•  

    Mr. Prichard

    Seventh Grade Language and Literature


  • Week of May 17 to 21

     

    Monday/Tuesday 

    • Kahoot: Second half of Beowulf
    • Explain extra credit opportunities
      • Decorative poster of significant quotation
      • Art depicting something from the book
    • HW - Catch up/do any unfinished pages in the Beowulf Notebook or work on extra credit.

    Wednesday/Thursday

    • Kahoot: Roman numerals
    • Anglo-Saxon riddles
    • HW - Study for the Beowulf Test; extra credit for Beowulf Unit

    Friday (Blocks 1 & 3)

    • Test on Beowulf
    • Level Up Tutorial: Vocabulary Skills and Strategies category -- Connotations and Denotations tutorial
    • HW - Work on riddle poem

     

    Goals

    • Recognize literary devices
    • Read with comprehension.
    • Choose pertinent quotations.
    • Recognize figurative language.
    • Notice poetry structure.
    • Identify words with positive and negative connotations

     


    Week of May 10 to 14

     

    Monday (Blocks 4-6)

    • Correct the Questions for Chs. 12 & 13.
    • Read Chapters 14 & 15 of Beowulf.
    • HW - Answer the Questions for Chapters 14 and 15.

     Tuesday/Wednesday

    • Do the Left Side activity for Chapters 14 and 15.
    • Read Chapter 16 in class.
    • HW - Answer Chapter 16 Questions.

     Thursday/Friday

    • Correct Chapters 14 and 15 Questions.
    • Lesson on Eulogies
    • HW - Left Side activity for Chapter 16.

     

    Goals

    • Understand the author’s message.
    • Make inferences.
    • Interpret symbolism.
    • Recognize cultural values in epic literature.
    • Notice imagery in literature.
    • Practice concise writing.
    • Make stylistic choices.

     


    Week of May 3 to 7

     

    Monday/Tuesday

    • Correct the Chapter 11 questions in class.
    • FastBridge Reading Assessment
    • Level Up Tutorial: Analyzing Literature -- Symbol
    • HW - Catch up on the Beowulf Notebook (everything done through Chapter 11) and/or do extra AR reading

    Wednesday/Thursday

    • Read Chapters 12 and 13 of Beowulf.
    • Answer the Questions for Chapters 12 & 13 in the Beowulf Notebook.
    • HW - Do the Left Side notebook page for Chapters 12 & 13 (Beowulf’s Relatives).

    Friday (Blocks 1-3)

    • Correct the Questions for Chs. 12 & 13.
    • Read Chapters 14 & 15 of Beowulf.
    • HW - Answer the Questions for Chapters 14 and 15.

     

    Goals

    • Understand the author’s message.
    • Make inferences.
    • Recognize symbolism.
    • Notice imagery in literature.
    • Practice close reading.
    • Make stylistic choices.

     


    Week of April 26 to 30

     

    Monday (Blocks 4, 5, & 6)

    • Correct the Ch. 8 questions in class.
    • Kahoot for the first half of the novel.
    • Read Ch. 9 in Beowulf.
    • Answer the questions for Ch. 9
    • HW - Do the Left Side notebook page for Ch. 9 (2 Sides of Unferth).

    Tuesday/Wednesday

    • Read Ch. 10 of Beowulf.
    • Answer the Ch. 10 Questions in the Beowulf Notebook.
    • HW - Do the Left Side notebook page for Ch. 10 (Imagery -- five senses). 

    Thursday/Friday

    • Correct the Questions for Chs. 9 & 10.
    • Read Ch. 11 of Beowulf.
    • Answer the Ch. 11 Questions.
    • HW - Do the Left Side notebook page for Ch. 11 (Grendel/Mother chart).

     

    Goals

    • Note character traits as the author develops a character.
    • Make inferences.
    • Recognize symbolism.
    • Notice imagery in literature.
    • Practice close reading.
    • Make stylistic choices.

