of the story including American ideals of success. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, January 12 |Students complete bell work response examining the theme of a book they have read recently. |Reading- Strand 2, Concept 1: PO 2 |
| |The class reviews the lecture from the previous day. |Reading- Strand 3, Concept 1: PO 10 |
| |The students break into small groups and are assigned one of Aesop’s fables. They read the fable and | |
| |write a response, pointing to the text, explaining what the theme is. The students match the theme to| |
| |the moral and, if they are different, examine the possibility of both themes existing simultaneously. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by writing them in pyramids (s, | |
| |sp, spe, spel, spell). | |
| |The students write ten sentences using the words for homework. (DUE: Friday, January 15) | |
|Wed, January 13 |Students complete bell work discussing their findings from the previous day and explaining whether or | |
| |not they think a story can have multiple, even conflicting, themes. | |
| |The groups share their fable and response with the class and answer any questions. | |
| |The students go to the library to return and check out books. | |
|Thurs, January 14 |Students complete opinionnaire bell work on the subject of beauty and culture. |Reading- Strand 3, Concept 1: PO 1, 4 |
| |The teacher explains that they will be reading a novel together beginning next week, and that one of | |
| |the themes of the novel is beauty. The class discusses the opinionnaire. | |
| |The class begins reading “The Enigma of Beauty” by Cathy Newman from National Geographic aloud, | |
| |reviewing difficult vocabulary as needed. | |
| |The students fill out exit slip responses explaining one point in the article that they agree or | |
| |disagree with and why. | |
|Fri, January 15 |Students take the spelling/vocabulary test. |Reading- Strand 3, Concept 1: PO 4, 12 |
| |The students continue reading “The Enigma of Beauty” aloud. | |
| |The teacher leads students through an activity in which they question the author’s message, make | |
| |connections between the article and other texts, and discuss where they are confused. | |
|Mon, January 18 |Dr. Martin Luther King, Jr. Day—NO SCHOOL | |
|Tues, January 19 |Students complete bell work reviewing “The Enigma of Beauty” article. |Reading- Strand 1, Concept 6: PO 5 |
| |The students review the article and discuss if they agree or disagree with Newman’s portrayal of |Reading- Strand 3, Concept 1: PO 11 |
| |beauty in American culture. They discuss their experiences/view towards beauty, as well as if they |Reading- Strand 1, Concept 6: PO 1 |
| |think the cultural ideal will ever change. | |
| |The class begins reading Uglies by Scott Westerfeld aloud: the students look at the title, front and | |
| |back cover, and read pages 3-7 . They use this introduction, their background knowledge, and any | |
| |other contextual information they have to make predictions about the text through the directed | |
| |reading-thinking activity model (DRTA). | |
| |The students continue reading Uglies aloud. (GOAL: p. 10) | |
|Wed, January 20 |Students complete bell work reflecting on their first impressions of the novel. |Reading- Strand 2, Concept 1: PO 2, 3 |
| |The students continue reading Uglies aloud. (GOAL: p. 45) | |
| |The students free write a response to Tally’s understanding of beauty and her character on p. 45, | |
| |examining how this theme of beauty will develop. | |
|Thurs, January 21 |Students complete bell work in which they reread a portion of the text and reflect on the powerful |Writing- Strand 2, Concept 4: PO 1 |
| |language the author uses to describe our culture on p. 44-45. |Reading- Strand 2, Concept 1: PO 5 |
| |The students continue reading Uglies aloud. (GOAL: p. 75) | |
| |The class begins creating a concept map of the city in the story: how it works and what its values | |
| |are. The students copy down the map in their notes. | |
|Fri, January 22 |Students complete bell work responding to the values of the city, especially in light of the passage |Reading- Strand 1, Concept 5: PO 1 |
| |on p. 44-45: are they good? In what ways do we have the same values? | |
| |The students continue reading Uglies aloud. (GOAL: p. 95) | |
|Mon, January 25 |Students complete bell work in which they review their DRTA predictions and adjust their predictions |Reading- Strand 1, Concept 4: PO 1, 2 |
| |based on what they have read in the book. |Reading- Strand 2, Concept 1: PO 3 |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
| |The students continue reading Uglies aloud. (GOAL: p. 110) | |
| |In small groups, the students begin to create character wheels for Tally and Shay. | |
