Due: Friday, June 15

Assignment

Ancient Civilizations Project

Created by Josh Hamler: Monday, May 21 9:04 AM

Due: Friday, June 15

Assignment

Make a Copy and Rename It (Your Name - Ancient Civilization Project)

Google Slides and Notes Due June 15

Presentations: June 18- June 21

Name:_______________________________________

Your assignment:

The museum has a new area for an ancient civilization exhibit. You are a student archaeologist that is an expert on ancient civilizations. You have been asked to pick your favorite ancient civilization and create an exhibit. Your exhibit will include two parts:, research notes on your civilization, and a Google Slides slide show presentation based on your research.

Choices: Ancient Egypt, Ancient China, Ancient India, Ancient Africa, Ancient Rome, Ancient Greece, Mayan Civilization, Aztec Civilization, Inca Civilization.

I have chosen the ___________________________ civilization for to do my research on.

Role	Audience	Format	Topic

You may work with a partner of your choosing or work independently

Sources of information might include your Social Studies textbook, an encyclopedia, books from the library and the internet. http://www.Mrdonn.org is a great website to start with! Also http://www.seaford.k12.ny.us/Page/1395. You will have class time to work on your power point. Most of the research (finding information and taking notes) will also be done in class but may need to be done at home as well.wPlease ask questions early and often. There should be no stress or confusion at the last minute. I have read the research project guidelines and I understand the requirements and due dates.

Each part has specific requirements.

Research Notes - Add notes into the document below: You must come to class with notes to use to create your power point slides. Use the graphic organizer and questions below to collect information about each of the cultural aspects for your civilization. You must also have proper works cited page in your power point stating where you got all your information for your notes Your notes will be checked. (Books, websites, encyclopedias, etc) (50 Points)

Google Slides Slide Show To receive an "A" grade, your power point must include the following slides: All Slides must be in your own words!

A title slide which includes the name of the civilization, your name, and an appropriate, colorful graphic
A timeline of the Ancient Civilization’s most important events, minimum of 5 events.
A map of the world showing the location of the civilization you have researched.
A slide on each of the 7 Themes of history for your civilization
A slide for the important people.
A slide about the interesting features in the cicilization.
A works cited slide.
A 10 question quiz at the end.(100 points)

Take notes under each topic

5 Important Events-

Notes

Geography and Environment -Find a map of your Ancient Civilization- How did the people adapt to their land, climate (what type of climate), and natural resources?

Geography and Environment Notes: Quoted/Copied Text	Paraphrased in my own words

Economic System - What were the jobs, slavery, trade and money?

Economic System Notes: Quoted/Copied Text	Paraphrased in my own words

Technology - Inventions, tools, weapons, things we use today from the culture.

Notes:

Technology - Notes: Quoted/Copied Text	Paraphrased in my own words

Religion and Belief System - What were the religious beliefs and practices, birth and death rituals, myths, values?

Religion and Belief System -Notes: Quoted/Copied Text	Paraphrased in my own words

Government and Leadership - Political System - Who ruled, what type of government, how were they chosen, laws, how were conflicts resolved?

Government and Leadership Notes: Quoted/Copied Text	Paraphrased in my own words

Daily Life - What did a normal person do in their life? What kind of food did they eatWhat were the roles of men, women, and children? Describe family life and the people in it?

Daily Life - Notes: Quoted/Copied Text	Paraphrased in my own words

Culture Are there any traditions or customs for this group? Describe the art, literature, architecture, leisure activities, and other items considered valuable and beautiful by the culture. Writing style: Name of it and method; was it letters, numbers, symbols, pictures?

Culture Notes: Quoted/Copied Text	Paraphrased in my own words

Important people-Identify the roles and contributions of famous leaders in the civilization you chose.

Important people Notes: Quoted/Copied Text	Paraphrased in my own words

An interesting or unique feature of this civilization (for example Greek mythology, Egyptian Pyramids or the Great Wall of China)

An interesting or unique feature of this civilization Notes: Quoted/Copied Text	Paraphrased in my own words

Works Cited slide- You must use at least 5 different resources and three different styles of literature (internet site, text book, magazine etc.) Each slide must include enough written information to explain the cultural aspect in the civilization you researched. You may choose outline (bullets) or paragraph form for your writing.

Your presentation should have a uniform appearance - in other words the style (background, font, and layout) of the slides should all be similar.,

All Google Slides must have a 10 question quiz at the end

Works Cited Slide

Plagiarism:

Remember that it is illegal to use an author’s words without giving them the proper credit (works cited).Works Cited:

1.___________________________________________________________________

_____________________________________________________________________

2.___________________________________________________________________

_____________________________________________________________________

3.___________________________________________________________________

____________________________________________________________________

4.___________________________________________________________________

____________________________________________________________________

5.___________________________________________________________________

____________________________________________________________________

Created by Josh Hamler: Monday, May 21 9:05 AM

Due: Friday, May 18

Assignment

Practice Performance Task

Created by Josh Hamler: Thursday, May 17 8:52 AM

Due: Friday, May 11

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

READ: THE ESCAPE

Students reread the Solo passage and answer questions to help focus their understanding. (10 min.)

3.

SHARE: THE LISTS OF PARTS OF PLAN

Students work together to compare their lists of the parts of Odysseus's escape plan and to put the parts in the correct order. (10 min.)

4.

DISCUSS: ORDERING THE LIST

Students discuss the order of their lists to come to agreement on the order. (5 min.)

5.

SELECT TEXT: CLUES FOR POLYPHEMUS

Students select text to show the clues Polyphemus had that something was abnormal. (10 min.)

TEACHER ONLY: DISCUSS CONCLUSION

Students discuss the passage's conclusion to express their views on whether this tale has a hero and whether Odysseus deserved to escape. (10 min.)

6.

SOLO

Students read and annotate, and then answer multiple choice questions to focus their understanding. (15 min.)

Created by Josh Hamler: Friday, May 4 3:23 PM

Due: Thursday, May 10

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

READ: THE CYCLOPS

Students reread text from the Solo and answer questions about it. (15 min.)

3.

WRITE: FORESHADOWING

Students respond to a Writing Prompt to describe how Odysseus used a detail to foreshadow what came later in his story. (12 min.)

CORE

WRITING PROMPT:

Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops is and how he will react to finding strangers in his cave.

EMERGING

WRITING PROMPT:

2) How does this quote help you predict what happens later in the story? What is the connection between this quote and later events?

3) Use these sentence starters to help you with your writing.

The quote _____ shows that the Cyclops is _____.
The quote _____ shows that Odysseus and his men are in _____.
The quote _____ helped me predict _____ because _____.

BRIDGING

WRITING PROMPT:

Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops has and how he will react to finding strangers in his cave.

Use these sentence starters to help you with your writing:

I noticed that the detail I picked shows...
The detail I picked from this passage shows...
I think that the detail I picked shows…

ADVANCED LEARNERS

WRITING PROMPT:

Select four instances of foreshadowing in this story. Two instances should foreshadow what the Cyclops does later in the story, and two should foreshadow what Odysseus will do. Make sure to explain how each detail hints at what kind of characters both the Cyclops and Odysseus have and what they will do later in the story.

4.

SHARE: WRITING

Students give their classmates feedback about a specific place in their writing that made an impact on them. (10 min.)

WRITING PROMPT:

Original Writing Prompt

Pick one of the details you highlighted in blue and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what is going to happen when the Cyclops actually appears.

5.

WRAP-UP: POLL

Students respond to a poll to demonstrate their views on the text. (3 min.)

6.

SOLO

Students read and annotate, and then answer multiple choice questions to focus their understanding of the character traits of Odysseus and the Cyclops. (25 min.)

Created by Josh Hamler: Friday, May 4 3:22 PM

Due: Tuesday, May 8

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

READ: THE CYCLOPS

Students reread text from the Solo and answer questions about it. (15 min.)

3.

WRITE: FORESHADOWING

Students respond to a Writing Prompt to describe how Odysseus used a detail to foreshadow what came later in his story. (12 min.)

CORE

WRITING PROMPT:

Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops is and how he will react to finding strangers in his cave.

EMERGING

WRITING PROMPT:

2) How does this quote help you predict what happens later in the story? What is the connection between this quote and later events?

3) Use these sentence starters to help you with your writing.

The quote _____ shows that the Cyclops is _____.
The quote _____ shows that Odysseus and his men are in _____.
The quote _____ helped me predict _____ because _____.

BRIDGING

WRITING PROMPT:

Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops has and how he will react to finding strangers in his cave.

Use these sentence starters to help you with your writing:

I noticed that the detail I picked shows...
The detail I picked from this passage shows...
I think that the detail I picked shows…

ADVANCED LEARNERS

WRITING PROMPT:

Select four instances of foreshadowing in this story. Two instances should foreshadow what the Cyclops does later in the story, and two should foreshadow what Odysseus will do. Make sure to explain how each detail hints at what kind of characters both the Cyclops and Odysseus have and what they will do later in the story.

4.

SHARE: WRITING

Students give their classmates feedback about a specific place in their writing that made an impact on them. (10 min.)

WRITING PROMPT:

Original Writing Prompt

Pick one of the details you highlighted in blue and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what is going to happen when the Cyclops actually appears.

5.

WRAP-UP: POLL

Students respond to a poll to demonstrate their views on the text. (3 min.)

6.

SOLO

Students read and annotate, and then answer multiple choice questions to focus their understanding of the character traits of Odysseus and the Cyclops. (25 min.)

Created by Josh Hamler: Friday, May 4 3:21 PM

Due: Monday, May 7

Assignment

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

PRESENT: ODYSSEY

Students learn some background about the *Odyssey* to prepare for close reading and discussion of an excerpt from this text. (5 min.)

3.

READ: CHARACTERS AND THEIR ACTIONS

Students reread an excerpt from the Solo and one additional paragraph, and answer questions to help them understand the characters in the text. (10 min.)

4.

DISCUSS: CHARACTERS AND THEIR ACTIONS

Students discuss their answers to the questions from the previous activity to show their understanding of the characters and their actions in the text. (5 min.)

5.

SELECT TEXT: EVIDENCE ABOUT CAVE OWNER

Students reread the passage, highlight evidence of what the cave owner is like, and discuss their answers. (15 min.)

6.

WRAP-UP: PREDICTIONS

Students consider the way Odysseus describes the scene to make predictions about how the cave owner might react to Odysseus and his men. (5 min.)

7.

SOLO

Students read and annotate. Then, they answer multiple choice questions to focus their understanding of the Cyclops and his character traits. (20 min.)

Created by Josh Hamler: Friday, May 4 3:20 PM

Due: Friday, April 27

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

STUDENT PRESENTATION: ACTING OUT SCENES

Student groups perform their scenes to demonstrate their assigned attitude, and students in the audience respond to a poll to show which attitude the scene represented. (10 min.)

3.

CHOOSING-BEST-EVIDENCE: FOCUS IDEAS FOR WRITING

Students focus their ideas to prepare for the Writing Prompt. (5 min.)

4.

WRITE: IS ZEUS CORRECT?

Students respond to a Writing Prompt to explain whether they think Zeus is correct that humans should not have fire. (12 min.)

CORE

WRITING PROMPT:

Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.

EMERGING

WRITING PROMPT:

1) Reread the passage, focusing on paragraphs 5-7.

The following quotes have been selected to help you with your writing.

“Man is happy now.” (3/4)
“Happy as beasts are happy,” said Prometheus. (6/1)
“He has another quality,” said Zeus, “the capacity for worship.” (7/1)

2) Do you agree with Zeus that humans should not have fire? Find places in the text to support your answer.

Use these sentence starters to help you answer the prompt.

One reason Zeus thinks humans should not have fire is___________.

One reason Prometheus thinks humans should have fire is___________.

I agree/disagree with Zeus because___________.

EXPANDING

WRITING PROMPT:

Directions

1) Reread paragraphs 5–9 and highlight all the reasons Zeus gives for not wanting humans to have fire.

2) Do you agree with Zeus that humans should not have fire?

3) Use these sentence starters to help you answer the prompt.

One reason Zeus thinks humans should not have fire is _____.
One reason Prometheus thinks humans should have fire is _____.
I agree/disagree with Zeus because _____.

BRIDGING

WRITING PROMPT:

Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.

Use these sentence starters to help with your writing.

Zeus thinks humans should not have fire because______.
Prometheus thinks humans should have fire because______.
I agree/disagree with Zeus because______.

ADVANCED LEARNERS

WRITING PROMPT:

Directions

1) Is Zeus correct that man should not have fire, or is Prometheus correct that man should have fire? Use evidence from the text to explain the positive and negative consequences of man obtaining fire.

2) Consider the reasons why someone may argue the opposite view and create a counter argument to further explain your view.

5.

SHARE: WRITING

Volunteers will share their writing to receive feedback about a specific place in their writing that made an impact on listeners. (10 min.)

WRITING PROMPT:

Original Writing Prompt

Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.

6.

REVIEW: PUNCTUATING AND CITING DIRECT QUOTES

Provide students with the opportunity to practice punctuating and citing their direct quotes. (3 min.)

WRITING PROMPT:

Directions

With your teacher, review the “Guidelines for Citing and Punctuating a Direct Quote From a Book.”
Check that you have correctly punctuated and cited your direct quotes.

7.

WRAP-UP: POLL

Students respond to a poll to show whether or not they think humans should have fire. (3 min.)

8.

SOLO

Students have time for independent reading. Let them know that this activity is not optional.(25 min.)

Created by Josh Hamler: Monday, April 23 12:08 PM

Due: Thursday, April 26

Assignment

nstructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

DISCUSS: ARGUMENTS AND ACTIONS

Students pair characters' arguments with actions in the second half of the story to show which action demonstrates each argument. (10 min.)

3.

DISCUSS: CHARACTERISTICS OF FIRE

Working as a class, students brainstorm different characteristics or capabilities of fire to decide what fire might represent to humans. (10 min.)

STUDENT PRESENTATION: PREPARE FOR PERFORMANCE

Students receive instruction to understand how to act out a scene from the text with characters playing humans having a particular attitude to represent. (5 min.)

4.

SELECT TEXT: PLANNING THE SCENE

Students highlight details to use in the scene they will act out. (5 min.)

5.

STUDENT PRESENTATION: PRACTICING THE SCENE

In small groups, students practice acting out a scene from the text to focus on the different elements of their presentation. (5 min.)

6.

WRAP-UP: POLL

Students respond to a poll to show whether they think Zeus or Prometheus is right about humans having fire. (5 min.)

7.

SOLO

Students have time for independent reading. Let them know that this activity is not optional.(25 min.)

Created by Josh Hamler: Monday, April 23 12:07 PM

Due: Wednesday, April 25

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

PRESENT: DOWNLOAD THE UNIT TEXTS

Students download the core texts for the unit so they will have access to the texts if they lose connectivity during class or do not have connectivity when they take their devices home. (3 min.)

3.

SOLO

Prior to this lesson, students will read "Prometheus" by Bernard Evslin and answer questions designed to measure their comprehension of the text. (20 min.)

4.

PRESENT: PROMETHEUS MYTH

Students are introduced to the Prometheus myth and analyze images of Prometheus to understand that artists and writers may emphasize different aspects of stories. (5 min.)

5.

READ AND DISCUSS: EVSLIN'S *PROMETHEUS*

Students will read a passage from Evslin's *Prometheus* silently, then respond to several short questions designed to measure their comprehension of the text. (10 min.)

6.

DISCUSS: THE ARGUMENTS

Students assemble evidence from the text into a list to show what supports Zeus's argument and Prometheus's argument. (10 min.)

7.

DISCUSS: STRONG POINTS OF ARGUMENTS

Students evaluate each character's argument to decide on the strongest points and explain why each point is strong. (10 min.)

8.

WRAP-UP: POLL

Students respond to a poll to show whether they think Zeus or Prometheus is right about humans having fire. (5 min.)

9.

SOLO

Students have time for independent reading. Let them know that this activity is not optional.(25 min.)

Created by Josh Hamler: Monday, April 23 12:07 PM

Due: Tuesday, April 24

Assignment

Tournament of Heroes (15 minutes)

Print and hang the posters of the heroes on the walls around the room. They are: Asclepius, Daedalus, Heracles, Icarus, Orpheus, Phaethon, Psyche, and Theseus. Ask students who they think the greatest Greek hero is. Make sure students base this on evidence they’ve collected from the text.