     


    Week of April 19 to 23

     

    Monday/Tuesday

    • Correct questions for Chs. 4 & 5.
    • Answer the questions for Chs. 6 & 7.
    • HW - Left Side of Beowulf Notebook for Chs. 6 & 7

     

    Wednesday/Thursday

    • Correct the Chs. 6 & 7 questions in class.
    • Read the beginning of Ch. 8, and do the Left Side of Beowulf Notebook for Ch. 8.
    • HW - Finish reading Ch. 8, and answer the questions for that chapter.

     

    Friday (Blocks 1 - 3)

    • Correct the Ch. 8 questions in class.
    • Kahoot for the first half of the novel.
    • Read Ch. 9 in Beowulf.
    • HW - Do the Left Side and the questions for Ch. 9.

     

    Goals

    • Note character traits as the author develops a character.
    • Make inferences.
    • Recognize symbolism.
    • Notice imagery in literature.
    • Practice close reading
    • Make stylistic choices.

     


    Week of April 12 to 16

     

    Monday (Blocks 4 - 6)

    • Read Chapter 4 in class.
    • Answer the Ch. 4 questions on the right side of the Beowulf Notebook.
    • HW - Do the left side activity for Ch. 4 (Beowulf’s sword).

     

    Tuesday/Wednesday

    • Correct the Ch. 2 & 3 questions in class.
    • Read Ch. 5.
    • HW - Answer the Ch. 5 questions in the Beowulf Notebook.

     

    Thursday/Friday

    • Do the Left Side activity for Ch. 5 in the Beowulf Notebook.
    • Read Ch. 6 and Ch. 7.
    • HW - Catch up; make sure the Beowulf Notebook is done through Ch.5.

     

    Goals

    • Note character traits as an author develops a character.
    • Make inferences.
    • Notice the symbolism of light and dark.
    • Practice finding textual evidence.

     


    Week of March 22 to 26

     

    Monday/Tuesday

    • Students do the Chapter 2 Left Side activity.
    • Catch up on Chapter 1 and Chapter 2 in Beowulf Notebook.
    • Anyone who did not get the Beowulf Background notes last week should copy them from a friend.
    • HW - Finish the Heorot pop-up (Ch. 2 left side)

     

    Wednesday/Thursday

    • Open-note Quiz on Beowulf Background
    • Read Chapter 3 in class.
    • Assign Chapter 3 for Notebook; questions and left side activity.
    • HW - Complete both sides of Notebook for Chapter 3.
    • HW - KEEP READING AR BOOKS DURING SPRING BREAK.

     

    Friday (Blocks 1-3)

    • Read Chapter 4 in class.
    • Answer the Ch. 4 questions on the right side of the Beowulf Notebook.
    • HW - Do the left side activity for Ch. 4 (Beowulf’s sword).
    • HW - KEEP READING AR BOOKS DURING SPRING BREAK.

     

    Goals

    • Recognize stylistic choices in an author’s use of literary devices.
    • Compare/contrast settings.
    • Note character traits as an author develops a character.
    • Make inferences.
    • Notice the symbolism of light and dark.

     


    Week of March 15 to 19

     

    Monday (Blocks 4, 5, 6)

    • Notes on background of Beowulf
    • HW - Level Up Tutorial: Analyzing Literature category -- Setting and Mood 

     

    Tuesday/Wednesday

    • Catch up on Beowulf Background notes
    • Distribute the Beowulf: A New Telling novel.
    • Read Chapter 1 of Beowulf.
    • Review figurative language.
    • HW - Answer questions for Ch. 1 in Notebook

     

    Thursday/Friday

    • Do left side activity for Chapter 1 in Notebook.
    • Read Chapter 2.
    • HW - Answer questions for Ch.2 in Notebook.

     

    Goals

    • Recognize stylistic choices in an author’s use of literary devices.
    • Match quotations to types of figurative language.
    • Note character traits as an author develops a character.
    • Understand the importance of lineage in epic literature.
    • Recognize how setting and mood are related.