|Tues, January 26 |Students complete bell work in which they consider whose view of beauty, Tally’s or Shay’s, they agree|Reading- Strand 2, Concept 1: PO 1 |
| |with. |Reading- Strand 1, Concept 6: PO 5 |
| |The students continue reading Uglies aloud. (GOAL: p. 128) | |
| |The class looks at photos and art of different cultures’ and centuries’ ideals of beauty. In small | |
| |groups, they respond to these images through a graffiti board activity. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by making flashcards. | |
| |The students create a crossword puzzle using the words for homework. (DUE: Friday, January 29) | |
|Wed, January 27 |Students complete bell work reflecting on betrayal and what they think it means to be a friend. |Reading- Strand 1, Concept 5: PO 1 |
| |The students continue reading Uglies aloud. (GOAL: p. 155) | |
| |The students go to the library to return and check out books. | |
|Thurs, January 28 |Students complete bell work reflecting on Tally’s decision, deciding if she is or is not to blame and |Reading- Strand 2, Concept 1: PO 3 |
| |considering what they would do in her situation. | |
| |The students continue reading Uglies aloud. (GOAL: p. 186) | |
| |In small groups, the students add to Tally’s character wheel, and decide if she has or has not | |
| |changed. | |
|Fri, January 29 |Students take the spelling/vocabulary test. |Writing- Strand 1, Concept 1: PO 1 |
| |The students continue reading Uglies aloud. (GOAL: p. 202) |Writing- Strand 3, Concept 5: PO 1b |
| |The students free write a response to the prompt: What do the uglies think about our culture? Do you | |
| |agree or disagree? Find a quote in the text to support your argument. | |
|Mon, February 1 |Students complete bell work finishing their free write response from Friday, January 29. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The class discusses the bell work. | |
| |The teacher gives a short lecture on responding to a literary text using quotations from the text and | |
| |what analysis entails. The students take notes on a guided notes sheet. | |
| |The students continue reading Uglies aloud. (GOAL: p. 228) | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, February 2 |Students complete bell work reflecting on their experience reading a novel in class with their peers. |Reading- Strand 2, Concept 1: PO 5 |
| |The teacher leads students in reviewing the spelling/vocabulary words by writing the word roots, | |
| |prefixes, suffixes, and irregularities in different colors. | |
| |The students write a story using all of the vocabulary words for homework. (DUE: Friday, February 5)| |
| | | |
| |The students continue reading Uglies aloud. (GOAL: p. 252) | |
| |The teacher guides students who, using their concept maps of the city, compare the city to the Smoke. | |
|Wed, February 3 |Students complete bell work comparing the setting of Uglies, the Smoke and the city, to our culture’s |Reading- Strand 2, Concept 2: PO 1 |
| |setting. |Reading- Strand 1, Concept 6: PO 1, 2, 7 |
| |The students continue reading Uglies aloud. (GOAL: p. 284) | |
| |The students adjust their DRTA predictions based on what they have read in the book. | |
|Thurs, February 4 |Students complete bell work matching spelling/vocabulary words to their definitions. |Reading- Strand 1, Concept 5: PO 1 |
| |The students continue reading Uglies aloud. (GOAL: p. 318) | |
|Fri, February 5 |Students take the spelling/vocabulary test. |Reading- Strand 1, Concept 5: PO 1 |
| |The students continue reading Uglies aloud. (GOAL: p. 339) | |
| |The students fill out exit slip responses reflecting on whether or not they think Tally is doing the | |
| |right thing. | |
|Mon, February 8 |Students complete bell work reflecting on how Tally’s view of beauty has changed and what changed it. |Reading- Strand 2, Concept 1: PO 2, 3 |
| |The students continue reading Uglies aloud. (GOAL: p. 366) | |
|Tues, February 9 |Students complete bell work in which they explain what other themes and/or issues (besides culture and|Reading- Strand 2, Concept 1: PO 3 |
| |beauty) are present in the book that they would like to examine. (Students who do not know can find |Writing- Strand 3, Concept 5: PO 1 |
| |help in a guide sheet including a list of themes in the text and a few quotations to support each, | |
| |including: peer pressure, betrayal and forgiveness, human responsibility towards one another, and | |
| |human responsibility towards the environment) | |
| |The class shares their answers through a social hour activity, and students who have the same | |
| |interests group together in groups of no more than three. | |
| |Working in these groups, the students use their guided notes on responding to literary texts to find | |
| |quotations in the text that pertain to their theme and analyze what the author’s attitude is towards | |