Students will mostly be divided by which path they went down, as only those who took the Athene path will have read about Daedalus or Theseus, only those on the Heracles path will know Heracles, and only those on the Hades path will know Orpheus or Psyche.

The goal of this game is for students to use quotes from the text to compete in a tournament to decide “Who is the greatest hero of all time?” To begin, make a tournament bracket on the board. Here’s an example:

When two heroes compete, a student representing each character should stand in front of the class, and read a quote about that hero that proves how extraordinary they are. After each competitor has read one quote, the rest of the class votes on whose quote was more extraordinary. The class can vote either by show-of-hands or by applause-o-meter (the class gets a chance to cheer for one hero and then the other, and the loudest cheer wins). The winner moves on in the bracket, and the loser is out of the tournament. Students compete until a winner is decided.

Created by Josh Hamler: Monday, April 23 12:05 PM

Due: Monday, April 23

Assignment

Introduction

There isn’t a correct order in which to read Greek myths. It doesn’t matter if the first myth you ever hear is the story of Persephone, or the story of Odysseus, or the story of Icarus, as long as the story is exciting to you. Each myth stands alone, and it also builds context to help you enjoy the next one you hear. So learning Greek myths is a lot like an exploration in which your path is dictated by your curiosity and by your sense of excitement.

The Myth World Quest takes this idea and makes it literal. In Myth World, students use their tablets to explore mythological Greece. They can climb Mount Olympus, cross the sea to Crete, or descend into the underworld. As they explore, they will find characters who have been turned into stone by a rampaging Medusa. The students’ job is to read stories about those characters in order to crack them out of their stony prisons.

Along their journey, students will find four hidden items: Winged Sandals of Hermes, The Sword of Heracles, the Shield of Athene, and the Helmet of Hades. These were the tools Perseus used to defeat Medusa, and collecting all four will allow the class to end Medusa’s rampage.

As students search the world for these artifacts, they will gain a diverse body of knowledge about Greek myths. Although students will be choosing which myths they want to read about, they will be asked to record passages from the text to justify claims about the characters of Greek mythology. Your job as the teacher is to pull these bodies of knowledge together, so that students can teach one another about the myths. In this Teacher Guide, we’ve outlined a series of exercises that will help you give your students an overview of the world the Greeks created.

Continue

Created by Josh Hamler: Monday, April 23 12:04 PM

Due: Friday, April 13

Assignment

The Reason I Like Chocolate

The reason I like chocolate

is I can lick my fingers

and nobody tells me I’m not polite

I especially like scary movies

‘cause I can snuggle with Mommy

or my big sister and they don’t laugh

I like to cry sometimes ‘cause

everybody says “what’s the matter

don’t cry”

and I like books

for all those reasons

but mostly ‘cause they just make me

happy

and I really like

to be happy

--Nikki Giovanni

Published in A Family of Poems: My Favorite Poetry for Children, 2005

My Mimic

Poem: "The First Book" by Rita Dove

“The First Book” by Rita Dove

Open it.

Go ahead, it won’t bite.

Well…maybe a little.

More a nip, like. A tingle.

It’s pleasurable, really.

You see, it keeps on opening.

You may fall in.

Sure, it’s hard to get started;

remember learning to use

knife and fork? Dig in:

you’ll never reach bottom.

It’s not like it’s the end of the world –

just the world as you think

you know it.

Mimic

Limerick

There was a young man from a city,

Who met what he thought was a kitty;

He gave it a pat

and said, "Nice little cat!"

And they buried his clothes out of pity

Mimic

Epitaph

Here lies the body of our Ana

Done to death by a banana

It wasn't the fruit that laid her low

But the skin of the thing that made her go

Mimic

Haiku

The snowball lands – thump!

White flecks upon the window

Eyes peek out – who’s there?

Slender, silver trout

Wiggling in the shallow stream

Spots a worm – my worm.

Popsicle melting.

Red stains on sticky fingers

Wash off in the pool.

The tree’s a pumpkin:

Round, and brilliant orange. Look quick!

Soon, a skeleton.

Mimic

Knoxville, Tennessee

Nikki Giovanni, 1943

I always like summer
best
you can eat fresh corn
from daddy’s garden
and okra
and greens
and cabbage
and lots of
barbecue
and buttermilk
and homemade ice-cream
at the church picnic
and listen to
gospel music
outside
at the church
homecoming
and go to the mountains with
your grandmother
and go barefooted
and be warm
all the time
not only when you go to bed
and sleep

Mimic

Created by Josh Hamler: Wednesday, April 11 9:51 AM

Due: Monday, April 9

Assignment

Begin 1-Pager - Directions are below

Chocolate is……….

One Pager

Use the Chocolate Collection in the Amplify Library

Your individual poster must include the following.

Three quotations from the Amplify Library about chocolate with citations. Explain why each quote is important.
Ten words that describe or represent what chocolate means to you.
Five visual images or pictures to create a central focus to your page.
Cluster around these images captions that describe the images.
Two thoughtful questions and answers about chocolate
Use lots of color!

Complete your 1-pager on the back of this paper.

Category	4	3	2	1
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout, and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed it is not attractive.
Graphics (Originality)	Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display	One or two of the graphics used on the poster reflect student creativity in their creation and/or display.	The graphics are made by the student but are based on the designs or ideas of others.	No graphics made by the student are included.

Created by Josh Hamler: Friday, March 23 11:07 AM

Due: Friday, March 23

Assignment

Begin 1-Pager - Directions are below

Chocolate is……….

One Pager

Use the Chocolate Collection in the Amplify Library

Your individual poster must include the following.

Three quotations from the Amplify Library about chocolate with citations. Explain why each quote is important.
Ten words that describe or represent what chocolate means to you.
Five visual images or pictures to create a central focus to your page.
Cluster around these images captions that describe the images.
Two thoughtful questions and answers about chocolate
Use lots of color!

Created by Josh Hamler: Monday, March 12 9:27 AM

Due: Thursday, March 8

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

STUDENT PRESENTATION: TIMELINES

Students present their projects to show their choice of key events in *The Chocolate Collection* as listeners take notes to identify what they learned from the presentations. (40 min.)

3.

WRAP-UP: REFLECTION

Students reflect on their work to help themselves in future presentations. (5 min.)

Created by Josh Hamler: Tuesday, March 6 10:04 AM

Due: Thursday, March 8

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

PRESENT: SAMPLE MYHISTRO TIMELINE

Teacher presents a sample of the myHistro timeline to prepare students for creating their own timelines. (10 min.)

3.

WORK VISUALLY: CREATE TIMELINE

Students create an interactive timeline to show key events from their research conducted in *The Chocolate Collection*. (30 min.)

4.

WRAP-UP: ASSESS TIMELINE

Students discuss work on their timelines to decide what needs doing for Solo. (5 min.)

5.

SOLO

Students finish any incomplete parts of their timelines. (20 min.)

Created by Josh Hamler: Tuesday, March 6 10:05 AM

Due: Wednesday, February 28

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

PRESENT: SAMPLE MYHISTRO TIMELINE

Teacher presents a sample of the myHistro timeline to prepare students for creating their own timelines. (10 min.)

3.

WORK VISUALLY: CREATE TIMELINE

Students create an interactive timeline to show key events from their research conducted in *The Chocolate Collection*. (30 min.)

4.

WRAP-UP: ASSESS TIMELINE

Students discuss work on their timelines to decide what needs doing for Solo. (5 min.)

5.

SOLO

Students finish any incomplete parts of their timelines. (20 min.)

Created by Josh Hamler: Friday, February 23 12:42 PM

Due: Wednesday, February 28

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

PRESENT: SAMPLE MYHISTRO TIMELINE

Teacher presents a sample of the myHistro timeline to prepare students for creating their own timelines. (10 min.)

3.

WORK VISUALLY: CREATE TIMELINE

Students create an interactive timeline to show key events from their research conducted in *The Chocolate Collection*. (30 min.)

4.

WRAP-UP: ASSESS TIMELINE

Students discuss work on their timelines to decide what needs doing for Solo. (5 min.)

5.

SOLO

Students finish any incomplete parts of their timelines. (20 min.)

Created by Josh Hamler: Monday, February 26 12:34 PM

Due: Friday, February 23

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

OPT: REVIEW PROJECT OPTIONS AND CALENDAR

Students review the research project options and the calendar to see what work they have completed and preview the work to do in this lesson. (5 min.)

SPOTLIGHT

Students analyze the Spotlights showing supporting evidence for claims to prepare for their own revisions. (4 min.)

3.

SELECT TEXT: IDENTIFYING PLACES TO REVISE

Students identify places to revise their body paragraphs. (5 min.)

WRITING PROMPT:

Directions

Underline two places in your body paragraphs to revise. One could be a place where you can add more evidence to support the claim in your essay, and another could be a place where you can develop your evidence further in order to support your claim.

NOTE: If you did not submit your Solo from the previous lesson, navigate back to the Solo and submit the activity before working on this assignment.

4.

REVISE: BODY PARAGRAPHS

Students write additional evidence or describe evidence further to revise the body paragraphs of their essays. (8 min.)

WRITING PROMPT:

Directions

For each place you have identified as needing revision, write three to five sentences that present additional evidence or describe your evidence further. Do not delete your original sentences. Add the revised sentences after the original sentences. Then reread your body paragraph with the new sentences and revise the sentences so they connect clearly with one another.
When you are done, compare what you wrote before and after your revision.
Complete the poll.

5.

PRESENT: ELEMENTS OF A CONCLUSION

Students read the Elements of a Conclusion to prepare for writing the conclusion to their essay. (3 min.)

6.

SELECT TEXT: ELEMENTS OF A CONCLUSION

Students identify the elements of a conclusion in the sample essay to aid them in writing the conclusion for their own essays. (4 min.)

CONCLUSION FOR ESSAY

Students discuss the conclusion in relation to the claim statement to aid them in writing the conclusions for their own essays. (5 min.)

7.

WRITE: CONCLUSION FOR ESSAY

Students restate their claim and write a final thought for readers to write a conclusion for their essays. (13 min.)

EMERGING

EXPANDING

BRIDGING

WRITING PROMPT:

Now write a conclusion to your essay below your body paragraphs. Remember to include...
- a restatement of your claim.
- a final thought for your reader to take away.

CORE

ADVANCED LEARNERS

WRITING PROMPT:

Directions

Reread the introduction and body paragraphs of your essay.
Write a conclusion to your essay below your body paragraphs. Remember to include...
- a restatement of your claim.
- a final thought for your reader to take away.

8.

SHARE: CONCLUSIONS

Students share part of their conclusions with the class. (3 min.)

WRITING PROMPT:

Directions

Choose your favorite sentence or two from your conclusion and be prepared to read them aloud to the class.

Created by Josh Hamler: Thursday, February 22 2:40 PM

Due: Friday, February 16

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

REVIEW: RESEARCH PROJECT OPTIONS AND CALENDAR

Students review the research project options and the calendar to see what work they have completed and preview the work to do in this lesson. (5 min.)

3.

SELECT TEXT: EVIDENCE AND TRANSITIONS

Students identify sentences in the body paragraphs of the sample essay to show where the writer describes and explains the evidence and makes a transition between paragraphs. (5 min.)

4.

SHARE: REVIEWING EVIDENCE AND TRANSITIONS

Students share sentences they identified as describing or explaining textual evidence and making a transition between paragraphs to understand one way this can be done. (10 min.)

5.

WRITE: CLAIMS AND BODY PARAGRAPHS

Students write claims and body paragraphs to begin their essays. (20 min.)

6.

WRAP-UP: POLL FOR FEEDBACK ON PROGRESS

Students take a poll to give feedback on their progress on writing their body paragraphs. (5 min.)

7.

SOLO

Students will add more to their body paragraph(s) for their essays. (20 min.)

Created by Josh Hamler: Friday, February 9 1:52 PM

Due: Thursday, February 15

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

PRESENT: RESEARCH PROJECT OPTIONS AND CALENDAR

Students review the research project options to learn their choices and the calendar to understand the work they will do each day on the essay. (7 min.)

3.

SELECT: RESEARCH OPTION

Students select an option to research and write about for their essay. (3 min.)

4.

WORK VISUALLY: RECORD YOUR RESEARCH

Students research both the Collection and the Internet for information about their selected topic, and record it to use when writing their essays. (30 min.)

5.

WRAP-UP: READY TO WRITE?

Students answer questions to decide whether they are ready to begin writing their essays in the next lesson. (5 min.)

6.

SOLO

Students continue to research their topics, if necessary, to be ready for writing their essays in the next lesson. (15 min.)

Created by Josh Hamler: Friday, February 9 1:50 PM

Due: Wednesday, February 14

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

GRAMMAR PRACTICE

Direct students to the grammar lesson in the Grammar Unit that will provide practice with a needed grammar skill or teach a grammar lesson from *Mastering Conventions.*

2.

REVISION ASSIGNMENT

Students return to an earlier response to text to practice the skill of Focus, Use of Evidence, or Organize and Refine. (15 min.)

WRITING PROMPT:

Use these directions if your teacher has assigned you to complete a Revision Assignment for Focus. When you are done, go to the last card and click HAND IN.

Directions

Revision Assignment: Focus (in Response to Text)

Go to My Work and find a recent writing activity (or your teacher will identify one for you).
Copy and paste your writing below.
Find a place in your writing where you focus on one moment in the reading but could add more details or explanation about what you noticed.
Write 3–5 additional sentences to that place in your writing, describing what you noticed and explaining your idea about this moment.

WRITING PROMPT:

Use these directions if your teacher has assigned you to complete a Revision Assignment for Use of Evidence. When you are done, go to the last card and click HAND IN.

Directions

Revision Assignment: Use of Evidence

Go to My Work and find a recent writing activity (or your teacher will identify one for you).
Copy and paste your writing below.
In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.
In the text, identify two more text details that connect to your idea.
Write 3–5 more sentences using and describing those details to explain your idea. Use at least one direct quote.

3.

CLOSE READING AND DISCUSSION

Students read to stake a claim based on evidence, then collaborate to refine their claim. (20 min.)

4.

WRITE: ANALYZE ONE TEXT

Students create a new piece of writing analyzing one text. (15 min.)

WRITING PROMPT:

If you are writing about The Chocolate Collection, click NEXT to view the text. If you are writing about another text, open the Library or open the text from your teacher. When you are finished writing, go to the last card and click HAND IN.

5.

WRITE: CONNECT TWO TEXTS

Students create a new piece of writing connecting two texts. (15 min.)

WRITING PROMPT:

Click NEXT to view The Chocolate Collection. When you are finished writing, go to the last card and click HAND IN.

6.

WORK VISUALLY: KEY IDEAS AND DETAILS

Students work visually to understand a passage’s central idea and supporting details or to connect two moments in a text. (15 min.)

7.

WORK VISUALLY: CRAFT AND STRUCTURE

Students work visually to paraphrase a passage or to analyze an author's word choices in a passage. (15 min.)

8.

WORK VISUALLY: INTEGRATION OF KNOWLEDGE AND IDEAS

Students work visually to compare and contrast two versions of a text (a text plus an audio or video recording, or a text plus another text it inspired). (15 min.)

9.

SOLO

Students have time for independent reading. Let them know that this activity is not optional.

Created by Josh Hamler: Friday, February 9 1:49 PM

Due: Tuesday, February 13

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

PRESENT: GUIDELINES FOR DEBATING

Present the Guidelines for Debating to help students understand the debate process. (2 min.)

2.

WRITE: PREPARE FOR DEBATE, PART 1

Students write opening statements for the debate and explanations for all the evidence they plan to use to complete their preparation for the first part of the debate. (8 min.)

WRITING PROMPT:

Directions

As a group choose your strongest piece of supporting evidence for your side.
Write an opening statement that includes:
- your position for or against the topic
- a strong, attention-grabbing claim or question
- your strongest piece of evidence

WRITING PROMPT:

Opening Statement:

WRITING PROMPT:

Directions

Work with your group to write explanations for your evidence and complete your opening statement.

In your YES or NO box, skip a line after each piece of evidence. Write 1–2 sentences after each to show how the evidence supports your claim for or against chocolate.
You’ve already added your strongest piece of evidence to your opening statement. Now, add the explanation for that evidence (from the YES or NO box) to your opening statement.
Review the opening statement and decide which member of your group will present it. Then decide who will present the second and third arguments.

