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Mr. Prichard
Seventh Grade Language and Literature
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Twenty-ninth Week: March 18 - 22
Monday:
- Read Part III of “The Boy and the Bayonet” by Paul Laurence Dunbar.
- Discuss the story.
- Enter words from Part III in the Vocabulary Log (Unit 2, Lesson 6).
Tuesday:
- Quiz on Part III of “The Boy and the Bayonet”
Wednesday:
- Notes: essay structure
Thursday:
- Continue essay-writing instruction
Friday:
- Unpack the essay prompt.
- Brainstorm ideas for writing (we will write an essay on the Harlem Renaissance after Spring Break).
- Last day before Spring Break
- END OF THE THIRD QUARTER
Goals
- Explore contrasting points of view of characters in a narrative.
- Understand the interaction of components of narrative (setting, characters, plot).
- Recognize the use of dialect.
- Use text evidence to support inferences.
- Know basic essay structure (introduction, body, conclusion)
- Engage in the writing process.
Twenty-eighth Week: March 11 - 15
Monday:
- Staff Development Day
- NO SCHOOL
Tuesday:
- Read Part I of “The Boy and the Bayonet” by Paul Laurence Dunbar.
- HW – Questions on Part I
Wednesday:
- Correct yesterday’s homework.
- Enter words from Part I in the Vocabulary Log (Unit 2, Lesson 4).
- Begin reading Part II of “The Boy and the Bayonet.”
Thursday:
- Finish reading Part II of “The Boy and the Bayonet.”
- Do and in-class worksheet about Part II.
- HW – Questions and Quickwrite for Part II.
Friday:
- Correct homework.
- Enter words from Part II in the Vocabulary Log (Unit 2, Lesson 5).
- Mini-lesson on citing text evidence
- Peer edit the quickwrite.
Goals
- Determine the meaning of unfamiliar words.
- Understand how suspense can be built in a narrative.
- Explore contrasting points of view of characters in a narrative.
- Understand the interaction of components of narrative (setting, characters, plot).
- Make inferences to discover theme.
- Use text evidence to support inferences.
Twenty-seventh Week: March 4 - 8
Monday:
- Pledge of Allegiance Quiz
- Study vocabulary (test on Friday)
Tuesday:
- Read Part I of the short story “His Motto” by Lottie Burrell Dixon
- HW – Questions on Part I
Wednesday:
- Enter words from Part I in the Vocabulary Log (Unit 2, Lesson 2).
- Read more of “His Motto.”
- HW – Be studying for the Vocabulary Test on Friday.
Thursday:
- Finish reading Part II of “His Motto.”
- Enter words from Part II in the Vocabulary Log (Unit 2, Lesson 3).
- HW – Study for the Vocabulary Test.
Friday:
- Vocabulary Test.
Goals
- Memorize the Pledge of Allegiance.
- Determine the meaning of unfamiliar words.
- Expand your vocabulary.
- Explain how setting impacts characters.
- Explore contrasting points of view of characters in a narrative.
Twenty-sixth Week: February 26 to March 1
Monday:
- Pledge of Allegiance memorization assignment (Quiz on Mon., March 4)
- Read and discuss “I Shall Return” by Claude McKay (poem)
Tuesday:
- Unit Assessment on poetry
Wednesday:
- Review Vocabulary from Unit 1
- Choose one word to make a creative placard for.
- HW – start vocabulary placard.
Thursday:
- Pledge of Allegiance practice quiz
- Work on vocabulary placard
- HW – vocabulary placard due tomorrow
Friday:
- Turn in vocabulary placard.
- Write down definitions for all 20 vocabulary words (Test on Fri., March 8).
Goals
- Memorize the Pledge of Allegiance.
- Notice the form of poetry.
- Determine the meaning of figurative language.
- Determine the meaning of unfamiliar words.
- Explain how setting impacts characters.
- Explore contrasting points of view in a narrative.
Twenty-fifth Week: February 12 to 16
Monday:
- Poetry focus: “Hope” and “On Bully Patrol”
- Add to Vocabulary Log: Lesson 9
- HW – Synthesis Questions: “Hope”
Tuesday:
- Correct homework.
