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 |
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 |
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ELL/ESE Strategies
Where appropriate, the following lesson accommodations are utilized for identified ESE and NES students. 1. Provide written outline. 2. Write key points on the board. 3. Make sure directions are understood. 4. Allow extra time to complete tasks. 5. Reduce class/homework assignments. 6. Handout worksheets one at a time. 7. Provide structured routine in written form. 8. Permit computer printed assignments. 9. Provide written directions. 10. Allow extra time for exams. 11. Read all test items. 12. Allow student(s) to write on test. 13. Keep all directions simple and clear. 14. Use materials from a lower skill level if necessary. 15. Class work may be completed at home. 16. Assign buddies and peer tutors. 17. Utilize the Total Physical Response. 18. Limit correcting errors in pronunciation or vocabulary.
- Differentiated Instruction:
- Kagan grouping,
- scaffolded lessons,
- small group instruction,
- teacher conferencing,
- visual & kinesthetic activities
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WEEK 10 October 12-October 16
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ELA Class
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8th Grade
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7th Grade
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Weekly Resources
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Monday
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Standard
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Target
|
I can define words or phrases based on context clues to complete a Freyer
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I can define words or phrases based on context clues to complete a Freyer Model
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Task
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Complete the Wordwork Freyer model to creatw student centered definitions, synonyms, and antonyms
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Complete the Wordwork Freyer model to creatw student centered definitions, synonyms, and antonyms
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Tuesday
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Standard
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|
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|
Target
|
I can analyze how particular incidents in a story propel the action of the plot
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I can analyze how particular incidents in a story propel the action of the plot
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Task
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.Students will locate areas in Anthem that display tone and mood, inference, and connotation.
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.Students will locate areas in Anthem that display tone and mood, inference, and connotation.
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Wednesday
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Standard
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Target
|
I can analyze how particular incidents in a story propel the action of the plot
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Students will listen to a reading of an informative article from Flesh and Blood so Cheap
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Task
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After reading chapter 3 in Anthem students will create a short constructed response
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Create an outline of the main idea and details of the informative article Flesh and Blood so Cheap.
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Thursday
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Standard
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Target
|
I can use text evidence to support mythinking about what the text says directly and indirectly (inferences.)
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Students will listen to a reading of an informative article from Flesh and Blood so Cheap
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Task
|
After reading chapter 3 in Anthem students will create a short constructed response
|
Create an outline of the main idea and details of the informative article Flesh and Blood so Cheap.
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Friday
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Standard
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Various
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Target
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Quiz on weekly grammar and vocabulary.
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Quiz on weekly grammar and vocabulary
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Task
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Assessment
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Assessment
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Reading Class
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Weekly schedule unless disrupted by testing or holidays: Monday, Wednesday, Freckle & Independent reading journaling. Tuesday/Thursday read aloud with mini reading and writing lessons. Testing Friday
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8th Grade
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7th Grade
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Weekly Resources
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|
Monday
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Standard
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|
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Target
|
I can understand the themes and messages an author is conveying
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I can understand the themes and messages an author is conveying
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Task
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Students will complete an on level Freckle assignment #66 Messages & Themes
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Students will complete an on level Freckle assignment #66 Messages & Themes
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Tuesday
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Standard
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Target
|
I can make connections to the text and message the author is conveying
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I can make connections to the text and message the author is conveying
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Task
|
Chapter 19 read aloud chapter from WTRFG with chapter discussion question reflecting on a what would you do scenario
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Chapter 19 read aloud chapter from WTRFG with chapter discussion question reflecting on a what would you do scenario
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Wednesday
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|
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Standard
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|
|
|
Target
|
I can understand the themes and messages an author is conveying
|
I can understand the themes and messages an author is conveying
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|
Task
|
Students will complete an on level Freckle assignment #66 Messages & Themes
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Students will complete an on level Freckle assignment #66 Messages & Themes
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Thursday
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Standard
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Target
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Last Chapter of WTRFG
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Last chapter of WTRFG
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Task
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Reading strategy book word choice lesson #
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Reading strategy book text structure lesson #
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Friday
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Standard
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Target
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I can determine the central idea of a chapter
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I can determine the central idea of a text.