3.

DEBATE: PART 1

Student groups present evidence to argue their side of the debate and other groups listen to evaluate the arguments. (10 min.)

WRITING PROMPT:

Opening Statement:

WRITING PROMPT:

Directions

Now it’s time to debate. When it is your turn, speak clearly and loudly. Use the arguments below, which you completed in the last activity.
As other groups present, fill out the Debate Peer Evaluation forms on the following cards.

4.

WRITE: PREPARE FOR DEBATE, PART 2

Students write a counterargument and a strong closing statement to complete preparation for the second part of the debate. (10 min.)

WRITING PROMPT:

Directions:

1) Look at the three pieces of evidence and explanations you wrote for the opposing position.
2) Choose one that an opposing team presented in their opening statement.
3) Work with your group to write a counterargument to disprove or weaken this opposing point.

WRITING PROMPT:

Write the most convincing statement you can make for your side. Make sure that this closing statement includes a restatement of your strongest piece of evidence.

Closing Statement:

5.

DEBATE: PART 2

Student groups present counterarguments and closing statements to complete their debate and other groups listen to evaluate the arguments. (10 min.)

WRITING PROMPT:

Here is your group's counterargument:

WRITING PROMPT:

Here is your group's closing statement:

WRITING PROMPT:

Directions

Now it’s time to present your part of the debate. When it is your turn, speak clearly and loudly. Use the arguments below, which you completed in the last activity.
As other groups present, fill out the Debate Peer Evaluation forms on the following cards.

6.

WRAP-UP: REFLECT ON STRONG POINTS OF DEBATE

Students use their debate notes to decide what they consider to be the strongest arguments and evidence in the debate. (5 min.)

7.

SOLO

Students read "Chocolat" and answer multiple choice questions to check their understanding of the text. (15 min.)

Created by Josh Hamler: Friday, February 9 1:48 PM

Due: Friday, February 9

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

PRESENT: DEBATE TOPIC

Students learn the topic for a debate about chocolate and the text they will analyze to help their group compose arguments for the debate. (7 min.)

3.

SELECT TEXT: REREAD TO IDENTIFY EVIDENCE

Students reread several texts to identify relevant evidence for their debate planning. (14 min.)

4.

SHARE: PLANNING FOR DEBATE

Groups share evidence from all of the texts they read to decide on their strongest debate points. (20 min.)

5.

WRAP-UP: STRONGEST EVIDENCE FOR DEBATE

Students think about the debate preparation experience to decide which texts contain the strongest evidence for the debate. (4 min.)

6.

SOLO

Students read "Prehistoric Americans Traded Chocolate for Turquoise?" and answer multiple choice questions to check their understanding of the text. (15 min.)

Created by Josh Hamler: Friday, February 9 1:47 PM

Due: Tuesday, February 6

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

READ: A NEW TEXT

Students read a new text from The Chocolate Collection and answer the related close reading questions to show their understanding of the text. (10 min.)

3.

WORK VISUALLY: EXPLORE SELF-SELECTED IMAGE

Students choose an image to explore in the Chocolate Collection and answer accompanying questions to show their understanding of the image. (5 min.)

4.

DISCUSS: INDEPENDENT READING

Students are organized into groups to discuss what they learned from reading *The Dharma Bums*. (5 min.)

5.

DISCUSS: SHARE WHAT YOU LEARNED FROM IMAGE

Students in different groups share what they learned from reviewing different images in the Chocolate Collection. (5 min.)

PLAY VIDEO

Students watch a video of Rita Dove reciting her poem "Chocolate" to prepare for a writing activity.

6.

WRITE: DOVE'S POEM "CHOCOLATE"

Students respond to a writing prompt, analyzing Dove's description and imagery to argue whether she finds chocolate irresistible or not. (10 min.)

WRITING PROMPT:

3) Does Dove find chocolate irresistible? Describe two or three details from the poem to support your answer.

7.

SOLO

Students read "Good Harvest" and answer multiple choice questions to check their understanding of the text. (15 min.)

Created by Josh Hamler: Tuesday, February 6 2:01 PM

Due: Monday, February 5

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

WRITE: BEST TYPE OF CHOCOLATE

Students write a paragraph about their favorite type of chocolate to try to persuade readers that this type is best. (5 min.)

3.

SELECT TEXT: ADDING EVIDENCE TO ARGUMENTS

Students read facts about chocolate and select evidence to support claims in their writing. (10 min.)

4.

READ AND DISCUSS: ELEMENTS OF ARGUMENTATIVE WRITING

Students read two articles to identify the claim in each and evidence supporting the claim. (10 min.)

5.

WRITE: CLAIM AND EVIDENCE LIST

Students create a pre-writing outline to prepare for the argumentative letter they will write in class. (5 min.)

6.

WRITE: AN ARGUMENTATIVE LETTER

Students write an argumentative letter to inform a reader about issues in chocolate production. (10 min.)

WRITING PROMPT:

Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim. Use your pre-writing outline to guide your response.

Click NEXT to find the texts, and click to the end of the activity to HAND IN.

7.

SHARE: WRITING

Students share writing with the class so listeners can discuss the claims and evidence provided to support the claims. (5 min.)

WRITING PROMPT:

Original Writing Prompt:

Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim.

Raise your hand to share your work with the class.

Created by Josh Hamler: Friday, February 2 1:00 PM

Due: Friday, February 2

Assignment

Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim. Use your pre-writing outline to guide your response.

Click NEXT to find the texts, and click to the end of the activity to HAND IN.

EXAMPLE

Dear Candy Store Owner,

Hook

The labor methods used in cocoa farming are _______________because____________. An example of this is kids are working 12 hours a day instead of going to school. According the the article Skipping Stones, "Sametta does not go to school. Her family needs her to work in order for them to survive. Her health is at risk because she uses a sharp machete to harvest the cocoa pods, (Skipping Stones P2). This shows that

Another example ______________________

Created by Josh Hamler: Friday, February 2 12:59 PM

Due: Thursday, February 1

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

WRITE: BEST TYPE OF CHOCOLATE

Students write a paragraph about their favorite type of chocolate to try to persuade readers that this type is best. (5 min.)

3.

SELECT TEXT: ADDING EVIDENCE TO ARGUMENTS

Students read facts about chocolate and select evidence to support claims in their writing. (10 min.)

4.

READ AND DISCUSS: ELEMENTS OF ARGUMENTATIVE WRITING

Students read two articles to identify the claim in each and evidence supporting the claim. (10 min.)

5.

WRITE: CLAIM AND EVIDENCE LIST

Students create a pre-writing outline to prepare for the argumentative letter they will write in class. (5 min.)

6.

WRITE: AN ARGUMENTATIVE LETTER

Students write an argumentative letter to inform a reader about issues in chocolate production. (10 min.)

WRITING PROMPT:

Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim. Use your pre-writing outline to guide your response.

Click NEXT to find the texts, and click to the end of the activity to HAND IN.

7.

SHARE: WRITING

Students share writing with the class so listeners can discuss the claims and evidence provided to support the claims. (5 min.)

WRITING PROMPT:

Original Writing Prompt:

Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim.

Raise your hand to share your work with the class.

8.

SOLO

Students read "The Sweet Lure of Chocolate" and answer multiple choice questions to check their understanding of the text. (15 min.)

Created by Josh Hamler: Monday, January 29 3:26 PM

Due: Tuesday, January 30

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

WRITE: A RESEARCH QUESTION

Students identify a topic from a specific text or image in the Chocolate Collection, or from the list of questions created in Lesson 1, that they would like to research further. (5 min.)

3.

SELECT TEXT: RESEARCH INTERNET SOURCES

Students research and select text from Internet sources to help them answer their self-selected questions. (15 min.)

4.

WRITE: ANSWER TO RESEARCH QUESTION

Students use the text from Internet sources they chose to answer the research question they generated. (15 min.)

WRITING PROMPT:

2) Write one or two paragraphs providing key information you discovered about your topic. Make sure to include two framed quotes from at least two sources.

5.

SHARE: WRITING

Students read aloud their writing to share it with classmates and respond to the writing of others to share the impact of that writing. (10 min.)

WRITING PROMPT:

Raise your hand to share what you have written.

6.

SOLO

Students read the Cadbury letter from the Chocolate Collection and answer related questions to show their understanding of the text. (15 min.)

Created by Josh Hamler: Monday, January 29 3:09 PM

Due: Friday, January 26

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

SHARE: FACTS ABOUT CHOCOLATE

Students list what they’ve learned about the history of chocolate to share these facts with a partner. (3 min.)

3.

READ: TEXT SCAVENGER HUNT 1

Students explore texts from The Chocolate Collection to search for the answer to a scavenger hunt question, then answer questions to show their understanding of the text. (10 min.)

4.

READ: TEXT SCAVENGER HUNT 2

Students explore more texts from The Chocolate Collection to find the answer to a new scavenger hunt question. (10 min.)

5.

READ: TEXT SCAVENGER HUNT 3

Students explore more texts from The Chocolate Collection to find the answer to a new scavenger hunt question. (10 min.)

6.

WRAP-UP: SHARE WHAT YOU LEARNED

Students write interesting or important facts from texts they read in the Chocolate Collection to share with other students. (8 min.)

7.

SOLO

Students read "Pilot Dropped Candy Into Hearts of Berlin" and answer multiple choice questions to check their understanding of the text. (15 min.)

8.

EXTRA: ADDITIONAL TEXT WRITING PROMPT

Created by Josh Hamler: Wednesday, January 24 7:30 AM

Due: Wednesday, January 24

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

DISCUSS: HISTORY OF CHOCOLATE

Students identify what they know and want to learn about the history of chocolate to focus on this topic. (5 min.)

PLAY VIDEO

Play the video to introduce your students to the Chocolate Collection. (2 min.)

3.

INTRODUCE: SCAVENGER HUNT

Students explore texts from The Chocolate Collection to search for the answer to a scavenger hunt question, then answer questions to show their understanding of the text. (8 min.)

4.

READ: TEXT SCAVENGER HUNT

Students explore more texts from The Chocolate Collection to find the answer to a new scavenger hunt question. (10 min.)

5.

DISCUSS: COMPARING DIFFERENT TEXT TYPES

Students compare and contrast the similar themes and different genres of two texts from the Text Scavenger Hunt. (10 min.)

6.

WORK VISUALLY: IMAGE SCAVENGER HUNT

Students explore images from The Chocolate Collection to find the answer to a scavenger hunt question, then answer questions to show their understanding of the image. (5 min.)

7.

WRITE: CHOCOLATE A LUXURY OR A NECESSITY?

Students use details from an image to explain if chocolate is portrayed as a luxury or a necessity. (12 min.)

WRITING PROMPT:

Choose one of the images to study again. Using details from the image, describe whether this image makes you think chocolate is a luxury or a necessity for humans.

Click NEXT to see the images.

8.

SHARE: WRITING

Students share their writing. (5 min.)

WRITING PROMPT:

Original Writing Prompt:

Choose one of the images to study again. Using details from the image, describe whether this image makes you think chocolate is a luxury or a necessity for humans.

Raise your hand to share what you have written.

9.

WRAP-UP: WHAT YOU LEARNED

Students identify interesting or important facts they learned from the texts and images in the Chocolate Collection to share these facts with the class. (5 min.)

10.

SOLO

Students read "Early History of Chocolate" and answer multiple choice questions to check their understanding of the text. (15 min.)

SCAVENGER HUNT ANSWER KEY

Use this Answer Key to check student responses to the close reading questions during class.

Created by Josh Hamler: Wednesday, January 24 7:21 AM

Due: Wednesday, January 17

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

SELECT TEXT: ASSESSING AUTHORS OF ONLINE SOURCES

Students review the qualifications of the authors of 2 online sources to assess the sources' dependability. (10 min.)

3.

WORK VISUALLY: SOURCE DEPENDABILITY CHECKLISTS

Students use dependability criteria to evaluate several websites. (15 min.)

4.

DISCUSS: SOURCE DEPENDABILITY

Students use the Source Dependability Checklists they completed to discuss and evaluate several websites. (10 min.)

5.

WRITE: MOST AND LEAST DEPENDABLE SOURCES

Students identify the most and least dependable sources reviewed today. (10 min.)

WRITING PROMPT:

Which of the four sources (discussed in class) do you think is the most dependable? Which source do you think is the least dependable? Support your thinking using evidence from one or more of the websites.

6.

SHARE: WRITING

Students share their writing. (5 min.)

WRITING PROMPT:

Original Writing Prompt:

Which of the four sources (discussed in class) do you think is the most dependable? Which source do you think is the least dependable? Support your thinking using evidence from one or more of the websites.

Raise your hand to share what you have written.

7.

OPT: EXTENSION ACTIVITY: SCAVENGER HUNT

Students work in pairs to complete an extension research project. (12 min.)

WRITING PROMPT:

Take one minute to create a list of your interests and hobbies (movies, books, sports, fashion, animals, music, etc.).
Review your list and choose three subjects that you are most interested in learning more about.
For each subject, create a list of three answerable research questions. (e.g., How many times have the Yankees won the World Series? Who is the highest-paid actress in Hollywood? Which breed of dog is best for a family? Who has had the most number-one songs?)
With a partner, choose one question to research and find an answer to that question.
With your partner, search the Internet for dependable sources that answer your question.
Write a one-paragraph response that includes the answer to your question, where you found the answer, and how/why you know the sources are dependable.

8.

SOLO

Students read “Two Ways of Seeing a River” and answer multiple choice questions to check their understanding of the text. (15 min.)

Created by Josh Hamler: Tuesday, January 16 2:17 PM

Due: Friday, January 12

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

BEFORE CLASS

Find a hoax website, which will be the guiding example for the first Information Literacy lesson.

2.

PRESENT: DOWNLOAD THE UNIT TEXTS

Students download the core texts for the unit so they will have access to the texts if they lose connectivity during class or do not have connectivity when they take their devices home. (3 min.)

3.

READ: EXPLORING A WEBSITE

Students explore the hoax website as a first step in determining its credibility. (5 min.)

4.

DISCUSS: A WEBSITE'S VALIDITY

Students discuss the hoax website to focus on factors that help them determine a site's validity. (5 min.)

5.

DISCUSS: CHECKLIST FOR WEBSITE RELIABILITY

Along with partners, students use a checklist of points to discuss the reliability of the hoax website. Then, they review other sites to check the reliability of the hoax website further. (10 min.)

WRITING PROMPT:

Directions

Open a search window and enter the hoax website’s URL.
Review the sites that come up after the original site.
Did the other sites reveal anything about the validity of the hoax website? Write what you learned from the other sites.

6.

DISCUSS: EVALUATING SOURCES

Students discuss 4 different sources to determine their reliability. (10 min.)

7.

PRESENT: DOMAIN EXTENSIONS

Students identify different domain extensions to determine what they are short for and their respective reliabilities. (10 min.)

8.

WRAP-UP: DEPENDABILITY OF THE HOAX WEBSITE

Students revisit the hoax website to reassess its dependability. (5 min.)

9.

SOLO

Students have time for independent reading. Let them know that this activity is not optional.

Created by Josh Hamler: Monday, January 8 3:21 PM

Due: Wednesday, January 10

Assignment

Instructional Guide

Lesson at a Glance

1.

SELECTED RESPONSE QUESTIONS

Students complete 20 selected response questions to show their proficiency with the skills practiced in this unit. (30 min.)

2.

WRITING TO TEXT: INFORMATIONAL

Students complete a constructed response using evidence from a single passage. (10 min.)

WRITING PROMPT:

What do Tom's actions in this chapter reveal about his character? Write a well-constructed paragraph that uses details from the text.

3.

WRITING TO TEXT: ARGUMENT

Students complete a constructed response using evidence from two passages. (10 min.)

WRITING PROMPT:

Which character—Tom Sawyer or Sherlock Holmes—is better at outthinking others? Write a well-constructed paragraph that uses details from BOTH texts to support your answer.

Click NEXT to read "The Speckled Band."

Created by Josh Hamler: Monday, January 8 3:20 PM

Due: Monday, January 8

Assignment

Sherlock Holmes is……….