- Time in class to read independently poems in One Last Word.
Wednesday:
- Golden Shovel Poem Assignment
- Choose a poem from our unit, and find a “striking line” to inspire a poem of your own.
- HW – Create a rough draft of your golden shovel poem.
Thursday:
- Work in class to write the golden shovel poem.
- Type in a Google Doc.
- Revise and edit.
- HW – Print out a hard copy of your poem.
Friday:
- Golden Shovel Poems due.
- Have a hard copy to hand in.
- Be ready to read it to the class.
Goals
- Notice the form of poetry.
- Determine the meaning of figurative language.
- Determine the meaning of unfamiliar words.
- Use figurative language.
- Implement poetic form in writing.
- Practice word-processing skills.
Twenty-fourth Week: February 5 to 9
Monday:
- Correct Mid-unit Assessment.
- Take notes on theme.
- Poetry focus: “The Negro Speaks of Rivers” (Lesson 7)
- HW – Synthesis Questions: “The Negro Speaks of Rivers”
Tuesday:
- Correct homework.
- Poetry focus: “Calling Dreams” (Lesson 8)
Wednesday:
- Explore the poetry anthology One Last Word in class.
- Study the golden shovel poetry form.
Thursday:
- Vocabulary Log: Lesson 7, “The Negro Speaks of Rivers”
- Poetry focus: “David’s Old Soul” (in One Last Word)
Friday:
- Follow-up discussion on “David’s Old Soul”
- Work on Vocabulary Log: Lesson 8.
- HW – Be sure to meet the weekly requirement for the i-Ready Reading Path:
- At least 40 minutes
- Pass at least 2 lessons
Goals
- Notice the form of poetry.
- Determine the meaning of figurative language.
- Determine the meaning of unfamiliar words.
- Interpret poetry by inferring themes.
- Be aware of the cultural influence of the Harlem Renaissance.
Twenty-third Week: January 29 to February 2
Monday:
- EL Education, Module 3, Unit 1, Lesson 3 – Compare Text and Music: “Love Will Find a Way”
Tuesday:
- EL Education, Module 3, Unit 1, Lesson 4 – Compare Text and Music: “I’m Just Wild about Harry”
- HW – Read and Analyze Blake Biography
Wednesday:
- EL Education, Vocabulary Log, Lessons 2-4 (Use Clever to access IL Classroom).
- Review the Excerpts from Shuffle Along, and add more words to the electronic Vocabulary Log (2 words per lesson, lessons 2, 3, & 4).
Thursday:
- Follow up on yesterday’s Vocabulary Log work.
- Read and analyze the poem “Lift Every Voice and Sing”.
Friday:
- Mid-Unit Assessment: Compare and Contrast Versions of “Lift Every Voice and Sing”
Goals
- Determine the meaning of figurative language.
- Determine the meaning of unfamiliar words.
- Identify themes in poetry/songs.
- Compare a written version to the audio version of a song.
Twenty-second Week: January 22 to 26
Monday:
- Staff Development Day
- NO SCHOOL
Tuesday:
- EL Education, Module 3, Unit 1, Lesson 2 (Use Clever to access IL Classroom)
- Article: “Shuffle Along: The Harlem Renaissance Musical Sensation”
Wednesday:
- EL Education, Vocabulary Log, Lesson 2 (Use Clever to access IL Classroom).
- Find 3 difficult words from “Shuffle Along: The Harlem Renaissance Musical Sensation,” and add them to the electronic Vocabulary Log.
Thursday:
- EL Education, Module 3, Unit 1, Lesson 2 (Use Clever to access IL Classroom)
- Continue from slide 16: Read and Analyze “Election Day.”
- HW – Worksheet: Compare Text and Music: “Election Day”
Friday:
- MINIMUM DAY
- Correct homework in class.
- HW – Be sure to meet the weekly requirement for the i-Ready Reading Path:
- At least 40 minutes
- Pass at least 2 lessons
Goals
- Gain knowledge of the milieu of the Harlem Renaissance.
