• 2018-2019 Weekly Learning Targets

    May 20th-May 22nd

    Monday- Journal Entry.  Students will be watching, "The Greatest Showman," and taking notes as they view the movie.  Students will record information and analyze one particular character as they watch the movie.  At the end of class students will write a short summary analysis of the character. 

    Tuesday- Journal Entry.  Students will continue watching, "The Greatest Showman," and taking notes as they view the movie.  Students will record information on a different character as they watch the movie.  At the end of class students will write a short compare/contrast summary of the two characters analyzed from the movie.  

    Wednesday- LAST DAY OF SCHOOL!!!  We will finish watching, "The Greatest Showman."  

    May 13th-May 17th

    Monday- RI testing review.  The class will begin with a review to support the Reading Inventory test on Tuesday.  Students will engage in a Scholastic Scope article and answer comprehension questions following the reading of the material.

    Tuesday- Reading Inventory Test.

    Wednesday- Daily Grammar Practice.  We will begin class by reading the story, "Thank you Ma'am."  We will have a whole group discussion on the assigned reading material to check for student understanding.  Students will then break into their small groups to discuss the reading assignment and answer comprehension questions.

    Thursday- Journal Entry.  Students will continue with the "Thank you Ma'am" lesson.  We will then watch the short video "Thank you Ma'am" and students will compare/contrast the movie and the story.  They will draw comparisons on characterization, theme, and the plot of the movie and the story.

    Friday- Daily Grammar Practice. Sub Day plans. 

    May 6th-May 10th

    Monday- Journal Entry.  The class will begin with a short review of the poems by Whitman, Hughes, and Alvarez, that we covered last week.  We will cover the author's tone, central idea, figurative language, and sound devices within each poem.  The students will then complete an analysis assignment of the three poems for a grade. We will then begin our Unit 4 review.

    Tuesday- Daily grammar practice.  Unit 4 Test Review.

    Wednesday- Unit 4 Test

    Thursday- Journal Entry.  Finish Unit 4 Test.  We will then begin the lesson with an introduction of performance poetry.  We will analyze author's purpose, figurative language, tone, and theme.  The students will then complete a small group assignment over performance poetry.

    Friday- Daily Grammar Practice(Verb Tense).  We will continue our performance poetry lesson.

    April 29th-May 3rd

    Monday- The class will begin by introducing different poets from history and analyze some of their selected works to gain depth of knowledge on the subject.  Students will engage in close reading of poems in the CodeX unit 6.  After annotating the poems students will answer close reading questions on the subject.

    Tuesday- The class will continue with the CodeX unit 6 poetry lesson.  Students will begin by reading Langston Hughes' poem, "I too," and identifying different poetic elements such as tone, theme, and central idea.

    Wednesday- The class will continue with the CodeX unit 6 poetry lesson.

    Thursday- The class will begin with the reading of Julia Alvarez poem, "Too Sing America." Students will engage in close reading questions that analyze the text structures of the poem and identifying evidence that supports their answers.

    Friday-  Finish Unit 6 CodeX by analyzing key ideas and details, as well as the craft and structure of the poem.

    April 15th-April 18th

    Monday- GA milestone testing

    Tuesday- GA milestone testing

    Wednesday- GA milestone testing

    Thursday- Journal Entry.  Students will begin class by constructing a journal entry over, "What they plan to do over Spring Break," and use different sentence types in their reponse.(simple, compound, complex, compound-complex) The class will then complete a short mid-assessment over the identified priority standards in Unit 4.

    April 8th-April 12th

    Monday- Lesson 21 Vocabulary Review (Synonyms and Context Clues to determine word meaning) We will continue our milestone preparation with Argumentative writing. The lesson will consist of argumentative writing elements and outline construction.  Students will be given time to begin writing their own Argumentative essay response.

    Tuesday- GA milestone Key Term review.  Students will continue constructing their argumentative essay response.  Upon completion the class will analyze and annotate an exemplar argumentative response.

    Wednesday- GA milestone Key Term review. Students will continue their GA milestone preparation/review.  The class will review sentence types, clauses, and subordinating/coordinating conjunctions.  