One Pager

Use “The Speckled Band” or The Red-Headed League Lesson 1. Use The Amplify Library Adventures of Sherlock Holmes Chapter 2 “The Red Headed League or Chapter 8 “The Speckled Band”

A one-pager is a single-page poster in response to your reading. It is a way of making your own pattern of your unique understanding. It is a way to be creative and experimental. It is a way to respond imaginatively and honestly. A one-pager is a valuable way to own what you are reading.

Your individual poster must include the following.

Three quotes from your reading about Sherlock Holmes that shows what kind of person he is. Explain each quote.
Ten words that connect to or describe Sherlock Holmes
Five visual images, symbols or pictures that connect to Sherlock Holmes or his mysteries.
Write captions that describe the images.
Two thoughtful questions and answers about Sherlock Holmes mysteries
Use lots of color!

Created by Josh Hamler: Tuesday, December 12 7:39 AM

Due: Friday, December 8

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

DISCUSS: WHAT SEEMS SUSPICIOUS?

Students respond to a quick poll to share their ideas about what is suspicious so far. (2 min.)

3.

SELECT TEXT: FIND SUSPICIOUS DETAILS

Students reread the passage they read in the Solo and highlight the details they think are suspicious to try to pull out as many key details as they can. (18 min.)

4.

SELECT TEXT: DETECTIVE NOTEBOOK

Students copy quotes that they think represent something suspicious, paste them into their Detective Notebooks, and then explain why they think they are suspicious. (8 min.)

5.

WRITE: FROM ORDINARY TO SUSPICIOUS

Students write about what could be suspicious about the details in the story of the Red-Headed League and what Watson and Sherlock noticed in Saxe-Coburg Square. (15 min.)

EMERGING

WRITING PROMPT:

1) What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.

Choose one detail from the following list:

The assistant accepting half-pay
The knees of the assistant’s trousers

2) Using textual evidence, explain why this detail is suspicious.

Use these sentence starters to help structure your writing:

___________ is suspicious because _________________.
At first ______ seems normal, but it is suspicious because ___________.
________ seems normal, but actually contains a clue. It tells Sherlock that ______________________.

EXPANDING

WRITING PROMPT:

Some details from the text seem ordinary but actually might be suspicious. Refer to your Detective Notebook if needed.
Choose one detail from the following list that might be suspicious:
- The assistant accepts half-pay.
- The knees of the assistant’s trousers
- Sherlock studies the order of houses on the block behind the pawnbroker.
- Sherlock taps on the pavement in front of pawnbroker’s business. 
Use the sentence starters to help you explain why this detail is suspicious.
- At first ___________ seems normal, but it is suspicious because ___________.
- ____ seems normal, but actually contains a clue. It tells Sherlock that ____________.
- Sherlock is able to figure out ___________.

BRIDGING

WRITING PROMPT:

What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
Use these sentence starters to help structure your writing:
- The fact that ___________ is suspicious because ___________.
- Even though at first it seems normal, the fact that ___________ actually contains a clue. It tells Sherlock that ___________.
- This detail is suspicious because ___________.

CORE

WRITING PROMPT:

What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.

(Refer to your Detective's Notebook if needed.)

ADVANCED LEARNERS

WRITING PROMPT:

Find at least three details from the text that seem ordinary but actually might be suspicious? How does the author use these details to create mystery or suspense? How do these details impact your feelings as a reader? Use evidence from the story to support your ideas.

6.

SHARE

Students share their writing and have the opportunity to respond to their peers’ writing. (5 min.)

WRITING PROMPT:

Original Writing Prompt

What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.

7.

SOLO

Students read a passage from *The Adventures of Sherlock Holmes* and then answer multiple choice questions. (45 min.)

Created by Josh Hamler: Monday, December 4 11:59 AM

Due: Thursday, December 7

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

DISCUSS: COMMON ELEMENTS OF A HOLMES STORY

Students consider which aspects of the story they just read might appear again in the new story they have begun to read. (5 min.)

3.

DISCUSS: WHAT COULD BE GOING ON HERE?

Students focus on discussing some of the red herrings Doyle plants so that they will fully experience Doyle’s misdirection. (5 min.)

4.

SELECT TEXT: FIND THE SUSPICIOUS DETAILS

Students reread a passage from “The Red-Headed League” and highlight the details that they think are suspicious from Wilson’s story. (30 min.)

5.

SELECT TEXT: DETECTIVE NOTEBOOK

Students copy the text that they think shows something is suspicious and explain why they think it is suspicious. (15 min.)

6.

WRAP-UP: SHARE YOUR SUSPICIOUS DETAILS

Students share and discuss the details they identified as suspicious and respond to a poll about the number of clues they found. (5 min.)

7.

SOLO

Students read the second section of the story and answer 5 multiple choice questions and a short answer question. They should focus on Holmes’s actions as he investigates the case. (45 min.)

WRITING PROMPT:

6) Why is Watson “always oppressed with a sense of [his] own stupidity in [his] dealings with Sherlock Holmes" (162)?

Created by Josh Hamler: Monday, December 4 11:58 AM

Due: Wednesday, December 6

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

GRAMMAR PRACTICE

Direct students to the grammar lesson in the Grammar Unit that will provide practice with a needed grammar skill or teach a grammar lesson from *Mastering Conventions.*

2.

REVISION ASSIGNMENT

Students return to an earlier response to text to practice the skill of Focus, Use of Evidence, or Organize and Refine. (15 min.)

WRITING PROMPT:

Use these directions if your teacher has assigned you to complete a Revision Assignment for Focus. When you are done, go to the last card and click HAND IN.

Directions

Revision Assignment: Focus (in Response to Text)

Go to My Work and find a recent writing activity (or your teacher will identify one for you).
Copy and paste your writing below.
Find a place in your writing where you focus on one moment in the reading but could add more details or explanation about what you noticed.
Write 3–5 additional sentences to that place in your writing, describing what you noticed and explaining your idea about this moment.

WRITING PROMPT:

Use these directions if your teacher has assigned you to complete a Revision Assignment for Use of Evidence. When you are done, go to the last card and click HAND IN.

Directions

Revision Assignment: Use of Evidence

Go to My Work and find a recent writing activity (or your teacher will identify one for you).
Copy and paste your writing below.
In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.
In the text, identify two more text details that connect to your idea.
Write 3–5 more sentences using and describing those details to explain your idea. Use at least one direct quote.

3.

CLOSE READING AND DISCUSSION

Students read to stake a claim based on evidence, then collaborate to refine their claim. (20 min.)

4.

WRITE: ANALYZE ONE TEXT

Students create a new piece of writing analyzing one text. (15 min.)

WRITING PROMPT:

If you are writing about "The Speckled Band," click NEXT to view the text. If you are writing about another text, open the Library or open the text from your teacher. When you are finished writing, go to the last card and click HAND IN.

5.

WRITE: CONNECT TWO TEXTS

Students create a new piece of writing connecting two texts. (15 min.)

WRITING PROMPT:

Click NEXT to view "The Speckled Band." When you are finished writing, go to the last card and click HAND IN.

6.

WORK VISUALLY: KEY IDEAS AND DETAILS

Students work visually to understand a passage’s central idea and supporting details or to connect two moments in a text. (15 min.)

7.

WORK VISUALLY: CRAFT AND STRUCTURE

Students work visually to paraphrase a passage or to analyze an author's word choices in a passage. (15 min.)

8.

WORK VISUALLY: INTEGRATION OF KNOWLEDGE AND IDEAS

Students work visually to compare and contrast two versions of a text (a text plus an audio or video recording, or a text plus another text it inspired). (15 min.)

9.

SOLO

Students read the first section of “The Red-Headed League” and answer 6 multiple choice questions and 1 short answer question. (45 min.)

Created by Josh Hamler: Monday, December 4 11:57 AM

Due: Tuesday, December 5

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

SELECT TEXT: WHICH DETAILS ACTUALLY MATTERED

Now that they can picture the 2 rooms, students reread the text and highlight the clues Holmes uses to solve the case. (10 min.)

3.

REVIEW: EARLIER PREDICTIONS ABOUT WHAT MATTERED

Students look back at the details they selected for an earlier Writing Prompt to see if they were the key details Sherlock used to solve the case. (7 min.)

WRITING PROMPT:

Directions

Read and review your response to the Writing Prompt when you read the beginning of this story: “What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious?”
Turn and talk with a partner to discuss the following:
- What clues did you write about that Sherlock actually does use to solve the case?
- What details did you write about that Sherlock does not use to solve the case?

4.

WRITE

Students describe the details that turned out to be important and not important so that they read carefully to find what may have misled them in the text. (15 min.)

EXPANDING

WRITING PROMPT:

Pick one detail from the text and describe how it turns out to be a clue for Sherlock Holmes.

Options for details:

The low whistle
The metal banging sound
The bell-pull
The ventilator

Use these sentence starters to help you structure your writing:

The ___________ was useful to Sherlock Holmes because _____________________________.
Without the _________________, Sherlock Holmes wouldn’t have known that _______________________.
When Sherlock noticed the __________, he realized ____________________.
This helped him solve the case because __________________________.

BRIDGING

WRITING PROMPT:

Directions

Write about two details:
1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
2. Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.

Use these sentence starters to help you structure your writing:

The ___________ was useful to Sherlock Holmes because ___________.
Without the___________, Sherlock Holmes wouldn’t have known that ___________.
When Sherlock noticed the ___________, he realized ___________.
This helped him solve the case because ___________.

CORE

WRITING PROMPT:

Directions

Write about two details:
1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
2. Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.

ADVANCED LEARNERS

WRITING PROMPT:

Choose three details from the story. Of the three, which turned out the be clues? Which did you think were important at one point while reading but turned out not to be? What strategies did the author use to mislead you? How does this add to the mystery of the story? Use evidence from the text to support your ideas.

5.

SHARE

Students share their writing to have an audience for their writing, get feedback about their evidence, and see how their ideas compare with other students’ ideas. (8 min.)

WRITING PROMPT:

Original Writing Prompt

Write about two details:

Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.

6.

EXTRA: ADDITIONAL TEXT WRITING PROMPT

Choose between two extra prompts that ask students to read a new text: 1) provides additional practice with lesson skills, 2) provides practice writing to multiple texts. (30 min.)

WRITING PROMPT:

Directions

1) Use the prompt your teacher assigns to you.

2) Read the passage from “Young Goodman Brown” by Nathaniel Hawthorne.

Writing Prompt 1: Select three details from the text and explain why you think they might be useful later in the story.
Writing Prompt 2: "Young Goodman Brown" and "The Adventure of the Speckled Band" are both stories with a mystery at their centers. Compare the passage from the beginning of "Young Goodman Brown" to paragraphs 22–30 of "The Adventure of the Speckled Band." Use 1–2 details from each passage to explain how each opening passage creates a sense of mystery for the reader.

BEFORE NEXT LESSON

Here’s what you’ll need to do to get ready for the Flex Day.

Created by Josh Hamler: Monday, December 4 11:55 AM

Due: Monday, December 4

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

WORK OUT LOUD: PLAY AUDIO, THE ENDING

Now that students know what happens at the end, play the audio of the passages from the story to focus on which clues were significant and why.

2.

WORK OUT LOUD: DISCUSS THE ENDING

Now that students know what happens at the end, they read along as they listen to the audio of the passages to focus on which clues were significant. (22 min.)

3.

SELECT TEXT: FIND SHERLOCK'S BASIS FOR SUSPICION

Students reread passages from the story to focus on which pieces of furniture and objects in the rooms were significant clues and why. (10 min.)

4.

WORK VISUALLY: LABEL THE FURNITURE

Students use quotes from the text to label the objects and pieces of furniture that Sherlock uses as clues to solve the case. (10 min.)

5.

USE THE TEXT AS REFEREE: COMPARE BEDROOM LAYOUTS

Students share and compare their room layouts in pairs in order to discuss and defend their layout and quote choices. (5 min.)

6.

WRAP-UP: ACCURACY OF ORIGINAL PREDICTIONS

Students look back at original predictions and see which bits of language misled them. (1 min.)

7.

SOLO

Students read a passage from *The Adventures of Sherlock Holmes* and then answer multiple choice questions. (40 min.)

Created by Josh Hamler: Monday, December 4 11:53 AM

Due: Friday, December 1

Assignment

Instructional Guide

Lesson at a Glance

VOCABULARY VIDEO

Students will watch a short video that teaches the definition of the vocabulary word and will complete two activities that support the learning of the word in the correct context.

1.

VOCABULARY ACTIVITY

2.

USE TEXT AS REFEREE: REVIEW MAIN EVENTS, PART I

Students review and discuss the main events from “The Speckled Band” leading up to, and including, Holmes’s first visit to Stoke Moran. (5 min.)

3.

SELECT TEXT: FURNITURE AND OBJECTS IN TWO BEDROOMS

Students reread a passage and highlight the furniture and objects in the room to gather evidence to use for the Scene of the Crime: Sherlock Holmes app. (10 min.)

4.

WORK VISUALLY: OBJECTS IN THE TWO BEDROOMS

Students read closely to see what Doyle wants them to notice about these 2 rooms at this point in the story. This activity is not about illustrating the story. (15 min.)

5.

USE THE TEXT AS REFEREE: WHAT IS SUSPICIOUS

Students write about the objects and furniture they identified in the passage to think about the setting and its significance. (10 min.)

6.

WRAP-UP

Students share their responses about what objects or pieces of furniture seem suspicious and why. (5 min.)

7.

SOLO

Students will read the end of the story and answer 6 multiple choice questions and a short answer question. Students focus on the clues Holmes used to solve the mystery. (45 min.)

Created by Josh Hamler: Wednesday, November 29 2:32 PM

Due: Thursday, November 30

Assignment

Instructional Guide

Lesson at a Glance

VOCABULARY VIDEO

Students will watch a short video that teaches the definition of the vocabulary word and will complete two activities that support the learning of the word in the correct context.

1.

VOCABULARY ACTIVITY

2.

USE TEXT AS REFEREE: REVIEW MAIN EVENTS, PART I

Students review and discuss the main events from “The Speckled Band” leading up to, and including, Holmes’s first visit to Stoke Moran. (5 min.)

3.

SELECT TEXT: FURNITURE AND OBJECTS IN TWO BEDROOMS

Students reread a passage and highlight the furniture and objects in the room to gather evidence to use for the Scene of the Crime: Sherlock Holmes app. (10 min.)

4.

WORK VISUALLY: OBJECTS IN THE TWO BEDROOMS

Students read closely to see what Doyle wants them to notice about these 2 rooms at this point in the story. This activity is not about illustrating the story. (15 min.)

5.

USE THE TEXT AS REFEREE: WHAT IS SUSPICIOUS

Students write about the objects and furniture they identified in the passage to think about the setting and its significance. (10 min.)

6.

WRAP-UP

Students share their responses about what objects or pieces of furniture seem suspicious and why. (5 min.)

7.

SOLO

Students will read the end of the story and answer 6 multiple choice questions and a short answer question. Students focus on the clues Holmes used to solve the mystery. (45 min.)

Created by Josh Hamler: Wednesday, November 29 2:29 PM

Due: Wednesday, November 29

Assignment

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

USE THE TEXT AS REFEREE: HELEN STONER'S VISIT

Students work with a partner to review the text they read in the Solo in order to clarify any confusion and to clarify the important details of the passage. (5 min.)

3.

SELECT TEXT: WHAT IS SUSPICIOUS?

Students find where Holmes shows that he is suspicious, then make a list of the details he suspects might be important. They will use this list in the prompt that follows. (11 min.)

4.

WRITE

Students write about the things that Holmes finds suspicious and how the reader knows they are suspicious. (15 min.)

BRIDGING

WRITING PROMPT:

What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.

Use this sentence starter to help with your writing.

Holmes finds ___________ suspicious because ___________.

When you are finished, copy and paste your writing into the first pencil icon, the one without the plus sign.

CORE

ADVANCED LEARNERS

WRITING PROMPT:

What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.

5.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (10 min.)

WRITING PROMPT:

Original Writing Prompt

What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.

6.

SOLO

Students read and answer 6 multiple choice questions and one short answer question. The students’ focus should be on the details Holmes notices. (45 min.)

WRITING PROMPT:

7) In this passage, what does Sherlock Holmes explain is his reason for being suspicious of “the old man”?