- Determine the meaning of unfamiliar words.
- Analyze the impact of repetition.
- Compare a written version to the audio version of a song.
Twenty-first Week: January 15 to 19
Monday:
- Martin Luther King, Jr. Day
- NO SCHOOL
Tuesday:
- “I Have a Dream” speech
- Sorting words by connotation worksheet
Wednesday:
- Follow-up discussion of “I Have a Dream”
- Grade “I Have a Dream” connotations worksheet in class.
Thursday:
- EL Education pilot program begins.
- Lesson 1, introduction to Module 1 (Use Clever to access IL Classroom)
Friday:
- Continue in Lesson 1 (Use Clever to access IL Classroom)
- Practice accessing the online Vocabulary Log.
Goals
- Understand historical context of a speech.
- Judge positive and negative connotations of words.
- Perceive the impact on an audience by the connotations of words.
- Gain knowledge of the milieu of the Harlem Renaissance.
- Make inferences.
Twentieth Week: January 8 to 12
Monday:
- I-Ready Reading Diagnostic
Tuesday:
- I-Ready Reading Diagnostic
Wednesday:
- I-Ready Reading Diagnostic
Thursday:
- Connotation and Denotation lesson and worksheet
- I-Ready Reading Path
Friday:
- Correct the Connotation and Denotation worksheet in class.
- Report cards sent home.
Goals
- Demonstrate reading skills.
- Know what connotation is.
- Choose words with positive or negative connotations.
Nineteenth Week: December 18 to 22
Monday:
- Turn in the Dynamic Character Chart.
- Begin watching A Christmas Carol movie starring Kelsey Grammer.
- HW – i-Ready Reading Path (this week you are only required to do 20 minutes and 1 successful lesson).
Tuesday:
- Continue watching A Christmas Carol movie.
Wednesday:
- Finish watching A Christmas Carol movie.
- Last day of the second quarter.
Thursday:
- NO SCHOOL
- First day of Winter Break
- No homework
Friday:
- NO SCHOOL
- Return from Winter Break on Monday, January 8.
Goals
- Demonstrate knowledge of vocabulary.
- Compare/contrast a story in different media.
Eighteenth Week: December 11 to 15
Monday:
- Notes: motif and dynamic character
- Begin reading A Christmas Carol play.
- HW – Study vocabulary for A Christmas Carol (See Google Classroom).
Tuesday:
- Continue reading A Christmas Carol play.
- Begin doing the Dynamic Character Chart.
- HW – Study vocabulary for A Christmas Carol (See Google Classroom).
Wednesday:
- Continue reading A Christmas Carol play and filling in the Dynamic Character Chart.
- HW – Study vocabulary for A Christmas Carol (See Google Classroom).
Thursday:
- Continue reading A Christmas Carol play and filling in the Dynamic Character Chart.
- HW – Study vocabulary for A Christmas Carol (See Google Classroom).
Friday:
- Finish reading A Christmas Carol filling in the Dynamic Character Chart (due Monday).
- HW – Study vocabulary for A Christmas Carol (Vocabulary Test on Monday).
Goals
- Practice reading aloud.
- Gain awareness of the elements of drama.
- Dialogue
- Stage directions
- Recognize motifs.
- Know how a dynamic character changes.
Seventeenth Week: December 4 to 8
Monday:
- Continue Lesson 4 Analyzing Interactions in a Text (pp. 30-31)
- HW – Part 5 of Lesson 4 Analyzing Interactions in a Text (pp. 32-34)
Tuesday:
- Correct Part 5 of Lesson 4 Analyzing Interactions in a Text (pp. 32-34).
- Review Unit 1.
Wednesday:
- Assessment on Unit 1 Key Ideas and Details in Informational Text
- Read a 2-page article
- Answer 8 multiple-choice questions
- Write two paragraphs analyzing the text.
Thursday:
- Catch-up day
- CJSF field trip
Friday:
- Background information about A Christmas Carol by Charles Dickens.
Goals
- Analyze text.
- Cite text evidence to support inferences.
