8th Grade Humanities (Period 1) Assignments

Monday (5/30/16) ----------NO SCHOOL (Memorial Day) -------------

Tuesday (5/31/16)

Objective:

• How do critical thinkers gather evidence from a text?

Success Criteria:

• I can critically read with my partner.
• I can have a purposeful conversation with my partner.
• I can complete my graphic organizer.

QQ:

Materials:

Meeting Area:

• Show class how to make a copy of the document in Google Drive
• Title the document: Article 3 GO
• Re-share copy with me: [email protected]
• Go over the Graphic Organizer

Lesson:

TO:

WITH:

BY:

Independent:

• Answer the questions at the end of page 7

Collaborative Groups:

• Partner read “College is Worth the Cost”
• Pgs 6-7
• With your partner answer the questions.

Homework:

• Finish the questions at the end of page 7

Wednesday (6/1/16)  

Objective:

• How do critical thinkers gather evidence from a text?

Success Criteria:

• I can critically read with my partner.
• I can highlight important information from the text.
• I can organize my ideas using a graphic organizer.
• I can write an IVF statement.

QQ:

1. Why is it important to have a plan when accomplishing a task?
2. What are your plans to stay promotion bound?
3. Get your computer.

Materials:

• Computer

Meeting Area:

• Go over the Graphic organizer
• Open file...go to FILE...click MAKE A COPY
• Re-title: Article#3 GO, Name, Period

Lesson:

TO:

WITH:

BY:

Independent

• Make a copy and share it with [email protected]

Collaborative Groups:

• With your partner:
• Read the text
• Complete the graphic organizer

Homework:

Monday (5/23/16)

Objective:

• How do critical thinkers start to think about college?

Success Criteria:

• I can write a response to a quickwrite.
• I can brainstorm words that relate the word “college”.
• I can complete a vocabulary chart that defines those related words.

QQ:

1. What do you know about college?
2. What colleges have you visited?
3. Do you want to attend college? Why?

OR

• Read PAGE 1: “Middle Schooler: Why College?” (Actively Learn)

• Then the class can choose a quickwrite.

Quickwrite 1 (10 minutes): Do you want to go to college? If so, which schools have you considered? What kind of career do you see for yourself in the future? Do you need a college degree to work in that field?

Quickwrite 2 (10 minutes): Do you think choosing to go to college right after high school is a good choice for someone who does not know what he or she wants to do as a career?

Meeting Area:

• Write the word “College” at the center of the Chart Paper
• List words that relate to the word “college”

 

Lesson:

TO:

• Vocabulary Chart
• Complete chart with the word College
• Word, Synonym, Antonym, Sketch, Sentence
• Check Teacher binder

WITH:

• Have them choose a word

BY:

• With a partner, complete the vocabulary Chart

Independent

• Quickwrite

 

Collaborative Groups:

• With a partner, complete the vocabulary chart
• Choose 2 more words to define

 

Exit Slip/Reflection:

• After participating in this activity, is college in your future? Why?
• Needs to be at least 4 sentences

 

Homework:

Tuesday (5/24/16)

 

Objective:

• How do critical readers make predictions on a new text?

 

Success Criteria:

• I can critically read with my partner.
• I can make predictions

QQ:

Kathleen Cushman, “Facing the Culture Shock of College.”

Brooks C. Holtom and Tony Brummel, “College is Worth the Cost.”

 

U.S. Department of Education. “Getting Ready for College Early: Steps 1, 2, 3 & 4.”

 

Allen Grove. “College Preparation in Middle School.”

1. Which one of these articles are you most interested in reading? Why?
2. Get your computer and log into your Actively Learn account.

 

Materials:

 

Meeting Area:

• Explain how students can access the text on Actively Learn (ERWC)

 

Lesson:

• Students log onto Actively Learn and open ERWC College Experience.
• Students fill out the worksheet with a partner for each article.

 

Independent

• Complete worksheet

 

Collaborative Groups:

• Partner Read
• Complete the worksheet with your partner

 

Homework:

• After previewing the texts, which article do you find interesting? Why?
• Jot

Wednesday (3/25/16)

 

Objective:

• How do critical readers annotate a text for understanding?

 

Success Criteria:

• I can annotate a text with the grain and against the grain to better understand the author’s purpose.

QQ:

 

Materials:

 

Meeting Area/Engagement:

• Review directions for annotating.
• Bias (graphic organizer)

 

Lesson:

TO:

• Partner Read
• Annotate the text

WITH:

BY:

 

Independent

 

Collaborative Groups:

 

Homework:

 

 

Roberta Ching, “A Letter to a Future College Student.”

 

Briefly skim the reading selections.

 

1. What major issues about college do these selections seem to address? How do you know?

Quickwrite 3 (10 minutes): Do you think the reasons listed in the text from KnowHow2GO.org are good enough? Explain. Do you have other reasons to go to college?

Materials:

Binder- Activity 1, 2, 3.

Monday (5/9/16)

Objective:

• How do KLA leaders reflect on their past work up to this point of the school year?

Success Criteria:

• I can choose three assignments that is a reflection of my learning, one that I can improve on and two that I am proud of.
• I can complete the “Quality of Work” evaluation.

QQ:

1. Why is it important to reflect on your work?
2. What project or assignment do you want to improve?
3. What assignment are you the most proud of?

Materials:

• How Do I See Myself? Handout
• Quality of work evaluation

Meeting Area:

• Review each handout
• What is the purpose of the handout?
• Restate for each answer

Lesson:

TO: Review evaluations and explain what assignments students can use

WITH:

BY: Students pick three work samples and complete three quality of work evaluations

Independent

• Students will look over their past work:
• Google Drive
• Notebook
• Projects
• Essays
• Group Work

Monday (5/2/16)

Objective:

• How do successful leaders participate in an accountable talk discussion?

Success Criteria:

• I can contribute in an academic discussion with my own ideas at least twice.
• I can build on another student’s ideas during an academic discussion at least twice.
• I can contribute to an academic discussion by questioning another student if I don’t understand their response or don’t agree

QQ:

1. What is the purpose of the 4Ls?

Materials:

Meeting Area:

• Go over rubric
• Count off students
• Students decide who is going first, second and third.

Lesson:

TO: Review Rubric

WITH: Review Accountable Talk

BY: Students participate in a Socratic Seminar and rate assigned student. Students also take notes on new information gained during the Socratic Seminar

Independent:

• Taking Notes
• Evaluating your speaker
• Finding new pieces of evidence

Collaborative Groups:

Homework:

Was there equity in your accountable talk discussions? Explain.