    Thursday- GA milestone review/preparation.  Box review game.  Students will participate in a review of Text/Organizational Structures such as Compare/Contrast, Problem and Solution, Cause and Effect, Chronological Order, Description, and Sequence.  Students will also review Compare/Contrast and Narrative Writing.  

    Friday- Lesson 21 Vocabulary Quiz. GA milestone review/preparation

    April 1st-April 5th

    Monday- Vocabulary Lesson 21. Synonyms and Antonyms usage. "The Highwayman" test review.  We will reiew poetic elements used within "The Highwayman" such as figurative language, sound devices, theme, and plot analysis.

    Tuesday- Test over "The Highwayman"

    Wednesday- Vocabulary Lesson 21. Context clues identification. Argumentative writing analysis.  We will begin class by reviewing key elements and structure of argumentative writing.  We will then work through a co-construct activity involving an argumentative writing topic.

    Thursday- Daily Grammar Practice. Argumentative writing analysis. 

    Friday- Vocabulary Lesson 21 review.  Argumentative writing analysis. 

    March 25th-March 29th

    Monday- Vocabulary Lesson 19 review.  Pre-Assement Unit 4.  The lesson for the day will be covering the different types of poetry. (lyric, ballad, sonnet, ode, free verse, etc....) Students will continue to read "The Highwayman" and annotate the text while we read.

    Tuesday- Vocabulary Quiz Lesson 19. The class will continue to analyze the different types of poetry and the elements that each type of poem possesses.  Students will then continue reading "The Highwayman" and annotating the text as they read.

    Wednesday- Daily Grammar Practice.  The class will begin with a complete analysis of "The Highwayman" and we will review different poetic elements within the poem such as plot, characterization, theme, setting, figurative language, and sound devices used within the poem.

    Thursday- Vocabulary Lesson 21.  The class will begin with students being shown and example of performance poetry.  Small group assignment where students will construct their own poem and present it to the class. Students will add poetice elements to their own writing, and be allowed to choose what type of poem they want to construct and present. 

    Friday- Journal Entry.  Review over ,"The Highwayman."  We will review and analyze the different poetic elements used within the poem and students will answer analysis questions over the poem.

    March 18th-March 22nd

    Monday- Vocabulary Review.  Poetry lesson.  I will be introducing the different types of poetry and the class will be constructing their own poems.

    Tuesday- Sub Plans.  Readworks digital assignment with analysis questions. 

    Wednesday- Vocabulary Review. Synonyms, Antonyms, and Context Clues. We will continue with our poetry lesson.  The class will go over the different elements of each type of poetry.(line, stanza, rhyme, rhythm, rhyme scheme, and figurative language) The class will then complete a small group activity consisting of the different elements of poetry. 

    Thursday- Vocabulary Assignment. We will begin class with a review of the elements of poetry vocabulary.  

    Friday- Elements of poetry quiz.

    March 11th-March 15th

    Monday-Vocabulary Lesson 19. Synonyms. We will begin class by finishing The Watsons Go To Birmingham movie and discussing character comparison.  We will then co-construct an outline on our compare/contrast writing assignment.  Students will then be given time to write their response during class.

    Tuesday- MAP Testing

    Wednesday- MAP Testing

    Thursday- Library Visit. Vocabulary Review. Context Clues. Pi-Day activity.  We will begin class by introducing different forms of poetry, and the class will begin their Pi-Day assignment of writing a Pi-ku poem.  

    Friday- Journal entry.  Scope Magazine poetry activity.  The class will be introduced to different elements of poetry such as rhyme, rhythm, stanza, meter, etc.....  

    March 4th-March 8th

    Monday- Journal Entry. We will begin class by reviewing for our Unit 3 Test.  We will cover argumentative elements and text structures.

    Tuesday- We will begin class by reviewing for our Unit 3 Test.  We will read and examine a paired argumentative text from Scope Magazine.

    Wednesday- Unit 3 Test

    Thursday- Daily Grammar Practice. I will introduce our writing assignment for Thursday and Friday.  Students will be comparing and contrasting one character from The Watsons Go To Birmingham movie and book.  Students will begin watching TWGTB movie and taking character notes while they watch.