- Identify relationships between individuals, events, and ideas in a text.
- Gain an understanding of the historical and literary context.
- Know the elements of drama.
Sixteenth Week: November 27 to December 1
Monday:
- Begin Lesson 3 Citing Evidence to Make Inferences in the Ready Reading book (starting on p. 19).
Tuesday:
- Continue Lesson 3 Citing Evidence to Make Inferences.
- HW – Part 5 of Lesson 3 (pp. 24-26)
Wednesday:
- Correct Part 5 in class.
Thursday:
- Take notes on Cause and Effect.
- Begin Lesson 4 Analyzing Interactions in a Text in the Ready Reading book (starting on p. 27).
Friday:
- Continue Lesson 4 Analyzing Interactions in a Text (pp. 28-29).
- HW - Complete the weekly expectation for the iReady Reading Path (40 minutes, 2 successful lessons).
Goals
- Make inferences.
- Use background knowledge.
- Use textual evidence.
- Understand implicit meaning vs. explicit statement.
- Analyze text.
- Cite text evidence to support inferences.
- Identify relationships between individuals, events, and ideas in a text.
Fifteenth Week: November 13 to 17
Monday:
- Do Part 4 of Lesson 2 Summarizing Informational Texts (pp. 14-15).
- HW – Part 5 of Lesson 2 Summarizing Informational Texts (pp. 16-18)
Tuesday:
- Summary writing: introductory statement
- Use Chromebook to make a final draft of the summary of “Python Invasion” (#4 of p. 18).
Wednesday:
- Finish the final draft of the Python Summary.
- HW - Print out a hard copy of your summary in order to hand it in. Take notes on adverbs
Thursday:
- Hand in the hard copy of your summary of “Python Invasion.”
- Adverb Phrases and Clauses (pp. 227-228)
Friday:
- Correct homework: Adverb Phrases and Clauses.
- NOTE: During Thanksgiving break the i-Ready Reading Path weekly work is optional for extra credit; you don't have to do it.
Goals
- Learn to summarize.
- Identify the central idea of a text.
- Include important details.
- Paraphrase, putting ideas into your own words.
- Understand adverbs
- Distinguish adverb phrases from adverb clauses.
Fourteenth Week: November 6 to 10
Monday:
- AR Star Reading Assessment
- Some students never finished the online assessment for the Amplify Unit 7D Poetry & Poe. Go onto Amplify Unit 7D, Assessment (listed below Sub-unit 5), and finish Step 1 Selected Response Questions (it has 24 cards with 20 questions).
Tuesday:
- Review the Accusation composition from Who Killed Edgar Allan Poe?
- Finish Star Assessment.
Wednesday:
- Begin Lesson 2 Summarizing Informational Texts (starting on p. 11).
Thursday:
- Do Parts 2 and 3 of Lesson 2 Summarizing Informational Texts (pp.12-13).
- HW - Be sure to reach the i-Ready Reading Path goals for each week:
- 40 minutes
- 2 lessons passed
Friday:
- Veterans Day Holiday Observed
- NO SCHOOL
Goals
- Learn to summarize.
- Identify the central idea of a text.
- Find details to support a central idea.
- Sort important details from less important details.
- Paraphrase, putting ideas into your own words.
- Maintain an objective tone.
Thirteenth Week: October 30 – November 3
Monday:
- Correct Part 5 of Lesson 1 Analyzing the Development of Central Ideas.
- Do Lesson 1 (Language Handbook) Phrases and Clauses (pp. 223-224).
- HW – Lesson 2 (Language Handbook) Adjective Phrases and Clauses (pp. 225-226)
Tuesday:
- Scary story: “Three Skeleton Key”
Wednesday:
- Take notes on phrases and clauses.
- Go over answers to p. 224.
Thursday:
- Review parts of speech
- Go over answers to pp. 225.
Friday:
- Correct p. 226.
- HW – Be sure to meet expectations for i-Ready Reading Path: 40 minutes and 2 successful lessons per week.
Goals
- Find details to support a central idea.
- Identify phrases and clauses.
- Identify parts of speech.