Tuesday (5/3/16)

Objective:

• How do effective writers create an argumentative outline and use that outline to write an argumentative essay rough draft? (Case File)

Success Criteria:

• I can create an argumentative outline and use that outline to write my argumentative essay rough draft. (Case File)

QQ:

1. What is one thing you learned from the accountable talk discussion?
2. What is the purpose of a rough draft?
3. What is the meaning of equity?

Materials:

Meeting Area:

• Review the different parts of an outline.

Lesson:

TO: Review outline (students can add info from yesterday/

WITH:

BY: Complete outline, get it checked by the teacher

Independent

Collaborative Groups:

Homework:

- FINISH OUTLINES!!!

Wednesday (5/4/16)

 

Objective:

• How do effective writers create an argumentative outline and use that outline to write an argumentative essay rough draft? (Case File)

 

Success Criteria:

1. I can edit my work using the color coding marks.
2. I can use my rough draft and write a final draft on Google

QQ:

 

Materials:

 

Meeting Area:

Lesson:

TO:

WITH:

BY:

 

Independent

• Finish outlines
• Begin writing rough draft
• Color Code Rough Draft
• BLUE
• - Hook the reader
• GREEN
• - Controlling idea, Thesis, or Claim
• YELLOW
• - Topic Sentence
• RED
• - Evidence from the text
• GREEN
• - Conclusion: Restate Thesis or claim

 

Thursday (5/5/16)

 

Objective:

• How do effective writers publish their final draft on a Google Doc and Actively Learn?

 

Success Criteria:

• I can create an argumentative outline.
• I can write a rough draft using my outline.
• I can use the color code to indicate the different parts of my essay.
• I can publish my final draft on a Google Doc and Actively Learn.

 

QQ:

 

Materials:

 

Engagement:

 

Meeting Area:

• Go over the steps to publish the final draft

 

Lesson:

TO: Steps to publication

WITH:

BY:

 

Independent

• Outline must be completed
• Rough draft with color coding must be completed
• Create a Google Doc

 

Collaborative Groups:

 

Lesson:

TO: Annotations ? ! + or underline

Independent

Collaborative Groups:

• Work with your investigative teams
• Annotate the text using the annotation marks
• Create a poster displaying which article is The Boston Gazette or the The London Chronicle
• On the poster, have 8 pieces of evidence that supports your claim

Homework:

Jots

Tuesday (4/26/16)

Objective:

• How do History Detectives use connotative language to determine the point of the view of the author?

Success Criteria:

• I can make a claim and support my claim with evidence from the text.

QQ:

What is connotative language?

Materials:

Meeting Area:

• Explain that students are going to be reading and annotating two texts and then determining if the text is The Boston Gazette or The London Chronicle

Lesson:

TO: Annotations ? ! + or underline

Independent

Collaborative Groups:

• Work with your investigative teams
• Annotate the text using the annotation marks
• Create a poster displaying which article is The Boston Gazette or the The London Chronicle

Mon: Video Notes and comparison of medias

Tue: Political Cartoons

Wed: Political Cartoons (Finish); create a political cartoon

Thu: Unsolved History Video

Fri: Unsolved History Video - Finish

Monday (4/11/16)

Objective:

• How do critical thinkers take notes from an informational video?

Success Criteria:

• I can take video notes that represent the information presented through digital media.
• I can determine which form of media does the best job of delivering their message to the audience.

QQ:

1. What is one advantage of watching a video over reading a text?
2. What is one disadvantage of listening compared to reading a text?
3. How do you take notes on a video?

Materials:

Meeting Area:

Lesson:

TO: How can I take notes on a video?

WITH: Explain how to take video notes. America: The Story of Us - Rebels.

BY: Students take notes on American: The Story of Us- Rebels

Independent:

• Create a summary of your notes

Collaborative Groups:

Homework:

• Pg 162 #2-4

Tuesday (4/12/16)

Objective:

• How do critical thinkers determine the author’s point of view and purpose in a visual text?

Success Criteria:

• I can describe what I see, events that were happening, and the point of view in a political cartoon.
• I can use a graphic organizer to keep track of my thinking.

QQ:

1. What do you notice about this cartoon?
2. What is the artist’s message in this cartoon?
3. Do you agree or disagree with the author’s message?

Materials:

• Political Cartoon Analysis Graphic organizer

Meeting Area:

• Discuss the Symbol, Words, Action, People, Point of view, Purpose
• Look over the graphic organizer

Lesson:

TO:

• Wise Men of Gotham and their Goose”

• “Taliban v. Educated Woman”

WITH:

• “The Colonies Reduced”
• “Bostonians Paying the Excise Man”

BY:

• “Join or Die”
• “The Horse America Throwing its Master”

Independent:

Collaborative Groups:

Homework:

Wednesday (4/13/16)

Objective:

• How do critical thinkers determine the author’s point of view and purpose in a visual text?

Success Criteria:

• I can describe what I see, events that were happening, and the point of view in a political cartoon.
• I can create  a political that shows the view of the British or the Colonists

QQ:

1. What symbols do you notice in this cartoon?
2. What kind of actions are going on?
3. What is the artist’s message?

Objective:

Materials:

Meeting Area:

• Define Inference.

Lesson:

TO:

• Etching #1
• Explain Symbol, Words, Actions, Point of View, Purpose in a political cartoon

WITH:

• Etchings #2 Boston Massacre Etchings (Case File)

BY:

• Etchings #3-4

Independent:

• Using sentence frame, what can you infer from the Etchings

• “I can infer that the artist of etching ____ (# of etching) feels that the _______________ (colonist or British) started the Boston Massacre.”

• I believe the artist shows this through the use of _________ (analysis) which is evident in the _________________________. (evidence)

Collaborative Groups:

Homework:

Monday (4/4/16)

Objective:

How do critical thinkers evaluate the advantages and disadvantages of using different mediums? (8.7)

http://www.soomolearning.com/declaration/

QQ:

1. What do you know about taxes?
2. The growing tension was bound to affect them both eventually. Define tension.
3. Give me one example of how someone breaks-up with another person.

Success Criteria:

1. I can analyze the advantages and disadvantages of various mediums.
2. I can purposefully read, listen, and watch various mediums.

Engagement:

- Break-up letter in Packet

- What is this letter about?