    Friday- Students will continue watching TWGTB movie and taking compare/contrast notes while they watch.  The class will then be given time to construct and write their compare/contrast response.

    February 25th-March 1st

    Monday- Test over "The Watsons Go To Birmingham"

    Tuesday- Daily Grammar Practice. Sentence Types. We will begin the lesson with our reading assignment, "The Girl Who Dared." The class will then complete a small group assignment over argumentative questions regarding the reading assignment.

    Wednesday- Journal entry. Article annotation and close reading questions will be completed individually over the article, "The Girl Who Dared." 

    Thursday- Book Fair! The class lesson will be over sentence type identification and construction. The class will analyze independent and dependent clauses along with the different conjunctions within sentence types. 

    Friday- Journal Entry.  We will begin class with a mini-lesson over Text Structures.  The class will then answer analysis questions over "The Girl Who Dared."  

    February 19th-February 22nd

    Tuesday- Journal Entry. Review of Chapter 5-8 of The Watsons Go To Birmingham. Students will then begin reading TWGTB and taking notes over plot elements, conflict, and theme within the book.

    Wednesday- Daily Grammar Practice over Sentence Types. Review of what was read the day before.  Figurative Language activity involving The Watsons Go To Birmingham. Students wil then begin reading TWGTB and taking notes over plot elements, figurative language, and character development. 

    Thursday- Review over The Watsons Go To Birmingham.

    Friday- Test over The Watsons Go To Birmingham.

    February 11th-February 12th

    Monday- Daily Grammar Practice.  Sentence Types and Subordinating/Coordinating Conjunctions.  Chapter 5-8 quiz over The Watsons Go To Birmingham.  The class will continue to read The Watsons Go To Birmingham and update their plot graph notes.

    Tuesday- Career Day! The class will continue to read The Watsons Go To Birmingham and update their plot graph notes, character conflict analysis, and theme identification. 

    February 4th-February 8th

    Monday- Journal Entry over TWGTB.  Class will begin with students going over the Unit 3 Writing Task from last week.  We look at areas of improvement for the class on certain writing elements.(Citing textual evidence, transition word usage, and punctuation) The class will continue to read TWGTB and take notes as they read.

    Tuesday- Daily Grammar Practice over sentence types, independant clauses, and dependant clauses.  The class will begin with a mini lesson over sensory language usage within TWGTB.  The class will then continue to read TWGTB and take notes while they read.

    Wednesday- Vocabulary review over synonyms and antonyms.  We will begin class with a mini-lesson over the usage of figurative language within TWGTB.  The class will continue to read TWGTB and take notes as they read.

    Thursday- Vocabulary quiz.  The class will continue to read TWGTB and take notes as they read. 

    Friday- Daily Grammar Practice over independant and dependant clauses.  Class will begin with a short review of chapters 5-8, and students will answer questions analyzing key plot elements, figurative language, conflict, and theme.  The students will then continue to read TWGTB and take notes while they read.

    January 28th-February 1st

    Monday- Journal Entry(Civil Rights Movement).  We will begin class by introducing our reading assignment for the 9 weeks, "The Watsons Go To Birmingham."  Students will begin reading TWGTB and taking notes on characters, setting, symbolism, and theme.  

    Tuesday- Daily Grammar Practice. Sentence Types. We will begin class with a short discussion of what was read the day before.  Students will then answer questions from Ch. 1 with their small groups and discuss their responses.  The class will then continue reading TWGTB and taking notes on the material read in the book.  

    Wednesday- Vocabulary Review. Context Clues. We will open class with a discussion of what was read the day before, and students will fill in their plot graph on the book.  The class will continue to read TWGTB and taking notes over the book.

    Thursday- Daily Grammar Practice. Students will complete a short review of Chapters 1-4 in TWGTB.  Upon completion the class will continue reading TWGTB and taking notes on the plot, characters, and conflict of the book.  Reading Workshop.

    Friday- Mid-Assessment Checkpoint. Sentence Types. Mini-Lesson on figurative language within TWGTB.  Students will then continue reading TWGTB, and taking notes on the book.