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Task
|
For a test assessment grade, students will come up with names for each of the 20 chapters in WTRFG.
|
For a test assessment grade, students will come up with names for each of the 20 chapters in WTRFG.
|
|
|
|
|
|
|
|
ELL/ESE Strategies
Where appropriate, the following lesson accommodations are utilized for identified ESE and NES students. 1. Provide written outline. 2. Write key points on the board. 3. Make sure directions are understood. 4. Allow extra time to complete tasks. 5. Reduce class/homework assignments. 6. Handout worksheets one at a time. 7. Provide structured routine in written form. 8. Permit computer printed assignments. 9. Provide written directions. 10. Allow extra time for exams. 11. Read all test items. 12. Allow student(s) to write on test. 13. Keep all directions simple and clear. 14. Use materials from a lower skill level if necessary. 15. Class work may be completed at home. 16. Assign buddies and peer tutors. 17. Utilize the Total Physical Response. 18. Limit correcting errors in pronunciation or vocabulary.
- Differentiated Instruction:
- Kagan grouping,
- scaffolded lessons,
- small group instruction,
- teacher conferencing,
- visual & kinesthetic activities
|
|
|
|
|
|
WEEK 11 October 19-October 23
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can define words or phrases based on context clues to complete a Freyer
|
I can define words or phrases based on context clues to complete a Freyer Model
|
|
Task
|
Complete the Wordwork Freyer model to creatw student centered definitions, synonyms, and antonyms
|
Complete the Wordwork Freyer model to creatw student centered definitions, synonyms, and antonyms
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze how particular incidents in a story propel the action of the plot
|
I can analyze how particular incidents in a story propel the action of the plot
|
|
Task
|
After reading chapter 6 in Anthem students will create a short constructed response
|
After reading chapter 6 in Anthem students will create a short constructed response
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Wednesday
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Standard
|
|
|
|
Target
|
I can analyze how particular incidents in a story propel the action of the plot
|
I can analyze how particular incidents in a story propel the action of the plot
|
|
Task
|
After reading chapter 3 in Anthem students will create a short constructed response
|
students will continue to create an outline of the main idea and details of the informative article Flesh and Blood so Cheap.
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Thursday
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|
|
|
Standard
|
|
|
|
Target
|
I can analyze how particular incidents in a story propel the action of the plot
|
I can analyze how particular incidents in a story propel the action of the plot
|
|
Task
|
After reading chapter 3 in Anthem students will create a short constructed response
|
Create an outline of the main idea and details of the informative article Flesh and Blood so Cheap.
|
|
Friday
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|
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|
Standard
|
|
Various
|
|
Target
|
I can analyze how particular incidents in a story propel the action of the plot
|
I can analyze how particular incidents in a story propel the action of the plot
|
|
Task
|
Assessment
|
Assessment
|
|
|
|
Reading Class
|
|
Weekly schedule unless disrupted by testing or holidays: Monday, Wednesday, Freckle & Independent reading journaling. Tuesday/Thursday read aloud with mini reading and writing lessons. Testing Friday
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze the extent to which a filmed production of a story stays faithful to or departs from the text
|
Compare and contrast a written story to its filmed version
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|
Task
|
Students will complete an on level Freckle assignment #66 Messages & Themes
|
Students will complete an on level Freckle assignment #66 Messages & Themes
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|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze the extent to which a filmed production of a story stays faithful to or departs from the text
|
Compare and contrast a written story to its filmed version
|
|
Task
|
Chapter 19 read aloud chapter from WTRFG with chapter discussion question reflecting on a what would you do scenario
|
Chapter 19 read aloud chapter from WTRFG with chapter discussion question reflecting on a what would you do scenario
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze the extent to which a filmed production of a story stays faithful to or departs from the text
|
Compare and contrast a written story to its filmed version
|
|
Task
|
Students will complete an on level Freckle assignment #66 Messages & Themes
|
Students will complete an on level Freckle assignment #66 Messages & Themes
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a chapter
|
I can determine the central idea of a chapter
|
|
Task
|
For a test assessment grade, students will come up with names for each of the 20 chapters in WTRFG.
|
For a test assessment grade, students will come up with names for each of the 20 chapters in WTRFG.