| |the theme and what his purpose is. | |
|Wed, February 10 |Students complete bell work reflecting on how the theme they chose and the other themes examined in | |
| |class coexist in the novel. | |
| |The students continue working in their small groups. | |
| |The students go to the library to return and check out books. | |
|Thurs, February 11 |Conferences—Periods 2, 3, and 4 |Reading- Strand 3, Concept 5: PO 1 |
| |The small groups present their theme to the class, pointing at the passages they found in the text | |
| |that support their analysis. | |
|Fri, February 12 |Conferences—Periods 5, 6, and 7 |Reading- Strand 3, Concept 5: PO 1 |
| |The small groups present their theme to the class, pointing at the passages they found in the text | |
| |that support their analysis. | |
|Mon, February 15 |Students complete bell work reflecting on the peer presentations on the themes in the book. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and |Reading- Strand 1, Concept 6: PO 5 |
| |definitions in their notebooks. | |
| |The students continue reading Uglies aloud. (GOAL: p. 388) | |
| |The students complete a write-pair-share activity about how Tally and David pass on traditions to | |
| |younger uglies, and what traditions they themselves pass to others. | |
|Tues, February 16 |Students complete bell work practicing using the spelling/vocabulary words in sentences. |Reading- Strand 1, Concept 5: PO 1 |
| |The teacher leads students in reviewing the spelling/vocabulary words by having them fingerspell the | |
| |words and orally practice the definitions. | |
| |The students create a word search using the words for homework. (DUE: Friday, February 19) | |
| |The students continue reading Uglies aloud. (GOAL: p. 404) | |
|Wed, February 17 |Students complete bell work reviewing their DRTA predictions and explain how the story has or has not |Reading- Strand 1, Concept 6: PO 2 |
| |moved in the direction they expected. |Reading- Strand 2, Concept 1: PO 1, 2, 3 |
| |The students finish reading Uglies aloud. (GOAL: p. 425) | |
| |The teacher leads a class discussion about the novel, talking about the novel’s end and Tally’s | |
| |decision, how she and/or Shay have changed, the themes the groups presented, the values of the city | |
| |and the Smoke, and what students think would happen in a sequel. | |
| |The teacher explains to students that on Thursday and Friday they will write a literary response essay| |
| |of two or three paragraphs in class. Their essays will be about how one character’s understanding of | |
| |a theme or issue changed during the text and why they think that change is important. | |
|Thurs, February 18 |Instead of bell work, the students receive a packet of short excerpts from Uglies that point to |Writing- Strand 3, Concept 5: PO 1 |
| |certain themes the author addresses. The students read through these and select one they will write | |
| |about for their literary response essay. | |
| |The students begin writing their literary response essays. | |
|Fri, February 19 |Students take the spelling/vocabulary test. |Writing- Strand 3, Concept 5: PO 1 |
| |The students finish their literary response essays and submit them. | |
| |*end of Unit 4 | |
|Mon, February 22 |Begin Unit 5-Research: Students complete bell work explaining what issue in Uglies left an impression |Writing- Strand 3, Concept 6: PO 2 |
| |on them. | |
| |The class discusses student responses. | |
| |Based on students’ interests, the class splits into groups of two or three. | |
| |The teacher explains that the students will begin working on a research project. They will research | |
| |their issue of interest and will create a brochure to inform the public about it. They will also | |
| |create a public service announcement with a written script which they will present to the class. | |
| |(DUE: Thursday, March 11) | |
| |The teacher answers any questions about the assignment from the students. | |
|Tues, February 23 |Students complete bell work reflecting on any public service announcements they are familiar with, |Reading- Strand 3, Concept 1, PO 5, 8 |
| |including why they remember it. | |
| |The class discusses the elements of public service announcements the students find the most important.| |
| |The teacher shows students a variety of public service announcements and websites. The students | |
| |record their responses to them. | |
| |The class discusses what issues the announcements address and how they address their, the slogans and | |
| |symbols they use, and their effectiveness. | |
|Wed, February 24 |Students complete bell work in which they brainstorm two things they saw (or did not see) the previous|Reading- Strand 3, Concept 1: PO 6, 7 |
| |day that they want to incorporate in their public service announcements. | |