    January 22nd-January 25th

    Tuesday-Journal Entry. Review of the elements of a Compare/Contrast essay.  The class will then break into small groups to complete Venn Diagram over both letters by Dr. King and Jackie Robinson.  The students will then review the outline and requirements for the first body paragraph within the esssay.  The class will be given the time to write their essay.

    Wednesday- Daily Grammar Practice(Sentence Types). Class will begin by covering transition words/phrases for a compare/contrast essay, and how to implement them into their writing assignment.  We will then cover the requirements for the 2nd body paragraph, and then students will be given time to write in class.  I will also meet with students individually to check for understanding.

    Thursday- Daily Grammar Practice(Sentence Types). Class will begin by covering the requirements for the conclusion paragraph, and students will be given time to write their essays in class.  I will continue to meet with students to check for understanding.

    Friday- Journal Entry.  We will begin class with a complete overview of the essay(hook, thesis statement, transition words/phrases, citing of evidence, compare characteristics, contrast characteristics) Self review and peer review of student essays.  

    January 14th-January 18th

    Monday- Vocabulary review. Antonyms and Synonyms. We will begin class by reading Jackie Robinson's Letter to the President, and the class will annotate and take notes while we read the letter.  Next, the class will research Jackie Robinson online to gain a higher depth of knowledge of the subject.  Students will finally answer questions over the letter within their small groups.

    Tuesday- Daily Grammar Practice. Subordinating and Coordinating conjunctions.  We will review Dr. Martin Luther King's Letter from Birmingham Jail and Jackie Robinson's Letter to the President for our test on Wednesday.

    Wednesday- Nonfiction Paired Text Test.

    Thursday- Sentence Type Review. Simple, Compound, Complex, Compound/Complex sentences.  The will be introduced to the Unit 3 Writing task, which is a Compare/Contrast essay.  We will review the elements of compare/contrast, and go over the outline for the assignment.

    Friday- Vocabulary Quiz. We will begin class by reviewing the outline for compare/contrast essay, and students will begin writing their introduction paragraph.  

    January 7th-January 11th

    Monday- Vocabulary review(context clues and sentence usage) The class will start by reviewing the nonfiction text structure Compare and Contrast and students will use signal words to identify compare contrast excerpts of text. Students will then research the Civil Rights movement online and take notes while researching.   I will meet with small groups to check for student understanding.

    Tuesday- Correct the sentence activity(simple, compound, complex, compound/complex) The class will continue researching Dr. Martin Luther King and Jackie Robinson online to continue developing depth of knowledge on the writing topic.  Class notes will be reviewed and the student small groups will answer questions regarding the writing topic.

    Wednesday- Journal entry.  The class will start with a whole group discusion on what was researched the previous day.  Students, while in their small groups, will answer questions on Dr. King and Jackie Robinson based on their research from the previous day.  

    Thursday- Vocabulary review(antonyms and synonyms) Dr. King Flocabulary lesson with questions.  The class will then be introduced to "The Letters from Birmingham Jail."  Students will read the letters and annotate the text as they read.  The class will identify the audience of the text and the author's purpose of the text.  

    Friday- Correct the sentence activity.  I will begin class by introducing the writing assignment for this nine weeks.(Compare/Contrast)  The class will then read Jackie Robinson's Letter to the President.  Students will annotate the text as they read and I will lead a whole group discussion on the text.  Students will then answer questions over the letter.  

    January 3rd-January 4th

    Thursday- Narrative Review. Journal Entry. The class will begin with a narrative writing workshop over the students' Christmas break.  The class will annotate their own text with a student guide.  The lesson will begin with a review of all text structures.(Compare/Contrast, Cause and Effect, Problem and Solution, Chronological, Sequence, and Description)  I will then introduce the unit purpose: Civil Rights and "What it means to be an American," as well as the Unit Writing Assessment topic.

    Friday- Lesson 17 Vocabulary with context clues assignment.  We will begin class with a nonfiction text structure review(transition words) and text structure rotation game.  The class will then review Compare/Contrast text structures with a slideshow, as well as student exemplars of compare/contrast essays. The class will then research the Civil Rights Movement on the internet to prepare for their Unit 2 Writing Assignment. 