     


    Week of March 8 to 12

     

    Monday/Tuesday

    • Read “The People Could Fly” (Collections pp. 63-67)
      • Close Read video (p.64) & Text in Focus video (p.65)
    • HW - Two Vocabulary Exercises from p. 70 

     

    Wednesday/Thursday

    • Correct Vocabulary homework.
    • Quiz on “The People Could Fly”
    • Read Analyze Story Elements: Folk Tales (p.68)
    • HW - Level Up Tutorial: Types of Literature category -- Myths, Legends, and Tales

     

    Friday (Blocks 1-3)

    • Notes on background of Beowulf
    • HW - Level Up Tutorial: Analyzing Literature category -- Setting and Mood

     

    Goals

    • Be aware of the use of dialect.
    • Recognize the features of a folktale.
    • Learn some Latin suffixes.
    • Distinguish between similes and metaphors.
    • Understand features of Anglo-Saxon culture.
    • Know how setting and mood are related.

     


    Week of March 1 to 5

     

    Monday (Blocks 4-6)

    • Rough draft of literary analysis essay due; turn in on Turnitin.com
    • Peer evaluation using Turnitin
    • HW - Revise and edit the essay.

     

    Tuesday/Wednesday

    • Work on changes to rough draft to create a final draft:
      • Use e-rater from Turnitin.com
      • Punctuating dialogue
      • Formatting issues
    • HW - Make sure the final draft is ready to turn in.

     

    Thursday/Friday

    • Final draft of literary analysis essay due; turn in on Turnitin.com
    • AR Star Reading Assessment
    • Bring The Midwife's Apprentice book to school to turn in.
    • HW - Spend extra time on AR, so you get off to a good start this trimester.

     

    Goals

    • Evaluate essay writing.
    • Revise and edit one’s writing.
    • Follow formatting guidelines for an essay.
    • Use word processing tools.
    • Practice reading comprehension.

     



    END OF THE SECOND TRIMESTER

    Week of February 22 to 26

     

    Monday/Tuesday

    • How to include transitions at the beginning of paragraphs
    • Writing conclusions
    • HW - Write the concluding paragraph of the five-paragraph essay.

     

    Wednesday/Thursday

    • Attention to detail in writing:
      • Word variety
      • Punctuating quotations
      • Parallel structure
    • HW - Make sure the rough draft is complete and ready to turn in.

     

    Friday (Blocks 1-3)

    • LAST DAY OF THE SECOND TRIMESTER
    • Due date for the trimester-long AR Goal assignment
    • Rough draft of literary analysis essay due; turn in on Turnitin.com
    • Peer evaluation using Turnitin
    • HW - Revise and edit the essay.

     

    Goals

    • Write a concluding paragraph.
    • Focus on the details of effective formal writing.
    • Practice evaluating an essay.
    • Revise and edit one’s writing.

     


    Week of February 15 to 19

     

    Monday

    • NO SCHOOL
    • Presidents’ Day

    Tuesday/Wednesday

    • Outline of Body Paragraphs due
    • Practice choosing the best quotations
    • Example of fleshing out part of the outline to create a body paragraph
    • HW - Turn outline into three fully developed paragraphs.

     

    Thursday/Friday

    • Review introductory paragraphs.
    • Learn about thesis statements.
    • HW - Write an introductory paragraph for the five-paragraph literary analysis essay.

     

    Goals

    • Evaluate the pertinence/effectiveness of quotations.
    • Develop paragraphs with literary analysis.
    • Write an introductory paragraph.

     


    Week of February 8 to 12

     

    Monday/Tuesday

    • Three Quotations document due (Google Classroom)
    • Discuss Chapters 16, 17, and Author’s Note.
    • HW - Extra AR reading (reach your goal by Feb. 26)

     

    Wednesday/Thursday

    • Discuss quotations related to how Alyce forms her sense of who she is.
    • See examples of analysis of quotations.
    • HW - Outline 3 points from the book which show how Alyce forms her identity.
      • Narrow down to just three quotes.
      • Put them in order.
      • Write a simple topic sentence for a paragraph about each (not the whole paragraph at this point).

     

    Friday 

    • Lincoln’s Birthday
    • NO SCHOOL

     

    Goals

    • Read for comprehension.
    • Recognize instances of characterization.
    • Notice how the main character is forming her identity.
    • Practice literary analysis using quotations and explanation.
    • Be able to make inferences.