| |The teacher gives a short lecture on research, including finding reliable sources and how to give | |
| |credit to them while the students take notes on a guided notes sheet. | |
| |The students work in their groups developing questions they want answered through their research. | |
| |The students go to the library to return and check out books. | |
|Thurs, February 25 |Rodeo Days—NO SCHOOL | |
|Fri, February 26 |Rodeo Days—NO SCHOOL | |
|Mon, March 1 |Students complete bell work review of research lecture by describing one way to know if a source is |Reading- Strand 3, Concept 1: PO 5 |
| |reliable. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
| |The teacher gives a short lecture on using different types of sources and note taking during research.| |
| |The class goes to the computer lab/library to research. | |
|Tues, March 2 |The class meets in the library/computer lab to continue research. | |
|Wed, March 3 |Students complete bell work reflecting on the information they have researched already and explaining |Reading- Strand 3, Concept 1: PO 5, 8 |
| |what else they must do or find. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by constructing a mind map that | |
| |makes connections between word definitions. | |
| |The students draw cartoons for at least five of the words for homework. (DUE: Friday, March 5) | |
| |The teacher passes out examples of brochures and flyers. In groups, the students make notes of their | |
| |features, effectiveness, organization, and aesthetic appeal. The class discusses the group findings. | |
|Thurs, March 4 |Students complete bell work writing down ideas on how they want to organize information on their |Writing- Strand 2, Concept 2: PO 1 |
| |brochures. In their small groups, students compare their ideas and begin to sketch out their |Writing- Strand 2, Concept 6: PO 2 c, e, g |
| |brochures. | |
| |The teacher gives a short lecture on using commas correctly in introductory words and clauses, | |
| |interrupters, and appositives. The students take notes on a guided notes and practice correct | |
| |punctuation. | |
| |The class goes to the computer lab to type their research or to create their brochure. | |
|Fri, March 5 |Students take the spelling/vocabulary test. | |
| |The class goes to the computer lab to continue typing. | |
|Mon, March 8 |Students complete bell work reviewing the comma lecture from the previous week. |Writing- Strand 2, Concept 6: PO 2 a, d, f |
| |The teacher gives a short lecture on using commas correctly in listing items, direct address, and |Reading- Strand 1, Concept 4: PO 1, 2 |
| |compound sentences. The students take notes on a guided notes sheet and practice correct punctuation.| |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
| |The students use class resources (paper, glue, pencils, markers, etc.) to put together their | |
| |brochures. | |
|Tues, March 9 |Students complete bell work reviewing the use of apostrophes for contractions. |Writing- Strand 2, Concept 6: PO 6 |
| |The teacher gives a short lecture on using apostrophes for possessives. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by showing them some common | |
| |mnemonics. | |
| |The students write down the mnemonics they are using for the spelling/vocabulary words for homework. | |
| |(DUE: Friday, March 12) | |
| |The students finish their brochures. | |
|Wed, March 10 |Instead of completing bell work, the students practice their public service announcement |Writing- Strand 1, Concept 5: PO 1 |
| |presentations. | |
| |The students go to the library to return and check out books. | |
|Thurs, March 11 |Instead of bell work, the teacher reviews the expectations for respectful listening during |Writing- Strand 1, Concept 5: PO 1 |
| |presentations. | |
| |The small groups present their public service announcements to the class. | |
|Fri, March 12 |Students take the spelling/vocabulary test. |Writing- Strand 1, Concept 5: PO 1 |
| |The students make a gallery walk around the classroom, looking at each other’s brochures and public |Writing- Strand 1, Concept 1: PO 7 |
| |service announcement scripts. | |
| |The students respond to their own research as well as the work of others in a one-paragraph | |
| |reflection. | |
|Mon, March 15 |Spring Break—NO SCHOOL | |
|Tues, March 16 |Spring Break—NO SCHOOL | |
|Wed, March 17 |Spring Break—NO SCHOOL | |
|Thurs, March 18 |Spring Break—NO SCHOOL | |
|Fri, March 19 |Spring Break—NO SCHOOL | |
|Mon, March 22 |Students complete bell work in which they summarize a story they were told when they were younger |Reading- Strand 2, Concept 1: PO 5 |
| |that, though it was not true, explained something to them. |Reading- Strand 2, Concept 2: PO 1 |
| |Begin Unit 6-Myths, Folk Tales, and Fairy Tales: Stories that Shape Us. The class reads aloud a short|Reading- Strand 1, Concept 4: PO 1, 2 |