    December 16th-December 19th

    Monday- Journal Entry. Sentence Type activity(Simple, Compound, Complex, Compound/Complex) The class will begin with the students reading, "A Christmas Carol," and annotating the text while they read.  The students will then complete a small group compare/contrast activity

    Tuesday-  Class will begin by watching the movie, "A Christmas Carol," and students will take notes comparing/contrasting characters from the movie and the reading assignment.

    Wednesday- The class will finish watching "A Christmas Carol."  Shortened schedule(Reindeer Games)

    December 10th-December 14th

    Monday- Correct the Sentence Activity, Subordinating and Coordinating conjunctions.  We will begin class by reading, "Out of the Flames," and students will annotate the text while we read.  After reading the article students will work through a "Read, Write, Think" activity covering the article.

    Tuesday- Text Structure activity over the article, "Out of the Flames."  The class will begin with a small group activity summarizing the article.  We will identify who the article about, significant events within the article, what caused these events, and how these events effected the people in the article.  The class will then practice identifying the central idea and key events in the article.  Quiz Review

    Wednesday- Quiz over the article, "Out of the Flames"

    Thursday- RI Testing

    Friday- Substitute Plans

    December 3rd-December 7th

    Monday-Daily Grammar Practice.  Sentence Type Review. Nonfiction paired text activity.  The class will be assigned a nonfiction paired text activity from the Scope Magazine article, "The Boy Who Found His Smile."  The lesson will involve annotating the article, citing textual evidence, author's purpose, and text structures.

    Tuesday- Text Structure Review.  We will review the different types of text structure and how to identify them.  The class will then continue with our nonfiction paired text activity, and students will complete a summative assessment at the end of class.

    Wednesday- Daily Grammar Practice.  Citing Textual Evidence.  Unit 2 Test Review.  The class will review citing textual evidence, author's purpose, text structures, identifying word meaning through context clues, and argumentative elements.

    Thursday- Unit 2 Test.

    Friday- Journal Entry.  Sentence type Round Robin activity.  

    November 26th-November 30th

    Monday- Text Structure Review(Compare/Contrast, Cause and Effect, Description, Problem/Solution, Chronological, and Sequence).  Backwards outline activity for Unit 2 Writing assessment.  The class will conduct a review of their argumentative essays, with a focus on areas of improvement, primarily thesis statment, citing of textual evidence, and counterclaim.

    Tuesday- Sentence type and correct the sentence activity.  The class will begin with a text structure activity and identifying how the author presents information within nonfiction text.  The class will identify the main idea within nonfiction text, supporting statements from the text, and the author's purpose within the text.  

    Wednesday- Field Trip Day.  Substitute Plans

    Thursday- Sentence type activity.  The class will identify different sentence types, as well as correct run-on sentences.  Students will begin the lesson with exemplars of different nonfiction writing and determine which text structure applies to each nonfiction example.  The class will then be given a choice of topics to write their own response from nonfiction texts in Scope Magazine, as well as cite proper textual evidence to support their response. 

    Friday- Google classroom assignment.  The class will continue with the nonfiction writing assignment and work through a review of the elements within nonfiction writing.  Students will check their own work for the required elements within nonfiction text structures, and finish their writing workshop.

    November 12th-November 16th

    Monday- Vocabulary Review. Antonyms/Synonyms. Readworks Digital Argumentative Analysis.

    Tuesday- Correct the Sentence Activity. Run-On and Comma Splice sentences.  Text Structures. (Cause and Effect, Description, Problem and Solution) The class will analyze how the author presents information within the text, and the differences between the different text structures.

    Wednesday- Vocabulary Review. Context Clues. Text Structures.(Compare and Contrast, Chronological order, Sequence) The class will analyze how the author presents information within the text, and the differences between the different text structures. The class will then break into their small groups to collaborate and work through a text structure activity.

    Thursday- Correct the sentence activity.  Run-On and Capitalization within sentences.  The class will continue to cover text structures within written text and applying text structures to their own writing.

    Friday- Vocabulary Quiz. Newsela article and identifying text structures within the assigned reading.

    November 5th-November 9th

    Monday- Vocabulary Review. We will begin class by breaking into our small groups and continue our debate from Friday.  The class will continue to research the topic, "Are emojis helping or hurting the english language?"  The class will complete their debate and argue their claim to the counterclaim side.