     


    Week of February 1 to 5

     

    Monday (Blocks 4-6)

    • Turn in Quotation with Introduction
    • Quiz on Chapters 13-15
    • Discuss Chapters 10-12
    • HW - Read Chapters 16, 17, and Author’s Note.

     

    Tuesday/Wednesday

    • Quotations from The Midwife’s Apprentice
      • Literary analysis:  explain/interpret the quote
    • HW - Add more to the quotation paragraph:
      • Analysis
      • Topic sentence

     

    Thursday/Friday 

    • Turn in expanded quotation paragraph
    • Quiz on Chapters 16, 17, and Author’s Note
    • Discuss Chapters 13-15
    • HW - Find and copy down three quotes that could be used to discuss the identity formation of the main character.

     

    Goals

    • Read for comprehension.
    • Learn how to follow a quote with explanation and analysis
    • Recognize instances of characterization.
    • Notice how the main character is forming her identity.
    • Practice making inferences.

     


    Week of January 25 to 29

     

    Monday/Tuesday

    • Turn in Quotation related to Identity Formation
    • Quiz on Chapters 10-12 of The Midwife’s Apprentice
    • Discuss Chapters 7-9
    • HW - Read Chapters  13-15

     

    Wednesday/Thursday

    • Quotations from The Midwife’s Apprentice
      • Quote within a quote
      • Providing context for quotations.
    • HW - Write an Introduction for the Quotation.

     

    Friday (Blocks 1-3) 

    • Turn in Quotation with Introduction
    • Quiz on Chapters 13-15
    • Discuss Chapters 10-12
    • HW - Read Chapters 16, 17, and Author’s Note.

     

    Goals

    • Read for comprehension.
    • Learn how to introduce a quotation by providing context.
    • Recognize instances of characterization.
    • Notice how the main character is forming her identity.

     


    Week of January 18 to 22

     

    Monday

    • Martin Luther King, Jr. Day
    • NO SCHOOL

     

    Tuesday/Wednesday

    • Quiz on Chapters 7-9 of The Midwife’s Apprentice
    • Discuss Chapters 4-9
    • HW - Read Chapters 10-12 of The Midwife’s Apprentice.

     

    Thursday/Friday 

    • Discuss characterization.
      • Identity formation
    • HW - Pull a quotation related to the main character’s identity formation.  Copy it accurately, and put the page number in parentheses.

     

    Goals

    • Read for comprehension.
    • Practice using context clues to figure out the meaning of a word.
    • Recognize instances of characterization.
    • Become aware of how the main character is forming her identity.
    • Learn how to pull quotations.

     


    Week of January 11 to 15

     

    Monday (Blocks 4-6)

    • Distribute The Midwife’s Apprentice books.
    • Begin reading the novel.
    • HW - Read Chapters 1-3 of The Midwife’s Apprentice.

     

    Tuesday/Wednesday

    • Quiz on Chapters 1-3 of The Midwife’s Apprentice
    • Notes on characterization
    • HW - Read Chapters 4-6 of The Midwife’s Apprentice.

     

    Thursday/Friday 

    • Quiz on Chapters 4-6 of The Midwife’s Apprentice
    • Fastbridge Reading Assessment
    • HW - Read Chapters 7-9 of The Midwife’s Apprentice.

     

    Goals

    • Read for comprehension.
    • Practice using context clues to figure out the meaning of a word.
    • Understand techniques for characterization.
    • Recognize instances of character development.

     


    Week of January 4 to 8

     

    Monday/Tuesday

    • Review A Christmas Carol Test.
    • Distribute AR goal information.
    • HW - Context Clues packet

     

    Wednesday/Thursday

    • Correct Context Clues packet.
    • Background information for the novel The Midwife’s Apprentice
    • HW - Level Up Tutorial: Vocabulary Skills and Strategies -- Using Context Clues

     

    Friday (Blocks 1-3)

    • Distribute The Midwife’s Apprentice books.
    • Begin reading the novel.
    • HW - Read Chapters 1-3 of The Midwife’s Apprentice.