Created by Josh Hamler: Wednesday, November 29 2:28 PM

Due: Tuesday, November 28

Assignment

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

USE THE TEXT AS REFEREE: HELEN STONER'S VISIT

Students work with a partner to review the text they read in the Solo in order to clarify any confusion and to clarify the important details of the passage. (5 min.)

3.

SELECT TEXT: WHAT IS SUSPICIOUS?

Students find where Holmes shows that he is suspicious, then make a list of the details he suspects might be important. They will use this list in the prompt that follows. (11 min.)

4.

WRITE

Students write about the things that Holmes finds suspicious and how the reader knows they are suspicious. (15 min.)

BRIDGING

WRITING PROMPT:

What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.

Use this sentence starter to help with your writing.

Holmes finds ___________ suspicious because ___________.

When you are finished, copy and paste your writing into the first pencil icon, the one without the plus sign.

CORE

ADVANCED LEARNERS

WRITING PROMPT:

What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.

5.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (10 min.)

WRITING PROMPT:

Original Writing Prompt

What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.

6.

SOLO

Students read and answer 6 multiple choice questions and one short answer question. The students’ focus should be on the details Holmes notices. (45 min.)

WRITING PROMPT:

7) In this passage, what does Sherlock Holmes explain is his reason for being suspicious of “the old man”?

Created by Josh Hamler: Wednesday, November 29 2:27 PM

Due: Friday, November 17

Assignment

Benchmark Testing for the Weeks of 11/6-11/17. No additional homework will be assigned

Created by Josh Hamler: Monday, November 6 1:55 PM

Due: Friday, November 3

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

TRY IT ON: BECKY'S TWEET

Students try to get inside Becky’s head before reading about her next meeting with Tom Sawyer. (5 min.)

WORK OUT LOUD: PLAY AUDIO, BECKY SCENE

Students read to understand how Tom acts when he sees Becky in school in order to prepare to map that scene in the Character Matrix app.

3.

WORK OUT LOUD: DISCUSSION, BECKY SCENE

Students read to understand how Tom acts when he sees Becky in school, in order to prepare to map that scene in the Character Matrix app. (11 min.)

4.

WORK VISUALLY: BECKY SCENE ON THE MATRIX

Students select quotations that show Tom’s traits and place them in the Character Matrix app to see what Tom’s dialogue and actions with Becky reveal about his character. (9 min.)

5.

WORK VISUALLY: COMPARE CHARACTERIZATIONS

Students compare the scenes in their matrix to notice how Tom's traits seem to change and to find out what stays constant. (5 min.)

WORK OUT LOUD: PLAY AUDIO, TREASURE HUNT SCENE

Students read about what Tom and Huck think are the key elements of a treasure hunt to provide context for the final chapter in which Huck wants to give the treasure away.

6.

WORK OUT LOUD: DISCUSSION, TREASURE HUNT SCENE

Students read about what Tom and Huck think are the key elements of a treasure hunt to provide context for the final chapter in which Huck wants to give the treasure away. (8 min.)

7.

WRAP-UP: THE QUEST

Students make the connection between Tom’s treasure hunt and their upcoming Quest. (3 min.)

8.

SOLO

Students read a passage from *The Adventures of Tom Sawyer* and then answer multiple choice questions. (30 min.)

Created by Josh Hamler: Monday, October 30 11:55 AM

Due: Thursday, November 2

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

USE THE TEXT AS REFEREE: HUCK SAYS?

Students select which phrase Huck would say in order to see the differences between his dialect and their own. (2 min.)

WORK OUT LOUD: MEET HUCK

Read and notice what is unique about this new character, Huckleberry Finn.

3.

WORK OUT LOUD: MEET HUCK

Students read and notice what is unique about this new character, Huckleberry Finn. (12 min.)

4.

SELECT TEXT: COMPARE TOM AND HUCK

Students highlight text that shows Tom's and Huck’s character traits so that they will make choices based on the text during the activities in which they compare the boys. (12 min.)

5.

WORK VISUALLY: COMPARE TOM AND HUCK

Students rank Tom and Huck on various character traits to see how they are similar or different. (10 min.)

6.

TRY IT ON: HUCK AND TOM'S T-SHIRTS

Students customize a T-shirt for each character to explore how they are similar and different.(8 min.)

WRAP-UP

Students should see a lot of different ways of comparing Tom and Huck by sharing their T-shirts. (5 min.)

7.

SOLO

Students read the next part of Chapter 6 and answer 5 multiple choice questions, focusing on Tom's behavior with Becky. Encourage extra reading for the Quest. (30 min.)

Created by Josh Hamler: Monday, October 30 11:54 AM

Due: Wednesday, November 1

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

WORK OUT LOUD: PLAY AUDIO, SUGAR BOWL SCENE

Read, then briefly discuss, Aunt Polly’s mistake and Tom’s reaction to it.

2.

WORK OUT LOUD: DISCUSSION OF SUGAR BOWL SCENE

Students read, then briefly discuss, Aunt Polly’s mistake and Tom’s reaction to it. (10 min.)

3.

SELECT TEXT: SUGAR BOWL SCENE

Students reread selected passages to identify and highlight text that they will use in the Writing Prompt or reading activity that follows. (10 min.)

4.

WRITE

Students describe how Tom reacts to Aunt Polly’s unfairness to show how much pleasure he gets from drama—in which he's the center of attention and others suffer with pity. (15 min.)

EMERGING

WRITING PROMPT:

4) Describe the way Tom acts in response to Aunt Polly’s accusation and explain what his response shows about him.

Use these sentence starters to help structure your writing:

Aunt Polly accuses Tom because ____________________.
Tom responds to Aunt Polly’s accusation by _______________________.
This shows me that Tom is _________________________.

EXPANDING

WRITING PROMPT:

Describe the way Tom acts in response to Aunt Polly’s accusation and explain what his response shows about him. Make sure you cite textual evidence to support your answer.

Think about:

Why does Aunt Polly accuse Tom?
How does Tom respond?
What does Tom’s response show you about him?

Use these sentence starters to help structure your writing.

Aunt Polly accuses Tom because ___________.
Tom responds to Aunt Polly’s accusation by ___________.
This shows me that Tom is ___________.

BRIDGING

WRITING PROMPT:

Describe the way Tom acts in response to Aunt Polly’s accusation and explain what his response shows about him. Make sure you cite textual evidence to support your answer.

Use these sentence starters to help you.

1. When Aunt Polly accuses Tom, he...
2. His reaction shows me…

CORE

WRITING PROMPT:

Describe the way Tom acts in response to Aunt Polly’s accusation, and explain what his response shows about him.

ADVANCED LEARNERS

WRITING PROMPT:

Compare how Tom acts in response to Aunt Polly’s accusation about the sugar bowl to his response to her accusation about cutting school to go swimming in Chapter 1. What do his reactions show you about Tom? Why do Aunt Polly and Tom act so differently in each situation?

Click NEXT to see the Swimming Scene in Chapter 1.

5.

WORK VISUALLY: SORROWS WITH BECKY/AUNT POLLY

Students practice making connections between 2 passages of text and see how a character’s interaction with others helps define that character’s traits. (15 min.)

SHARE

Students share their charts or their writing to compare their thoughts about Tom. (3 min.)

WRAP-UP: A QUEST

Introduce the Quest to motivate students to read additional chapters that will help them do well in the Quest. (2 min.)

6.

SOLO

Students read the first half of Chapter 6 and answer multiple choice questions. They should focus on noticing things about Huck. Also, see the extra chapters for the Quest. (30 min.)

Created by Josh Hamler: Monday, October 30 11:52 AM

Due: Tuesday, October 31

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

DISCUSS: SHADES OF BECKY IN HER TWEETS

Students respond to a poll to think about and discuss different shades of Becky’s personality.(2 min.)

WORK OUT LOUD: PLAY AUDIO, NEW GIRL

Discuss what Tom does when he sees Becky to be sure students understand this passage, can closely read the text, and are ready to highlight about Tom in the next activity.

3.

WORK OUT LOUD: DISCUSS NEW GIRL

Students discuss what Tom does when he sees Becky to be sure they can closely read the text and are ready to highlight details about Tom in the next activity. (4 min.)

4.

SELECT TEXT: NEW GIRL

Students highlight details that will help them determine whether or not Tom seems fundamentally the same or different in this new situation with Becky. (5 min.)

5.

WRITE

Students describe how Tom acts when he sees Becky to express an understanding of more varied aspects of Tom’s character. (15 min.)

EXPANDING

WRITING PROMPT:

Do the lines you highlighted show you something about Tom that you didn’t know before? Explain your answer.

Use these sentence starters to structure your writing.

I learned that Tom is ___________ in the following sentence: ___________.
I was surprised by what I learned about Tom in line ___________ because ___________.
Before I read ___________, I thought Tom was ___________. After reading ___________, I realize that Tom is actually ___________.

BRIDGING

WRITING PROMPT:

Do the lines you highlighted show you something about Tom that you didn’t know before? Explain your answer.

Use these sentence starters to structure your writing.

This line shows me...
I thought Tom was...
I learned that Tom...

CORE

WRITING PROMPT:

Do the lines you highlighted show you something about Tom that you didn’t know before? Explain your answer.

ADVANCED LEARNERS

WRITING PROMPT:

Do the lines you highlighted show you something about Tom that you didn’t know before? Compare this to another part of the book where Tom acts similarly or differently. What does this show you about Tom’s character traits? Explain your answer.

6.

SELECT TEXT: SPINNR POST

Students look at their work and pick out the sentence that stands out from the rest to practice discerning their best writing from the rest. (5 min.)

WRAP-UP: PERSPECTIVES ON TOM'S CHARACTER

Students hear the variety of ways that their classmates describe Tom; the writing should start to be less mechanical as students get to know Tom. (8 min.)

7.

SOLO

Students read the second part of Chapter 3 and answer 5 multiple choice questions. Students’ reading should focus on the way Tom acts with Aunt Polly and Becky. (20 min.)

Created by Josh Hamler: Monday, October 30 11:51 AM

Due: Friday, October 27

Assignment

Instructional Guide

Lesson at a Glance

VOCABULARY VIDEO

Students will watch a short video that teaches the definition of the vocabulary word and will complete two activities that support the learning of the word in the correct context.

1.

VOCABULARY ACTIVITY

WORK OUT LOUD: AUDIO WARM-UP

Students listen to different readings of the same piece of Tom’s dialogue so that they are thinking about how Tom should sound before they act out the scenes from the chapter. (5 min.)

2.

WORK OUT LOUD: SWIMMING OR FIGHT SCENE

Students rehearse and perform a scene to get more comfortable with Twain’s language and to make the characters come alive in the classroom. (11 min.)

3.

WORK OUT LOUD: GETTING TO KNOW TOM AND AUNT POLLY

With a new appreciation for Twain’s language, students zero in on particular lines in the passages performed by each group and then use the table to organize their thoughts. (10 min.)

4.

WRITE

Students focus on one of the passages of text that the dramatizations brought to their attention and describe in writing everything that they noticed about it. (12 min.)

EXPANDING

WRITING PROMPT:

Choose one text excerpt that you highlighted in the previous activity.

1) Describe five things you notice from that excerpt.

For example:
- How do the characters act?
- What personality traits do they show?
- How do the characters look?
- What emotions do they show?
- What examples of dialect do the characters use?

2) What does this text excerpt show you about Tom or Aunt Polly?

Use these sentence starters for extra help:

I noticed that Tom/AuntPolly ______ this shows me _______.
The characters in this excerpt ______ this shows ____ about them.
This text excerpt shows me _______ about Tom/Aunt Polly because ________.

BRIDGING

WRITING PROMPT:

Choose one text excerpt you highlighted from one of the skits, describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.

Use these sentence starters for extra help:

I noticed that the characters in this excerpt act/show/look/speak _______________________.
This text excerpt shows me that Tom/Aunt Polly ___________________________.

CORE

ADVANCED LEARNERS

WRITING PROMPT:

Choose one text excerpt you highlighted from one of the skits, describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.

5.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)

WRITING PROMPT:

Original Writing Prompt

Choose one text excerpt you highlighted from one of the skits, describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.

Created by Josh Hamler: Tuesday, October 24 3:09 PM

Due: Thursday, October 26

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

DISCUSS: WHAT DO YOU CALL THAT?

Students respond to polls about names for common objects so that they see they have their own specific, localized names for familiar objects. (5 min.)

PRESENT: SILENT CONVERSATION ACTIVITY

Show students how to do the Silent Conversation Activity to understand an example of dialect: ask questions, draw pictures, paraphrase, respond to each other in writing. (4 min.)

3.

USE THE TEXT AS REFEREE: SILENT CONVERSATION

Students practice exploring the meaning of these difficult phrases in playful ways so that they will be better able to paraphrase them on their own. (10 min.)

4.

USE THE TEXT AS REFEREE: PARAPHRASE

Students write their own paraphrases of each piece of dialect to show their understanding and to prepare for a discussion of what the author really means. (12 min.)

USE THE TEXT AS REFEREE: COMPARE PARAPHRASES

Compare 2 paraphrases with each piece of dialect to stimulate discussion about what Twain really means. (7 min.)

5.

WRAP-UP: WHY DOES AN AUTHOR USE DIALECT?

Students discuss dialect and respond to a poll about Tom’s age. (2 min.)

6.

SOLO

In this Solo, students reread the first part of Chapter 1 and answer 5 multiple choice questions. Students should focus on how Tom and Aunt Polly act around each other. (15 min.)

Created by Josh Hamler: Tuesday, October 24 3:08 PM

Due: Tuesday, October 24

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

PRESENT: DOWNLOAD THE UNIT TEXTS

Students download the core texts for the unit so they will have access to the texts if they lose connectivity during class or do not have connectivity when they take their devices home. (3 min.)

3.

SOLO: WHAT KIND OF A BOY IS TOM?

Students do the first independent reading of the text in class to see what they can make of this more difficult text and to try to get a general impression of Tom. (30 min.)

WORK OUT LOUD: INTRODUCE TOM, JAM SCENE

Gauge students’ first reaction to Tom. Watch a dramatic reading to make sure every student connects with him and gets past the difficulty of the 19th century language. (4 min.)

4.

DISCUSS: FIRST IMPRESSIONS OF TOM, JAM SCENE

Students remember specific pieces of text that gave them an impression of Tom; they consider how their impressions of Tom changed after the dramatic reading. (3 min.)

5.

WORK VISUALLY: CHARACTER TRAITS IN JAM SCENE

Introduce students to the concept of “traits” by starting to use the Character App to map Tom's characteristics in the Jam Scene. (7 min.)

WORK OUT LOUD: SWIMMING SCENE

Continue to enjoy the dramatic reading and then have a quick discussion to make sure students understand the swimming trick. (3 min.)

6.

SELECT TEXT: SWIMMING SCENE

Students highlight text from the swimming trick scene that shows how Tom acts with Aunt Polly and Sid so that they will have passages ready for the Character Matrix app. (3 min.)

7.

WORK VISUALLY: SWIMMING SCENE ON THE MATRIX

Students copy text evidence of Tom’s traits into the Character Matrix app, positioning text to show the degree of trickiness and likability. (10 min.)

WORK OUT LOUD: FIGHT SCENE

Continue to enjoy the dramatic reading and then have a quick discussion to make sure students know what the boys are fighting about. (5 min.)

8.

SELECT TEXT: COMPARE TEXT TO DRAMATIC READING

Students consider how hearing the text read out loud changes their understanding of the language—and the images it creates. (5 min.)

9.

SELECT TEXT: FIGHT SCENE

Students highlight text from the fight scene that shows how Tom acts with the new boy so that they will have passages to use in the Character Matrix app. (5 min.)

10.

WORK VISUALLY: FIGHT SCENE ON THE MATRIX

Students copy text evidence of Tom’s traits into the Character Matrix app so that they can compare this scene to the Swimming Scene. (10 min.)

WRAP-UP: DOES TRICKINESS CHANGE?

Students discuss Tom’s traits by looking at the Character Matrix to see if the trait of trickiness stays constant across scenes. (5 min.)

11.

SOLO

In this Solo, students reread the Swimming Scene from Chapter 1 and answer 5 multiple choice questions. Students should focus on trying to understand the trick. (15 min.)

Created by Josh Hamler: Tuesday, October 24 3:07 PM

Due: Monday, October 9

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

REVIEW: SOLOS

Students share and discuss their annotations from the reading to understand distinctions and connections about what grabs each reader’s attention. (5 min.)