- Recognize phrases and clauses serving as adjectives.
Twelfth Week: October 23 - 27
Monday:
- Write the Accusation in the Who Killed Edgar Allan Poe? App.
Tuesday:
- Poetry & Poe Unit Assessment
- Revise/edit the Accusation.
- Print out a hard copy of your Accusation; have it ready to hand in.
Wednesday:
- Hand in the Accusation for Who Killed Edgar Allan Poe?
- Finish Poetry & Poe Unit Assessment
- Pass out Ready Reading books.
Thursday:
- Notes on infer/inference
- Ready Reading, Unit 1 Key Ideas and Details in Informational Text, Lesson 1, Parts 1-3 (pp. 1-5)
Friday:
- Do Parts 4 & 5 (pp. 6-10)
- Time to work independently:
- iReady Reading Path
- Amplify Vocab. App.
- Silent reading
Goals
- Make inferences.
- Create planning notes for writing.
- Practice collaboration skills.
- Use evidence to support an argument.
- Write clearly.
- Identify key ideas and details in a text.
- Locate phrases in a sentence.
Distinguish between independent and dependent clauses.
Eleventh Week: October 16 - 20
Monday:
- Quest - Who Killed Edgar Allan Poe? – Chapter 2
Tuesday:
- Quest - Who Killed Edgar Allan Poe? – Chapter 3
Wednesday:
- Quest - Who Killed Edgar Allan Poe? – Chapter 4
Thursday:
- Work Day
- 15 minutes Amplify Vocab. App.
- 30 minutes iReady Reading
Friday:
- Quest - Who Killed Edgar Allan Poe? – Chapter 5
Goals
- Understand the point of view of different characters.
- Practice close reading.
- Make inferences.
- Practice note-taking.
- Practice collaboration skills.
Use evidence to support an argument.
Tenth Week: October 9 to 13
Monday:
- Mini-lesson on irony
- Begin Lesson 5 Behind the Wall (Amplify ELA Unit 7D; S-u 3: “The Cask of Amontillado”).
Tuesday:
- Finish Lesson 5 Behind the Wall (Amplify ELA Unit 7D; S-u 3: “The Cask of Amontillado”). Steps 1-9; the Challenge Writing (Step 10) is not assigned.
Wednesday:
- Quest - Who Killed Edgar Allan Poe? - Introduction
Thursday:
- Quest - Who Killed Edgar Allan Poe? – Introduction (continued)
Friday:
- Quest - Who Killed Edgar Allan Poe? – Chapter 1
- End of the first quarter
- Due date for quarter-long AR Goal
Goals
- Recognize dramatic irony.
- Understand the point of view of different characters.
- Practice close reading.
- Make inferences.
- Practice note-taking.
- Practice collaboration skills.
- Use evidence to support an argument.
Ninth Week: October 2 to 6
Monday:
- Continue Lesson 2 Your Movie Crew (Amplify ELA Unit 7D; S-u 3: “The Cask of Amontillado”).
Tuesday:
- Finish Lesson 2 Your Movie Crew (Amplify ELA Unit 7D; S-u 3: “The Cask of Amontillado”).
- HW - Exit Ticket (Step 7) and Solo (Step 8); note - on card 3 of the Solo, read the poem "Annabel Lee".
Wednesday:
- Begin Lesson 3 A Director’s Reading (Amplify ELA Unit 7D; S-u 3: “The Cask of Amontillado”).
- HW - Complete Step 2 of Lesson 3 (there are 4 cards; card 1 was the video we watched in class).
Thursday:
- Finish Lesson 3 A Director’s Reading (Amplify ELA Unit 7D; S-u 3: “The Cask of Amontillado”). Focus on Step 3 Write: Compare Moments (notice the rubric).
- HW - Exit Ticket (Step 6) and Solo (Step 7).
Friday:
- Catch-up day:
- Take AR quizzes (the quarter goal is due Oct. 13).
- Make up missing assignments (there is only one more week in this quarter).
- Work on Amplify Vocabulary using the Vocab. App.