Lesson:

• Medium #1 (Text)

• Read the lyrics

• Evaluate the advantages and disadvantages

• Chart your discussion

• Reevaluate

• Medium #2 (Listen to the lyrics)

• Play the audio

• Evaluate the advantages and disadvantages

• Chart your discussion

• Medium #3 (Watch the video)

• Show the video

• Evaluate the advantages and disadvantages

• Chart your discussion

- Graphic Organizer (Advantages/Disadvantages) of the different mediums

Reflection:

• Which medium is the best? Why? (Have at least 2 pieces of evidence to support your answer)

 

Homework:

• Reading Log

Tuesday (4/5/16)

 

Objective:

• How do critical thinkers build schema about a historical event?

 

Success Criteria:.

• I can research to clarify who is doing and who is receiving the action in my clue.
• I can research to clarify what is happening in my clue.
• I can paraphrase my clue visually and in words.
• I can draw a conclusion about the relationship between these two countries at the time of these actions.

 

QQ:

• What are some nicknames of famous people?
• Locate San Diego and New York City on the map on your desk.
• Why might it be important to investigate the events and their locations leading up to a crime?

• What are the three mediums we analyzed yesterday?
• What do you know about taxes?
• What are Cornell Notes?

Materials:

• study.com/.../causes-of-the-american-revolution.htm…
• http://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-6-12.pdf (Note-taking strategies)

 

Meeting Area:

• Note-Taking

 

• TO:
• • We are going to investigate a crime. As investigators, it is important to know the conflict that existed between the parties involved before we get into the details of that crime. The crime we will investigate deals with the United States called the ‘Colonies’ for the 13 first states that existed before the US became a country in the mid 1700’s and England, who controlled them.
  • Let’s label those places. On your US map, here are the 13 colonies that existed at the time. You can see that NYC was a part of these colonies. Draw that on your Northern Hemisphere map as well.
  • Here is England. England is the second party involved in the crime. At the time, England ruled or controlled the 13 Colonies of the soon to be United States.
  • Let’s look at our success criteria. (Read first three criteria)
  • Here is how I took one of the clues and figured it out.
  • (Review your work using the success criteria rubric)
  • Break up into groups of three
  • Visualize on the map
  • Paraphrase
  
  
  • Now let’s try this one together
  • Turn the main idea into a purpose for their reading (Text Features)
  • Turn the sub-headings into questions
• Why did the Colonies and British grow apart? (Cornell Notes)
• LEGEND (Annotation)
• • “+” = Something you already had knowledge about
  • “!” = Something you found interesting or surprising and why
  • “?” = Something you do not understand or have a question about
  • Underline important facts that support the subheading or the answer to your question
  
  

  Lesson:

• WITH:
• • British Troops and Taxes
  • Cornell Notes
• BY:
• • Britain Passes the Stamp Act
  • The Colonies Protest the Stamp Act
  
  
  

  Collaborative Groups:

  • Work with partner to complete Cornell Notes
  
  

  Homework:

  
  

 

Monday (3/7/16)

Thinking Critically

Objective:

How do successful leader collaborate on a informative poster?

QQ:

Success Criteria:

• I can collaborate with my team in an effective manner.
• I can contribute with my team by doing my part successfully.

Meeting Area:

• Go over the handout
• “Thinking Critically” Worksheet

Activity

• With a partner answer the questions on the handout
• Come back to your table and share out
• Create a poster with your answers

- Look at the rest of the sources

- Determine its reliability

Reflection:

- How do you determine the reliability of a source?

Homework:

• Finish your handout for tomorrow’s activity

Tuesday (3/8/16)

Objective:

• How do successful leaders participate in a gallery walk?

Success Criteria:

• I can participate in a gallery walk in positive way.
• I can respond to the questions with my sticky note.

QQ:

1. Define reliable.
2. What makes an expert reliable?
3. What is a gallery walk?

Materials:

• Thinking Critically worksheet
• Post-its

Meeting Area:

• Go over the expectations of the gallery walk
• Use “linking ideas” and “questioning for understanding” sentence frames

Lesson:

Collaborative Groups:

• Using your answers from the handout
• Meet with your group of 4

Monday (2/22/16)

QQ:

-Have students log onto their Actively learned account

-Activity #1: Complete Survey

-Go over the statistical data

Objective:

- How do critical thinkers analyze statistics generated from a survey?

Meeting Area:

- change pronouns

- Talking about the statistics

Independent Practice

-Complete the sentences

-”More than half of my classmates agreed that…”

-”Fewer than a third of the students in my class reported that…”

-”The majority of students in my class concluded that…”

-”Based on the results of the survey, we found that…”

Collaborative Discussion

• Which statistic is the most significant?
• Choose one statistics as a group
• Write your statistic on the sentence strips

Making Predictions

- Lines projected on board

- Each line will be revealed

- Students will fill out worksheet

Tuesday (2/23/16) _____________________PLC DAY____________________

Objective:

• How do critical readers build  background knowledge about social media?

QQ:

1. What did you learn yesterday from the survey about social media?
2. What are some examples of social media?
3. What are the expectations when there is a guest speaker?

Lesson:

1. Log onto your Actively Learn account
2. Access the following articles:
3. Read and annotate the text
4. Complete the questions at the end of the text

Wednesday (2/24/16)

QQ:

-Bibliography of “Teenage Social Media Butterflies”

-What do you think is the purpose of the article?

-How accurate and up-to-date do you think the information will be?

Learning Targets:

Success Criteria:

• I can…locate the attributive tags within an article
• I can...

Objective:

• - How do critical readers use pre-reading strategies to predict an author’s point of view and claim of a persuasive article?

Habits of Mind

-What do you expect?

-What is the audience?

Making Predictions

- Copy of the 1st paragraph displayed

-Activity 5 (Making Predictions and Asking Questions)

Collaborative Reading:

• FIRST Read
• Partner read the text (Reciprocal Reading)
• With your partner locate the “Attributive Tags” in the article

-break class into groups of 3-4

- laminate ABCD spinner

-Each person is responsible for a section

-A (reader): reads selection

-Group discusses selection/essential vocab

-B (Summarizer): offers 1-sentence summary (IVF)

-C (question giver): “right there” question

-D (answer): Answer the question

-Discussion of the answer

-All agree

HW:

-Summarize text

Thursday (2/25/16)

QQ:

1. What do you think of when you hear the term “social media?”
2. “Social butterflies” are people who are very popular and move easily from one social group to another like butterflies that move from one flower to another. Why do you think Healy calls today’s teenagers “social media butterflies?”How is that different from just being a social butterfly?
3. Based on the title, “Teenage Social Media Butterflies May Not Be Such a Big Problem,” do you think Healy believes that using social media is harmful to teenagers?

Objective:

- How do successful leaders participate in a collaborative reading activity?