3.

SELECT TEXT: ANALYZE DETAILS

Students look closely at one moment Dahl focuses on and analyze his use of detail (showing) to develop one idea about the Matron’s character. (8 min.)

4.

DISCUSS: CONNECTED MOMENTS

Students break the chapter into distinct moments to describe the Matron and determine whether these moments support or modify their impression of her. (8 min.)

5.

WRITE

Students transition from writing about one moment in the book that focuses on one idea about the Matron to connecting details from 2 moments. (12 min.)

EXPANDING

WRITING PROMPT:

Find a moment you highlighted from the chapter.

What type of person is the Matron? Use detail from the moment your highlighted to convince your reader.

Use the sentence starters below to help you.

The Matron is ___________
I know this because ___________

BRIDGING

WRITING PROMPT:

Write one idea you have about the type of person the Matron is after reading this chapter.

Describe 2–4 details from two moments in the chapter to convince your reader of your idea.

Use the sentence starters below to help you.

The Matron is ___________
I know this because ___________

CORE

WRITING PROMPT:

Write one idea you have about the type of person the Matron is after reading this chapter.

Describe 2–4 details from two moments in the chapter to convince your reader of your idea.

ADVANCED LEARNERS

WRITING PROMPT:

What type of person is the Matron? How is she similar or different from the Headmaster?

Use details from this chapter and others to support your ideas.

6.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)

WRITING PROMPT:

Original Writing Prompt

Write one idea you have about the type of person the Matron is after reading this chapter.

Describe 2–4 details from two moments in the chapter to convince your reader of your idea.

7.

WRAP-UP

Students consider whether Dahl wants to convey a consistent character in the Matron or demonstrate how she changes and develops. (2 min.)

8.

SOLO

Students review their previous writing to notice how the adult characters act and answer 6 multiple choice questions. (30 min.)

9.

EXTENDED WRITING PROMPT

Students respond to a narrative prompt using showing details to focus on a moment and produce 3 pages, 315 words, of writing in one sitting. (35 min.)

WRITING PROMPT:

Write about one awful moment from a recent day at school. (Or one great moment.)

Goal: Try to write 3 pages, or 315 words, in one sitting! You will need to use lots of details to focus on your moment.

Created by Josh Hamler: Thursday, September 28 12:40 PM

Due: Friday, October 6

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

REVIEW: SOLOS

Students share and discuss their annotations from the reading to understand distinctions and connections about what grabs each reader’s attention. (5 min.)

3.

SELECT TEXT: ANALYZE DETAILS

Students look closely at one moment Dahl focuses on and analyze his use of detail (showing) to develop one idea about the Matron’s character. (8 min.)

4.

DISCUSS: CONNECTED MOMENTS

Students break the chapter into distinct moments to describe the Matron and determine whether these moments support or modify their impression of her. (8 min.)

5.

WRITE

Students transition from writing about one moment in the book that focuses on one idea about the Matron to connecting details from 2 moments. (12 min.)

EXPANDING

WRITING PROMPT:

Find a moment you highlighted from the chapter.

What type of person is the Matron? Use detail from the moment your highlighted to convince your reader.

Use the sentence starters below to help you.

The Matron is ___________
I know this because ___________

BRIDGING

WRITING PROMPT:

Write one idea you have about the type of person the Matron is after reading this chapter.

Describe 2–4 details from two moments in the chapter to convince your reader of your idea.

Use the sentence starters below to help you.

The Matron is ___________
I know this because ___________

CORE

WRITING PROMPT:

Write one idea you have about the type of person the Matron is after reading this chapter.

Describe 2–4 details from two moments in the chapter to convince your reader of your idea.

ADVANCED LEARNERS

WRITING PROMPT:

What type of person is the Matron? How is she similar or different from the Headmaster?

Use details from this chapter and others to support your ideas.

6.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)

WRITING PROMPT:

Original Writing Prompt

Write one idea you have about the type of person the Matron is after reading this chapter.

Describe 2–4 details from two moments in the chapter to convince your reader of your idea.

7.

WRAP-UP

Students consider whether Dahl wants to convey a consistent character in the Matron or demonstrate how she changes and develops. (2 min.)

8.

SOLO

Students review their previous writing to notice how the adult characters act and answer 6 multiple choice questions. (30 min.)

9.

EXTENDED WRITING PROMPT

Students respond to a narrative prompt using showing details to focus on a moment and produce 3 pages, 315 words, of writing in one sitting. (35 min.)

WRITING PROMPT:

Write about one awful moment from a recent day at school. (Or one great moment.)

Goal: Try to write 3 pages, or 315 words, in one sitting! You will need to use lots of details to focus on your moment.

Created by Josh Hamler: Thursday, September 28 12:39 PM

Due: Thursday, October 5

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

REVIEW: SOLO

Students share and discuss their annotations from the reading to understand distinctions and connections between what grabs each reader’s attention. (5 min.)

3.

DISCUSS: THE "TUCK-BOX"

Students look at the variety of ways Dahl describes the tuck-box to build his reader’s understanding of its role in the lives of the schoolboys. (15 min.)

PRESENT: CHOOSE A WRITING PROMPT

You will direct your class to complete either the Personal Narrative prompt (Option 1) or the Response to Text prompt (Option 2).

4.

WRITE: PERSONAL NARRATIVE

After carefully examining Dahl’s description of the tuck-box, students use focus to write a full page to describe one "tuck-box" in their own daily lives. (12 min.)

EMERGING

WRITING PROMPT:

Write about one moment when you took something out of your backpack or locker. Describe what you noticed about the contents of your backpack or locker so that the reader can picture it.

Use the sentence starters to help you.

I took _______ out of my backpack/locker.

While I was looking for it, I noticed that the inside of my backpack/locker was _______.

If you were to look inside my backpack/locker, you would see _______.

EXPANDING

WRITING PROMPT:

Think about your backpack or locker. Is it messy or neat? Is it full of stuff or almost empty?

Think about a time when you took something out of your backpack a locker. Could you find it easily? Was it hard to find what you were looking for?

Write about one moment when you took something out of your backpack or locker. Describe what you noticed about the contents of your backpack or locker so that the reader can picture it.

Use the sentence starters to help you.

I took _______ out of my backpack/locker.

While I was looking for it, I noticed that the inside of my backpack/locker was _______.

If you were to look inside my backpack/locker, you would see _______.

BRIDGING

WRITING PROMPT:

Write about one moment when you took something out of your backpack or locker. Describe what you noticed about the contents of your backpack or locker so that the reader can picture it. Use the sentence starters to help you.

I noticed that the inside of my backpack/locker was _______.

If you were to look inside, you would see _______.

CORE

ADVANCED LEARNERS

WRITING PROMPT:

Personal Narrative Prompt:

Write about one moment when you took something out of your backpack or locker. Describe what you noticed about the contents of your backpack or locker so that the reader can picture it.

5.

WRITE: RESPONSE TO TEXT

Students use their understanding of the reading to describe one reason the tuck-boxes were important to the boys. (12 min.)

EXPANDING

WRITING PROMPT:

Reread the passage and think about what the boys used tuck-boxes for.
Highlight two details that show why tuck-boxes were important to the boys.
Write to explain why tuck-boxes were so important to Dahl and the boys. Use the details from the text you highlighted to explain your reasoning.

BRIDGING

WRITING PROMPT:

Reread the passage and think about what the boys used tuck-boxes for.

Why would the boys think they were important?

Describe 2–3 details from the text to explain your reasoning.

CORE

WRITING PROMPT:

Response to Text Prompt:

What is one reason that the tuck-boxes are important for the boys at boarding school? Describe 2–3 details from the text to explain your reasoning.

ADVANCED LEARNERS

WRITING PROMPT:

What are three reasons why the tuck-box was so important to the boys at boarding school?

Use details from the text to support your reasoning. Compare Dahl’s description of the importance of tuck-boxes to his description of the importance of the sweet-shop to him and his friends in “The bicycle and the sweet-shop.”

6.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)

7.

WRAP-UP

Support students to understand the purpose of the tuck-box when Dahl was a boy as well as how it relates to their own lives today—what might they consider treasure? (3 min.)

8.

SOLO

In this Solo, students will read “The Matron” and answer 7 multiple choice questions. (30 min.)

Created by Josh Hamler: Thursday, September 28 12:37 PM

Due: Tuesday, October 3

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

DISCUSS: TIMELINE MOMENTS

Based on their Solos, students share the key moments in the sequence of events Dahl describes to practice grouping and summarizing key plot moments. (5 min.)

PRESENT: SPOTLIGHTS

Display Spotlights that demonstrate students using evidence effectively to guide the revision students will complete. (1 min.)

3.

DISCUSS: SPOTLIGHTS

Students analyze the use of evidence in the Spotlights to guide and motivate their own revision. (7 min.)

4.

REVISE: USE OF EVIDENCE

Students work with just one place in their writing to continue practicing the skill of using and describing their text evidence. (18 min.)

WRITING PROMPT:

Revision Assignment—Use of Evidence

Reread your writing from Lesson 9 and underline a sentence(s) where you used details from the book to develop your idea. (Your teacher may have underlined a sentence for you.) Use the NEXT and PREV arrows below the text to navigate among the chapters "The Great Mouse Plot," "Mr Coombes," and "Mrs Pratchett's revenge."
Reread that part of the book and identify one or two more details that connect to your idea.
Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.

5.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (6 min.)

WRITING PROMPT:

Directions

If you share, do this:

Read the original version.
Read the new version.
Identify which version you like better and explain why.

6.

WRAP-UP

Students begin to evaluate the strength of their own evidence. (3 min.)

WRITING PROMPT:

Directions

Reread your writing once more.
Underline the most convincing piece of evidence (details from the text) you use to persuade your reader.
Skip a line. Explain why you think this piece of evidence is the most convincing.

7.

SOLO

Students read a passage from *Boy*, and then answer multiple choice questions. (20 min.)

8.

EXTRA: ADDITIONAL TEXT WRITING PROMPT

Choose between two extra prompts that ask students to read a new text: 1) provides additional practice with lesson skills, 2) provides practice writing to multiple texts. (30 min.)

WRITING PROMPT:

Directions:

1) Use the prompt your teacher assigns to you.

2) Read the passage from The Secret Garden by Frances Hodgson Burnett.

Writing Prompt 1: Write one idea you have about the type of person Colin is. Describe 2–4 details from the passage to convince your reader of your idea.
Writing Prompt 2: Does Burnett's description of Colin make him sound like a likable character? Compare Burnett's description of Colin to Dahl's description of Miss Pratchett. How does each writer use details to create a likable or unpleasant feeling toward the character?

Created by Josh Hamler: Thursday, September 28 12:36 PM

Due: Monday, October 2

Assignment

Roald Dahl in Boy is…………..….

Name:____________________________

One Pager

Use your reading from the book Boy by Roald Dahl.

Complete the 1-pager mini-poster

Your individual poster must include the following.

5 quotes or pieces of evidence from the reading that caught your attention.

Ten words that describe or represent Roald Dahl in Boy.
Five visual images or pictures that represent things that have happened in the book
Cluster around these images captions that describe the images.
Two thoughtful questions and answers about Dahl in Boy
Use lots of color!

___/10 Five quotes

___/10 Ten words that describe sugary drinks

___/10 Five visual images/pictures

___/10 Captions for pictures

___/10 Two questions with answers

___/10 Color

___/60 Total

Created by Josh Hamler: Thursday, September 28 12:35 PM

Due: Friday, September 29

Assignment

9/29/17

nstructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

REVIEW: SOLO

Students share the pieces of dialogue and narration they found in the text and their insights about character to consider how a writer uses the tools they have been practicing. (5 min.)

3.

DISCUSS: INTERPRETING DIALOGUE AND NARRATION

Students compare Dahl’s small piece of dialogue and narration to a made-up version to see how the details of the narrative impact how the reader interprets the speaker’s words. (6 min.)

PRESENT: MRS. PRATCHETT'S DIALOGUE

Play the audio reading of a section from “Mr Coombes” so that students can hear the distinct voices of the characters as they follow along with the passage.

4.

SELECT TEXT: DIALOGUE AND CHARACTER

Students apply what they have been learning about dialogue and narration to a close read of Dahl’s *Boy* to analyze how these elements develop character. (10 min.)

5.

WORK OUT LOUD: THE LINEUP

Using text clues to “act out” these characters helps students develop awareness of how dialogue and narration work together in a text. (10 min.)

STUDENT PRESENTATION: THE LINEUP

Groups act out the scene in front of the class and then discuss how they used Dahl’s dialogue and narration to help them get into character. (5 min.)

6.

WRAP-UP

Students put together what they have learned about the connection between dialogue, narration, and showing emotion and character. (3 min.)

7.

SOLO

In this Solo, students will read “Mrs Pratchett’s revenge” a

9/28/17

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

INTRODUCE: DIALOGUE

Students consider and practice how dialogue (including internal dialogue) can increase the reader's understanding of characters and situations. (10 min.)

PRESENT: DIALOGUE

Further demonstrate the effectiveness of dialogue by showing how the varied student dialogues shift the reader’s understanding of the same scene. (5 min.)

3.

DISCUSS: DIALOGUE AND NARRATION

Students consider how writers integrate dialogue and narration to create a complete picture for the reader. (7 min.)

4.

WRITE

Students rewrite their simple dialogue as a short narrative that uses dialogue and narration to describe one moment. (12 min.)

EMERGING

WRITING PROMPT:

Directions

Now write 3–4 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
Use these sentence starters to help you with your writing.
- David reaches for _______.
- As he does, Nick says, “_______.”
- Nick moves so that _______.
- David says, “ _______.”

EXPANDING

WRITING PROMPT:

Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.

Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.

Use the thinking prompts below to help you get started.

What is David reaching for?
What could David be saying as he does this?
What is Nick thinking as David reaches over him? How do you know? What does Nick’s body and face look like?
What might Nick be saying or thinking?

When you are ready to start writing, use the sentence starters below.

David reaches for ____________.
As he does, Nick says, “ ____________.”
Nick moves so that ____________.
David says, “ ____________.”

BRIDGING

WRITING PROMPT:

Directions

Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
Use the sentence starters below to help you with your writing.
- David reaches for ____________.
- As he does, Nick says, “ ____________.”
- Nick moves so that ____________.
- David says, “ ____________.”

CORE

WRITING PROMPT:

Directions

Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.

ADVANCED LEARNERS

WRITING PROMPT:

Directions

Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look. Include some internal dialogue to show what a character is thinking or feeling in this moment.

5.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (6 min.)

WRITING PROMPT:

Original Writing Prompt:

Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.

Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.

6.

WRAP-UP

Students identify specific elements of dialogue and narration they practiced to continue to build a critical eye for the choices they are making in their own writing. (3 min.)

7.

SOLO

Students find a piece of dialogue and narration that shows something about a character from *Boy*. (15 min.)

9/27/17

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

INTRODUCE: DIALOGUE

Students consider and practice how dialogue (including internal dialogue) can increase the reader's understanding of characters and situations. (10 min.)

PRESENT: DIALOGUE

Further demonstrate the effectiveness of dialogue by showing how the varied student dialogues shift the reader’s understanding of the same scene. (5 min.)

3.

DISCUSS: DIALOGUE AND NARRATION

Students consider how writers integrate dialogue and narration to create a complete picture for the reader. (7 min.)

4.

WRITE

Students rewrite their simple dialogue as a short narrative that uses dialogue and narration to describe one moment. (12 min.)

EMERGING

WRITING PROMPT:

Directions

Now write 3–4 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
Use these sentence starters to help you with your writing.
- David reaches for _______.
- As he does, Nick says, “_______.”
- Nick moves so that _______.
- David says, “ _______.”

EXPANDING

WRITING PROMPT:

Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.

Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.

Use the thinking prompts below to help you get started.

What is David reaching for?
What could David be saying as he does this?
What is Nick thinking as David reaches over him? How do you know? What does Nick’s body and face look like?
What might Nick be saying or thinking?

When you are ready to start writing, use the sentence starters below.

David reaches for ____________.
As he does, Nick says, “ ____________.”
Nick moves so that ____________.
David says, “ ____________.”

BRIDGING

WRITING PROMPT:

Directions

Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
Use the sentence starters below to help you with your writing.
- David reaches for ____________.
- As he does, Nick says, “ ____________.”
- Nick moves so that ____________.
- David says, “ ____________.”