- Read works of Edgar Alan Poe independently (student choice using the Amplify Library online).
Goals
- Analyze text.
- Practice close reading.
- Understand elements of plot.
- Perceive characterization.
- Recognize the importance of setting.
- Explore how a written narrative could be transferred to film (comparing different media for a given text).
Make inferences.
Eighth Week: September 25 to 29
Monday:
- MINIMUM DAY
- Begin Lesson 1 Amontillado! Amontillado! (Amplify ELA Unit 7D; S-u 3: “The Cask of Amontillado”)
- HW - Keep making progress toward your AR Goal (due Oct. 13).
Tuesday:
- MINIMUM DAY
- Continue Lesson 1 Amontillado! Amontillado! (Amplify ELA Unit 7D; S-u 3: “The Cask of Amontillado”).
- HW - Keep making progress toward your AR Goal (due Oct. 13).
Wednesday:
- MINIMUM DAY
- Finish Lesson 1 Amontillado! Amontillado! (Amplify ELA Unit 7D; S-u 3: “The Cask of Amontillado”).
- HW - Keep making progress toward your AR Goal (due Oct. 13).
Thursday:
- MINIMUM DAY
- Begin Lesson 2 Your Movie Crew (Amplify ELA Unit 7D; S-u 3: “The Cask of Amontillado”).
- HW - Keep making progress toward your AR Goal (due Oct. 13).
Friday:
- MINIMUM DAY
- iReady Reading individualized tutorials don in class.
Goals
- Analyze text.
- Practice close reading.
- Understand elements of plot.
- Perceive characterization.
- Explore how a written narrative could be transferred to film (comparing different media for a given text).
- Make inferences.
Seventh Week: September 18 to 22
Monday:
- Finish Lesson 2: Read Like a Movie Director, Part 2 (Amplify ELA Unit 7D: S-u 2: “The Tell-Tale Heart”).
- HW - Finish the Solo for Lesson 2.
Tuesday:
- Begin Lesson 3: Examining the Reader’s Perspective (Amplify ELA Unit 7D: S-u 2: “The Tell-Tale Heart”).
Wednesday:
- Continue Lesson 3: Examining the Reader’s Perspective (Amplify ELA Unit 7D: S-u 2: “The Tell-Tale Heart”).
- HW - Do Steps 5 - 8 for Lesson 3.
Thursday:
- Start Lesson 4: Comparing the Narrator’s and Reader’s Perspectives (Amplify ELA Unit 7D: S-u 2: “The Tell-Tale Heart”).
- HW - Revise/edit Step 5 of Lesson 3 (from yesterday). This assignment will go in the ETS category.
Friday:
- Turn in updated writing for Step 5 of Lesson 3.
- Do iReady Reading Path individualized online lessson.
Goals
- Analyze text.
- Perceive the development of the narrator’s point of view.
- Support claims with reasons and text evidence.
- Understand different perspectives in a narrative.
- Determine the meaning of words and phrases as they are used in a text.
- Compare a written text to its audio version.
- Make inferences.
- Write a well-developed paragraph using the R.A.C.E technique.
Sixth Week: September 11 to 15
Monday:
- Finish Lesson 3: “And zero at the bone” (Amplify ELA Unit 7D: S-u 1: Poetry & Poe).
Tuesday:
- Begin Lesson 1: Read Like a Movie Director, Part 1 (Amplify ELA Unit 7D: S-u 2: “The Tell-Tale Heart”).
- HW - Go back over Step 4 of Lesson 3 (from yesterday). Proofread and revise, so you have a well-developed paragraph that quotes from the text in your answer.
Wednesday:
- Continue Lesson 1: Read Like a Movie Director, Part 1 (Amplify ELA Unit 7D: S-u 2: “The Tell-Tale Heart”).
- Sketch on pages 18 and 19 of the journal.
Thursday:
- Finish Lesson 2: Read Like a Movie Director, Part 2 (Amplify ELA Unit 7D: S-u 2: “The Tell-Tale Heart”).