| |text describing Greek myths and the role they played in Greek and Roman culture. | |
| |The teacher shows a slideshow of images from these cultures and students play “How Well do You Know | |
| |Your Gods and Goddesses?” game. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, March 23 |Students complete bell work in which they read about origin myths and summarize their characteristics.|Reading- Strand 2, Concept 1: PO 8 |
| |The class discusses the bell work and the teacher explains origin myths. |Reading- Strand 2, Concept 2: PO 2 |
| |The class begins reading “The Origin of the Seasons” aloud. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by playing charades. | |
| |The students make a Memory game using the words and definitions for homework. (DUE: Friday, March 26)| |
|Wed, March 24 |Students complete bell work reviewing the story from the previous day. |Reading- Strand 1, Concept 6: PO 5 |
| |The class finishes reading “The Origin of the Seasons” aloud. | |
| |In small groups, students identify the elements of the story that make it a myth and discuss how these| |
| |add to the story, focusing on how an ancient Greek citizen would be affected by the tale and how we | |
| |respond to it today. | |
|Thurs, March 25 |Students complete bell work series of five multiple choice questions similar to AIMS reading | |
| |comprehension questions. | |
| |The teacher leads students through a review of reading comprehension skills and strategies to prepare | |
| |them for AIMS testing. | |
| |Students continue working in groups on the questions for “Origin of the Seasons”, and begin presenting| |
| |their ideas to the class. | |
|Fri, March 26 |Students take the spelling/vocabulary test. |Reading- Strand 2, Concept 1: PO 1, 2 |
| |The groups continue to present their work on “Origin of the Seasons,” and the class discusses these | |
| |ideas and themes. | |
|Mon, March 29 |Students complete bell work in which they read about folk tales and summarize their characteristics |Reading- Strand 2, Concept 1: PO 8 |
| |and history. |Reading- Strand 2, Concept 2: PO 2 Reading- Strand 1, |
| |The class discusses the bell work reading and the teacher gives a short lecture on folk tales while |Concept 4: PO 1, 2 |
| |students take notes on graphic organizers. | |
| |The class listens to a recording of “Master Frog”. | |
| |The teacher leads a discussion on the purpose of the story. The students write a short summary of the| |
| |discussion. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, March 30 |Students complete bell work responding to “Master Frog”: did the tale seem culturally different? Were |Reading- Strand 2, Concept 2: PO 1, 2 |
| |the major themes still familiar? |Writing- Strand 1, Concept 1: PO 5 |
| |The class discusses student reactions. | |
| |The class listens to a recording of “Oni and the Great Bird”. | |
| |In small groups, students create a Venn diagram comparing and contrasting the themes or purposes of | |
| |the myths and folktales they have read so far. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by showing them more common | |
| |mnemonics. | |
| |The students write down the mnemonics they are using for the spelling or vocabulary of the words for | |
| |homework. (DUE: Friday, April 2) | |
|Wed, March 31 |Students complete bell work in which they read an AIMS writing prompt and directions and circle the | |
| |key words. | |
| |The teacher shows examples of writing prompts and directions and explains the importance of reading | |
| |and following them carefully. | |
| |The teacher guides students in how to answer a writing prompt to prepare for the AIMS. | |
| |The students go to the library to return and check out books. | |
|Thurs, April 1 |Students complete bell work describing one skill they learned that will help them with the writing |Reading- Strand 2, Concept 1: PO 8 |
| |portion of the AIMS. |Reading- Strand 2, Concept 2: PO 2 |
| |Individually, the students work on a sample writing assignment from the AIMS. | |
| |The teacher gives a short lecture on the purpose and components of a fairy tale while the students | |
| |take notes on a graphic organizer. | |
| |The teacher reads the German version of Cinderella aloud to the class. The class discusses how this | |
| |version differs from the version of Cinderella they have grown up with. | |
|Fri, April 2 |Students take the spelling/vocabulary test. |Reading- Strand 1, Concept 5: PO 1 |
| |In small groups, students read different versions of Cinderella (Middle Eastern, Persian, Mexican, | |
| |Chinese, and Vietnamese). | |
|Mon, April 5 |Students complete bell work reviewing the version of Cinderella their group read the previous week. |Reading- Strand 2, Concept 1: PO 1 |