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|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a chapter
|
I can determine the central idea of a text.
|
|
Task
|
For a test assessment grade, students will come up with names for each of the 20 chapters in WTRFG.
|
For a test assessment grade, students will come up with names for each of the 20 chapters in WTRFG.
|
|
|
|
|
|
|
|
ELL/ESE Strategies
Where appropriate, the following lesson accommodations are utilized for identified ESE and NES students. 1. Provide written outline. 2. Write key points on the board. 3. Make sure directions are understood. 4. Allow extra time to complete tasks. 5. Reduce class/homework assignments. 6. Handout worksheets one at a time. 7. Provide structured routine in written form. 8. Permit computer printed assignments. 9. Provide written directions. 10. Allow extra time for exams. 11. Read all test items. 12. Allow student(s) to write on test. 13. Keep all directions simple and clear. 14. Use materials from a lower skill level if necessary. 15. Class work may be completed at home. 16. Assign buddies and peer tutors. 17. Utilize the Total Physical Response. 18. Limit correcting errors in pronunciation or vocabulary.
- Differentiated Instruction:
- Kagan grouping,
- scaffolded lessons,
- small group instruction,
- teacher conferencing,
- visual & kinesthetic activities
|
|
|
|
|
|
WEEK 12 October 26-October 30
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can define words or phrases based on context clues to complete a Freyer
|
I can define words or phrases based on context clues to complete a Freyer Model
|
|
Task
|
Complete the Wordwork Freyer model to creatw student centered definitions, synonyms, and antonyms
|
Complete the Wordwork Freyer model to creatw student centered definitions, synonyms, and antonyms
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze how particular incidents in a story propel the action of the plot
|
I can analyze how particular incidents in a story propel the action of the plot
|
|
Task
|
After reading chapter 6 in Anthem students will create a short constructed response
|
After reading chapter 6 in Anthem students will create a short constructed response
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze how particular incidents in a story propel the action of the plot
|
I can analyze how particular incidents in a story propel the action of the plot
|
|
Task
|
After reading chapter 3 in Anthem students will create a short constructed response
|
students will continue to create an outline of the main idea and details of the informative article Flesh and Blood so Cheap.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze how particular incidents in a story propel the action of the plot
|
I can analyze how particular incidents in a story propel the action of the plot
|
|
Task
|
After reading chapter 3 in Anthem students will create a short constructed response
|
Create an outline of the main idea and details of the informative article Flesh and Blood so Cheap.
|
|
Friday
|
|
|
|
Standard
|
|
Various
|
|
Target
|
I can analyze how particular incidents in a story propel the action of the plot
|
I can analyze how particular incidents in a story propel the action of the plot
|
|
Task
|
Assessment
|
Assessment
|
|
|
|
Reading Class
|
|
Weekly schedule unless disrupted by testing or holidays: Monday, Wednesday, Freckle & Independent reading journaling. Tuesday/Thursday read aloud with mini reading and writing lessons. Testing Friday
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze the extent to which a filmed production of a story stays faithful to or departs from the text
|
Compare and contrast a written story to its filmed version
|
|
Task
|
Students will complete an on level Freckle assignment #66 Messages & Themes
|
Students will complete an on level Freckle assignment #66 Messages & Themes
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze the extent to which a filmed production of a story stays faithful to or departs from the text
|
Compare and contrast a written story to its filmed version
|
|
Task
|
Chapter 19 read aloud chapter from WTRFG with chapter discussion question reflecting on a what would you do scenario
|
Chapter 19 read aloud chapter from WTRFG with chapter discussion question reflecting on a what would you do scenario
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze the extent to which a filmed production of a story stays faithful to or departs from the text
|
Compare and contrast a written story to its filmed version
|
|
Task
|
Students will complete an on level Freckle assignment #66 Messages & Themes
|
Students will complete an on level Freckle assignment #66 Messages & Themes
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a chapter
|
I can determine the central idea of a chapter
|
|
Task
|
For a test assessment grade, students will come up with names for each of the 20 chapters in WTRFG.
|
For a test assessment grade, students will come up with names for each of the 20 chapters in WTRFG.
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a chapter
|
I can determine the central idea of a text.
|
|
Task
|
For a test assessment grade, students will come up with names for each of the 20 chapters in WTRFG.
|
For a test assessment grade, students will come up with names for each of the 20 chapters in WTRFG.
|
|
|
|
|
|