Collaborative Reading:

-break class into groups of 3-4

- laminate ABCD spinner

-Each person is responsible for a section

-A (reader): reads selection

-Group discusses selection/essential vocab

-B (Summarizer): offers 1-sentence summary (IVF)

-C (question giver): “right there” question

-D (answer): Answer the question

-Discussion of the answer

-All agree

Reflection:

Friday (2/26/16)

QQ:

Objective:

I can participate in the reciprocal teaching process in my team.

I can determine the point at which an introduction ends and a body paragraph begins.

I can  determine when a body paragraph ends and a conclusion begins.

I can use key vocabulary from an expository  text in my own writing.

Silent reading:

- reread article.

- look for vocabulary words that are new to you or unfamiliar.

 

Meeting area:

- understanding key vocabulary

 

Collaborative Reading Groups:

• finish working with groups
• complete graphic organizer

WEEK 2 _______________________________________________________

Monday 3/1/16

Objective/Success Criteria

I can annotate the text in a purposeful manner

I can formulate a response to the text based on a personal experience as it relates to the text.

QQ:

• QUICKWRITE(At least 5 sentences)

• Describe a time when you have been terminally distracted?
• You will have 10 minutes
• Write a Narrative

Strategic Marking and Annotating

(Activity 11)

• Print copies of article
• Bracketing:
• Bracket paragraphs that deal with one main idea
• First Highlighting:
• Use a pen or highlighter
• mark the sentences, phrases, or words Healy uses to explain the main idea
• 2nd Highlighting:
• Read again
• with a different color
• mark the sentences, phrases, or words that provide evidence or support for those ideas.

3rd Highlighting - With a classmate, mark the parts you highlighted with a + or - sign. + for positive effects of social media. - for negative effects.

4th Highlighting -  In the margin, respond to the text whether you agree, disagree, or question what the author says.

TO:

• First three paragraphs

WITH:

Tuesday 3/2/16

• How do effective writers use their annotations to write a summary?

QQ:

According to Healy, who are probably the psychologically healthiest kids? Use “psychologically healthiest” in your answer.(At least 5 sentences)

Objective:

I can summarize a text in a concise and accurate manner

I can formulate a response to the text based on a personal experience as it relates to the text.

Materials:

- Copies of the text (for the teacher)

- copies of the rubric

Meeting Area:

TO:

- Show rubric and Peer Response

BY:

• Complete the summary and response in Google Doc
• Copy and paste into Actively Learn

Wednesday 3/2/16

• How do critical thinkers peer edit their classmates summary and response?

Success Criteria

• I can read my classmate’s summary and response.
• I can edit my classmate’s work using a peer response form.

QQ:

Quickwrite(At least 5 sentences)

Compare and contrast the way kids form friendships online to how they relate to each other offline. Use the word interact in your answer

Objective:

Materials:

Meeting Area:

Review rubric and Peer Response sheet.

Lesson:

TO: Explain rubric

WITH: Complete annotation part of rubric with students

BY:Students complete both rubrics

Independent

Summary rubric and Peer response rubric

Collaborative Groups:

Homework:

Thursday 3/3/16

QQ:

Objective:

How do critical thinkers evaluate the credibility of different types of evidence?

Meeting Area:

• Present handout
• This will be used in Academic discussion

Lesson:

TO:

WITH:

BY:

Independent:

• Reciprocal Read (paragraphs 14-28)

• With partner complete the handout

Collaborative Groups:

Homework:

Friday 3/4/16

• How do successful leaders participate in a collaborative discussion?

Success Criteria

• I can share my ideas.
• I can build on the ideas of others.
• I can ask questions to develop my understanding?

QQ:

Materials:

Meeting Area:

Lesson:

TO:

WITH:

BY:

Independent

Collaborative Groups:

Homework:

Monday 1/25

Purpose:

• How do effective writers finalize their compare and contrast essay

Language Study:

Engagement:

• Read Aloud Chapter 16-17
• JOT in their Notebook

Minilesson:

• Revision Highlight Rough Draft
• Find their Hook, Controlling Thesis, Topic Sentence, Evidence, Explanation, Restate their Thesis Statement

Read Aloud:

• Chapter 17
• JOT in their Notebook

Independent:

• Finish writing Rough Draft
• Revise/Edit their rough draft
• Complete JOT Chapter 17

Homework:

• Reading Log
• Finish Compare and Contrast

Tuesday 1/26           

Purpose:

• How do effective writers finalize their compare and contrast paper?

Language Study:

• Collaboration

Engagement:

• Brainstorming the learning target
• Sentence Strips (3 different strips - introduce topic, asking question, adding more)
• Question: How was Jonas affected by the memory of warfare? or How has Jonas changed up to this point in the book?

Minilesson:

• Clarifying

Read Aloud:

• No read aloud - gathering evidence for Jonas’s character change or how he was affected from chapter 17?

Independent:

• Gathering evidence

Collaborative:

• How has Jonas changed up to his point in the story?

OR

• How was Jonas affected by the memory of warfare?

Homework:

• Reading Log
• Finish Body #1

Wednesday 1/27            

QQ:

1. What does the word “collaborate” mean?
2. What does it mean to “build on others’ ideas”?
3. What are some positive ways to contribute to a meaningful discussion? (Whole class chart)

Purpose:

• How do successful speakers and listeners collaborate in an academic discussion?

Language Study:

• collaborative

Engagement:

• Read Aloud Chapter 18
• JOT in their Notebook

Minilesson:

• What makes a discussion collaborative?
• What words or phrases can you use to link your ideas to your classmates’ ideas in a collaborative discussion?
• What questions can you ask to better understand your classmates’ ideas?
• On poster:
• Section off poster with the before mentioned questions
• Supply post-its to the class
• Give time to answer the questions
• Look at question #2 and 3:
• Choose the best sentence frame and write it on the sentence strip

Read Aloud:

• Chapter 18
• JOT in their Notebook

Independent:

• Exit Slip
• What did you learn about collaboration in today’s lesson?

Collaborative:

• How has Jonas changed up to his point in the story?

OR

• How was Jonas affected by the memory of warfare?

Homework:

• Reading Log
• Work on you compare and contrast paper

Thursday 1/27           

Purpose:

• How do

Language Study:

Engagement:

• Read Aloud Chapter 19
• JOT in their Notebook

Minilesson:

Read Aloud:

• Chapter 19
• JOT in their Notebook

Independent:

• Outlines are today

Homework:

• Reading Log
• Finish Body #1

Friday 1/28            

Purpose:

• How do effective writers utilize their outlines to write their compare and contrast essay? (cont)

Language Study:

Engagement:

• Read Aloud Chapter 16
• JOT in their Notebook

Minilesson:

• Structure of a Body
• Topic sentence
• Idea
• Support
• Explanation
• Introduce quotation frames

Read Aloud:

• Chapter 15
• JOT in their Notebook

Independent:

• Outlines are today
• Begin/Finish Body #1

Homework:

• Reading Log
• Finish Body #1

Tuesday 1/19                        

Purpose:

• How do effective writers use their notes to create a compare and contrast outline?