CORE

WRITING PROMPT:

Directions

Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.

ADVANCED LEARNERS

WRITING PROMPT:

Directions

Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look. Include some internal dialogue to show what a character is thinking or feeling in this moment.

5.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (6 min.)

WRITING PROMPT:

Original Writing Prompt:

Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.

Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.

6.

WRAP-UP

Students identify specific elements of dialogue and narration they practiced to continue to build a critical eye for the choices they are making in their own writing. (3 min.)

7.

SOLO

Students find a piece of dialogue and narration that shows something about a character from *Boy*. (15 min.)

Created by Josh Hamler: Wednesday, September 27 9:35 AM

Due: Friday, September 29

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

REVIEW: ANNOTATIONS

Students present their ideas about the text by describing specific details or moments in the text. (6 min.)

3.

REVIEW: FOCUS ON A MOMENT

Students explore how Dahl *focuses* in on this moment of punishment to consider how their understanding of *focus* can be used to identify where to focus their text analysis. (5 min.)

4.

SELECT TEXT: IDENTIFY EMOTIONS

Students analyze the details from this passage to interpret Dahl's emotion in this moment. (7 min.)

REVIEW: THE ARC OF THE STORY

Use the posted timeline to review the key plot moments in the full story of the great mouse plot to prepare students to consider the range of emotions Dahl conveys. (5 min.)

5.

CONNECT TEXT: THE ARC OF EMOTIONS

Students contrast Dahl’s emotions throughout the story and consider the range of Dahl’s reactions to see that the prompt requires analysis. (5 min.)

6.

WRITE

Students stake a claim about Dahl’s reaction to the event in “The Great Mouse Plot” to practice focusing and using select details to explain their ideas. (12 min.)

EMERGING

WRITING PROMPT:

Does Dahl wish he didn’t put the dead mouse in Mrs. Pratchett’s jar? How do you know? Be sure to use details from “Mrs Pratchett’s revenge” in your answer.

Use the NEXT and PREV arrows below the text to navigate among the chapters “The Great Mouse Plot,” “Mr Coombes,” and “Mrs Pratchett’s revenge.”

EXPANDING

WRITING PROMPT:

Does Dahl wish he didn’t put the dead mouse in Mrs. Pratchett’s jar? How do you know? Use details from “Mrs Pratchett’s revenge” in your answer.

The sentence starters below may help you start your writing.

After he gets caught, Dahl is punished by _______.

When he is being caned, he thinks _______.

BRIDGING

WRITING PROMPT:

Does Dahl regret playing the mouse trick on Mrs. Pratchett?

Describe 2–3 details from the reading (including a direct quote) to explain your answer. Use these sentence stems to help you.

Dahl does/does not regret _______.

I know this because _______.

CORE

WRITING PROMPT:

Does Dahl regret playing the mouse trick on Mrs. Pratchett?

Describe 2–3 details from the reading (including a direct quote) to explain your answer.

Use the NEXT and PREV arrows below the text to navigate among the chapters “The Great Mouse Plot,” “Mr Coombes,” and “Mrs Pratchett’s revenge.”

ADVANCED LEARNERS

WRITING PROMPT:

Compare how Dahl feels in “The Great Mouse Plot” to how he feels in “Mrs Pratchett’s revenge.”

In the end, does he regret the mouse trick? Use details from both chapters to explain your thinking.

7.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)

WRITING PROMPT:

Original Writing Prompt

Does Dahl regret playing the mouse trick on Mrs. Pratchett?

Describe 2–3 details from the reading (including a direct quote) to explain your answer.

8.

WRAP-UP

Students see the range of class responses to the poll, reinforcing the idea that analysis does not always result in the same, right answer. (2 min.)

9.

SOLO

Students read a passage from *Boy* and answer multiple choice questions that require close attention to the consequences of the boys' plot. (30 min.)

BEFORE NEXT LESSON

Created by Josh Hamler: Thursday, September 28 12:34 PM

Due: Friday, September 22

Assignment

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

PRESENT: SPOTLIGHTS

Students discuss the effective ways their classmates used text details and direct quotes in the Spotlights to prepare to revise the use of evidence in their own writing. (4 min.)

2.

DISCUSS: SPOTLIGHTS

Students discuss the effective ways their classmates used text details and direct quotes in the Spotlights to prepare to revise the use of evidence in their own writing. (3 min.)

3.

SELECT TEXT: DIRECT QUOTES AS EVIDENCE

Students review and practice selecting a direct quote from the text as a way of developing an idea about the text. (15 min.)

4.

REVISE: USE OF EVIDENCE

Students repeat the cycle they just competed using their own writing: adding an additional quote to support their idea and describing what they connect from that quote to their idea. (10 min.)

WRITING PROMPT:

Directions

Reread your Writing Response from Lesson 3 and underline a sentence(s) where you used details from the book to develop your idea (your teacher may have highlighted a sentence for you).
Reread that part of the book and identify one more direct quote that connects to your idea.
Skip a line and write your new sentences below your original response. Write 3–5 more sentences that use that quote to explain your idea. Use at least one direct quote.

Original Writing Prompt:

Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24). Do you agree or disagree? Describe 2–3 details from the passage to show why.

5.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (8 min.)

WRITING PROMPT:

Directions

If you share, do this:

Read the original version.
Read the new version.
Identify which version you like better and explain why.

6.

WRAP-UP

Students will answer a broader, inferential question about these passages to consider the connection between finding evidence in the text and accurate understanding. (2 min.)

7.

SOLO

Students read a passage from <i>Boy</i> and then answer multiple choice questions. (20 min.)

Created by Josh Hamler: Wednesday, September 13 1:12 PM

Due: Thursday, September 21

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

SELECT TEXT: DESCRIBING A SEQUENCE OF EVENTS

Students break Dahl's complex sentences into simple sentences to compare the impact of structures and note how Dahl's complex sentences describe the sequence of events. (12 min.)

3.

INTRODUCE: COMBINING RELATED ACTIONS

Students consider how dependent markers in a complex sentence connect ideas or events. (8 min.)

4.

TRY IT ON: WRITING COMPLEX SENTENCES

Students work together to write complex sentences by combining simple sentences. (10 min.)

SHARE

Students share their complex sentences with the class so that they can learn from and give positive feedback to their peers. (5 min.)

5.

REVISE: COMBINING SENTENCES

Students apply what they have learned by finding 2 sentences to combine into a complex sentence in their own writing. (10 min.)

WRITING PROMPT:

Original Writing Prompt
Write about a moment that took three minutes or less.

Directions

Reread the narrative you wrote in a previous lesson.
Find two sentences that you can combine into one complex sentence. Copy these sentences and paste them below your writing.
Combine these sentences into one sentence, using a dependent marker to describe the relationship between these actions and ideas.
- You can change the order of words.
- You may want to add words like "as soon as," "when," "although," and "because."
- Add a comma where necessary.

6.

SOLO

In this Solo, students will practice writing complex sentences and answer 7 multiple choice questions. (15 min.)

BEFORE NEXT LESSON

Prepare Spotlights of student writing to demonstrate how to use details from the text to explain whether Mrs. Pratchett is a horror.

Created by Josh Hamler: Wednesday, September 13 1:11 PM

Due: Wednesday, September 20

Assignment

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

REVIEW: SOLOS

Students share the candy descriptions from their Solos and comment on each other’s writing to show the details that made the candy sound delicious or disgusting. (6 min.)

WRITING PROMPT:

Directions

Raise your hand to share your candy description.
Volunteer to respond to a detail you heard that makes the candy sound delicious or revolting.

3.

SELECT TEXT: INTERPRET DETAILS

Students identify which details they most notice in a description of a character and make an interpretation of the character based on that detail. (6 min.)

REVIEW: SHOW VS. TELL

Work with students to create a chart to distinguish between when Dahl tells and when he shows to help students see how a writer does both. (4 min.)

4.

CONNECT TEXT: ADDING UP THE DETAILS

Students reread the description to identify additional descriptive details and to decide whether those details confirm or change their initial idea about the character. (4 min.)

5.

WRITE

Students write to support or oppose Dahl’s statement about Mrs. Pratchett to practice using text details persuasively. (12 min.)

EMERGING

WRITING PROMPT:

Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).

Do you agree or disagree? Use the two details from the chapter below and the sentence starters to help you get started.

Detail 1:

She never smiled. She never welcomed us when we went in, and the only times she spoke were when she said things like, ‘I’m watchin’ you so keep yer thievin’ fingers off them chocolates!' (25)

Detail 2:

But by far the most loathsome thing about Mrs Pratchett was the filth that clung around her. Her apron was grey and greasy. Her blouse had bits of breakfast all over it, toast-crumbs and tea stains and splotches of dried egg-yolk. It was her hands, however, that disturbed us most. They were disgusting. They were black with dirt and grime. (26)

I agree/disagree with Dahl that Mrs. Pratchett was a horror because ___________.

Detail 1 tells me that ________.

I know Mrs. Pratchett was/was not a horror because Detail 2 _________.

EXPANDING

WRITING PROMPT:

Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).

Do you agree or disagree? Describe 2–3 details from the passage to show why. Use the sentence starters to help you.

I agree/disagree that Mrs. Pratchett was a horror because _______.

In the chapter, Dahl says that Mrs. Pratchett _______.

This means she is/isn’t a horror because _______.

BRIDGING

WRITING PROMPT:

Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).

Do you agree or disagree? Describe 2–3 details from the passage to show why.

Use the sentence starter to help you get started with your writing.

Mrs. Pratchett is/isn’t a horror because _______.

CORE

WRITING PROMPT:

Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).

Do you agree or disagree? Describe 2–3 details from the passage to show why.

ADVANCED LEARNERS

WRITING PROMPT:

Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).

What does he mean by “horror”?

Do you agree or disagree with him? Describe 2–3 details from the passage to show why.

6.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (6 min.)

WRITING PROMPT:

Original Writing Prompt

Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).

Do you agree or disagree? Describe 2–3 details from the passage to show why.

7.

WRAP-UP

Students identify the writer of the description to see that their understanding of Mrs. Pratchett is based on Dahl’s perspective. (2 min.)

8.

SOLO

Students read a passage from *Boy* and answer multiple choice questions that require close attention to precise details in the text. (30 min.)

BEFORE NEXT LESSON

Prepare Spotlights of student writing to demonstrate how to use details from the text to explain whether the candy is appealing or repulsive.

Created by Josh Hamler: Wednesday, September 13 1:10 PM

Due: Tuesday, September 19

Assignment

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

REVIEW: SOLO

Students share and discuss their annotations from the reading to notice the distinctions and connections between what grabs each reader’s attention. (7 min.)

3.

WHY DOES THE DETAIL GRAB YOUR ATTENTION?

Students tie their overall impression of a textual description to the specific details they notice and react to within that description. (13 min.)

4.

WRITE

Students transition from the poll to writing persuasively about the text by describing the details about one candy and why they think it is appealing or repulsive. (12 min.)

BRIDGING

WRITING PROMPT:

Write about one candy that sounds really appealing or repulsive to you and why. Describe 2–3 details from the text in your response.

Use this sentence starter to help you with your writing:
____________ candy sounds repulsive/appealing to me because the text says ____________.

CORE

WRITING PROMPT:

Write about one candy that sounds really appealing or repulsive to you and why. Describe 2–3 details from the text in your response.

ADVANCED LEARNERS

WRITING PROMPT:

Choose two candies from the sweet-shop: one that sounds appealing to you and one that sounds repulsive. Why is one appealing and one repulsive? Use details from the text to explain why.

5.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)

WRITING PROMPT:

Original Writing Prompt

Write about one candy that sounds really appealing or repulsive to you and why. Describe 2–3 details from the text in your response.

6.

ORGANIZATION OF DIFFERENT TEXT TYPES

Students compare and contrast the organization of narrative writing and argumentative writing. (10 min.)

7.

DISCUSSION: TIMELINE

A timeline is used to identify and plot key moments from the reading to help students consider what Dahl chooses to focus on in his memoir. (3 min.)

8.

SOLO

In this Solo, students will answer questions about Dahl's description of the candies. They will also use precise details to write a description of their own candy. (20 min.)

WRITING PROMPT:

Directions

Create your own 3–5 sentence description of a candy you have had before or one that you make up.
Be creative and use precise details. Will your reader think your candy sounds delicious or disgusting?
Optional: Draw a picture of your candy on paper to include with your description.

Created by Josh Hamler: Wednesday, September 13 1:09 PM

Due: Monday, September 18

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITIES

2.

PRESENT: DOWNLOAD THE UNIT TEXTS

Students download the core texts for the unit so they will have access to the texts if they lose connectivity during class or do not have connectivity when they take their devices home. (3 min.)

3.

PRESENT: DAHL SPOTLIGHTS

Students discuss passages from *Boy* to engage with the liveliness of Dahl's writing and to recognize his use of focus and showing. (8 min.)

4.

CONNECT TEXT: MAKING A TIMELINE

Students sort through their narrative writing from the beginning of the unit, choose the pieces that are most vivid in their memory, and sequence them on a timeline of their life. (10 min.)

5.

DISCUSS: HOW DAHL SELECTS MOMENTS

Students consider what types of moments stuck out in Dahl’s memory that they will read about in this unit. (10 min.)

6.

INTRODUCE: ANNOTATING

Students practice highlighting and describing why a part of the passage grabs their attention, and then share their annotations with a partner. (10 min.)

7.

WRAP-UP

Students have read a moment from *Boy* in this lesson. They will make a prediction about whether they think Dahl and his friends behaved well or got into trouble. (2 min.)

8.

SOLO

Students will review the Author's Note, read “The bicycle and the sweet-shop,” and answer 7 multiple choice questions. (20 min.)

VOCABULARY

Created by Josh Hamler: Wednesday, September 13 1:08 PM

Due: Friday, September 15

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITY

PRESENT: SPOTLIGHTS

Use student Spotlights to discuss how the use of precise details allows the reader to get a vivid picture of this moment. (1 min.)

2.

DISCUSS: PROGRESS UPDATE

Students review the progress they are making using precise details to focus on a moment. (2 min.)

3.

SELECT TEXT: DETAILS CAROUSEL

As students circulate and attempt to add to existing lists of details in this brainstorm game, they are challenged to identify an increasing range of possible descriptors. (14 min.)

PRESENT: DIRECT STUDENTS TO CORRECT ACTIVITY

Direct students to the appropriate Revision Assignment, depending on whether the class completed Lessons 7–9 or not.

4.

REVISE: LESSON 4

Students demonstrate their understanding of focus by adding 3–5 sentences to an existing piece of writing to develop one moment more completely. (10 min.)

WRITING PROMPT:

Complete this activity if your teacher has told you to work on your writing from Lesson 4.

Directions

Revision Assignment: Focus on a Moment

Reread your Writing Response from Lesson 4.
Read your teacher’s comments. Your teacher highlighted one place in your writing where you began to focus but can develop this moment further.
Add 3–5 more focused sentences, using precise details to develop your moment even further. Skip a line and write your new sentences below your original response.

5.

REVISE: LESSON 8

Students demonstrate their understanding of focus on a moment by adding 3–5 sentences to an existing piece of writing to develop one moment more completely. (10 min.)

WRITING PROMPT:

Complete this activity if your teacher has told you to work on your Writing Response from Lesson 8.

Directions

Revision Assignment: Focus on a Moment

Find a place where you focused on one moment but could add even more details to develop this moment further. (Your teacher may have highlighted one place.)
Add 3–5 focused sentences to this section, using precise details to develop your moment. Skip a line and write your new experimental sentences below your original response.

6.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (10 min.)

7.

WRAP-UP

Students look at the cafeteria details and complete a poll with their impressions of the cafeteria in order to observe how details have an impact on the reader. (3 min.)

8.

SOLO

(10 min.)

WRITING PROMPT:

Directions

Think of a place that you find comfortable or uncomfortable.
- Maybe it’s a place where you don’t feel right or you have a hard time relaxing.
- Maybe it’s a place where you know where everything is and it’s just like being in your own home.
Write 5–7 sentences to describe this place, using details to show why it makes you feel comfortable or uncomfortable.

9.

EXTENDED WRITING PROMPT

Students respond to a narrative prompt using showing details to focus on a moment and produce 3 pages, 315 words, of writing in one sitting. (35 min.)