| |The students continue to work in small groups, finishing reading if necessary, and working to create a|Reading- Strand 1, Concept 4: PO 1, 2 |
| |large plot diagram of their story that includes words and pictures. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, April 6 |Students complete bell work series of five multiple choice questions similar to AIMS reading |Reading- Strand 2, Concept 1: PO 1 |
| |comprehension questions. | |
| |The teacher leads students through a review of reading comprehension skills and strategies to prepare | |
| |them for AIMS testing. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by playing Pictionary. | |
| |The students create a mind map using pictures and words to make connections between | |
| |spelling/vocabulary words for homework. (DUE: Friday, April 9) | |
| |The students continue working in small groups to complete their plot diagrams. | |
|Wed, April 7 |Instead of bell work, the small groups hang their plot diagrams around the room and the class does a |Reading- Strand 3, Concept 1: PO 2, 11 |
| |“museum exhibit walk” in which students examine the differences between countries’ versions of | |
| |Cinderella. | |
| |The students write a one-paragraph summary of their findings and discuss the similarities and | |
| |differences with the class. | |
| |The class begins to watch Rob Reiner’s The Princess Bride. | |
|Thurs, April 8 |Students complete bell work in which they read an AIMS writing prompt and directions and circle the | |
| |key words. | |
| |The students work on a sample writing assignment from the AIMS. | |
| |The class continues to watch the film. | |
|Fri, April 9 |Students take the spelling/vocabulary test. | |
| |The class finishes watching The Princess Bride. | |
|Mon, April 12 |Students complete bell work explaining some of the features of a fairy tale they saw in the film. |Writing- Strand 1, Concept 1: PO 1 |
| |The class watches the featurette, Fairy Tales and Folklore. | |
| |In groups, students brainstorm themes, events, characters, and general ideas for a myth, folk tale, or| |
| |fairy tale of their own. | |
| |The teacher discusses with students general AIMS information and proper preparation for the testing | |
| |days. | |
|Tues, April 13 |AIMS Testing—NO CLASS | |
|Wed, April 14 |AIMS Testing—NO CLASS | |
|Thurs, April 15 |AIMS Testing—NO CLASS | |
|Fri, April 16 |The teacher and students discuss the students’ experiences the previous three days with the AIMS test.|Writing- Strand 3, Concept 1: PO 1, 2 |
| |The teacher introduces the folklore/fairy tale assignment: students will write a short story they | |
| |create with elements of myth, folk tales, or fairy tales. The students can choose whatever topic they| |
| |would like to write about, but it must be at least three pages long, use dialogue, and be accompanied | |
| |with some kind two pictures or graphics. Students will read their completed stories to a small group | |
| |before they submit them. (DUE: Friday, April 30) | |
| |The teacher answers any questions about the assignment. | |
|Mon, April 19 |Students complete bell work in which they review their group brainstorming sheet from the previous |Writing- Strand 1, Concept 1: PO 5 |
| |week and write down which themes, events, characters, etc., they are interested in using. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The students use story maps to continue brainstorming and begin organizing their ideas. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, April 20 |Students complete bell work explaining the form of their story (myth, folk tale or fairy tale), and |Writing- Strand 1, Concept 2: PO 1, 2 |
| |the features of that form they are including. | |
| |The students begin writing their rough drafts. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by discussing the words’ | |
| |synonyms and antonyms. | |
| |The students create nursery rhymes for the definitions of spelling vocabulary words for homework. | |
| |(DUE: Friday, April 23) | |
|Wed, April 21 |Students complete bell work matching spelling/vocabulary words to their definitions. |Writing- Strand 2, Concept 6: PO 3 |
| |The teacher gives a short lecture on using quotation marks, emphasizing that the students should use |Writing- Strand 1, Concept 2: PO 1, 2 |
| |them when writing dialogue in their stories. The students practice correct punctuation on example | |
| |sentences. | |
| |The students continue working on their rough drafts. | |
|Thurs, April 22 |Students complete bell work reflecting on the progress they have made in their draft and what parts of| |
| |their story they find strong. | |
| |The students complete their rough drafts. | |
|Fri, April 23 |Students take the spelling/vocabulary test. |Writing- Strand 1, Concept 3: PO 7 |