Language Study:

Engagement:

• Read-Aloud Chapter 15

Minilesson:

• Review the different outlines for a compare and contrast essay
• Which outline are you using?
• Feature-by-Feature, Subject-by-Subject, Similarities and Differences
• Why would you use that outline?

Read Aloud:

• Chapter 14/15
• JOT about what your read

Independent:

• Using the outline you have chosen, begin filling it in
• Utopia v. Dystopia or The Ceremony v. The Reaping

Homework:

• Reading Log

Wednesday 1/20                

Purpose:

• How do effective writers utilize their outlines to write their compare and contrast essay?

Language Study:

Engagement:

• Read aloud: Chapter 16
• For enjoyment

Minilesson:

• What type of language would you see in a compare and contrast paper?
• Sentence strips
• Class will write them down on the sentence strips

Independent:

• Continue working on their papers
• Use sentence frames

Homework

Thursday 1/21            

Purpose:

• How do effective writers utilize their outlines to write their compare and contrast essay?

Language Study:

Engagement:

• Read Aloud Chapter 17

Minilesson:

Read Aloud:

Independent:

• Continue working

Homework

Friday 1/22        

Purpose:

• How do effective writers

Language Study:

Engagement:

Minilesson:

Read Aloud:

Independent:

• JOT (what they encounter?) for each chapter.

Homework

Monday (1/11/16)                        

Purpose:

• How do critical readers compare and contrast concepts when reading a text?

• Students put the objective into their own words
• Create Language Frames when discussing

Language Study: Compare (similarities) v. Contrast (differences)

Engagement:

• Video - “Shoes” (Compare and Contrast the Father and daughter)
• Let them choose a graphic organizer

Minilesson:

• Go over different compare and contrast outlines

Read Aloud:

Independent:

• Compare and Contrast Activity

• Stations:
• Dolphin and Shark Text
• Each Table will have a Essay and Blank Structure
• Students are to disseminate the structure of the essay (Let them struggle with the text)
• Provide language frames (?)
• Fill in the blank
• COLLECT HANDOUTS

Homework:

• Reading Log

Tuesday (1/12/16)                        

Purpose:

• How do critical readers gather evidence for a compare and contrast paper?

Language Study: Compare and contrast

Engagement:

Minilesson:

• Display Utopia v. Dystopia Chart
• Review the content
• Pass out handout from yesterday as reference

Read Aloud:

• The Giver: Chapter 13

Independent:

• In pairs, have them find one more idea with evidence for the chart
• Using the compare and contrast handout, choose an outline they feel comfortable with
• Create an outline for UTOPIA v. DYSTOPIA

Homework:

• Reading Logs

Wednesday (1/13/16)                        

Purpose:

• How do effective writers create a compare and contrast outline?

Language Study: Compare and contrast

Engagement:

• Video

Minilesson:

• Review the different outlines

Read Aloud:

• The Giver: Chapter 15

Independent:

• Continue working on outlines
• Check for understanding

Homework:

• Reading Logs

Thursday (1/13/16)                        

Purpose:

• How do effective communicators participate in an accountable talk discussion?

Language Study: Compare and Contrast

• Student generated language frames for accountable talk

Engagement:

• Fish Bowl

Minilesson:

• What did you notice in the “fishbowl”?
• How can you apply what you saw?

Read Aloud:

• Language Frames (student generated)

Independent:

• Would you live in the world of “The Giver” or the world of “The Hunger Games”?
• Find three ideas that supports your position on Utopia and Dystopia

Homework

Friday (1/14/16)                        

Purpose:

• How do effective communicators participate in an accountable talk discussion? (cont)

Language Study:

Engagement:

Minilesson:

Read Aloud:

Independent:

• Read Chapters 10-11
• JOT (what they encounter?) for each chapter.

Homework

Monday (12/7/15)

Purpose:

• How do critical readers use signposts to analyze a text?

Language Study:

Engagement:

• Tough Questions
• Video- Shoes
• Jot - On a sticky note

Minilesson:

• What “tough question” did you encounter in the video?
• From the father’s perspective and the daughter’s perspective

Read Aloud:

• Hunger Games 21-27
• What “tough question” did you encounter in your reading?

Independent:

• Complete the Jot at the end of the reading

Homework

Tuesday (12/8/15)                        HUMANITIES RELEASE DAY

Purpose:

• How do critical readers use notice and note to analyze a text?

Language Study:

Engagement:

Minilesson:

Read Aloud:

Independent:

• Read Chapters 10-11
• JOT (what they encounter?) for each chapter.
• Complete Worksheet

Homework

Wednesday (12/9/15)

Purpose:

• How do critical readers recognize - a character’s perspective changing?

Language Study:

Engagement:

• Tough Questions
• Video- The Scarecrow’s perspective and how is it changing
• Jot - On a sticky note

Minilesson:

• How has Jonas’s perspective changed?
• From the beginning to this point of the story

Read Aloud:

• Hunger Games 21-27
• How has Katniss’s perspective changed?

Independent:

Homework

Thursday (12/10/15)

Purpose:

• How do KLA critical readers prepare for a performance task.

Language Study:

Engagement:

• Indiana Jones film clip
• Performance Task with whiteboards

Minilesson:

• Follow facilitator guide

Read Aloud:

Independent:

Homework:

- Jot

Friday (12/11/15)

Purpose: Community Service Fieldtrip

Language Study:

Engagement:

Minilesson:

Read Aloud:

Independent:

Homework

Monday (11/30/2015)

Purpose:

• How do critical readers use notice and note to analyze a text?
• Reviewing chapters 5-8

Language Study:

Engagement:

• Three column chart about Jonas’s community. Jonas’s community, similarities. my community.

Minilesson:

• Review signposts

Read Aloud:

• Chapter 9

Independent:

• Taking notes on signposts they encounter
• Connotative Language

Homework:

Tuesday (12/1/2015)

Purpose: How do critical readers use notice and note to analyze a text?

Language Study: contradiction

Engagement:

• Contrast and Contradiction Video

Minilesson:

• IVF summary

Read Aloud:

• Chapter 9
• What do you notice in chapter 9 that relates to the CC signpost?