    Tuesday- Daily Grammar Practice.  Sentence Fragments and Run-On sentences.  The class will be covering sentence fragments and run-on sentences and how to identify.  Students will then work through a round robin sentence activity.

    Wednesday- Google classroom correct the sentence activity.  We will continue to address run-on sentences, as well as independent and dependent clauses.  The class will learn how to identify these clauses and join them together properly to form proper sentence structure. 

    Thursday- Vocabulary Review.  The class will complete an independent and dependent clause activity, and this will be graded.

    Friday- Daily Grammar Practice.  Simple, Compound, Complex, Compound/Complex sentences.  We will cover how to identify and create the different types of sentences.

    October 29th-November 2nd

    Monday- Transition word activity. The class will continue working on their Argumentative Essays.  We will cover the first body paragraph and its elements.(Topic sentence, cited evidence, explanation of cited evidence) The students will be given time to write the remainder of class.

    Tuesday- Vocabulary Review.  The class will continue working on their Argumentative Essay.(Are emojis helping or hurting the english language?) We will cover the second body paragraph and its elements.(Transition, topic sentence, cited evidence, explanation of cited evidence) The class will be given time to write the remainder of class.

    Wednesday- The Counterclaim.  The class will continue working on their Argumentative Essay.  We will cover the Counterclaim paragraph and its elements.(Transition, topic sentence, cited evidence, explanation of cited evidence, rebuttal, cited evidence to support the rebuttal) The class will be given time to write the remainder of class.

    Thursday- Daily Grammar Practice.  The conclusion.  The class will continue working on their Argumentative Essay.  We will cover the conclusion paragraph and its elements.  The class will be given time to finish writing the remainder of class and the Argumentative Essay is due.

    Friday- Vocabulary Quiz.  The class will then have a guided debate over the writing topic for the week.

    October 22nd-26th

    Monday- The class will begin their Argumentative Essay Assignment. "Are Emojis helping or hurting the english language?" Students will read an article that will serve as one of their sources for their essays, and anotate the article.

    Tuesday- Evidence of Reading Log.  

    Wednesday- Vocabulary Review.  The class will then begin formulating their claim and 2 reasons that support their claim for their argumentative essay.  After finishing the claim, the class will divide into small groups and discuss their claim and reason "for or against"within their small group.

    Thursday- Journal Entry. The class will begin by addressing the components of the Introduction paragraph to their essay.(Hook, Background information on the topic, and the construction of the thesis statement)  The class will then be given time to write.

    Friday- Vocabulary Review.(Classwork Grade) The class will begin by addressing the elements of the first Body paragraph.(Topic sentence, citing evidence to support, explanation of the cited evidence) The class will then be given time to write.

    October 15th-19th

    Monday- Run-on Sentence activity.  Test review for "The Giver."  The class will review for the test we are having on Tuesday.

    Tuesday- Test over "The Giver"

    Wednesday- Vocabulary Review.  The class will be watching "The Giver" and taking notes over the differences and similarities of certain characters in the movie and the book.  The class will begin writing a compare/contrast essay over a character from the book compared to a character from the movie.

    Thursday- Dependant and Independant clauses.  Compare/Contrast transition words and phrases. The class will finish watching "The Giver" and continue to write their compare/contrast essays.

    Friday- Vocabulary Review.  Compare/Contrast Essays are due.

    October 10th-12th

    Wednesday- Journal Entry.  We will begin class by reading The Giver and reviewing the previous two chapters.  Students will answer questions covering those chapters and we will review key plot points within the book.  Students will take notes as we read and I will stop to check for understanding.

    Thursday- Run-on sentences/Independent and dependent clauses.  The class will finish reading The Giver and review the last 3 chapters of the book.

    Friday- Independent/Dependent Clauses.  The class will continue reviewing for our test over The Giver. Our test will be Tuesday, Oct. 16th.  We will cover key fictional elements such as Setting, Plot, Characters, Literary Techniques, Conflict, and Theme.