WRITING PROMPT:

Write about a recent moment from gym class.

Goal: Try to write 3 pages, or 315 words, in one sitting! You will need to use lots of details to focus on your moment.

BEFORE NEXT LESSON

Created by Josh Hamler: Wednesday, September 13 1:07 PM

Due: Thursday, September 14

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITY

2.

WORK OUT LOUD: SHOWING EMOTIONS

Students work together in groups to direct and act in skits that convey a specific emotion through the use of dialogue, tone of voice, facial expressions, and gestures. (16 min.)

3.

STUDENT PRESENTATION: THE MATH TEST

After spending time preparing their skits, students perform. They observe how the actor’s precise actions, gestures, and dialogue can be described in writing to show emotion. (12 min.)

4.

REVISE: ADD SHOWING DETAILS

Students practice using the same types of precise details they saw their peers act out when they add showing to a telling sentence. (12 min.)

5.

SOLO

Students write a paragraph and include details that show a different emotion from the character. (10 min.)

BEFORE NEXT LESSON

VOCABULARY

1. Vocabulary Activity

GROUP

2. Work Out Loud: Showing Emotions

Students work together in groups to direct and act in skits that convey a specific emotion through the use of dialogue, tone of voice, facial expressions, and gestures. (16

Created by Josh Hamler: Wednesday, September 13 1:06 PM

Due: Wednesday, September 13

Assignment

Instructional Guide

Lesson at a Glance

1.

VOCABULARY ACTIVITY

2.

REVIEW: PRECISE OBSERVATION

Students notice that they have many moments in a typical day that are rich in details that they could write about, but too often they overlook these moments as “nothing much.” (2 min.)

3.

REVIEW: FOCUS ON A MOMENT

Students look at a comic strip of a school day and consider how one "typical" day can be broken into unique, focused moments. (11 min.)

4.

WORK VISUALLY: YOUR FOCUSED MOMENTS

Students sketch out a comic strip of their typical day, and then choose one of the moments to describe in writing with precise details. (13 min.)

5.

WRITE

Students use precise details in their writing to develop one moment from their comic strip. (12 min.)

EMERGING

EXPANDING

BRIDGING

WRITING PROMPT:

Directions

Choose one of the moments from your comic strip and use precise details to describe just that moment.
Think about these questions to help you get started.
- What were you doing?
- Who was there?
- What did you feel like or think?
- What could you hear?
- Were people talking?
- What were they saying?

CORE

ADVANCED LEARNERS

WRITING PROMPT:

Choose one of the moments from your comic strip and use precise details to describe just that moment.

6.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (5 min.)

WRITING PROMPT:

Original Writing Prompt

Choose one of the moments from your comic strip and use precise details to describe just that moment.

7.

WRAP-UP

Students reread their writing and choose a precise detail about a moment from their day. Students share these aloud to model the use of detail to develop a moment. (2 min.)

WRITING PROMPT:

Directions

Underline two showing details from your writing.

8.

SOLO

Students use a writing sample to practice using precise details to focus on one moment. (12 min.)

BEFORE NEXT LESSON

Created by Josh Hamler: Wednesday, September 13 1:04 PM

Due: Friday, September 8

Assignment

Lesson at a Glance

VOCABULARY VIDEO

Students will watch a short video that teaches the definition of the vocabulary word and will complete two activities that support the learning of the word in the correct context.

1.

VOCABULARY ACTIVITY

PRESENT: INTRODUCTION TO DAHL

Spotlight a few passages from Roald Dahl’s *Boy* so students can connect the skills they have been practicing to the skills used by a professional writer. (2 min.)

2.

DISCUSS: HOW DOES DAHL FOCUS ON A MOMENT?

Students do a close reading of one passage from *Boy,* applying the skills and routines they have been practicing to examine the impact of Dahl’s use of focus and showing. (13 min.)

PRESENT: SLOW MOTION VIDEO

(2 min.)

3.

WRITE

Students use focus to describe a small moment in a physical activity that took 3 minutes or less to practice Dahl’s technique of slowing down this moment. (12 min.)

EMERGING

EXPANDING

BRIDGING

WRITING PROMPT:

Directions

Practice slowing down the moment.
Write about a recent moment that took three minutes or less.

CORE

ADVANCED LEARNERS

WRITING PROMPT:

Directions

Practice slowing down the moment.
Write about a recent moment that took three minutes or less.

4.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (7 min.)

WRITING PROMPT:

Directions

Read loudly and slowly.
When you’re done, call on two volunteers to respond.

Original Writing Prompt
Write about a recent moment that took three minutes or less.

5.

WRAP-UP

Students select one detail from their own writing and summarize their moment to learn to reread their own writing critically. (5 min.)

WRITING PROMPT:

Directions
1. Reread your writing from today.
2. Underline a place in your writing where you used precise details.

WRITING PROMPT:

Directions

On your sticky note, describe the moment you wrote about in one sentence. You will get to share it on the class map in a moment!

6.

PRESENT: DEFINITIONS

Students review the definition of focus. (1 min.)

7.

SOLO

Students write about a moment when they saw something curious, ridiculous, or astounding.(10 min.)

8.

EXTRA: ADDITIONAL TEXT WRITING PROMPT

This extra Writing Prompt asks learners to read a new text. It is designed for additional practice with reading and writing skills from this lesson. (30 min.)

WRITING PROMPT:

Directions

Read the passage from Helen Keller’s autobiography. When you read, consider the fact that she could not see or hear. What senses did she use to “slow down the moment”? Write about a recent moment that took three minutes or less using the senses that Keller used.

BEFORE NEXT LESSON

TEACHER

Vocabulary Video

Students will watch a short video that teaches the definition of the vocabulary word and will complete two activities that support the learning of the word in the correct context.

VOCABULARY

1. Vocabulary Activity

Created by Josh Hamler: Friday, September 1 1:24 PM

Due: Thursday, September 7

Assignment

Lesson at a Glance

LESSON TIPS

Review these guides to understand how to work with this lesson in a blended classroom.

VOCABULARY VIDEO

Students will watch a short video that teaches the definition of the vocabulary word and will complete two activities that support the learning of the word in the correct context.

1.

VOCABULARY ACTIVITY

INTRODUCE: WRITTEN COMMENTS

Students read teacher's written comments to consider one place they used the skill of Showing or precise details to make an impact on an audience.

2.

PRESENT: TELLING VS. SHOWING

Students begin their study of showing by watching 2 distinct performances to exaggerate the difference between Telling and Showing an emotion. (15 min.)

3.

PRESENT: WRITING PRODUCTIVITY

Students consider the number of words they’ve written in 12 minutes. (1 min.)

WRITING PROMPT:

Challenge: Note how many words you wrote in the previous Writing Response and challenge yourself to write more.

4.

WRITE

Students use the T-chart to help pinpoint precise details that describe what they did and how they felt when they were nervous. (13 min.)

WRITING PROMPT:

Write about a moment when you were nervous.

5.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (8 min.)

WRITING PROMPT:

Directions

Read loudly and slowly.
When you’re done, call on two volunteers to respond.

Original Writing Prompt

Write about a moment when you were nervous.

6.

WRAP-UP

Students consider their progress with increasing production to give them ownership of this expectation. (4 min.)

WRITING PROMPT:

Directions

Here's your writing from Lesson 1.
Click NEXT to compare it to your writing today.

WRITING PROMPT:

Directions

Here's the writing you did today.
What do you notice about the word count for each one?

7.

SOLO

Students write several sentences to show how someone is tired. (10 min.)

WRITING PROMPT:

Directions

Practice Showing!
Read the Telling sentence below. Write 3–5 sentences using details to describe what this boy did and looked like when he was tired.

The boy was tired.

BEFORE NEXT LESSON

Created by Josh Hamler: Friday, September 1 1:24 PM

Due: Wednesday, September 6

Assignment

Lesson at a Glance

LESSON TIPS

Review these guides to understand how to work with this lesson in a blended classroom.

1.

VOCABULARY ACTIVITY

2.

REVIEW: FOCUS

Students distinguish between focused and unfocused writing by zeroing in on one moment from the unfocused writing and continuing to describe just that one moment. (10 min.)

3.

DISCUSS: FOCUS ON ONE MOMENT

The Spotlights are used to discuss how the use of precise details allows the reader to get a vivid picture of this moment. (9 min.)

4.

REVISE: FOCUS ON ONE MOMENT

Students use the understanding of focus developed from the Spotlight discussion to select one place to add details to strengthen the focus in their previous writing. (10 min.)

WRITING PROMPT:

Directions

Reread your writing from the previous lesson.
Find one place in your writing where you could use precise details to describe what grabbed your attention. Underline that place.
Write two more sentences to focus more on this one moment.

Original Writing Prompt:
Write about one moment when you saw or did something new or unexpected.

5.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (8 min.)

WRITING PROMPT:

Directions

Read loudly and slowly.
When you’re done, call on two volunteers to respond.

Original Writing Prompt:
Write about one moment when you saw or did something new or unexpected.

WRITING PROMPT:

Directions

What’s your precise detail?

Underline one precise detail from your writing today that you would like to share with everyone.
Write the sentence on a sentence strip or on the chart paper.
Post your sentence on the class map in the correct location.

6.

WRAP-UP

Students begin to look back at their writing and consider the writing skills they used. (4 min.)

7.

SOLO

Students will choose one of the moments in the unfocused writing and add 2 more sentences that focus on this one selected moment. (15 min.)

BEFORE NEXT LESSON

Created by Josh Hamler: Friday, September 1 1:20 PM

Due: Tuesday, September 5

Assignment

Lesson at a Glance

LESSON TIPS

Review these guides to understand how to work with this lesson in a blended classroom.

1.

VOCABULARY ACTIVITY

2.

TRY IT ON: LIBRARY NAVIGATION

Students explore how to find books, customize their Amplify Library theme, and add annotations to text in the Library. (7 min.)

3.

SPOTLIGHT: FOCUS ON ONE MOMENT

Point out and celebrate the variety of moments and details each student writes about in order to communicate a sense of engagement with your students' writing. (1 min.)

4.

REVIEW: FOCUS ON ONE MOMENT

Students review the skill introduced in the previous lesson to remind them that they are selecting one moment and writing about what grabbed their attention. (1 min.)

5.

REVISE: FOCUS ON ONE MOMENT

With the Spotlights as models, students practice focusing further on one small moment and adding precise details, then note the variety of moments. (8 min.)

WRITING PROMPT:

Directions

Find one place in your writing where you could add precise details to focus on that specific moment even more.
Write two more sentences to describe this moment.

6.

DISCUSS: PRACTICING OBSERVATION

Students brainstorm small moments that happen throughout school to get ready to write. (2 min.)

7.

WRITE

Students choose just one moment and write for the whole time about just that moment. It does not need to be the perfect moment—the power is in the observation. (12 min.)

WRITING PROMPT:

Write about one moment when you saw or did something new or unexpected.

8.

SHARE

Students give their classmates feedback about a specific place in their writing that made an impact on them. (8 min.)

WRITING PROMPT:

Directions

Read loudly and slowly.
When you’re done, call on two volunteers to respond.

Original Writing Prompt
Write about one moment when you saw or did something new or unexpected.

9.

WRAP-UP

Students see the various locations they wrote about to consider the range of perspectives represented. (4 min.)

10.

SOLO

Students use precise details to write about a moment at home. (10 min.)

WRITING PROMPT:

Write 3–5 sentences about a moment that grabbed your attention at home.

Don't forget to use precise details.

BEFORE NEXT LESSON

Created by Josh Hamler: Friday, September 1 1:19 PM

Due: Thursday, August 31

Assignment

Lesson at a Glance

LESSON TIPS

Review these guides to understand how to work with this lesson in a blended classroom.

INTRODUCE: LOGGING IN

The teacher helps students log in to their Amplify accounts.

PLAY VIDEO: CLASSROOM PRINCIPLE 1

Help students think about a nonsense phrase as an anagram that contains the classroom principle. (2 min.)

1.

INTRODUCE: CLASSROOM PRINCIPLE 1

Students solve the anagram to reveal Classroom Principle 1. (2 min.)

2.

TRY IT ON: CLASSROOM PRINCIPLE 1

Students complete 3 limericks that rely on similar logic and skills to test Classroom Principle 1.(10 min.)

PLAY VIDEO: CLASSROOM PRINCIPLE 2

Help students to think about a second nonsense phrase as an anagram that contains the classroom principle. (2 min.)

3.

INTRODUCE: CLASSROOM PRINCIPLE 2

Students solve a second anagram to reveal Classroom Principle 2. (2 min.)

4.

TRY IT ON: CLASSROOM PRINCIPLE 2

Students work with a "riddle" poem to consider Classroom Principle 2. (10 min.)

5.

INTRODUCE: CLASSROOM PRINCIPLE 3

Students consider the meaning and significance of Classroom Principle 3. (5 min.)

6.

WRAP-UP: GOALS

Students identify goals for their work in these lessons. (5 min.)

TEACHER

Lesson Tips

Review these guides to understand how to work with this lesson in a blended classroom.

CARD 1

INSTRUCTIONAL GUIDE

Follow the guidelines below to understand how to teach the activity to accommodate your class configuration.

Teacher on Device Only (TDO): Teacher is projecting the lessons while students complete activities on paper.
1. Use the Instructional Guide to identify what to project.
2. Use the activity numbers and titles to identify the students' activities in their Unplugged print lesson.
3. Follow any additional tips after the acronym TDO.

Shared Devices: Students will be sharing devices.
1. Students will work in groups to collaborate on their response to each activity.
2. Select one student from each group to log in to his or her student account and open the digital lesson.

1:1 Device to Student: Each student is able to log in to his or her student account and access the lesson.
Use the Instructional Guide as written to support students in each activity.

Created by Josh Hamler: Wednesday, August 30 12:52 PM

Due: Tuesday, August 29

Assignment

Day 1- Mon 8/29

Purpose: How do readers pay attention to details in a text?

Language Study: Answering in complete sentences

Organization:Set up notebooks, student cards

Name

Nickname

Favorite hobby

Favorite animal

Favorite Sport

Favorite Subject

Favorite Book

Minilesson: Circle

Introduce yourself.
On a scale of 1-10, how ready are you for the year and why?
What is one thing that you did this summer?
What are your expectations for a class meeting area? What does it look like and sound like?

What does a meeting area look like/sound like?

Engagement:

Macklemore - Wings

Write down details from the video - only watch ½ of video.

Watch 2x

Read Aloud

Preview letter with students

Habits of Mind

What type of text is this and how do you know?
What do you expect to learn from this text?
Who is the audience for this text?
What is one prediction, inference or question that you have about this text.

Independent Practice:

First Read - Read the letter underline anything interesting

Second Read - Write down details that you notice about the letter.

Third Read- Annotate the Letter with graphic organizer -What each paragraph says/What I can write in my letter.

Homework: Students read letter to parents and parents sign off.

Day 2- Wed 8/31

Purpose: How do readers pay attention to the details in a text?

Language Study: Complete sentences

Organization:

Engagement: Macklemore - Wings- Character Details. What do we know about the character. Write down details about the main character.

Minilesson:

Explain: What’s in a jot?

An original thought or question.
A reference to or evidence from the text.
Why this is important or why it matters.
A connection to the overall theme or a personal connection.

Jot: What do you think about the main character?

Read Aloud:

Independent Reading

Finish T-Chart

Begin writing letter to Mr. Hamler

Independent

HW: Finish writing letter to Mr. Hamler

Created by Josh Hamler: Wednesday, August 23 2:52 PM

6th Grade Humanities (Period 5) Assignments

Grading Policy

Class Expectations ALL SCHOOL RULES APPLY TO THIS CLASS! PLEASE REFER TO YOUR STUDENT HANDBOOK.

1. Gather all supplies that will be necessary to succeed in class out of backpack.

2. Leave backpack in assigned backpack area (you will not be able to access backpack for the rest of the period.)

3. Retrieve notebook and computer quietly.

4. Quietly walk to your assigned seat.

6. Begin Vocabulary

7. Check the board for next steps.

8. Wait for further instructions from the teacher.

Hand Raising

Citizenship Points

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Directions

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Class Expectations
ALL SCHOOL RULES APPLY TO THIS CLASS! PLEASE REFER TO YOUR STUDENT HANDBOOK.