Independent:

• JOT
• What do you notice in chapter 9 that relates to the CC signpost?

Homework:

Wednesday (12/2/2015)

Purpose: How do critical readers realize how one character’s choices affect others?

Language Study:

Engagement:

Hunger Games Video

Minilesson:

Read Aloud:

• Hunger Games Text
• Chapter 10 - THe Giver

Independent:

Homework:

Independent:

• Take notes on Chapter 1 on Actively Learn
• Focusing on Again and Again

Homework: Jot

Tuesday (11/17/2015)

Purpose:

• How do critical readers compare their own community to that in “The Giver”?

Language Study:

Connotation

Engagement:

• Yoda teaching Skywalker

Minilesson:

• Note on Words to the Wiser

Read Aloud:

• Begin Chapter 2

Independent:

• How do we know this community is focused on precision of language? How do we know?
• How does this community seem similar to your community?
• How does this community seem different to our own?

Homework

• Jot

Monday (11/2)

Purpose:

• How do effective writers incorporate flashback in their narratives?

Language Study:

Engagement:

• Read aloud “Hatchet”

• Read aloud “Unexpected Package”

Minilesson:

• Memory Moment/Flashback

• Why is that memory important?

• Create a chart of “ways to start a flashback”

Read Aloud:

• Westing Game: Chapter 18

Independent:

• Finish typing narrative- incorporate a flashback.

Homework: Jot

Tuesday (11/3)

Purpose:

• How do effective writers use transitions in their narrative?

Language Study:

Engagement:

• What are some transitions you are familiar with?

Minilesson:

• Create a chart

• Review Chart

Read Aloud:

• Chapter 19

Independent:

• Continue working on narrative

• incorporate flashback

• Incorporate transition word

Homework:

• Jot

Wednesday (11/4)

Purpose:

• How do effective writers incorporate dialogue in their narrative?

Language Study: Dialogue

Engagement:

• Trailer

Minilesson:

• pg 287

• Dialogue activity

• Structure of a dialogue

Read Aloud:

• Westing Game: Chapter 20

Independent:

• Implement dialogue in narrative

• Implement flashback

• Implement transition words

Homework:

• JOT

Thursday (11/5)

Purpose:

• How do effective writers revise their narrative using a checklist?

Language Study: Dialogue

Engagement:

• Trailer

Minilesson:

• pg 287

• Dialogue activ

Read Aloud:

• Westing Game: Chapter 20

Independent:

• Implement dialogue in narrative

• Implement flashback

• Implement transition words

• Use checklist to revise paper

Homework:

• JOT

Friday (11/5)

Purpose:

• How do effective writers

Language Study: Dialogue

Engagement:

• Trailer

Minilesson:

• Do the characters actions and words make sense?

• Is there  a real and believable conflict in the story?

• Do all the characters play an important role?

• Can you locate the climax in the story?

• Is the main character put to the test at the climax of the story?

• How does the flashback connect back to the story?

Read Aloud:

• Westing Game: Chapter 20

Independent:

• Implement dialogue in narrative

• Implement flashback

• Implement transition words

• Use checklist to revise paper

Homework:

• JOT

Monday 10/26

Purpose:

• How do effective writers develop a character in their narrative?

Language Study

Engagement:

• Martian Trailer
• JOT (main character details)

Minilesson:

• Developing the Character (graphic organizer)
• To: The character from the “Unexpected Package”
• Two main characters

Read Aloud:

• Westing Game (Chapter 19)

Independent:

• Fill in the character graphic organizer
• finish plot diagram or quick sketch

Homework

• JOT

Tuesday 10/27

Purpose:

• How do effective writers note character change in their narrative?

Language Study

Engagement:

• Trailer

Minilesson:

• Character Change (Graphic Organizer)
• on “The Unexpected Package” character

Read Aloud:

• Westing Game (Chapter 20)

Independent:

• Complete Character Change Chart
• Using the main character of their narrative

Homework:

Wednesday 10/28

Purpose:

• How do effective writers create a beginning for their narrative?

Language Study

Engagement:

• Trailer

Minilesson:

• Introduction Sentence Frame

Read Aloud:

• Westing Game (Chapter 21)

Independent:

• Students Write a draft of their narrative using the sentence frame

Homework

Thursday 10/29

Purpose:

• How do effective writers write a rough draft to their  narrative?

Language Study

Engagement:

Minilesson:

• Students begin working on rough draft

Read Aloud:

• Westing Game: Chapter 22

Independent:

• Students begin working on their narrative
• Exit Slip - Must share document before the end of class

Homework

• Unfinished classwork
• JOT

Friday 10/30

Purpose:

• How do effective  writers write dialogue in their narrative.

Language Study

Engagement:

• Trailer

Minilesson:

• ____ looked up the ______, to the north.  For a good distance, perhaps ________, it was fairly clear.  There were tall ______, the kind with ______, with a hint of ______.  There seemed to be a ______ --- about ______ --- that formed a wall ______ could not see through.  It seemed to go on for ______, but ______ could not be sure.
• Mad Lib the sentence frame with the class

Read Aloud:

• Westing Game: Chapter 23

Independent:

• Use the sentence frames to construct an introduction to their narrative

Homework

• Reading Log and Jot

10/19/2015 (Monday)

Purpose:

• How do critical readers use flashback to analyze the theme of a story?

Language Study: Whimper

Engagement:

• Introduced Memory Moment

Minilesson:

• Notes on Memory Moment
• What words or phrases signal to the reader that the character is in a memory moment or flashback? (reminded, remember, memory)

Read Aloud:

• First 4 paragraphs of the Hatchet
• Jotted the 1st paragraph

Independent:

Homework: Jot

Tuesday 10/20

Purpose:

• How can I choose a topic for my Survival Narrative?

Language Study

Engagement:

• Brainstorm possible survival ideas

• Tangled Ever After
• Story Map for the video

Minilesson:  

• Pick two survival scenarios

Read Aloud: Chapter 18

Independent:

Story Map - Characters, Setting, and Problem. Pick a scenario and create a Working Title.

Homework: Jot

Wednesday 10/21

Purpose:

• How do effective writers plan out their narrative using a Quick Sketch

Language Study

Engagement:

• The Unexpected Package- How does the author plan out the story

Minilesson:

• Quick Sketch
• To: Beginning, middle
• With: Middle, Middle
• By: Middle, End

Read Aloud:

• Westing Game - Chapter 19

Independent:

• Paper Towns or Independent Reading Book

Homework:

• Reading Log

Thursday 10/22

Purpose:

Language Study

Engagement:

Minilesson:

Read Aloud:

Independent:

Homework

Thursday 10/22

Purpose:

Language Study

Engagement:

Minilesson:

Read Aloud:

Independent:

Homework

Friday 10/23

Monday 10/12

Purpose:

• How do KLA critical writers prepare an on-demand Response to Literature?