| |The students write a self-evaluation including what type of story they are writing, what their purpose|Writing- Strand 1, Concept 4: PO 4 |
| |is, and what they believe their strong/weak points to be. | |
| |In small groups, the students exchange papers and revise according to the self-evaluations. | |
|Mon, April 26 |Instead of bell work, the students review their self-evaluations. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The students reorganize themselves in their groups and finish their revisions. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, April 27 |Students complete bell work describing the images/drawings they will include in their story. |Writing- Strand 1, Concept 5: PO 3, 4 |
| |The teacher leads students in reviewing the spelling/vocabulary words by taking a practice test. | |
| |The students use an online dictionary to find the origin (language and date) of their | |
| |spelling/vocabulary words. (DUE: Friday, April 30) | |
| |The students work on their drawings and/or begin writing their final drafts. | |
|Wed, April 28 |Students complete bell work putting the spelling/vocabulary words into context. | |
| |The students continue working on their drawings and on writing the final draft of their stories. | |
| |The students go to the library to return and check out books. | |
|Thurs, April 29 |The students finish their drawings and stories and put the finished product in a plastic cover/binder.|Writing- Strand 1, Concept 5: PO 1 |
|Fri, April 30 |Students take the spelling/vocabulary test. |Reading- Strand 1, Concept 5: PO 1 |
| |The students read their stories to one another in small groups then submit their stories to the | |
| |teacher. | |
|Mon, May 3 |Begin Unit 7- Poetry: Painting with Words: Students complete bell work in which they free write about |Writing- Strand 1, Concept 1: PO 1 |
| |poetry: their experiences, their likes and dislikes, etc. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The class discusses student responses. | |
| |The teacher reads aloud Billy Collins’s poem, “Introduction to Poetry” and explains her approach | |
| |to/purpose of the unit. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks. | |
|Tues, May 4 |Students complete bell work describing an everyday situation by blowing it out of proportion. |Reading- Strand 2, Concept 1: PO 7 |
| |The class reads Shel Silverstein’s “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” aloud. |Writing- Strand 2, Concept 4: PO 4 |
| |The teacher explains hyperbole and the class finds examples of hyperbole (and other interesting |Writing-Strand 3, Concept 1: PO 2 |
| |examples of figurative language) in the poem. The class discusses its effect on the poem. | |
| |The students begin writing a 10-line poem using hyperbole, modeled after the teacher’s examples. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by playing Sparkle, adding | |
| |definitions as well. | |
| |The students use a dictionary to find another definition for the spelling/vocabulary words and write | |
| |dictionary entries with multiple definitions of each word for homework. (DUE: Friday, May 7) | |
|Wed, May 5 |Instead of bell work, the students work on completing their hyperbole poems. |Reading- Strand 1, Concept 4: PO 4 |
| |The class reads aloud “Painting with Words,” the textbook’s introduction to poetry, while students |Reading- Strand 2, Concept 1: PO 7 |
| |take notes on a guided notes sheet. | |
| |The class listens to Langston Hughes’s “Madam and the Rent Man,” “Harlem Night Song,” and “Winter | |
| |Moon”. The students then draw or write about the images Hughes presents in his poems. | |
| |The class reads a short biography of Langston Hughes and looks at photos of Harlem. | |
| |In a class discussion, the students compare the photographs to their mental images evoked by the poet.| |
|Thurs, May 6 |Students complete bell work responding to a nonsense poem they read silently, reflecting on whether or|Reading- Strand 2, Concept 1: PO 6, 7 |
| |not they would consider it poetry, whether or not it has meaning, etc. |Writing- Strand 2, Concept 6: PO 12 |
| |The class reads aloud “The Sounds of Poetry,” the textbook’s guide to rhythm and rhyme while students | |
| |take notes on a guided notes sheet. | |
| |The class reads aloud “Jabberwocky” by Lewis Carroll. The students write about the events taking | |
| |place in the poem as well as the poem’s tone. | |
| |The teacher gives a short lecture about parts of speech, explaining how syntax denotes part of speech,| |
| |using “Jabberwocky” as an example. Students take notes and practice identifying parts of speech in | |
| |example sentences. | |
| |In pairs, students write their own “Jabberwocky” by replacing words in Carroll’s poem with appropriate| |
| |parts of speech. | |