     

    Goals

    • Know your AR goal for this trimester.
    • Learn how to use context clues to figure out the meaning of a word.
    • Prepare to read The MIdwife’s Apprentice by understanding background knowledge, such as:
      • apprentice
      • midwife
      • manorialism

     


    Week of December 14 to 18

     

    Monday/Tuesday

    • Read A Christmas Carol play (Scene 3 and Scene 4) in class.
    • HW - Finish reading A Christmas Carol play at home, and complete the Dynamic Character Chart.

     

    Wednesday/Thursday

    • Turn in Dynamic Character Chart.
    • TEST - A Christmas Carol
    • HW - Keep reading AR books.

     

    Friday (Blocks 1-3)

    • Wrap up discussion of A Christmas Carol.
    • HW - Read AR books over winter break.

     

    Goals

    • Identify character traits.
    • Write summary sentences.
    • Recognize motifs in a drama.
    • Participate in dramatic reading.
    • Understand what makes a dynamic character.
    • Demonstrate comprehension of reading.

     


    Week of December 7 to 11

     

    Monday (Blocks 4-6)

    • Begin reading A Christmas Carol play in class (Prologue & Scene 1).
    • HW - Scrooge Excerpt Close Reading; do the annotating

     

    Tuesday/Wednesday

    • Continue reading A Christmas Carol in class (Scene 2).
    • Begin work on Dynamic Character Chart in class.
    • HW - Scrooge Excerpt Close Reading; answer the five questions; make sure to print a hard copy to be able to turn in the paper.

     

    Thursday/Friday

    • Correct Scrooge Excerpt Close Reading Questions.
    • Continue reading A Christmas Carol in class (Begin Scene 4).
    • HW - Level Up Tutorial: Analyzing Literature -- Character Traits

     

    Goals

    • Practice dramatic reading.
    • Recognize stage directions.
    • Identify characterization.
    • Be aware of motifs in drama.
    • Be able to annotate text.
    • Practice close reading.

     


    Week of November 30 to December 4

     

    Monday/Tuesday

    • Notes: Figurative Language
    • Introduction to A Christmas Carol
    • HW - Level Up Tutorial: Analyzing Literature -- Figurative Language; Google Forms “quiz”

     

    Wednesday/Thursday

    • AR Star Reading Assessment
    • Extra AR time, reading books
    • HW - Level Up Tutorial: Analyzing Literature -- Elements of Drama; Google Forms “quiz”

     

    Friday (Blocks 1-3)

    • Begin reading A Christmas Carol play in class
    • HW - Scrooge Excerpt Close Reading with Questions

     

    Goals

    • Understand the difference between figurative and literal meaning.
    • Recognize instances of figurative language.
    • Know the elements of drama.
    • Participate in dramatic reading.
    • Practice close reading.

     


    Week of November 16 to 20

     

    Monday/Tuesday

    • How to open two tabs to get feedback from Turnitin and then make changes to you document
    • HW - Revise/edit the Argumentative Essay; turn the rough draft into a final draft by improving it.

     

    Wednesday/Thursday

    • Parent/Teacher/Student Conferences
    • Independent Work
      • Revise/edit Argumentative Essay

     

    Friday

    • Parent/Teacher/Student Conferences
    • Submit the Final Draft of the Argumentative Essay (worth 100 points) using Turnitin.com.
    • Last day before Thanksgiving Break

     

    Goals

    • Practice revising and editing a composition.
    • Apply knowledge of transitions to writing.
    • Use the skill of paraphrasing.
    • Be able to cite sources.

     


     

    Week of November 9 to 13

     

    Monday/Tuesday

    • How to write a concluding paragraph.
    • Work from planning notes to write Argumentative Essay
    • HW - Complete the five-paragraph essay (rough draft)

     

    Wednesday

    • Veteran’s Day
    • NO SCHOOL

     

    Thursday/Friday

    • Rough draft of Argumentative Essay due (five paragraphs).
      • Use Turnitin.com
    • Peer evaluation of essays

     

    Goals

    • Practice using planning notes to draft a composition.
    • Gain understanding of the concluding paragraph.
    • Learn how to evaluate an essay.
    • Gain feedback in order to improve your own writing.