    October 1st-4th

    Monday- Chapter review of "The Giver."  We will begin class by reviewing the previous two chapters of "The Giver."  Upon completion of the review students will read "The Giver" and take notes as we continue with the book.  I will stop to check for understanding and discuss key plot points in the text.

    Tuesday- Daily Grammar Practice(Run-On sentences). Small group/Round Robin activity.  Students will break into groups and answer key questions over "The Giver." Following this activity the class will continue to read "The Giver."  I will stop to discuss key plot points in the text and check for understanding.

    Wednesday- Journal Entry.  "Ceremony of Twelve Activity."  Students will be given an "assignment" just like in "The Giver."  The class will then complete a writing workshop covering their assignment.  We will then continue to read "The Giver" and I will stop to check for understanding and to discuss key plot points.

    Thursday- Daily Grammar Practice. The class will continue to review sentence structure.(Dependent and Independent clauses) Students will then continue reading "The Giver" and taking notes as we work through the book.

    September 24th-28th

    Monday- Vocabulary Review/Quiz.  We will begin class by reviewing our bi-weekly vocabulary words and taking a short quiz over the words.  We will then begin reviewing for our Unit 1 Test.  The class will be reviewing Citing Evidence, Figurative Language, Point of View, and Viewpoint.

    Tuesday- Unit 1 Test

    Wednesday- Finish Unit 1 Test.  After finishing the Unit 1 Test the class will begin reading "The Giver" and taking notes as they read.  I will stop to discuss key plot points and check for understanding.

    Thursday- Assesslets.  Chapter review for "The Giver".  The class will be reading "The Giver" and taking notes as they read.  I will stop to discuss key plot points and check for understanding.

    Friday- Journal Entry.  Read "The Giver" and take notes as they read.

    September 17th-21st

    Monday- Journal Entry. Unit 1 Narrative Wriing Assignment.  "The most important or difficult decision I have ever made" We will begin class by constucting the Introduction paragraph of the essay. Students will establish the setting, point of view, and characters within the essay.

    Tuesday- Vocabulary Review.  Unit 1 Narrative Writing Assignment.  Students will be constructing the body paragraphs of the essay.  The class will implement descriptive details, sensory language, transition phrases to indicate a shift, dialogue, and figurative language into their writing. The body paragraphs will also contain the problem or decision the protagonist is working through. 

    Wednesday- Flocabulary Lesson.  Unit 1 Narrative Writing Assignment.  Students will be constructing the conclusion of the essay.  The conclusion will contain the resolution of the narrative essay, and what was learned from the events in the essay by the main character.  Small Group-  Peer Review of the essay.

    Thursday- Narrative Writing Assignment Due.  Daily Grammar Practice.  The class will then begin reading The Giver and taking notes as they read.  I will stop to check for understanding and discuss key points in the book.

    Friday- Vocabulary Review.  Unit 1 Assessment Review.  The class will then begin reading The Giver and taking notes as they read.  I will stop to check for understanding and discuss key points int the book.

    September 10th-14th

    Monday- Vocabulary Review. Antonyms and Synonyms.  Review of Chapters 1 and 2 in The Giver.  Small group activity over the first two chapters.  Read The Giver and take notes.

    Tuesday- Daily Grammar Practice. Subject verb agreement/Verb tense.  Plot, Conflict, Characterization, and Theme development within The Giver.  Read The Giver and take notes.

    Wednesday- Journal Entry.  Review of Chapters 3 and 4 from The Giver.  "Ceremony of 12" written response activity.  We will then read The Giver and takes notes as we continue the book.  I will stop to discuss key elements from the book and check for understanding.

    Thursday- Daily Grammar Practice. Prepositions.  We will begin class by reading The Giver and taking notes as we continue the book.  I will stop to discuss key elements from the book and check for understanding.  We will identify Dystopian and Utopian society characteristics and work through a writing workshop involving the comparison and contrast between the two societies.  

    Friday- Vocabulary Review

    September 4th-7th

    Tuesday- Bellwork: Dystopian vs. Utopian society.  We will discuss the differences between a Dystopian society and a Utopian society, and students will answer debatable questions and share within their small groups.  I will then introduce the novel, The Giver, and the class will begin reading the book.  As we read the class will take notes and I will discuss key points within the book.