|Fri, May 7 |Students take the spelling/vocabulary test. |Reading- Strand 2, Concept 1: PO 6 |
| |The class reads aloud excerpts from Harryette Mullen’s “Blah-Blah” and “Jingle Jangle”. | |
| |The students write their reactions to these poems and move through a think-pair-share activity. | |
| |The students write their own 10-line nonsense poems. They read their poems to a partner and discuss | |
| |the language/sounds they used and the feeling they evoked. | |
|Mon, May 10 |Students complete bell work explaining some messages or themes that are important to them and how |Reading- Strand 2, Concept 1: PO 2 |
| |these messages/themes should be taught to others. |Reading- Strand 1, Concept 4: PO 1, 2 |
| |The class reads aloud and discusses Rudyard Kipling’s “If”. | |
| |Students respond to the poem by writing a paragraph about the messages (those in Kipling’s poem and | |
| |not) most affects them and their generation. They move through a think-pair-share activity. | |
| |The teacher and students go over the spelling/vocabulary list. The students write the words and | |
| |definitions in their notebooks | |
|Tues, May 11 |Students complete bell work describing their experience being new somewhere (perhaps in middle |Writing- Strand 2, Concept 1: PO 2 |
| |school). |Writing- Strand 2, Concept 3: PO 4 |
| |The teacher reads aloud Li-Young Lee’s “I Ask My Mother to Sing”. The students then read Lee’s |Writing- Strand 3, Concept 1: PO 2 |
| |biography, and discuss his view of the immigrant experience. | |
| |In small groups, students read a short essay/text excerpt about immigrants. They write a found poem, | |
| |using words from the excerpt, to describe the immigrant experience. | |
| |The groups read their poems aloud, and the class discusses how they created their found poems. | |
| |The teacher leads students in reviewing the spelling/vocabulary words by solving a Scramble puzzle. | |
| |From the spelling/vocabulary assignments they have done through the semester, the students choose one | |
| |activity to complete for homework. (DUE: Friday, May 14) | |
|Wed, May 12 |Students complete bell work using the spelling/vocabulary words in sentences. |Reading- Strand 2, Concept 1: PO 2 |
| |The class reads aloud Bertolt Brecht’s “The Burning of Books” and his biography. | |
| |The teacher and students discuss how the poet made political and cultural commentary through his | |
| |writing. | |
| |The teacher explains to students their poetry response and reflection assignment: using a poem or song| |
| |of their choice, the students will write a three-paragraph literary response essay in which they | |
| |discuss the sounds and language used in the song/poem and what tone that language evokes, the message | |
| |in the song/poem (citing evidence from the text), and their own personal response to the song/poem. | |
| |The students will also create a visual representation of the poem/song using any medium they choose. | |
| |(DUE: Monday, May 17) | |
| |The teacher answers any questions about the assignment. | |
| |The students go to the library to return books. | |
|Thurs, May 13 |Students complete bell work in which they read and reflect on Al Young’s “For Poets”. |Reading- Strand 2, Concept 1: PO 6, 7 |
| |The students begin working on the poetry response and reflection assignment. | |
|Fri, May 14 |Students take the spelling/vocabulary test. |Reading- Strand 2, Concept 1: PO 6, 7 |
| |The students continue working on the poetry assignment. | |
|Mon, May 17 |In groups, the students show and discuss their poetry assignments. The students submit their |Reading- Strand 2, Concept 1: PO 6, 7 |
| |assignments to the teacher. | |
| |The teacher passes out students’ work folders, and students look through several of their assignments,| |
| |writings, and tests from the year. | |
| |The teacher asks students to consider their growth as writers through the year. Students begin to | |
| |write a reflection on their growth. | |
|Tues, May 18 |The students complete their reflections, and submit them to the teacher. | |
|Wed, May 19 |The students organize their folders to take their work home with them. | |
| |The teacher collects students’ textbooks, and the students help to organize and clean out the | |
| |bookshelves, tables, and computer area. | |
|Thurs, May 20 |The class has a donut party and signs each other’s yearbooks. | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- stock price by date lookup
- year to date market performance 2019
- maturity date calculator
- calculate maturity date of loan
- cd maturity date calculator
- date to date time calculator
- subtract today s date from another date excel
- date to date duration calculator
- date from a date calculator
- calendar date to date calculator
- from date to date calculator
- character date to numeric date sas