     



     

    END OF THE FIRST TRIMESTER

    Week of November 2 to 6

     

    Monday

    • Finish reading sources for Argumentative Essay.
    • HW - Do independent research for more sources.

     

    Tuesday/Wednesday

    • Graphic Organizer
    • HW - Fill in Graphic Organizer with notes.

     

    Thursday/Friday

    • **ACCELERATED READER TRIMESTER GOAL DUE DATE IS NOVEMBER 6**
    • Turn in Graphic Organizer.
    • Login to Turnitin.com and join our class.
    • HW - Interactive Lesson: Writing Arguments -- Formal Style.

     

    Goals

    • Gain a better understanding of the issue assigned for the argumentative essay.
    • Complete pre-writing steps of the writing process.
    • Learn about formal writing style.
    • Recognize the culmination of a trimester-long assignment.

     


    Week of October 26 to 30

     

    Monday/Tuesday (Blocks 4-6)

    • Examine sample argumentative writings
      • Argumentative essay:  “Earthlings Unite!”
      • Argumentative letter:  “Dear Snyder City Council”
    • HW - Extra AR reading (the trimester deadline is Nov. 6)

     

    Wednesday/Thursday

    • Argumentative Essay Prompt
    • Begin reading sources
    • HW - Extra AR reading

     

    Friday (Blocks 1-3)

    • Finish reading sources for Argumentative Essay
    • HW - Do independent research for more sources.

     

    Goals

    • Understand the expectations for an argumentative essay.
    • Gain a better understanding of the issue assigned for the argumentative essay.
    • Practice evaluating sources.
    • Learn about extending an internet search.
    • Begin to decide on which position to take on this issue.

     


    Week of October 19 to 23

     

    Monday (Blocks 4-6)

    • Read and discuss Performance Assessment workbook pages 3-4 “Should We Celebrate Columbus Day?”
    • HW - Interactive Lesson: Writing Arguments -- Creating a Coherent Argument

     

    Tuesday/Wednesday

    • Read and discuss Performance Assessment workbook pages 5-7 “Should We Celebrate Columbus Day?”
    • HW - Level Up Tutorial:  Writing and Revision category -- Using Transitions

     

    Thursday/Friday

    • Study sample argumentative essay.
    • HW - Interactive Lesson:  Writing Arguments -- Persuasive Techniques

     

    Goals

    • Know techniques for creating coherence in essays (transitions, organizational pattern, variety in sentences and syntax).
    • Understand how sources can be used to help formulate an argument.
    • Become familiar with effective essay writing through the study of essay samples.

     


     Week of October 12 to 16

     

    Monday/Tuesday

    • Interactive Lesson: Writing Arguments -- Support: Reasons and Evidence
    • HW - Interactive Lesson: Writing Arguments -- Building Effective Support

     

    Wednesday/Thursday

    • Essay Structure
    • HW - Level Up Tutorial:  Writing and Revision category -- Revising at the Sentence Level

     

    Friday (Blocks 1-3)

    • Read and discuss Performance Assessment workbook pages 3-8 “Should We Celebrate Columbus Day?”
    • HW - Interactive Lesson: Writing Arguments -- Creating a Coherent Argument

     

    Goals

    • Understand how to formulate an argument.
    • Know the organizational structure of an essay.
    • Gain skill in creating sentence variety.
    • Learn techniques for creating coherent writing.

     


    Week of October 5 to 9

     

    Monday (Blocks 4-6)

    • Covering Issues in the News
      • Correct Facts/Opinions Chart in class.
      • Watch and discuss news interview with the Sunderland family.

     

    Tuesday/Wednesday

    • Interactive Lesson: Writing Arguments -- Introduction
    • HW - Level Up Tutorial:  Conventions category -- Sentences, Fragments, and Run-ons

     

    Thursday/Friday

    • Interactive Lesson: Writing Arguments -- Introduction (continued)
    • HW - Interactive Lesson: Writing Arguments -- What is a Claim?