- HW - Do Solo (which is Step 12) of Lesson 2
Friday:
- Start Lesson 2: Read Like a Movie Director, Part 2 (Amplify ELA Unit 7D: S-u 2: “The Tell-Tale Heart”).
Goals
- Analyze text.
- Perceive the development of the narrator’s point of view.
- Support claims with reasons and text evidence.
- Format quotations correctly.
- Determine the meaning of words and phrases as they are used in a text.
- Visualize imagery based on an author's descriptive language.
- Compare a written text to its audio version.
- Make inferences.
Fifth Week: September 4 to 8
Monday
- Labor Day Holiday
- NO SCHOOL
Tuesday
- Introduction to Amplify curriculum
- Begin Amplify ELA Unit 7D, Sub-unit 1: Poetry, Lesson 1: Seeing Silence
Wednesday
- Complete Amplify ELA Unit 7D, Sub-unit 1: Poetry, Lesson 1: Seeing Silence
- HW - Complete Lesson 1, specifically by doing step 9: Solo.
Thursday
- Amplify ELA Unit 7D, Sub-unit 1: Poetry, Lesson 2: “His notice sudden is . . .”
- HW - Complete Lesson 2.
Friday
- Get feedback for Autobiographical Incident and Email assignments; file in portfolios.
- Begin Amplify ELA Unit 7D, Sub-unit 1: Poetry, Lesson 3: “And zero at the bone”
Goals
- Become familiar with a new curriculum platform.
- Notice imagery in poetry.
- Compose poetry.
- Create imagery.
- Create a feeling.
Fourth Week: August 28 to September 1
Monday:
- Autobiographical Incident due.
- Bring two hard copies to class.
- Be ready to read your story to the class.
- Reading stories aloud in class
Tuesday:
- Reading stories aloud in class
Wednesday:
- Reading stories aloud in class
Thursday:
- Introduction to Amplify ELA pilot program
Friday:
- Staff Development Day
- NO SCHOOL
Goals
- Conclude the writing process.
- Demonstrate public speaking skills.
- Practice active listening.
- Pose follow-up questions.
- Get to know fellow students better.
- Become familiarized with a learning platform.
Third Week: August 21 to 25
Monday:
- Work on drafting the Autobiographical Incident using Chromebooks in class.
Tuesday:
- Continue writing the Autobiographical Incident.
Wednesday:
- Begin iReady Reading assessment.
Thursday:
- Continue iReady Reading assessment.
Friday:
- Finish iReady Reading assessment
- Finishing touches to the Autobiographical Incident
- Due Monday
- Print out two copies before you come to class.
- Practice reading it out loud.
Goals
- Write a personal narrative.
- Engage in the writing process.
- Use word processing tools.
- Demonstrate reading comprehension skills.
Second Week: August 14 to 18
Monday
- Finish the AR Star Reading Assessment
- Level Up Tutorial: Access the Point of View Level Up Tutorial (in the Analyzing Literature category) from the Collections textbook online materials.
- Do the tutorial
- Do the six practice questions
- Take the Point of View Quiz (Google Form) assigned through Google Classroom. The quiz is based on the practice questions from the tutorial.
Tuesday
- How to write emails
- HW - Problems with Emails
Wednesday
- Review Problems with Emails
- HW - Send an email to the teacher (according to assignment directions).
Thursday
- Autobiographical Incident assignment
- Examples
- Explanation
- HW - Brainstorm and write down ideas for the Autobiographical Incident.
Friday
- Begin drafting the Autobiographical Incident (due Wednesday, Aug. 23)
- Create a Google Doc.
- Use MLA format.
Goals
- Understand point of view of narration.
- Know proper email format and etiquette.
- Recognize problems in emails.
- Compose a good email.
- Generate ideas for writing.
- Use word processing tools.
First Week: August 9 to 11
Wednesday
- First day of school
- Welcome/orientation
Thursday
- More orientation/expectations
- HW - Get PG Permission Form signed.
Friday
- STAR Reading Assessment
- HW - Be sure to get a silent reading book to always have with you.
Goals
- Get back into the routine of school.
- Get to know about expectations of this class.
- Demonstrate reading comprehension.