Language Study

Engagement:

• a response to lit.

Minilesson:

• Have students log onto actively learn and read instructions, create a do what chart, an outline, and type

Read Aloud:

Independent:

• On demand response to lit

Homework:

• Reading Log

Tuesday 10/13
Purpose:

• How do KLA critical writers write an on-demand Response to Literature? (cont)

Language Study

Engagement:

• a response to lit.

Minilesson:

• Have students log onto actively learn and read instructions, create a do what chart, an outline, and type

Read Aloud:

Independent:

• On demand response to lit

Homework:

• Reading Log

Wednesday 10/14

Purpose:

• How do KLA Critical Writers plan a murder-mystery narrative?

Language Study

Engagement:

• “Clue” Trailer
• What do you notice about the setting?

Minilesson:

• http://writingfix.com/Chapter_Book_Prompts/WestingGame2.htm

Read Aloud:

• Chapter 18-19
• JOT

Independent:

• Using the website generate a victim, a weapon, suspect
• Reread Chapters 4 (details) and 8 (Clues)

Homework

• Reading Log

Thursday 10/15

Purpose:

• How do KLA Critical Writers plan a murder-mystery narrative?

Language Study

Engagement:

• “Clue” Trailer
• What do you notice about the characters?

Minilesson:

• http://writingfix.com/Chapter_Book_Prompts/WestingGame2.htm

Read Aloud:

• Chapter 18-19
• JOT

Independent:

• Using the website generate a victim, a weapon, suspect
• Reread Chapters 4 (details) and 8 (Clues)

Homework

• Reading Log

Friday 10/16

Purpose:

• How do critical writers create a cast of characters for their mystery narrative?

Language Study

Engagement:

• “Clue” Trailer
• What do you notice about the interaction of the characters?

Minilesson:

• http://writingfix.com/Chapter_Book_Prompts/WestingGame2.htm
• 6-7c

Read Aloud:

• Chapter 20
• JOT

Independent:

• Using the website generate a victim, a weapon, suspect
• Reread Chapters 4 (details) and 8 (Clues)

Homework

• Reading Log

Monday 10/5

Purpose:

• How  do critical writers write an outline for response to literature?

Language Study:

Engagement:

• Review Color-Coding example 4

Minilesson:

• Explain the outline. Students begin filling out Outline

Read Aloud:

• Chapter 16. Students gather evidence about theme.

Independent:

• What is the author trying to teach the reader?
• Complete an outline for Response to Lit

Homework

• Reading Log is due

Tuesday 10/6

Purpose: How do effective writers create a response to literature?

Language Study

Engagement:

• Refer to outline
• Refer to color coding

Minilesson:

• Referring to outline.

Read Aloud: Chapter 17

Independent

• Using outline begin typing

Homework

• Reading Logs

Wednesday 10/7

Purpose:

• How do effective writers revise their work?

Language Study

Engagement:

• Students color-code their own work. Students share with a partner

Minilesson:

• RAFT
• Using the comment tool to revise and add more information to classmate’s essay

Read Aloud: Chapter 18

Independent:

• Students use partner feedback and rubric  to revise work. Final Draft due.

Homework

• Reading Logs

Thursday 10/8

Purpose:

• How do effective writers self assess their essay using a rubric?
• How do critical writers create an on-demand response to lit?

Language Study

Engagement:

• Use RAFT to set up response to lit
• Students Self-Assess and turn in completed.

Minilesson:

• RAFT

Read Aloud: Chapter 19

Independent Pre-Writing:

• Outline on-demand Response to Lit

Homework

• Reading Logs

Friday 10/9

Purpose:

• How do effective writers complete an on demand response to literature?

Language Study

Engagement:

Minilesson

Read Aloud:

Independent:

• Complete Response to Lit

Homework

• Reading Logs

Monday (9/28)

Purpose:

• How do critical readers find evidence that support the theme?

Language Study

Engagement:

• Basket of books (read the back of the book)
• WHAT IN THE TEXT MAKES YOU SAY THAT?
• 3-column chart (Title of the text, possible theme, what in the text makes you say that?)

Minilesson:

• Re-Read book jacket. Chapter 14. How does what you are reading connect to the possible theme?
• Chart Possible themes

Read Aloud:

• “Westing Game” (read Chapter 14)
• Find support for the theme of the story

Independent:

• “Paper Towns” or Independent Book
• Find support for the theme of the story

Homework:

• Reading log handout

Tuesday (9/29)

Purpose:

• How can I recognize the theme?

Language Study:

• concise

Engagement:

• Theme card sort

Minilesson:

• What are the possible themes for the Westing Game?

Read Aloud:

• Chapter 15

Independent:

• Jot about possible themes
• Refer to rubric to achieve a 4 point Jot

Homework:

• Reading Log handout

Wednesday (9/30)

Purpose:

• How do effective writers color code a text to understand an author’s structure?

Language Study

Engagement:

• What is the author trying to prove and how does the author prove his point?
• TO: 9-5a and b Tools (Step Up to Writing) - Example 1
• Color Coding:
• BLUE-Hook;
• GREEN-Topic Sentence;
• YELLOW-sentence that support the topic;
• RED-sentences to elaborate the support;
• GREEN-Conclusion
• WITH: Example 2
• BY: Example 3

Minilesson:

• RTL Structure

Read Aloud:

• Chapter 16 (Westing Game)

Independent:

• Color Code
• Example 3

Homework:

• Reading Logs (due Today)

Thursday (10/1)

Purpose:

• How do critical thinkers present their understanding of the theme in a socratic seminar?

Language Study

Engagement:

• Accountable Talk rubric

Minilesson:

• Accountable Talk Rubric
• Sentence Frames

Read Aloud:

Independent:

• Socratic Seminar

Homework:

• Reading Logs (due Today)

Friday (10/2)

Purpose:

• How  do critical writers write an outline for response to literature?

Language Study:

Engagement:

Minilesson:

Read Aloud:

Independent:

• Students type a response to lit.

Homework

• Reading Log is due

Monday 9/21

Purpose:

• How do the characters’ decisions drive the plot, reveal about the character and provoke a decision?

Engagement: Man of Steel

Minilesson

• Jot down the character(s) decisions and how it what does it reveal about the character.?