     

    Goals

    • Understand what argumentative writing is.
    • Distinguish between a sentence, a fragment, and a run-on.
    • Know what the claim of an argument is and how to formulate it.

     


    Week of September 28 to October 2

    -------- HALF-DAY MODIFIED MODEL --------

    Monday/Tuesday

    • “Rogue Wave”
      • Discuss answer to question 6 on p. 16; turn in.
      • Go over answers to “Rogue Wave” Quiz.
    • HW - Read news article about Abby Sunderland (pp. 19-22).

     

    Wednesday/Thursday

    • Covering Issues in the News.
      • Discuss question 2 on p. 23.
      • Read “Ship of Fools” editorial (pp. 24-27).
    • HW - Facts/Opinions Chart

     

    Friday (Blocks 1-3)

    • Covering Issues in the News
      • Correct Facts/Opinions Chart in class.
      • Watch and discuss news interview with the Sunderland family.

     

    Goals

    • Know the difference between a news article and an editorial.
    • Distinguish facts from opinions.
    • Practice finding text evidence.
    • Be able to identify the central idea of a text.
    • Improve media literacy.

     


    Week of September 14 to 18

     

    Monday/Tuesday (block)

    • Writing Emails
      • Review Problems with Emails assignment from last week.
      • Do Email Writing assignment.

     

    Wednesday (early release)

    • FastBridge aReading Assessment

     

    Thursday/Friday (block)

    • Reading from Collections
    • Demonstrate how to get on to online version of Collections textbook.
    • Read first half of the short story “Rogue Wave” (pp. 3-7) in Collections

     

    Goals

    • Write emails using standard, formal conventions.
    • Assess the reading ability of each student.
    • Gain an understanding of features of the online textbook
    • Practice reading comprehension by reading a short story.

     


     Week of September 7 to 11

     

    Monday

    • Labor Day Holiday

     

    Tuesday/Wednesday (block)

    • Autobiographical incident
      • Students read aloud to the class.
      • Audience members ask follow-up questions.

     

    Thursday/Friday (block)

    • Learning the components of email messages
    • Understanding email threads
    • Recognizing problems in faulty email communications
    • Write an email

     

    Goals

    • Practice public speaking.
    • Get to know each other.
    • Be able to communicate well via email

     


    Week of August 31 to September 4

     

    Monday/Tuesday (block)

    • Autobiographical incident
      • Tips to fit it into the length requirement
      • Reminders about format
      • Review the rubric
    • Asynchronous Work - Keep working on Autobiographical Incident
      • Finish rough draft
      • Refine the writing

     

    Wednesday (early release)

    • Revising/editing the Autobiographical Incident
    • Practice reading it aloud

     

    Thursday/Friday (block)

    • Autobiographical Incident is due.
    • Students read aloud to the class.

     

    Goals

    • Become familiar with Google Docs.
    • Become familiar with MLA format.
    • Be able to write a focused personal narrative, which will use first person point of view.
    • Practice public speaking.
    • Get to know each other.

     


    Week of August 24 to 28

     

    Monday/Tuesday (block)

    • Autobiographical incident
      • Explain format
      • Share samples
    • Asynchronous Work - Access the Point of View Level-Up Tutorial from the Collections textbook on-line 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.

     

    Wednesday (early release)

    • Breakout discussions for Autobiographical Incident ideas

     

    Thursday/Friday (block)

    • Begin drafting the Autobiographical Incident writing.

     

    Goals

    • Get to know each other.
    • Learn about writing using Google docs.
    • Be able to write a focused personal narrative, which will use first person point of view.

     


    Week of August 17 to 21

    -------- DISTANCE LEARNING MODEL --------

    Monday/Tuesday (block)

    • First day of class
      • Introductions
    • Orientation to the program
      • Zoom norms
      • Class expectations
    • Survey (asynchronous)

     

    Wednesday (early release)

    • More orientation
    • Book Talk

     

    Thursday/Friday (block)

    • Wam up with wordplay
    • Familiarizing with online resources
    • Take AR STAR Reading Assessment by Monday (asynchronous)

     

    Goals

    • Get to know each other.
    • Learn about online tools and resources.
    • Find out student reading levels.