    Wednesday- Journal Entry. Vocabulary Introduction Chapters 1-4 The Giver. We will begin class by discussing and reviewing what was read the day before.  Students will review key plot elements from the reading and check their notes for accuracy.  The class will coninue to read, and I will stop to discuss key points and check for class understanding.

    Thursday- Bellwork: Daily Grammar Practice.  The class will continue reading The Giver and we will discuss key points within the text.  Students will answer questions over the first two chapters of the book.

    Friday- Journal Entry.  The class will discuss whether they agree or disagree with the society created in the book, and we will continue reading.

     

    August 27th-31st

    Monday- Bellwork: Figurative Language journal entry. Review for our Elements of Fiction Test on Tuesday.  We will be going over figurative language, the five elements of fiction, and the short story Call Me Maria.

    Tuesday- Elements of Fiction Test

    Wednesday- Bellwork: Daily Grammar Practice.  We will begin class by introducing Test Taking Vocabulary, and move into our Evidence of Reading lesson.   

    Thursday- Journal Entry. We will begin class with a Readworks Lesson.  Students will be given a new short story from the Readworks website that continues with our theme, "How do important decisions impact a person's life?" 

    Friday- Vocabulary Review.  We will complete the Readworks lesson and move into our Vocabulary assessment.

    August 20th-24th

    Monday- Vocabulary Review.  The class will be introduced to our weekly vocabulary. Next, the class will be introduced to figurative language(metaphors, similes, hyperbole, idioms, personification, alliteration, ..........) and how these elements apply to fictional texts.  Students will work within their small groups constructing their own anchor charts for figurative language and how they apply to the required reading.

    Tuesday- Journal Entry over descriptive details and sensory language.  We will go over how to implement descriptive details, sensory language, and dialogue into our own writing.  Call Me Maria writing assignment- students will create their own alternate ending/extended ending to Call Me Maria.  They will be required to imbed dialogue, use descriptive details, sensory language and figurative language into their writing assignment.

    Wednesday- Daily Grammar Practice.  Evidence of Reading Log.  We will go over the expectations and schedule for the Evidence of Reading Logs for the year.  The class will continue to work on Call Me Maria writing assignment.

    Thursday- Vocabulary Review.  The class will complete a Vocabulary Review Lesson.  The Jacket-  The class will be reading The Jacket and annotating the text while they read.  Upon completion, the class will identify figurative language within the text.

    Friday- Journal Entry focusing on descriptive details and figurative language.  Wonderful World of Reading Activity.

    August 13th-17th

    Monday- Small group discussion on how decisions impact our lives.  The class will review the 5 elements of a story.(plot, character, setting, theme, and conflict) The class will then begin to read Call Me Maria.

    Tuesday- RI Testing

    Wednesday- Daily Grammar Practice- Correct the sentence activity.  The class will continue to read Call Me Maria, and construct thier own plot graph.  We will discuss and analyze plot and setting. Sticky note activity.

    Thursday- Journal Entry. Finish reading Call Me Maria.  We will analyze the theme of the story, and students will have questions to answer covering Call Me Maria.

    Friday- Daily Grammar Practice.  We will focus on the different conflicts within Call Me Maria. The class will then work through a writing workshop.

    August 6th-10th

    Monday- Daily Grammar Practice.  The class will then begin their opening project of the year, "Reach for the Stars."  We will go over the rubric and expectations of the project.

    Tuesday- Journal Entry: "Introduce yourself to me." The class begin with a small group activity on the different styles of poetry.(Haiku, free verse, and acrostic) The class will continue to work on their projects.

    Wednesday- Daily Grammar Practice: Correct the sentence.  The class will finish their projects and turn them in.  Students will share their projects with the class.  We will then have a narrative pretest and introduce/analyze the different elements of narrative fiction.

    Thursday- Journal Entry: "What I did last summer."  Students will write a journal entry with an emphasis on narrative elements such as descriptive details, sensory language, and characterization.  Media Center orientation.

    Friday- Vocabulary Review.  I will introduce our weekly vocabulary and students will use the vocabulary in their writing assignment.  The class will then begin reading, "Call Me Maria."  We will continue to cover narrative elements.