Read Aloud:

• The Westing Game (Ch 8)

Independent:

• Read “Paper Towns” or your own independent book for 20 minutes
• Apply the skill you learned
• What are the obstacles the character(s) are facing?

Homework:

• Reading Log (Agenda)Read for 20-25 minutes a night
• 4 Jots on any objective discussed in class (Due Friday)

Tuesday 9/22

Purpose:

• How can I create a 4- point jot?

 

Engagement:

• JOT Rubric/ Man of Steel

Minilesson:

• Read aloud chapter 9. Students pick what they want to jot about

Read Aloud:

• Westing Game.

Independent:

• JOT Sort
• Place the Jot under the point value it deserves

Homework:

• 20 minutes independent reading

Monday (9/14)

Purpose:

• How do critical readers  analyze how the setting affects the character?

Engagement:

• Pictures of different settings
• Provoke emotions
• Image of war

Minilesson:

• Jot down information about the setting and how it affects the character.

Read Aloud: The Westing Game (pgs 16-18: Suspence, 18-22: Setting)

Independent:

• Read “Paper Towns” or your own independent book for 20 minutes
• Apply the skill you learned
• How does the setting affect the character?

Homework:

• Reading Log (Agenda)
• Read for 20-25 minutes a night
• 2 Jots on any objective discussed in class (Due Friday)

Tuesday (9/15)

Purpose:

• How is the character’s relationships with other characters change throughout the story?

Engagement:

• Taylor Swift video “Blank Space”

Minilesson

• Jot down key ideas that show change in the character’s relationships

Read Aloud:

• The Westing Game (pgs 22-27)

Independent:

• Read “Paper Towns” or your own independent book for 20 minutes
• Apply the skill you learned
• How do the relationships of the characters change?

Homework:

• Reading Log (Agenda)
• Read for 20-25 minutes a night
• 2 Jots on any objective discussed in class (Due Friday)

Wednesday (9/16)

Purpose:

• How does the author introduce the problem and how does the characters change?

Engagement: ?

Minilesson:

• Jot down notes of how the character has changed when the problem is introduced

Read Aloud:

• The Westing Game (pg 28-31)

Independent:

• Read “Paper Towns” or your own independent book for 20 minutes
• Apply the skill you learned
• How do the relationships of the characters change?

Homework:

• Reading Log (Agenda)
• Read for 20-25 minutes a night
• 2 Jots on any objective discussed in class (Due Friday)

Thursday (9/17)

Purpose:

• How do critical readers determine the obstacles the characters are facing?

Engagement: ?

Minilesson

• Jot down the obstacles the characters are facing?

Read Aloud:

• The Westing Game (Ch 7)

Independent

• Read “Paper Towns” or your own independent book for 20 minutes
• Apply the skill you learned
• What are the obstacles the character(s) are facing?

Homework

• Reading Log (Agenda)
• Read for 20-25 minutes a night
• 2 Jots on any objective discussed in class (Due Friday)

Friday (9/18)

Purpose:

• How do the characters’ decisions drive the plot, reveal about the character and provoke a decision?

Engagement: ?

Minilesson

• Jot down the character(s) decisions and how it what does it reveal about the character.?

Read Aloud:

• The Westing Game (Ch 8)

Independent:

• Read “Paper Towns” or your own independent book for 20 minutes
• Apply the skill you learned
• What are the obstacles the character(s) are facing?

Homework:

• Reading Log (Agenda)
• Read for 20-25 minutes a night
• 2 Jots on any objective discussed in class (Due Friday)

Tuesday (9/8)

Purpose:

How do critical readers notice the details surround the main character?

Engagement:

• Watching the whole Macklemore video “Wings”

Minilesson

• Jot down details of the main character

Read Aloud:

• Westing Game (Chapter 3)

Independent:

• Paper Towns

Homework:

• Vocabulary

Wednesday (9/9)

Purpose:

How do critical readers notice the details of how the characters interact with one another?

Engagement:

• Paper Towns Movie Trailer
• Everest Trailer
• T-Chart

Minilesson

• Jot down details of character interaction or how the author creates suspense

Read Aloud:

• Westing Game (Chapters 3 - Character Interaction)
• Chapter 4 (suspense)

Independent

• Paper Towns
• Jot

Homework:

• Vocabulary
• Bring Earbuds

Thursday (9/10)

• I-READY Testing

Friday (9/11)

• I-READY Testing

Tuesday
(9/1)

Readers Workshop:

*Housekeeping items:
-passing out notebooks
-labeling
-notecards
-assigned seats
-Computers assignments

Engagement:
Macklemore-Wings
-
Mini-lesson: Paying attention to details.

Read Aloud:
-Westing Game

Independent:
- Read the syllabus
- What details do you notice in the syllabus?
-Make a plan with your group
-Share out the details that you noticed


How do critical readers notice detail in different mediums?


Review of Class Syllabus:

Refer to Syllabus Lesson Plan in Google Docs

TO:
-Readers Workshop


WITH: Jigsaw Activity - Reading and Connecting
- Chunk sections of syllabus for each group.
- Review Norms for Table Talk.
- Expert Groups (1234) discuss findings.

 

Wednesday
(9/2)

Readers Workshop:

Engagement:
-Football Video
(analogy of character)

Mini-lesson:
How to Jot.
-Paying attention to details that surround the main character.

Read Aloud:
-Westing Game

Independent:
-Paper Towns

How do critical readers notice details of the main character?

Class Syllabus:
Refer to Syllabus Lesson Plan.

BY: Using information gathered in their JOTTS:
-Create a poster with the information from your groups.

 

Thursday
(9/3)

Readers Workshop:

Engagement:
Macklemore Wings whole video
-
Mini-lesson: Making inferences about the main character

Read Aloud:
-Westing Game

Independent:
-Paper Towns
-Teacher letter


How do effective writers respond to an Introduction letter from their teacher?

Response Letter:

TO:
-Make a plan with your partner
-What details are being discussed in the letter?
-Keep track of the details from the teacher lletter to your letter

WITH:
-Create T-Chart
- Teacher Letter/Student Letter

BY:
-Information for your letter


Friday
(9/4)

Readers Workshop:

Mini-lesson:
-Make a plan to JOTT down notes on details or inferences
-With a partner

Read Aloud:
-Westing Game
-JOTT down your thinking

Independent:
-Paper Towns

*Students that finish novel early will be allowed to go the library to find another independent reading book

How do effective writers begin drafting their letters?

Response Letter:

BY: Response Letter writing - Students will write a response letter using the same elements as teacher Introduction Letter.